INNOVATION IN EDUCATION: TRANSFORMING PEDAGOGICAL PRACTICES FOR THE TWENTY-FIRST-CENTURY SCHOOL

Abstract

Contemporary social, cultural, and technological transformations have broadened the debate on the persistence of school models centered on content transmission and the predominantly receptive participation of students. This article aims to analyze the foundations, possibilities, and conditions required for educational innovation, understood as an intentional transformation of pedagogical practices rather than the simple incorporation of technologies or methods presented as modern. A theoretical and bibliographical study was conducted, with a qualitative approach and an intentional corpus organized around three central works: Marques (2025), Schlotfeldt (2024), and Monge-López, Rayón-Rumayor, and Fernández-Navas (2024). The studies were examined through thematic axes concerning conceptions of innovation, pedagogical models, authorship and collaboration, teacher mediation, institutional conditions, and the risks of commodification. The analysis indicates that Marques emphasizes pedagogical paths based on inquiry, problem solving, cooperation, and experience; Schlotfeldt highlights concrete conditions of implementation, especially education, technological-pedagogical fluency, and authorial production; and Monge-López, Rayón-Rumayor, and Fernández-Navas introduce a necessary critique of commercial and technocentric solutions. It is concluded that educational innovation depends on a balance between pedagogical renewal, conditions for implementation, and critical vigilance regarding the interests that guide change, while remaining committed to learning, inclusion, teacher authorship, and the public role of schools.