@misc{10481/97881,
year = {2024},
month = {12},
url = {https://hdl.handle.net/10481/97881},
abstract = {The irruption of technological tools and digital applications pose a challenge for educational centres that must adapt their methodologies, spaces and teacher
training to meet the demands of the development of student competences in the 21st century. This research focuses on the transformation of educational spaces,
specifically on the Future Classroom Lab (FCL) project, which since its inception in 2012 by the European Schoolnet (EUN) has not had a systematic review process of
the scientific literature. The study method is based on a systematic review from the Web of Science and Scopus databases. The statistical programme Vosviewer was
used to make the network map of terms. The results found were 19 manuscripts from 2012 to 2023, where Spain is the country with the most research on FCL.
Technology is the most prominent term, after education and Future Classroom. The conclusions from the results obtained were that there is little scientific evidence
on FCL in the 12 years analysed, although these spaces generate motivation among teachers and students, but there are also criticisms for this type of spaces that serve
as a reflection and are discussed.},
publisher = {University of Patras},
keywords = {Aula del Futuro},
keywords = {Espacios},
keywords = {TIC},
keywords = {Metodologías activas},
keywords = {innovación},
keywords = {Future classroom Lab},
keywords = {spaces},
keywords = {innovation},
keywords = {ICT},
keywords = {active methodologies},
title = {The Future Classroom Lab. Educational considerations from a systematic review},
doi = {https://doi.org/10.26220/rev.5044},
author = {Dúo-Terrón, Pablo},
}