The expansion of digital technologies has completely changed the way we teach and learn, and today we talk about research group in education and ICT This is one of the most dynamic fields with the greatest real impact on the education system. Universities, teacher networks, and public institutions are promoting projects ranging from the design of educational video games to the critical analysis of artificial intelligence in the classroom.
Throughout this article, we will calmly explore what these groups are researching, what lines of work they have open, and what kind of publications and projects they are generating. We will see from Highly applicable proposals such as video games, websites, or online training courses including theoretical frameworks on global citizenship, critical pedagogy or universal design for learning, always connecting the use of ICTs with the improvement of education and social inclusion.
What is a research group in education and ICT?
When we talk about a research group in education and ICT, we are referring to stable teams of teachers, research staff and, often, master's and doctoral students who organize themselves to study systematically. How do information and communication technologies influence educational processes?They are usually attached to faculties of Education or Social Sciences, and have institutional recognition and competitive funding.
These groups not only publish scientific articles, but also generate teaching resources, innovation proposals, multimedia materials and platforms These resources are transferred to schools, universities, and social organizations. Their purpose is to provide well-founded answers to challenges such as digital literacy, the access gap, teacher training, and the critical integration of technology in the classroom.
Many of the most established teams in Spain and internationally operate between theoretical reflection and practical application, combining basic research projects on pedagogical models with experiences closely linked to the field: online courses, distance learning, virtual learning environments, design of digital materials or evaluation of programs and public policies.
Furthermore, many of these groups are structured around major areas of work: educational technology, digital citizenship, inclusion, video games and gamification, personal learning environments (PLEs), augmented reality, mobile learning, social networks, and the digital divide. From there, they connect with international networks and scientific journals specializing in media and education, which allows them to have an impact beyond their university.
These groups not only publish scientific articles, but also generate teaching resources, innovative proposals, multimedia materials, and platforms that are transferred to schools, universities, and social organizations. Their mission is to offer well-founded answers to challenges such as digital literacy, the access gap, teacher training, and the critical integration of technology in the classroom.
First, the virtual library It brings together the publications of the group's members, classified by themes that reflect the diversity of the field of educational technology. One of its defining characteristics is its constant updating, which allows users to consult recent studies on ICT integration, learning environment design, program evaluation, and teacher training, among other topics relevant to those who research or work in education.
Secondly, the video library offers access to lectures given by members of the group, materials developed for their courses, and audiovisual resources available online that have been considered significant for understanding the challenges and possibilities of using ICT in education. This section makes it easier for teachers and students to See real-life experiences, presentations, and audiovisual demonstrations, a format that is especially useful in a field so closely linked to digital tools.
The publications section brings together books and works published by various publishers by members of the group, serving as a showcase of their scientific activity and as an entry point for those wishing to delve deeper into specific areas. In addition, there is a section dedicated to journals related to the world of educational technology and ICT, in which some group members participate as editorial or scientific advisors, notably the journal “Pixel-Bit. Journal of Media and Education,” an international benchmark in this field.
Finally, the website includes a section dedicated to online training, offering open courses developed by the group itself. These courses cover everything from specific Web 2.0 tools to broader training programs for various institutions, encompassing diverse areas of knowledge. It also links to specific websites of funded projects, such as those dedicated to Personal Learning Environments (PLEs) and augmented reality for university education, thus raising awareness of the group's work. real impact of R&D projects on teaching practices.
Established groups in education and ICT
In the current landscape, several groups stand out as benchmarks for understanding what a research group in education and ICT is today and where this field is headed. Each offers a specific perspective, but they share the idea that Without rigorous research, it is impossible to make sound decisions about the use of ICT in education.
For example, the Educational Technology Group at the University of Seville recently updated its website to continue providing current information on educational technology and the application of ICT in different learning contexts. This site is organized around areas such as a virtual library, video library, publications, journals, and online training, demonstrating how a research group can become a true resource. digital resource center on educational technology.
Another key player is the realTIC group, which focuses on language teaching and learning using information and communication technologies. It is a consolidated and institutionally recognized research group (code 2021 SGR 0271) in which researchers from the University of Barcelona and the Open University of Catalonia participate. Its focus is on analyzing the didactic processes that emerge when ICT is used for language teaching in formal and informal virtual environments.
The members of realTIC focus on analyzing the didactic processes that emerge when ICT is used in language teaching in different virtual learning environments, both formal (regulated subjects, official qualifications) and informal (online communities, independent practice, social networks). To this end, they study the use of tools such as digital portfolios, blogs, wikis, and other collaborative and communicative applications.
