Pedagogical leadership and inclusion in Adult Education: insights from the Erasmus+ project KA122-ADU (Navarra)
DOI:
https://doi.org/10.23824/ase.v0i45.1083Downloads
Abstract
This technical article analyzes the findings of the mobility project Erasmus+ KA122-ADU, carried out by the Service of Educational Inspection of Navarre during the courses 2024-2025 and 2025-2026. The main objective of the project was the observation of inclusive environments in the Education of Adult Persons (EPA) through the observation of models of success in Italy, France, Finland and Bulgaria. Through a methodology of job shadowing, critical dimensions were analyzed such as the institutional evaluation, the personalization of itineraries under the Universal Design for Learning (DUA), the humanization of spaces and the accreditation of non-formal competencies. The results advocate for a new model of inspection: a pedagogical leadership that acts as a motor of equity and emotional well-being for the adult student body.
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Keywords:
educational inspection; inclusion; adult education; school evaluation; NavarraLicense
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