COURSE 2025-26
Universities face the challenge of rethinking and transforming their teaching practices to respond to the demands of a constantly evolving social, technological, and educational reality. In this context, university faculty training cannot be understood solely as technical or disciplinary updating, but as a reflective, collaborative process aimed at improving teaching practice itself.
From this perspective, the ICE proposes a training program articulated around a central idea: the teacher as a researcher of his or her own practice. We assume that quality teaching does not arise from the mere application of external prescriptions, but from each teacher’s ability to critically observe their actions, identify their own questions, problematize what happens in the classroom, and share this process with other colleagues in learning communities. Reflective practice thus becomes a powerful path to transformation, both personal and institutional, which breaks with the traditional isolation of university teaching and promotes a culture of interaction and dialogue among peers.
Along these lines, the focus of the 2025-26 academic year’s programming is on creating spaces where teachers can reflect on, about, and for their practice: starting from what they do, sharing it with others, analyzing it, and jointly developing proposals for improvement and innovation aligned with the real challenges of teaching. This approach is embodied in two complementary lines of action:
- On the one hand, specific courses (workshops, modules and NOOCs) that offer concrete tools to address real problems in teaching and encourage active learning among students.
- On the other hand, learning communities, understood as spaces for mutual support, exchange of experiences and co-creation of pedagogical knowledge, where teachers work together to identify common challenges, share good practices and design contextualized pedagogical solutions.
Through this proposal, we aim to contribute to a more conscious, shared, and transformative university teaching approach, serving the learning and ongoing professional development of faculty members.
COURSE 2026-27
The rapid evolution of artificial intelligence is transforming how we learn, teach, and generate knowledge. This new scenario offers universities an opportunity to review their teaching practices, explore new methodologies, and leverage the potential of these technologies to enrich teaching and learning processes, always from a critical, ethical, and people-centered perspective.
With this purpose in mind, the Institute of Educational Sciences (ICE) presents its program of continuing education activities for the 2026-27 academic year, structured around the theme “AI at the Service of Learning: New Opportunities for University Teaching.” The proposal stems from a fundamental conviction: AI is not an end in itself, but rather a resource at the service of higher-quality teaching, capable of enhancing student learning, promoting personalized instruction, optimizing the design of activities and assessments, and freeing up time for teaching tasks that require greater pedagogical value.
Furthermore, the integration of AI into higher education also presents new challenges related to academic integrity, learning assessment, data protection, transparency, and the development of digital skills. Addressing these challenges requires faculty to have spaces where they can learn about the possibilities of these tools, analyze their implications, and experiment with them through pedagogical reflection and the exchange of experiences.
With this approach, the 2026-27 academic year program combines different training formats to respond to the needs and interests of university faculty:
- Courses focused on acquiring strategies and tools applicable to teaching practice, with a special emphasis on the educational use of artificial intelligence.
- Workshops, designed as forums for learning about experiences, sharing best practices, and discussing the current and future challenges of university teaching.
- Learning communities, aimed at promoting shared reflection, peer exchange, and support in incorporating innovations that contribute to improving the quality of teaching.
Through this training program, the ICE aims to support teachers in the critical, responsible, and pedagogically sound integration of artificial intelligence, promoting a teaching culture open to innovation and focused, above all, on improving student learning and the continuous professional development of those who teach.
Inaugural conference
María Ripollés
A tenured professor at Universitat Jaume I, specializing in teaching innovation, entrepreneurial education, and the pedagogical integration of generative AI in higher education. Her career combines research, teaching, and the coordination of institutional projects aimed at improving educational quality and developing transversal skills.
Her contributions to entrepreneurial education, the development of innovative skills, and the critical, ethical, and strategic use of generative AI in educational processes are particularly noteworthy. Her current research focuses on the digital transformation of teaching, formative assessment, and active methodologies that foster students’ initiative, creativity, and analytical skills.
Her time as treasurer and, currently, as a member of the board of REDU (University Teaching Network) has been key to consolidating her teaching and research profile in higher education. As an active member, she has contributed to the exchange of best practices, the creation of spaces for pedagogical reflection, and the design of proposals to strengthen university teaching from evidence-based, innovative, and quality-driven approaches.
Artificial intelligence, teacher intelligence? Frameworks, competencies and agency to transform education
September 15nd from 11:30 a.m. to 1:30 p.m.
Auditorium (second floor) of the School of Roads,
Canals and Ports (building 4H)
AI is transforming education and, with it, what is expected of teachers and students. But the real challenge is not technological but pedagogical: it is not enough to acquire new digital skills if teachers do not develop agency—that is, the capacity to decide, question, and critically appropriate these tools instead of simply submitting to them. Frameworks like DigCompEdu and MDAD can guide this process, provided we do not reduce them to mere checklists of technical skills. The intelligence that matters is not artificial intelligence: it is the intelligence of the teacher who knows what, how, and when to use it.
DUE TO TECHNICAL PROBLEMS, IT IS CURRENTLY NOT POSSIBLE TO REGISTER FOR COURSES AND WORKSHOPS. WE APOLOGIZE FOR ANY INCONVENIENCE.
Current course offerings for teachers
IMPORTANT: teaching staff from the Alcoi and Gandía campuses. If you attend in person any training workshop organised by the ICE, we remind you that you must complete the service commission and the ICE will cover the expenses incurred. You can ask any questions at ice@upv.es