The group focuses on multiple training modalities: face-to-face learning supported by digital resources, blended learning experiences, distance education, and open courses such as MOOCs. This wide range of scenarios allows for a comparison of how interactions, student participation, and teaching strategies change when ICT tools are incorporated in different formats, generating valuable knowledge for designing more flexible and personalized language teaching programs.
Among the relevant conceptual contributions in this field is the reflection on democratic education and the formation of citizenship through education. One example is the work “Educating democratic citizens? A collaborative theorisation of discourses of democratic education,” included in a research handbook on education and democracy, where the different discourses surrounding democratic education are collaboratively theorised, and how it is articulated in contexts where technology and virtual environments have an increasing influence.
Furthermore, the realTIC approach connects with broader concerns about inclusion, linguistic diversity, and equitable access to language training, especially when working with distance learning modalities or massive open online courses (MOOCs). In this way, research on languages and ICT intersects with debates on global citizenshipLinguistic rights and participation in digital environments that transcend the purely instrumental.
The “Education and ICT” group and its lines of research
The rapid development of information and communication technologies has profoundly impacted the world of education, and the "Education and ICT" group at the University of Valladolid starts precisely from this observation. Aspects such as the mission of educational institutions, student training, teaching and learning methods, and the necessary infrastructure are undergoing intense review, and many of the answers can only emerge from studies and projects that address these challenges from diverse perspectives.
This group brings together professors from the Faculty of Education and the Faculty of Social Sciences, Law, and Communication at the Segovia Campus, united by their shared interest in the analysis of ICT in educational contexts. The regular members have participated in various projects and belong to other research groups, resulting in a considerable volume of publications on ICT and its educational implications at different levels and in different fields.
Among their main lines of research is the study of the influence of media and ICT on education and society in general, analyzing how media messages and digital platforms shape educational practices, family expectations, and the formation of public opinion. They are also interested in virtual learning environments, evaluating their characteristics, potential, and limitations in supporting more flexible and student-centered learning processes.
Another key area of focus is digital literacy, understood as much more than simply learning to use devices. The group works on the critical skills necessary to participate in the information society: information management, responsible communication, content production, digital security and ethics, among others. Within this same framework, the possibilities of Web 2.0 in teaching and learning processes are explored, promoting experiences in which Students transition from consumers to active content creators.
The group also investigates visible thinking and learning through ICT, using digital tools to make students' cognitive processes explicit, foster metacognitive reflection, and document progress. Another crucial area is the incorporation and use of ICT in educational institutions, analyzing organizational, cultural, and leadership factors that facilitate or hinder the effective integration of technology in schools.
In relation to the teacher training“Education and ICT” addresses both initial and ongoing teacher training, examining how teachers are prepared for the pedagogical use of ICT and which training models are best suited to promote sustainable innovation practices. Finally, it focuses on the design, development, and evaluation of multimedia educational materials, virtual learning environments, and programs that integrate ICT at different educational levels, as well as issues of e-inclusion, that is, equal access and participation in the information society for vulnerable groups and those at risk of exclusion.
MIETIC and research in digital education
The MIETIC group (Research Methods in Education and Information and Communication Technologies) is characterized by its interest in research methodologies applied to digital education and by the breadth of topics it encompasses. Its lines of work include digital education in a broad sense, paying attention to both formal and non-formal approaches, and analyzing how ICTs can to promote more ubiquitous, flexible, and personalized learning processes.
Among its priorities is mobile learning, which studies educational experiences that leverage smartphones, tablets, and other portable devices for learning anytime, anywhere. It also explores the use of social networks in education (social learning), understanding these platforms as spaces for interaction, collective knowledge building, and teacher professional development.
Another key focus of the MIETIC group is the analysis of new technologies applied to education in general, encompassing everything from e-learning platforms to learning management systems, multimedia resources, collaborative tools, and intelligent tutoring systems. In parallel, special attention is paid to video games, gamification, and serious games in education, investigating how play and game dynamics can enhance student motivation, engagement, and meaningful learning.
MIETIC is also interested in multimedia educational resources, the flipped classroom approach, maker learning, and educational Fab Labs, as well as virtual and augmented reality for learning. In the latter case, programs that use these immersive technologies to enrich university education are analyzed, facilitating experiences that would be difficult or impossible to recreate in a traditional classroom.
Finally, the group addresses computational thinking and its relationship to education, encouraging students to develop problem-solving, logic, programming, and algorithm design skills from an early age. All of this is considered inseparable from the study of the internet, the digital divide, and disadvantaged populations, to ensure that the use of ICT does not exacerbate existing inequalities, but rather becomes a tool for inclusion and social justice.
