Educational innovation

Research in ​​educational innovation has generally focused on teaching practices. Innovation in our society carries many identities. In the collective imagination, it refers to our own representation of what is new. In our research work, we have focused on identifying the factors of innovation in the field of qualifying secondary education. We used a questionnaire of 78 items, structured in 5 areas: the conditions, the moments, the reasons, the domains, and the objects of experimentation of the new actions in teaching-learning. This questionnaire is administered to a sample of 149 teachers. We proceeded by a descriptive and exploratory research of mixed qualitative and quantitative type) The results of which showed the existence of personal factors and those which are in relation to the context and the working conditions in educational establishments, and which are points of reflection on the logic of school innovation. We can deduce that an analysis of the relationships that teachers have with innovation opens heuristic perspectives in terms of research and training in education.

Purpose: The objective of this study was to identify and determine the importance of futures studies components within the sociology curriculum of senior secondary school textbooks. Methods and Materials: This research employed a mixed-methods approach, combining qualitative and quantitative analyses. The qualitative part involved thematic analysis of all senior secondary school sociology textbooks using open, axial, and selective coding to identify key components. The quantitative part utilized Shannon entropy to determine the importance and ranking of these components. The study sample was selected through purposive sampling, focusing on relevant and credible textbooks and sources. Findings: The thematic analysis revealed 40 key components categorized into three main categories: learner characteristics, teacher characteristics, and organizational and structural features. Significant components included research thinking, project-based learning, future-oriented thinking, opportunity creation, and preparing students for the future. The results highlighted the pivotal role of both learners and teachers in fostering a future-oriented learning environment. The Shannon entropy analysis further established the priority and importance of these components within the curriculum. Conclusion: The integration of futures studies components into the sociology curriculum is essential for preparing students to navigate future challenges and opportunities. Emphasizing critical thinking, creativity, and problem-solving skills within the curriculum equips students with the necessary tools for the modern world. The study underscores the need for continuous evaluation and im