Educating in diversity through musical and artistic proposals

Authors

DOI:

https://doi.org/10.55777/rea.v19i37.9060

Keywords:

music education, art education, attention to diversity, inclusion

Abstract

Contemporary education faces the challenge of responding to societies that are increasingly diverse, complex and interconnected. The arts, particularly music, are establishing themselves as educational tools capable of fostering inclusion, intercultural dialogue and the holistic development of pupils. Various studies have shown that arts education not only contributes to the development of creative and expressive skills, but also promotes fundamental values such as empathy, cooperation and respect for cultural diversity (Hallam, 2010; UNESCO, 2022). In this vein, this special issue of the journal Estilos de Aprendizaje, entitled ‘Educating in diversity through musical and artistic initiatives’, brings together a range of research papers that analyse the potential of artistic practices to address contemporary educational challenges from diverse pedagogical and sociocultural perspectives.

 

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Author Biographies

Olga María Alegre de la Rosa, Universidad de La Laguna, España

Full Professor in the Department of Didactics and Educational Research. PhD in Psychology, PhD in Information Sciences, and PhD in Theology. I teach undergraduate and master's level courses. I also conduct research as a doctoral thesis supervisor and as director of the Research Group for Education in Diversity and the University Center for Studies in Education in Diversity. I coordinate the Inter-University Doctoral Program in Educational Sciences offered jointly by the Universities of La Laguna and Las Palmas de Gran Canaria. I have held management responsibilities as Dean of the Faculty of Education since 2009, being re-elected in 2012 and ending my term in February 2016. My publications are linked to the areas related to disability, well-being and quality of life and educational inclusion, as well as teacher training, professional development and institutional evaluation, such as those that have been disseminated in international journals, among which stand out the International Journal of Teaching and Learning in Higher Education, International Journal of Special Education, Journal of Personnel Evaluation in Education, International Journal of Teaching and Learning in Higher Education, Research in Learning Technology, or the prestigious Interactive Learning Environments.

Vicenta Gisbert Caudeli, Universidad Autónoma de Madrid, UAM, España

Doctor of Education, Bachelor of Arts in Oboe, Master of Science in Neuroscience for Teachers. Accredited as a Contracted PhD Researcher by the National Agency for Quality Assessment and Accreditation (ANECA), Research Six-Year Period 2018-2023. Currently Coordinator of the Master's Degree in Research and Innovation in Music Pedagogy and Professor at the Autonomous University of Madrid, Interfaculty Department of Music, Faculty of Teacher Training and Education. Secretary of the University Center for Studies in Education in Diversity (ULL). Member of the Music and Education Research Group (UAM) and collaborates with the following groups: IMETIC (University of A Coruña), ETIE (ULPGC), INCISO (UNIR), NEUROMOTRICITY (University of Alicante), and GIED (ULL). Principal Investigator of project 101174457 — EU-CODE — CREA-CULT-2024-COOP, funded by Erasmus+ with €200,000. Collaborator on the Erasmus+ project “Master to Educate in Diversity and Social Inclusion.” Project “UPDating university curricula on Early Intervention” – UPDEIT, Erasmus+ 2021-1-MK01-KA220-HED-000022981, 2022-2024. National and international research stays (Bogotá, Costa Rica, Chile, Portugal, Alicante, A Coruña, etc.), speaker at Higher Conservatories of Music, International Congresses, Conferences and Seminars, and member of scientific committees. Her research interests include Music Education focused on Social Transformation, Attention to Diversity, Inclusion, and Values ​​Education.

References

Alegre de la Rosa, O. (2014). Diversidad humana y educación. Síntesis.