Relevant publications and projects in education and ICT
The research groups in education and ICT are characterized by intense scientific output and participation in competitive national and international projects. Among the most significant publications linked to these lines of work are studies on virtual mobility, smart toys, personal learning environments and improvement of teaching practices, among others.
One example is the work of Menéndez-Ferreira and colleagues on the UbiCamp experience, which analyzes how student participation in virtual mobility experiences can improve sociocultural outcomes in higher education. This type of study demonstrates the potential of ICTs to offer international experiences without the need for physical travel, expanding educational opportunities for students who, for various reasons, cannot participate in in-person mobility programs.
Another noteworthy contribution is the study by Gutiérrez García, Martín Ruiz, Rivera, Vadillo, and Valero Duboy on a smart toy designed to improve decision-making in the early detection of psychomotor delays in childhood. Through a pilot study published in a digital medicine journal, they examine how these technologies can support screening and early intervention, connecting the health and education dimensions through... interactive devices and data analysis.
Among the most cited studies is the work by Ruiz-Palmero and Sánchez-Rodríguez on the expectations of educational institutions regarding ICT integration projects in the classroom, as well as their subsequent study, together with Gómez, on the state of personal learning environments (PLEs) at the Faculty of Education Sciences of the University of Málaga, published in Pixel-Bit. These studies provide a clear view of How teachers and students perceive the integration of ICT, what the barriers are, and what conditions facilitate its pedagogical appropriation.
Regarding projects, MIETIC and other groups have participated in initiatives such as VETIVER (VET Itineraries with a Variety of open Educational Resources enhanced by a multilingual repository), funded under the European Union's Leonardo program, which focuses on vocational training pathways supported by open educational resources. They have also collaborated on the aforementioned UBIcamp project, which works on integrated solutions to virtual mobility barriers within the Erasmus program.
Other relevant projects include “Augmented Reality to Enhance Learning: Design, Production, and Evaluation of Augmented Reality Programs for University Education,” funded by the Ministry of Economy and Competitiveness, which investigates how augmented reality can improve learning in various university degrees. We have also participated in “Research and Development of Technologies for E-Learning,” within the framework of an R&D program of the Community of Madrid, and in projects on collaborative networks, technology, and training among students from Colombia, Spain, and Mexico, using the Moodle platform to promote models of intercultural communication and collaboration.
PSITIC and the new socio-educational paradigms with ICT
The Research Group on Pedagogy, Society and Innovation with the support of Information and Communication Technologies (PSITIC) works from an approach that combines pedagogical reflection, social analysis and innovation with ICT. Recognized by the Government of Catalonia (2021 SGR 00551), this group focuses its work on new community-based, inclusive and networked socio-educational paradigmspaying special attention to the quality and sustainability of educational transformation processes.
The PSITIC program focuses on the leadership styles, models, and strategies that enable transformative educational action in diverse contexts. This includes both vulnerable environments and contexts of success and inclusion, analyzing what type of ICT-supported intervention truly contributes to improving learning opportunities and social cohesion. In this sense, its perspective goes beyond the simple adoption of digital tools, focusing on How technology is linked to community projects, participation, and social justice.
This group also studies the dynamics of networking among social and educational agents, exploring how ICTs can facilitate cooperation between schools, associations, social services, government agencies, and citizens. The aim is to promote educational innovation models that extend beyond the walls of schools, drawing from and impacting the community through the strategic use of collaborative platforms, social networks, and open digital resources.
Within this framework, PSITIC engages with other lines of work found in related publications, such as education for global citizenship, youth participation, and decent work as a human right. For example, it addresses how to provide global citizenship education through creative and participatory methodologies supported by ICTs, or how to link education with the recognition of decent work as the foundation of an inclusive and equitable society, thus connecting education, human rights and technology.
In this context, proposals such as the "Decalogue on participation and education for global citizenship" or research on youth and global citizenship inspired by citizen science, which uses digital tools to collect data, involve students in research and promote active engagement with social and environmental problems, make sense.
Video games, web and digital resources as educational tools
One of the most active fields within ICT and education research is the design and evaluation of video games and other digital resources for educational purposes. Various studies focus on creating video games to raise awareness of social issues, teach curriculum content, or develop transversal skills, demonstrating the potential of these media for to reach students in a motivating and meaningful way.
Among the most striking examples is “#Noesunjuego” (It's Not a Game), a video game designed to raise awareness about child labor. This project is part of a broader effort to use digital games as a critical tool, inviting students to reflect on child exploitation in industry, in this case related to mobile phones, and to become aware of the working conditions hidden behind the devices they use daily.
