Pedagogical innovation and educational personalisation: an inclusive proposal at the Santa Ana Institute, Córdoba

Abstract

The project developed at the Santa Ana Institute in Córdoba aimed to sustain personalised teaching in heterogeneous classrooms in the face of growing enrolment. It was framed within Bronfenbrenner's ecological paradigm and constructivist learning theory, proposing a comprehensive approach that recognised diversity as a pedagogical opportunity. The approach was based on inclusive education, understood not only as a normative principle but also as a concrete practice capable of eliminating barriers and generating equity. The proposal was supported by active methodologies such as the flipped classroom, centre work, Aronson's puzzle technique and the use of e-portfolios. These strategies facilitated meaningful learning, enhanced student autonomy and promoted peer cooperation. Technological resources were also incorporated, offering multiple teaching and learning options adapted to the different rhythms, interests and styles of the students. The plan also provided for flexibility in the organisation of school time and spaces, encouraging active participation and student leadership inside and outside the classroom. Participating teachers received innovative, playful and research-based activities that could be implemented through virtual programmes. These resources enabled them to create inclusive environments and record evidence of their students' progress. In conclusion, the project made a significant contribution to the construction of inclusive and personalised classrooms. Its comprehensive and flexible approach, based on diversity, equity and pedagogical innovation, offered a model that can be transferred to other educational contexts, reaffirming the right of every student to learn meaningfully and with equal opportunities.