http://hdl.handle.net/20.500.11984/1139 Thu, 14 May 2026 19:15:04 GMT 2026-05-14T19:15:04Z http://hdl.handle.net/20.500.11984/14045 Case study in Spain (The Basque Country) Arroyo-Sagasta, Amaia; Zubizarreta Pagaldai, Ane Herrero, César; López Cobo, Montserrat This chapter reflects a case study of the implementation of the SELFIE WBL tool in a dual training centre in the Basque Country. It has been carried out with a mixed methodology, collecting quantitative and qualitative data on the tool, the sessions carried out and the process. It is based on the exploration of the integration of digital skills in VET institutions to enhance learner readiness for the evolving workforce. It emphasises the significance of aligning digitalisation in education with the demands of the modern economy and provides guidelines for a proper implementation of the SELFIE WBL tool in schools offering dual training. In the context of the Basque Country Community’s VET system, the integration of digitalisation is a strategic imperative to foster economic revitalisation and talent development. The latest VET law underscores the essential role of digital technologies in preparing individuals with the necessary digital competences for professional activities. This emphasis is aligned with the broader mission of creating an ecosystem for economic revitalisation based on a human capital and talent strategy. By integrating digital skills into vocational training, the system aims to equip learners with the competences required to thrive in a digitally driven workforce. The policy relevance of this work lies in the qualitative information collected and the detailed proposed guidelines. Both elements offer the opportunity to learn about the experience of a school located in a quality VET system and to improve it by means of the proposed guidelines. The study’s key conclusions underscore the importance of expert support in guiding stakeholders through the implementation of digital tools like the SELFIE WBL questionnaire. Teachers and management teams value the presence of experts in interpreting results and formulating actionable objectives. Clear communication and understanding of objectives among all participants are crucial for the successful integration of digital tools in educational settings. The study highlights the positive impact of expert guidance in contextualising and utilising digital resources effectively, emphasising the need for ongoing support and collaboration amongst stakeholders. Based on these results, the study concludes that there is a need to provide schools with a detailed overview of the process for implementing SELFIE WBL, with clear guidelines for involving all stakeholders in the school community. In this way, we will be able to contribute to the autonomy of schools to carry out the SELFIE WBL exercise. This chapter proposes general guidelines on the overall process of SELFIE WBL implementation. It also provides differentiated guidelines for each profile involved: management team, coordinator, teacher staff, learners, and in-company trainers. Future efforts should focus on enhancing communication strategies to ensure a mutual understanding of objectives across all participants. Additionally, further research is needed to explore the impact of expert support on the implementation of digital tools in educational settings. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/20.500.11984/14045 2025-01-01T00:00:00Z http://hdl.handle.net/20.500.11984/14044 W-IMPACT Women: Improving Migrant Potential through Accessing Careers and Training Arroyo-Sagasta, Amaia Ramírez-Montoya, María Soledad; Alvarez Icaza Longoria Edition, Inés The W-Impact project explores the use of WhatsApp as an educational tool for immigrant women, highlighting its potential to create an accessible and effective learning space. It is emphasized that although technology facilitates training, the success of education for this group relies on social and emotional support. The document also details a process of training a chatbot using data from various sources, such as manuals, blogs and YouTube videos. This process includes the collection and organization of information, pre-processing of data to ensure clarity and conciseness, the use of TECGpt to train the chatbot, and the connection of the agent to conversational applications. The team involved in this project includes experts in human-centred design, fieldwork, logistics management, learning technologies, instructional design, and intelligent agent training. The document highlights the importance of using quality and relevant data for chatbot training. It emphasizes that a concise and well-structured data set is more effective than a vast and disorganized one. The research is based on previous studies that demonstrate the effectiveness of WhatsApp for distance learning and the value of social support in the education of immigrant women. In addition, the use of a practical guide for the dynamization of personal and professional development spaces for immigrant women is mentioned. To illustrate the impact of the use of these tools, the project includes testimonies of immigrant women who have found in WhatsApp an accessible means to improve their skills and connect with support networks. These experiences allow us to understand how technology can positively transform their life trajectories. In summary, the document advocates for a careful and structured approach to the use of WhatsApp and artificial intelligence for education, recognizing the need for social support and the value of well-organized and relevant data for successful learning. Thu, 19 Feb 2026 00:00:00 GMT http://hdl.handle.net/20.500.11984/14044 2026-02-19T00:00:00Z http://hdl.handle.net/20.500.11984/14006 Por qué es importante saber a qué juegan las niñas y los niños Arregi, Itziar Camino Carrasco, Marina; Ruiz Pareja, Raquel; Martín-Espinosa, Inmaculada; Jiménez Ríos, Laura Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/20.500.11984/14006 2025-01-01T00:00:00Z http://hdl.handle.net/20.500.11984/13989 Una experiencia de renovación pedagógica en Arizmendi Ikastola: el proyecto BATU Arregi-Murgiondo, Xabier Simó-Gil, Núria; Domingo-Peñafiel, Laura; Feu Gelis, Jordi ¿Qué significa hoy hablar de renovación pedagógica? ¿Es una idea del pasado o sigue viva en las aulas de los centros educativos? Este libro explora cómo la renovación pedagógica (RP) se manifiesta actualmente en escuelas e institutos de diferentes comunidades autónomas. A través de una investigación cercana y crítica, se recogen las voces de quienes forman parte de la vida escolar: equipos directivos, docentes, familias y alumnado. Wed, 01 Oct 2025 00:00:00 GMT http://hdl.handle.net/20.500.11984/13989 2025-10-01T00:00:00Z