Related to this, proposals have been developed such as the creation of an educational video game to raise awareness among university students about the problem of child labor in the mobile phone industry, or the development of a video game to equip first-cycle primary school students with basic strategies and knowledge about first aid. These initiatives are part of collective works on playful cartography, which reflect on how teaching, learning, caring and transforming culture and society through play.
It's not just video games that are used: experiences have also been promoted in which the students of the Primary Education Teacher degrees themselves design and implement websites about healthy eatingand subsequently implementing them in the classroom. In these cases, creating a website is not simply a final product, but a learning process that combines health content, digital skills, teamwork, and didactic reflection on how to integrate this resource into school practice.
This set of projects shows how educational technology goes far beyond simply using existing platforms: it involves university students and faculty becoming designers of materials and experiences, generating resources aligned with specific educational objectives and with a strong ethical and social component, especially when addressing topics such as child labor, human rights, health, or global citizenship.
Global citizenship, youth and participatory methodologies
Global citizenship education is another key focus of research groups in education and ICT. Numerous studies center on how to engage young people in processes of reflection and action on global problems using creative, participatory methodologies supported by digital technologies, breaking with purely transmissive and decontextualized teaching models.
A significant example is the research on global citizenship and youth inspired by citizen science, published in a Latin American educational technology journal. In this type of study, students are invited to become active participants in the collection and analysis of data on socially relevant topics, using digital platforms, mobile applications, and collaborative tools that connect local experiences with global frameworks.
Along the same lines is the work “Educating for Global Citizenship with Creative and Participatory Methodologies,” which proposes strategies for actively teaching global citizenship in the classroom, using audiovisual resources, digital narratives, online collaborative projects, and activities that promote critical thinking. This is complemented by a “Ten Commandments on Participation and Education for Global Citizenship,” which serves as a guide to direct educational action toward greater student involvement in public life.
Technology appears here as a means to amplify the voice of young people, facilitate contact with other realities, and foster transnational collaboration, but always integrated into coherent pedagogical approaches. In some cases, the potential of video games to build global citizenship is also explored, analyzing teachers' perceptions of the educational use of these resources and studying under what conditions they can contribute to Develop empathy, critical awareness, and a sense of global responsibility.
This approach connects directly with broader debates on decent work, human rights, and social justice, as reflected in works that present decent work as a universal human right and the foundation of an inclusive and equitable society. Global citizenship education supported by ICTs is thus conceived as a bridge between the classroom and the struggles for human rights, where the critical use of technology is an integral part of the educational content itself.
Artificial intelligence, neoliberalism and higher education
Beyond specific resources, research groups in education and ICT are also addressing fundamental debates about the impact of artificial intelligence and technocapitalist discourses on education. One of the hot topics is AI accelerationism and security, as well as narratives about the alignment of artificial intelligence with certain values or interests, and its educational implications in a context marked by the commodification of higher education and the expansion of neoliberal logics.
The work on “Accelerationism, AI Security, and Education” falls within this field, analyzing technocapitalist discourses surrounding AI and exploring how they are transferred to the educational sphere, for example, through proctoring systems, recommendation algorithms, machine learning analytics, and automated assessment platforms. This type of study warns of the risk of unquestioningly accepting an instrumental and depoliticized view of technology, underscoring the need to Incorporate critical frameworks that consider the ethical and social dimension of AI in education.
In parallel, we find publications that review or coordinate works on neoliberalism and higher education, examining how market forces, competition, and constant accountability transform the university and shape the way ICTs are adopted. The introduction of digital technologies is often linked to agendas of efficiency, control, and measurement, rather than to projects aimed at democratizing knowledge or improving working conditions for faculty and learning for students.
These theoretical contributions complement more empirical ones, such as studies on the acceptance and use of artificial intelligence in higher education using models like UTAUT, which allow us to analyze which factors influence the willingness of faculty and students to use AI tools. Aspects such as perceived usefulness, ease of use, social influence, and enabling conditions come into play here, offering a nuanced picture of How is AI really integrated into university practices? and what resistance or expectations it generates.
Taken together, these investigations help to avoid falling into naive or excessively technophobic views, suggesting that the challenge is not only to incorporate AI and other technologies into higher education, but to do so from a critical, participatory perspective aligned with democratic principles, equity, and respect for human rights.
Social media, adolescence and identity construction
Another prominent line of research in education and ICT studies concerns the use of social media by adolescents and young adults, and its impact on identity formation and social interactions. Research focused on Instagram consumption and use among adolescents in the Principality of Asturias provides a better understanding of this phenomenon. What functions do these platforms fulfill in the daily lives of students? and how they relate to issues of gender, self-image, and peer relationships.
