Abstract
Creating societies of the future goes hand in hand with promoting sustainable education and, therefore, universities must train educators who, through their own professional development, put into practice methodologies that are active, participative, and focused on the overall development of their students. The use of methodologies like Design Thinking and the use of social networks generate learning dynamics that bring into play key competences in the development of dedicated future educators. In this study, 156 students from Education degrees at the University of Jaen analyze how the use of these methodologies supports the learning process in dimensions such as creativity, motivation, communication, and involvement in learning, among others. The results shows that all dimensions correlate positively, and that the benefits derived from the use of these methodologies are perceived by students as greater than the effort required to put them into practice.
Highlights
We are living in tumultuous times, at both the social and the educational levels, which have only been exacerbated by the situation relating to COVID-19 [1,2,3]
Within the subjects of School Organization and Socio-educational Projects in Childhood and Youth, in the development of practices based on the use of Design Thinking methodology and on the use of social networks (Instagram) for the dissemination of the process and results
Analyzing the simple effect for groups, it was observed that the Social Ed group differed from the other groups in giving similar scores to the motivation derived from the use of DT and of social networks
Summary
We are living in tumultuous times, at both the social and the educational levels, which have only been exacerbated by the situation relating to COVID-19 [1,2,3]. The circumstances are demanding a fundamental change in universities, both in their vision of the professionals to be trained and in the didactic methodologies used to do so. If we intend to create an innovative, inclusive, and responsible society, the university must train future professionals to be more just, more committed to their profession, more involved in the society around them, and more inclined to facilitate social transformations, including in their immediate environment. For [5], the neglect within higher education of aspects of learning such as civic commitment, across all of Europe, has been partly responsible for the low participation and interest of young people in issues relating to social problems, citizenship, or civic awareness [6]. Some research [7,8,9] shows that participatory methodologies like Design
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