Curricular innovation and active learning: The role of multimodality in contemporary education

Abstract

Multimodal Education Systems are conceived as intra- and inter-educational organizational structures that integrate administrative, technical, pedagogical and organizational aspects. Their purpose is to facilitate the grouping and combination of various pedagogical media, models and approaches in a flexible amalgam that responds to the varied conditions of educational contexts. These systems seek to optimize pedagogical mediation, promoting the convergence of different management models in the educational field, learning styles, available resources, instructional strategies and support alternatives, thus adjusting the curriculum and teaching methods to the temporal and spatial particularities, both physical and virtual, of students. This article examines the implementation of educational multimodality in Venezuela, with a particular focus on the Francisco de Miranda Island Territory (Los Roques). Through a qualitative methodology and a case study, the perceptions and experiences of educators and students regarding curricular innovation and active learning are analyzed. The results reveal that multimodality not only increases access to education, but also enhances the development of critical and creative skills among students. However, the research identifies important challenges, such as technological limitations and the lack of ongoing training for teachers. Despite these obstacles, there is a strong commitment on the part of educators to adopt innovative practices that favor their students' learning. In this regard, recommendations are presented for a better integration of curricular innovation, active learning and multimodality. The need to make significant investments in technological infrastructure, teacher training and the development of open educational resources is emphasized, with the aim of guaranteeing an inclusive, equitable and quality education that contributes to the democratization of access and permanence in the educational system. In this way, the research not only highlights the transformative potential of multimodality in specific contexts, but also advocates a systematic and collaborative approach that allows overcoming current barriers and building educational paths that respond in a relevant way to the needs and potential of the territories and the student population.