Demandas educativas contemporáneas sobre la calidad en la educación

Abstract

Five years before the 2030 Agenda deadline and the achievement of Sustainable Development Goal 4 (SDG 4), aimed at ensuring inclusive, equitable, and quality education for all, it is timely to reflect on its level of progress. Although regulatory frameworks, scientific production, and specialized discourse have advanced considerably, a significant gap persists between theoretical formulation and educational practice in classrooms.   Inclusive education, consolidated since the Salamanca Declaration, remains a widely recognized ideal but continues to face challenges in its real implementation. Equity, in turn, implies not offering the same to everyone, but ensuring equal opportunities through differentiated supports and reasonable accommodations.  In this context, quality education integrates inclusion and equity as essential conditions. Achieving it requires addressing student diversity and neurodiversity, acknowledging neuroplasticity and the unique nature of learning. Neuroeducation and Universal Design for Learning (UDL) emerge as proactive approaches that allow flexible educational environments to be designed from the outset, moving beyond exclusively reactive or compensatory models. This issue of Cultura Educación y Sociedad presents ten national and international contributions addressing topics such as mathematics education, computational thinking, educational leadership, technology integration, language development, university management, and assessment practices. All share a common purpose: strengthening educational quality across diverse contexts. Taken together, these studies reaffirm that achieving SDG 4 requires sustained commitment to evidence-based practices, pedagogical leadership, and inclusive policies that move beyond discourse and become embedded in educational reality.