IMPLICATION OF LEARNING TECHNIQUES IN CURRICULUM AND EDUCATIONAL ORGANIZATION

Abstract

The article examines the relationship between learning techniques and school organisation from the perspective of scientific evidence on how learning occurs. It is based on the idea that learning is not a passive process nor does it depend solely on teachers’ instruction, but rather on the cognitive activity developed by students. In this regard, different learning techniques are analysed, along with their influence on both the curriculum and the organisational structures of educational institutions.

The focus is placed on learning techniques with strong empirical support, such as elaboration, retrieval practice and spacing, and the extent to which current school organisation facilitates or hinders their effective implementation in classrooms is examined. The study highlights that common practices such as rigid timetables, subject compartmentalisation and assessment models centred on final examinations tend to promote superficial learning and ineffective study strategies.

Based on this analysis, several proposals for improvement are put forward, aimed at introducing changes in educational regulations, curriculum planning and school organisation. These include the need for greater timetable flexibility, interdisciplinary work, the creation of more flexible student groupings and a review of traditional organisational structures. Finally, the article emphasises the role of educational supervision as a key element in supporting these processes of change and ensuring coherence between curriculum, methodology and school organisation, with the ultimate goal of improving the quality and equity of the education system.