ABSTRACT
This study analyzes how innovative educational centers in both rural and urban settings develop their educational proposals. Through a quantitative methodology based on a survey, it is applied to a sample of 139 teachers. The results obtained reflect how innovative educational centers have made decisions for the improvement of teaching by elaborating educational proposals in line with the framework of the return to the classroom after COVID-19. The findings reveal a shared innovative culture regarding leadership for diversity, a relevant curriculum, active-participatory teaching dynamics and formative evaluation.
KEYWORDS
Educational Innovation; Leadership; Diversity; Educational Research; Covid-19