New Places of Education

Abstract

This study explores the perceptions and practices of 93 primary and secondary school teachers regarding the "new places of education", conceived as hybrid ecosystems that integrate physical, digital, natural, and community spaces. Through a mixed-methods approach, combining closed and open-ended survey questions, both quantitative and qualitative dimensions of teachers’ representations were analysed. The results reveal a significant appreciation of digital and hybrid environments, linking them to students’ educational success. However, institutional constraints persist, such as rigid curricula, lack of time, and absence of formal recognition, which limit the full implementation of these practices. The qualitative analysis highlighted diverse experiences, including collaboration with external agents, reinforcing the potential of educational ecosystems to foster contextualised and participatory learning. The study points to the need for organisational policies and teacher training programmes that recognise and support these practices, in line with international recommendations for building a more open, inclusive, and sustainable school. By adopting a critical and emancipatory perspective on education, this work aims not only to analyse but also to contribute to the cultural legitimation of pedagogical innovation, valuing the school as a dynamic space for the collective construction of knowledge and citizenship.