| 1. Understanding the concept of Educommunication |
1.1 Knowledge of the concept |
(Closed question: eight responded that yes, they are familiar with the concept of Educommunication, and seven responded that no). |
1.2 Association with leadership and participation |
(E1) “Educommunication encourages active student participation by developing communication skills.” (E2) “[...] by integrating communication, education, and media in a creative and interactive way [...], educommunication promotes protagonism and active participation in the learning process.” |
| 1.3 Communication as an educational tool |
(E2) “Educommunication [...] fosters interaction between students and the school community, creating spaces for dialogue and reflection on important issues [...].” (E6) “In order to feel more active in the learning process.” |
| 2. Contributions of Educommunication to engagement |
2.1 Student protagonism |
(E2) “[...] Educommunication promotes their leadership and active participation in the learning process.” “[...] promoting the active participation of students, encouraging them to be protagonists of their own learning.” (E7) “With their protagonism, digital media, critical thinking.” |
| 2.2 Creative use of digital media |
(E2) “[...] by allowing students to produce and share digital content, such as videos, podcasts, blogs, and social networks [...] by adopting digital technologies as pedagogical tools [...].” (E4) “Assists in digital literacy, promoting student development in relation to the vast field of production.” |
| 2.3 Meaningful learning connected to reality |
(E2) “[...] connect academic content to their reality, creating more authentic and meaningful productions [...].” (E7) “Make learning more interactive, participatory, and closer to digital reality [...].” (E5) “Students are connected to everything that involves technology, so when something technological is presented [...].” |
| 2. Contributions of Educommunication to engagement |
2.4 Development of critical thinking |
(E2) “[...] by using technologies in a creative and collaborative way, Educommunication makes learning more dynamic, stimulating curiosity, critical thinking, and personal expression, which are essential elements for student engagement.” (E7) “[...] with its protagonism, digital media, critical thinking, and also its connection to the job market.” (E8) “[...] Educommunication facilitates dialogue, content creation, and critical reflection on relevant topics, promoting student autonomy and critical thinking.” |
| 2.5 Interactivity and digital literacy |
(E4) “It helps with digital literacy [...].” (E7) “Making learning more interactive [...].” (E5) “[...] when something technological is presented to them, it catches their attention.” |
3. Formative proposal and Educommunication |
3.1 Dynamism and decentralization |
(E2) “[...] a dynamic, collaborative, and decentralized educational proposal is directly related to educommunication [...].” (E4) “[...] one thing is directly related to another when viewed from a macro perspective [interpreted as a decentralized approach].” (E6) “Yes. This is indeed possible and should happen.” |
| 3.2 Collaboration and collective knowledge building |
(E2) “[...] aims to decentralize the teaching-learning process, allowing students to contribute, share, and produce content.” (E5) “[...] because both share the same principles, such as active student participation.” |
| 3.3 Critical appropriation of digital technologies |
(E2) “[...] by adopting digital technologies as pedagogical tools, Educommunication facilitates dialogue, content creation, and critical reflection [...], enhances a pedagogical proposal [...], connected with the digital and social context of students.” |
| 3.4 Dialogue as a pedagogical foundation |
(E2) “[...] creating spaces for dialogue and reflection on important topics [...] facilitates dialogue [...], promoting autonomy.” (E3) “[...] brings about the intervention of practices with the help of the media.” |