Reimagining Learning in Mexico's Nueva Escuela Mexicana Education Reform: Aligning Active Pedagogies with Classroom Practice. Invisible Pedagogical Mindsets in Mexico: How Culture, Education Ecosystems, and Beliefs about Teaching and Learning Shape Education Reform
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| Název: | Reimagining Learning in Mexico's Nueva Escuela Mexicana Education Reform: Aligning Active Pedagogies with Classroom Practice. Invisible Pedagogical Mindsets in Mexico: How Culture, Education Ecosystems, and Beliefs about Teaching and Learning Shape Education Reform |
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| Jazyk: | English |
| Autoři: | Iriana Ferreyra, Gabriela Lozano Campos, Rachel Dyl, Ghulam Omar Qargha, Brookings Institution, Center for Universal Education |
| Zdroj: | Center for Universal Education at The Brookings Institution. 2026. |
| Dostupnost: | Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education |
| Peer Reviewed: | N |
| Page Count: | 86 |
| Datum vydání: | 2026 |
| Sponsoring Agency: | LEGO Foundation |
| Druh dokumentu: | Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, Educational Change, Regional Characteristics, Cultural Influences, Context Effect, Curriculum Implementation, Program Implementation, Teacher Attitudes, Stakeholders |
| Geografický termín: | Mexico (Mexico City), Mexico |
| Abstrakt: | Over centuries, the vision and purpose for education in Mexico have been shaped by colonial legacies, reformist movements, and revolutions that continue to influence how learning is understood today. The country's administrative division into 32 federal entities reflects deep regional, cultural, and institutional diversity--conditions that complicate efforts to implement cohesive education reform. A pedagogical approach appropriate for one entity might not translate effectively to another due to distinct cultural and contextual realities. Within this diverse context, teachers are active agents of reform. Their expertise and beliefs about teaching and learning impact how pedagogical approaches manifest in the classroom. If education reforms do not align with teachers' diverse cultural contexts, the realities within the education ecosystem, or the prevalent learning theories espoused in recent policy, classroom practice is unlikely to change (Qargha and Dyl 2024a). The Nueva Escuela Mexicana (NEM) reform, launched in 2019, aims to move Mexico's education system away from rote instruction toward a more inclusive, competency-based, and student-centered model. The NEM promotes active pedagogies--such as project-based, community-based, and intercultural learning--designed to connect academic content with local realities and social participation. Yet six years after its launch, implementation remains uneven across regions and schools. This report describes a comparative case study that investigated how culture, the education ecosystem, and preferred learning theories-- collectively referred to as Invisible Pedagogical Mindsets (IPMs)--affect the implementation of the NEM in two public primary schools: one in Mexico City and one in Yucatán. To conduct this study, the multi-country Strengthening Pedagogical Approaches for Relevant Knowledge and Skills (SPARKS) project, implemented by the Brookings Institution and Education for Sharing (E4S) in Mexico, formed a local Research Policy Collaborative (RPC). The RPC involved various education ecosystem actors, including teachers, administrators, parents, students, and civil society representatives, in shaping the research process. These education ecosystem actors contributed to collaborative meetings, focus groups, and surveys. The study's findings can help policymakers and other education ecosystem actors understand the NEM's sociocultural and systemic challenges and thereby guide more contextually grounded education policies, training, and support structures. By illuminating how culture, education ecosystems, and learning theories interact in everyday teaching and learning, this study contributes to a deeper understanding of why certain reforms often falter in practice--and how they can be strengthened by making the invisible mindsets of education actors visible, enabling, and transformative. [The Strengthening Pedagogical Approaches for Relevant Knowledge and Skills (SPARKS) project was created in collaboration with Educación para Compartir (Mexico)/Education for Sharing (E4S).] |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Přístupové číslo: | ED678572 |
| Databáze: | ERIC |
| Abstrakt: | Over centuries, the vision and purpose for education in Mexico have been shaped by colonial legacies, reformist movements, and revolutions that continue to influence how learning is understood today. The country's administrative division into 32 federal entities reflects deep regional, cultural, and institutional diversity--conditions that complicate efforts to implement cohesive education reform. A pedagogical approach appropriate for one entity might not translate effectively to another due to distinct cultural and contextual realities. Within this diverse context, teachers are active agents of reform. Their expertise and beliefs about teaching and learning impact how pedagogical approaches manifest in the classroom. If education reforms do not align with teachers' diverse cultural contexts, the realities within the education ecosystem, or the prevalent learning theories espoused in recent policy, classroom practice is unlikely to change (Qargha and Dyl 2024a). The Nueva Escuela Mexicana (NEM) reform, launched in 2019, aims to move Mexico's education system away from rote instruction toward a more inclusive, competency-based, and student-centered model. The NEM promotes active pedagogies--such as project-based, community-based, and intercultural learning--designed to connect academic content with local realities and social participation. Yet six years after its launch, implementation remains uneven across regions and schools. This report describes a comparative case study that investigated how culture, the education ecosystem, and preferred learning theories-- collectively referred to as Invisible Pedagogical Mindsets (IPMs)--affect the implementation of the NEM in two public primary schools: one in Mexico City and one in Yucatán. To conduct this study, the multi-country Strengthening Pedagogical Approaches for Relevant Knowledge and Skills (SPARKS) project, implemented by the Brookings Institution and Education for Sharing (E4S) in Mexico, formed a local Research Policy Collaborative (RPC). The RPC involved various education ecosystem actors, including teachers, administrators, parents, students, and civil society representatives, in shaping the research process. These education ecosystem actors contributed to collaborative meetings, focus groups, and surveys. The study's findings can help policymakers and other education ecosystem actors understand the NEM's sociocultural and systemic challenges and thereby guide more contextually grounded education policies, training, and support structures. By illuminating how culture, education ecosystems, and learning theories interact in everyday teaching and learning, this study contributes to a deeper understanding of why certain reforms often falter in practice--and how they can be strengthened by making the invisible mindsets of education actors visible, enabling, and transformative. [The Strengthening Pedagogical Approaches for Relevant Knowledge and Skills (SPARKS) project was created in collaboration with Educación para Compartir (Mexico)/Education for Sharing (E4S).] |
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