The professional trajectory of Isabel del Arco, doctor in Psychopedagogy from the University of Lleida (UdL), ranges from primary and secondary education to the Vice-Rectorate of Teaching at this university, a period marked by the transformation of the teaching model. With three Jaume Vicens Vives Awards for teaching quality, Del Arco emphasizes the relevance of having experienced the classroom firsthand to train future teachers.
Del Arco points to a growing perception of distance and difficulty towards the world of research among university students, especially in the Faculty of Education. This reluctance, she explains, is due to the economic precariousness associated with temporary grants and the long duration of a scientific career, which can take up to ten years to secure a stable position.
To foster scientific vocations, the doctor proposes providing young researchers with greater professional and economic security. She also highlights the need for support through mentorship from experienced professors, acknowledging that a scientific career is highly competitive and focused on projects and publications.
Research in fields such as psychopedagogy or teaching, despite not involving white coats, is considered science. Del Arco explains that it is based on data collection to guide pedagogical and organizational proposals, being a science of the social and socio-educational sphere. The transfer of this knowledge to the real world is achieved through collaboration with educational centers in pilot projects, such as the introduction of sustainability or the change of mindset on renewable energy in Almatret.
Regarding the evolution of current students, Del Arco observes a significant impact of technology and social networks, which encourage immediacy. She believes that the university, as a macro-organization, is slow to adapt to these changes and challenges like artificial intelligence. She proposes a teaching model based on debate, small seminars, critical reflection, and the integration of AI to prevent the university system from becoming obsolete.
The 'flipped classroom' methodology is one of the tools she uses to engage students. In this model, students study the theory outside the classroom and dedicate class time to solving practical challenges, thus promoting active learning and commitment. An example of this application is the Hidroponent project, focused on hydration in vulnerable populations and sustainability, developed jointly with nursing professors.
Isabel del Arco's research focuses on improving education and teacher training. To pursue a career like hers, she emphasizes the importance of a doctorate, which opens doors to university and various professional opportunities within the educational field.
