2026-03-06T02:42:32Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/814882026-01-29T11:48:48Zcom_10324_971com_10324_931com_10324_894col_10324_972

00925njm 22002777a 4500 dc Fuentes Cancell, Dieter Reynaldo author Estrada Molina, Odiel author Gutierrez Ortega, Mónica author 2026 This study examines the development of scientific dissemination skills in initial teacher education through a sequential explanatory mixed-methods design (QUANTITATIVE→QUALITATIVE). The purpose was to explore how the integration of Project-Based Learning (PBL) and Experiential Learning (EL) fosters the acquisition of cognitive, communicative, media–digital, and ethical–social competencies related to scientific communication. Seventy-nine students from Early Childhood Education (n = 36) and Primary Education (n = 43) degrees at the University of Valladolid participated during the 2024–2025 academic year. In the quantitative phase, a validated questionnaire was administered to assess four dimensions of competence, while the qualitative phase included systematic observations and focus groups. Data analysis combined descriptive and inferential statistics with thematic analysis and convergent integration. The results showed significant improvements in all dimensions, particularly in communicative and media–digital skills, with qualitative evidence explaining the mechanisms underlying this progress. The integration of findings revealed the transformation of students from passive recipients to active mediators of scientific knowledge. It is concluded that the combination of PBL and EL constitutes an effective pedagogical framework for promoting responsible scientific dissemination in higher education and reinforcing the social responsibility of teacher training. Education Science, Enero 2026, vol. 16, n.1 2227-7102 https://uvadoc.uva.es/handle/10324/81488 10.3390/educsci16010086 1 Education Sciences 16 2227-7102 Developing Science Communication Competence in Initial Teacher Training