Recent research:
The collected publications present a cohesive exploration of education as a human-centered, transformative practice that blends active pedagogy, decolonial and transdisciplinary perspectives, and innovative teaching with technology. Across varied contexts—from Pestalozzi’s legacy to urban geometry, early childhood, and social studies—the works emphasize student-centered learning, contextualized experiences, and the integration of environment, culture, and community in the classroom. A consistent hermeneutic and mixed-methods stance supports critical reflection on traditional and contemporary pedagogies, while exploring practical implementations such as active school models, gamification, visual culture in urban spaces, and ICT-enabled learning. The research highlights the potential of inquiry-based, collaborative, and culturally relevant approaches to foster holistic development, critical thinking, and socio-emotional skills, with positive indications of improved engagement, learning outcomes, and teacher professional development. Methodologies span qualitative, quantitative, and mixed designs, including bibliometric analyses, case studies, surveys, interviews, and implementation of teaching interventions in real-world settings. The overarching impact is a reinforced argument for rethinking schooling toward more human, inclusive, and dialogic frameworks that leverage local knowledge, community resources, and digital tools to enhance learning in diverse contexts.