One of these studies analyzes how teenagers use filters on their photographs and how these filters influence their social interactions, showing that seemingly superficial decisions about the aesthetics of images are laden with meanings related to recognition, group belonging, self-image management, and pressure to conform to certain standards. It also examines how these practices can generate tensions, conflicts, or dynamics of exclusion in the school environment.
Another complementary study examines the differences in Instagram usage based on gender, revealing that boys and girls do not always use the platform in the same way or with the same objectives. These differences are reflected in the types of content posted, the frequency of use, exposure to comments, and the subjective experience of being on the network, which necessitates further consideration. gender-sensitive educational approaches when working on digital literacy and online well-being with teenagers.
This type of research connects with debates on inclusion, mental health, and cyberbullying prevention, providing data and analysis that help design intervention programs better suited to the realities of young people. It also shows that ICT education cannot be limited to teaching how to use tools, but must explicitly address the emotional, relational, and ethical components of social media presence.
In this field, research groups often collaborate with educational centers, guidance services and social entities, creating awareness materials, guides for families and proposals for classroom work that help students acquire skills to manage their digital identity, take care of their emotional well-being and participate responsibly in online life.
Universal Design for Learning, teacher training and educational professions
Research groups in education and ICT are also increasingly focusing on inclusion and accessibility, both in the design of learning environments and in teacher training. A key area of focus is Universal Design for Learning (UDL), addressed in systematic reviews that analyze its role in teacher training and its potential to generate educational proposals that address diversity from the beginningavoiding segregating approaches.
These reviews examine training experiences in which teachers learn to design flexible activities, materials, and assessments that offer multiple ways for students to represent information, engage in action and expression, and become involved. Technology plays a fundamental role, as it allows for the adaptation of formats, the provision of personalized support, the delivery of alternative communication tools, and the expansion of participation opportunities for students with diverse needs.
Another related area is the reflection on the self-perception of education professionals regarding their studies and professional development, analyzing how they see themselves, what expectations they have, and how they position themselves in the face of the challenges of educational digitalization. This research helps to better understand how those training for educational roles envision their professional future in contexts where Technology has become ubiquitous. and educational innovation is the order of the day.
In higher education, research is also being conducted on the acceptance and use of artificial intelligence using models such as UTAUT, with data from conferences specializing in educational artificial intelligence. These analyses help identify the factors that facilitate faculty adoption of AI tools in their practices, and what fears or uncertainties may be hindering a more thoughtful and critical approach.
Taken together, these studies point to the need to rethink initial and ongoing teacher training, integrating Universal Design for Learning (UDL), digital teaching competence, AI ethics, and the ability to design inclusive learning experiences. The work of research groups in this field is crucial for informing curricular decisions and policies. professional development for teachers aligned with a responsible use of ICT.
Other related areas of research: intellectual disability, sexuality and rights
Some of the publications associated with these groups broaden their perspective beyond the classroom, addressing issues related to intellectual disability, sexuality, and human rights, always from a perspective that connects with education and the support that ICTs can offer. One example is the systematic review on attitudes toward sexuality and sexual orientation in people with intellectual disabilities, published in an international journal specializing in this field.
This type of research explores how sexuality is perceived in people with intellectual disabilities, what cultural and social barriers exist, and what types of educational and support interventions are most appropriate to guarantee respect for their sexual and reproductive rights. Although the focus is not exclusively technological, the research is linked to educational projects and the design of awareness and training materials that can be disseminated through... accessible digital platforms and multimedia resources.
Similarly, studies on decent work as a universal human right are linked to education and the need to promote training pathways that facilitate access to dignified, stable, and protected jobs. Here, ICTs appear both as a tool for training and support and as an object of analysis, insofar as the digitized labor market creates new forms of precariousness, but also new opportunities for inclusion for traditionally excluded groups.
The cross-cutting nature of these issues shows that research groups in education and ICT are not limited to instrumental or methodological questions, but are involved in debates on rights, inclusion, gender, disability and social justice, seeking to ensure that technology contributes to expanding freedoms and not to reproducing or aggravating existing inequalities.
In short, research groups in education and ICT act as engines of change, connecting theoretical reflection, empirical research, and practical innovation. They generate publications, projects, and resources ranging from educational video games against child labor to critical frameworks on AI and neoliberalism in universities, as well as studies on social networks and adolescence, global citizenship, Universal Design for Learning (UDL), and e-inclusion. All of this contributes to enabling the education system to make more informed and responsible decisions about how, when, and why to integrate digital technologies into teaching and learning, with the goal of building a more equitable and inclusive educational system. fairer, more inclusive, participatory educational environments that are in line with contemporary social challenges.