Anguita Acero, J. M., Navarro Martínez, Óscar, & Vieira Barros, D. M. (2025). Escuela Inclusiva: un desafío para la educación a distancia. Revista De Estilos De Aprendizaje, 18(35), 139–142. https://doi.org/10.55777/rea.v18i35.8037

Barranco Barroso, R., Morales, S., & Marí Ytarte, R. M. (2022). La participación como herramienta educativa para la inclusión, la convivencia y el éxito educativo. Revista De Estilos De Aprendizaje, 15(EspecialII), 1–4. https://doi.org/10.55777/rea.v15iEspecialII.4668

Bravo‑Yebra, V., Ortiz‑Marcos, J. M., & Tomé‑Fernández, M. (2025). The influence of gender and institution on the construction of an intercultural and inclusive music education. Education Sciences, 15(9), 1224. https://doi.org/10.3390/educsci15091224

Cabero Izquierdo, M. Á., & Peñalba Acitores, A. (2023). In Crescendo: acciones educativas para un proyecto de música comunitaria con niños en riesgo de exclusión social. Revista Electrónica Complutense de Investigación en Educación Musical – RECIEM, 20, 101–127. https://doi.org/10.5209/reciem.76079

Díaz-Santamaría, S., & Moliner-García, O. (2020). Redefiniendo la educación musical inclusiva: Una revisión teórica. Revista Electrónica Complutense de Investigación en Educación Musical – RECIEM, 17, 21‑31. https://doi.org/10.5209/reciem.69092

Domínguez Rodríguez, F. J., & Aznar Zafra, C. (2025). Incidencia del proyecto de Comunidad de Aprendizaje en la educación en valores y emocional del alumnado en Educación Primaria. Revista De Estilos De Aprendizaje, 18(36), 191–203. https://doi.org/10.55777/rea.v18i36.7083

Gisbert-Caudeli, V. G., Navarro-Lalanda, S., & Vela-González, M. (2024). Alumnado con NEAE en el aula de música. Experiencia y formación del profesorado en inclusión educativa. Revista Electrónica Complutense de Investigación en Educación Musical – RECIEM, 21, 97–118. https://doi.org/10.5209/reciem.85719

González-Zamar, M. D., & Abad-Segura, E. (2020). Diseño del espacio educativo universitario y su impacto en el proceso académico: análisis de tendencias. Revista De Estilos De Aprendizaje, 13(25), 1–13. https://doi.org/10.55777/rea.v13i25.1512

Economidou-Stavrou, N. (2024). Differentiated instruction in music education: Enhancing inclusive practices in the classroom. Frontiers in Education, 9, 1501354. https://www.frontiersin.org/articles/10.3389/feduc.2024.1501354/full

Espinosa, Y., Martínez Arcia, F., & Falcó González, P. (2021). Los estilos de aprendizaje y las inteligencias múltiples en estudiantes del colegio Francisco de Paula Santander. Revista de Estilos de Aprendizaje, 14(28), 234–247. https://doi.org/10.55777/rea.v14i28.2848

Gallego, D. J., Alonso, C., & Melare Vieira Barros, D. (2022). Estilos de Aprendizaje y Estilos de Enseñanza. Propuestas pedagógicas para la transformación de la educación. Revista De Estilos De Aprendizaje, 15(Especial), 1–4. https://doi.org/10.55777/rea.v15iEspecial.5309

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. https://doi.org/10.1177/0255761410370658

Juan Morera, J., Nadal García, F., & López Casanova, S. (2023). Music education and social inclusion: A systematic review of inclusive musical practices. Arts, 12(8), 992. https://www.mdpi.com/2018992

Sánchez Camacho, R., & Grané i Oró, M. (2025). Innovación educativa y programación en el desarrollo de competencias emocionales en Educación Primaria. Revista De Estilos De Aprendizaje, 18(35), 26–34. https://doi.org/10.55777/rea.v18i35.7064

UNESCO. (2022). Reimagining our futures together: A new social contract for education. UNESCO.

Van der Merwe, A., & Burns, J. (2023). Music pedagogy and social inclusion: A systematic review of research trends. Frontiers in Psychology, 14, 1259874. https://doi.org/10.3389/fpsyg.2023.1259874

PORTADA_VOLUMEN 19, NÚMERO 37; EDITORIAL

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Published

2026-04-15

How to Cite

Alegre de la Rosa, O. M., & Gisbert Caudeli, V. (2026). Educating in diversity through musical and artistic proposals. Journal of Learning Styles, 19(37), 1–4. https://doi.org/10.55777/rea.v19i37.9060

Issue

Vol. 19 No. 37 (2026): Educating for diversity through musical and artistic proposals

Section

EDITORIAL

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