Detalhes do Documento

La formación inicial del profesorado requiere metodologías que fomenten el pensamiento crítico y la participación ciudadana. El artivismo digital, entendido como la intersección entre arte, activismo y cultura digital, se configura como una estrategia innovadora para generar experiencias educativas transformadoras. Este estudio analiza el potencial de la performance digital en la formación de futuros docentes de Educación Infantil en la Universidad de Alicante. A través de un diseño mixto (cuestionarios pretest–postest y análisis cualitativo de producciones performativas difundidas en Instagram), con una muestra de 123 estudiantes, se evaluaron cambios en la participación cultural, la valoración del arte y el pensamiento crítico, y la percepción de la performance como recurso educativo y social. Los resultados muestran mejoras significativas en todas las dimensiones, confirmando la pertinencia del artivismo digital como herramienta didáctica para trabajar ciudadanía, diversidad y ecofeminismo. Se concluye que estas prácticas fortalecen competencias críticas y ciudadanas, favoreciendo una docencia inclusiva y socialmente comprometida.

Initial teacher education requires methodologies that foster critical thinking and civic engagement. Digital artivism, understood as the intersection of art, activism, and digital culture, emerges as an innovative strategy to create transformative educational experiences. This study explores the potential of digital performance in the training of future Early Childhood Education teachers at the University of Alicante. Using a mixed-methods design (pretest–posttest questionnaires and qualitative analysis of performative productions on Instagram), with a sample of 123 students, we assessed changes in cultural participation, valuation of art and critical thinking, and perceptions of performance as an educational and social resource. Findings reveal significant improvements across all dimensions, confirming the relevance of digital artivism as a didactic tool to address citizenship, diversity, and ecofeminism. We conclude that these practices strengthen critical and civic competences, fostering a more inclusive and socially committed teaching practice.  

Initial teacher education requires methodologies that foster critical thinking and civic engagement. Digital artivism, understood as the intersection of art, activism, and digital culture, emerges as an innovative strategy to create transformative educational experiences. This study explores the potential of digital performance in the training of future Early Childhood Education teachers at the University of Alicante. Using a mixed-methods design (pretest–posttest questionnaires and qualitative analysis of performative productions on Instagram), with a sample of 123 students, we assessed changes in cultural participation, valuation of art and critical thinking, and perceptions of performance as an educational and social resource. Findings reveal significant improvements across all dimensions, confirming the relevance of digital artivism as a didactic tool to address citizenship, diversity, and ecofeminism. We conclude that these practices strengthen critical and civic competences, fostering a more inclusive and socially committed teaching practice.  

Initial teacher education requires methodologies that foster critical thinking and civic engagement. Digital artivism, understood as the intersection of art, activism, and digital culture, emerges as an innovative strategy to create transformative educational experiences. This study explores the potential of digital performance in the training of future Early Childhood Education teachers at the University of Alicante. Using a mixed-methods design (pretest–posttest questionnaires and qualitative analysis of performative productions on Instagram), with a sample of 123 students, we assessed changes in cultural participation, valuation of art and critical thinking, and perceptions of performance as an educational and social resource. Findings reveal significant improvements across all dimensions, confirming the relevance of digital artivism as a didactic tool to address citizenship, diversity, and ecofeminism. We conclude that these practices strengthen critical and civic competences, fostering a more inclusive and socially committed teaching practice.