Desafíos estructurales del Módulo "Digitalización aplicada a los sectores productivos" en Formación Profesional.
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| Title: | Desafíos estructurales del Módulo "Digitalización aplicada a los sectores productivos" en Formación Profesional. |
|---|---|
| Alternate Title: | Structural Challenges of the "Digitalization Applied to the Productive Sector" Module in Vocational Education. |
| Authors: | de Zaldívar, Isabel Fernández Solo1 isabelfernandezsolo@gmail.com |
| Source: | Comunicar. ene2026, Vol. 34 Issue 84, p86-97. 12p. |
| Subject Terms: | *Vocational education, *Teacher competencies, *Curriculum planning, *Teaching methods, *Educational change, Digital technology, Economic sectors |
| Abstract (English): | The inclusion of the module "Digitalisation Applied to Productive Sectors" in all vocational training programmes starting from the 2024–2025 academic year, as established in the new Vocational Education and Training Ley Orgánica 3/2022, de ordenación e integración de la Formación Profesional (España), represents a regulatory step forward in the modernisation of training curricula. Nevertheless, its initial implementation in educational centres has raised significant pedagogical questions. This study does not propose a legal reform but rather analyses the educational impact of this measure from a pedagogical perspective. The article offers a critical analysis of the structural challenges that may hinder the meaningful integration of the module into teaching practices, with the aim of reinforcing its transformative potential. Drawing on a documentary review of recent academic literature, institutional reports and regulatory frameworks, the study identifies four key factors: the gap between training centres and the productive sector, the need to strengthen teachers’ digital competence, the lack of clear criteria for their selection and accreditation, and unequal access to technological resources across VET institutions. The article does not question the principles of the law but seeks to anticipate possible limitations in its roll-out and to propose actions that may contribute to its success. As a contribution, the paper offers recommendations to align curriculum design, teaching practices and the digital demands of the labour market. The aim is to provide tools for education authorities and teaching staff so that the digitalisation module does not become a purely theoretical component disconnected from the productive environment, but instead fulfils its intended role within the transformative spirit of the new law. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La incorporación del módulo "Digitalización aplicada a los sectores productivos" en todos los ciclos formativos a partir del curso escolar 2024-2025, recogido en la nueva Ley de Formación Profesional Ley Orgánica 3/2022, de ordenación e integración de la Formación Profesional, representa un avance normativo hacia la modernización del currículo formativo. No obstante, su aplicación inicial en los centros educativos está suscitando interrogantes relevantes desde el punto de vista pedagógico. Este estudio no propone una reforma normativa, sino que analiza el impacto educativo de esta medida desde una perspectiva pedagógica. El artículo ofrece un análisis crítico de los desafíos estructurales que podrían dificultar una integración significativa del módulo en la práctica docente, con el objetivo de aportar elementos que refuercen su potencial transformador. A partir de una revisión documental de fuentes académicas recientes, informes institucionales y marcos normativos, se identifican cuatro factores clave: la desconexión con el entorno productivo, la necesidad de fortalecer la capacitación digital del profesorado, la indefinición de criterios para su selección y acreditación, y la desigual disponibilidad de recursos tecnológicos en los centros. El estudio no cuestiona los principios de la ley, sino que se orienta a anticipar posibles limitaciones en su despliegue y a formular propuestas que favorezcan su éxito. Como contribución, se plantean recomendaciones para reforzar la alineación entre currículo, práctica docente y realidad digital del mercado laboral. Con este análisis se busca ofrecer herramientas a las administraciones educativas y al profesorado para que el módulo de digitalización no quede reducido a una formación teórica desvinculada del entorno productivo, y pueda así cumplir su función dentro del espíritu transformador que plantea la nueva ley. [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190997720 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Desafíos estructurales del Módulo "Digitalización aplicada a los sectores productivos" en Formación Profesional. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Structural Challenges of the "Digitalization Applied to the Productive Sector" Module in Vocational Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22de+Zaldívar%2C+Isabel+Fernández+Solo%22">de Zaldívar, Isabel Fernández Solo</searchLink><relatesTo>1</relatesTo><i> isabelfernandezsolo@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. ene2026, Vol. 34 Issue 84, p86-97. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Vocational+education%22">Vocational education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+sectors%22">Economic sectors</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The inclusion of the module "Digitalisation Applied to Productive Sectors" in all vocational training programmes starting from the 2024–2025 academic year, as established in the new Vocational Education and Training Ley Orgánica 3/2022, de ordenación e integración de la Formación Profesional (España), represents a regulatory step forward in the modernisation of training curricula. Nevertheless, its initial implementation in educational centres has raised significant pedagogical questions. This study does not propose a legal reform but rather analyses the educational impact of this measure from a pedagogical perspective. The article offers a critical analysis of the structural challenges that may hinder the meaningful integration of the module into teaching practices, with the aim of reinforcing its transformative potential. Drawing on a documentary review of recent academic literature, institutional reports and regulatory frameworks, the study identifies four key factors: the gap between training centres and the productive sector, the need to strengthen teachers’ digital competence, the lack of clear criteria for their selection and accreditation, and unequal access to technological resources across VET institutions. The article does not question the principles of the law but seeks to anticipate possible limitations in its roll-out and to propose actions that may contribute to its success. As a contribution, the paper offers recommendations to align curriculum design, teaching practices and the digital demands of the labour market. The aim is to provide tools for education authorities and teaching staff so that the digitalisation module does not become a purely theoretical component disconnected from the productive environment, but instead fulfils its intended role within the transformative spirit of the new law. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La incorporación del módulo "Digitalización aplicada a los sectores productivos" en todos los ciclos formativos a partir del curso escolar 2024-2025, recogido en la nueva Ley de Formación Profesional Ley Orgánica 3/2022, de ordenación e integración de la Formación Profesional, representa un avance normativo hacia la modernización del currículo formativo. No obstante, su aplicación inicial en los centros educativos está suscitando interrogantes relevantes desde el punto de vista pedagógico. Este estudio no propone una reforma normativa, sino que analiza el impacto educativo de esta medida desde una perspectiva pedagógica. El artículo ofrece un análisis crítico de los desafíos estructurales que podrían dificultar una integración significativa del módulo en la práctica docente, con el objetivo de aportar elementos que refuercen su potencial transformador. A partir de una revisión documental de fuentes académicas recientes, informes institucionales y marcos normativos, se identifican cuatro factores clave: la desconexión con el entorno productivo, la necesidad de fortalecer la capacitación digital del profesorado, la indefinición de criterios para su selección y acreditación, y la desigual disponibilidad de recursos tecnológicos en los centros. El estudio no cuestiona los principios de la ley, sino que se orienta a anticipar posibles limitaciones en su despliegue y a formular propuestas que favorezcan su éxito. Como contribución, se plantean recomendaciones para reforzar la alineación entre currículo, práctica docente y realidad digital del mercado laboral. Con este análisis se busca ofrecer herramientas a las administraciones educativas y al profesorado para que el módulo de digitalización no quede reducido a una formación teórica desvinculada del entorno productivo, y pueda así cumplir su función dentro del espíritu transformador que plantea la nueva ley. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.18114034 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 12 StartPage: 86 Subjects: – SubjectFull: Vocational education Type: general – SubjectFull: Teacher competencies Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Educational change Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Economic sectors Type: general Titles: – TitleFull: Desafíos estructurales del Módulo "Digitalización aplicada a los sectores productivos" en Formación Profesional. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: de Zaldívar, Isabel Fernández Solo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: ene2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 34 – Type: issue Value: 84 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
