Validation of the ABL + DT model
An ecosystemic framework for integrating arts and digital technologies in primary education
Bibliographic Data
| ID | 21445019 |
|---|---|
| Authors | Nella Escala (0000-0002-1785-717X, Universitat Oberta de Catalunya Barcelona Spain, corresponding author), Montse Guitert Catasús (0000-0001-8144-7629, Universitat Oberta de Catalunya Barcelona Spain), Teresa Romeu (0000-0002-4866-4389, Universitat Oberta de Catalunya Barcelona Spain) |
| Year | 2026 |
| Publication date | 2026-04-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.70164 |
| OpenAlex | W7151839851 |
| Language | EN |
| References cited | 46 |
Primary education teachers face increasing challenges in engaging diverse learners and fostering creativity, digital competence and other transversal skills, often lacking clear, practical guidance for integrating these skills into their classrooms. The ABL + DT (Arts‐Based Learning with Digital Technologies) model responds to this challenge by proposing a systemic framework connecting artistic practices, digital competence and educational innovation through four interconnected components: Relational Context, Design, Implementation and Evaluation. This study validates the content and construct of the ABL + DT model through an expert panel in primary school contexts. A mixed‐methods design was applied with 20 interdisciplinary experts (teachers, cultural mediators and researchers) from Spain and Ecuador. The validation instrument was designed to assess the clarity, coherence, relevance and practical applicability of the model. Quantitative analyses included the Content Validity Index (CVI) and Cronbach's alpha, complemented by qualitative thematic analysis of open‐ended expert comments. Findings showed excellent content validity and strong internal consistency. The Relational Context and Design phases identified areas for refinement, particularly in the engagement of families and community partners and in the operationalisation of transversal competencies, whereas the Implementation and Evaluation phases showed the strongest reliability and conceptual alignment. Overall, results confirm that the ABL + DT model is a valid and applicable framework for primary education, whose successful adoption depends on contextual adaptation, sustained teacher support and partnerships with cultural institutions to promote creative, reflective and socially relevant learning
Competence (human resources) · Conceptual framework · Construct (python library) · Construct validity · Content analysis · Content validity · Context (archaeology) · Face validity · Qualitative property · Thematic analysis · Art Education and Development · Art Therapy and Mental Health · Digital literacy in education
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Distributed Leadership
Teaching art and design in a digital age
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Implications for educational practice of the science of learning and development
Contemporary Approaches to Mixed Methods–Grounded Theory Research
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One size fits all? What counts as quality practice in (reflexive) thematic analysis
| Highly cited | No |
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