27 aug Citizenship is learned in plural: interdepartmental work in public schools

Can a student studying Biology reflect on civic and ethical rights through subjects like Art Education or French? At our school, we believe not only that it is possible, but also that it is essential. Interdepartmental work in public schools has become a key tool for fostering in students the core values of citizenship.

This belief has materialized in our own experiences, such as the latest Eco-School Congress, an initiative led by the Biology department and conceived as a project open to the participation of all departments. Each department worked on the specific competencies of its area to contribute to the Congress, where students had the opportunity to develop a critical view of the environment, our responsibility for its care, and the impact of armed conflicts on society.

This was made possible thanks to the coordinated effort of the departments of History, Art, French, English, and Philosophy, which worked independently with their respective groups, contributing to the final product that shaped the Congress.

In this collaborative and pluralistic environment, students were able to become aware of the importance of their thoughts and actions, step outside the classroom, and share what they had learned—now transformed into a lived experience promoted by themselves.

Awakening a sense of citizenship in students is one of the great responsibilities of public schools. This is enshrined in the current educational law, the LOMLOE, which advocates for a competency-based curriculum, where students must be able to apply their knowledge to real-life situations. To achieve this, we believe that departments cannot work in isolation: it is essential to coordinate efforts and act jointly.

This open and collaborative coordination is one of the fundamental pillars of the educational project at IES Fernando Quiñones. Our commitment is clear: to provide a comprehensive and holistic education that enables students to develop as critical, responsible, and engaged citizens.

Stepping out of the classroom and into reality, avoiding the flaws of the public system while enhancing its virtues, is a task that must be shared by the entire educational community. It is not enough to transmit content; it is necessary to form citizens capable of thinking critically, acting responsibly, and participating actively in society. For this, schools must become dynamic spaces, open to their surroundings and committed to today’s social and environmental challenges.

In this regard, initiatives such as the Eco-School Congress are not just one-off events, but opportunities to rethink teaching practices from an integrative perspective. They allow students to see the connection between what they learn and the world they inhabit, and to understand that subjects are not isolated compartments but diverse paths toward a shared goal: the comprehensive formation of active citizenship.

Collaboration between departments also strengthens bonds among teachers, breaks individualistic patterns, and fosters a school culture based on teamwork. This understanding of education promotes commitment, innovation, and active teacher participation in building a common project.

This is how joint projects emerge, such as the one held annually in May. During that week, Pride is celebrated, coinciding with the commemoration of the fight for LGTBIQ+ rights. At our school, this celebration takes on special meaning, as it seeks to promote respect, equality, and diversity among all students and staff. This activity would not be possible without the transversal approach to values that every teacher shares in their teaching. Through educational activities, workshops, exhibitions, and spaces for reflection, an inclusive community is fostered where everyone feels valued and free to be themselves. Celebrating Pride at our IES is also the result of a collective effort—of united perspectives and the work of each project, such as the Diversity project, which brings together various departments to educate in values and build a more just and tolerant society.

Ultimately, educating for citizenship cannot be a marginal task or the exclusive domain of certain subjects. It is a cross-cutting principle that must guide curricular design, classroom methodologies, and school-wide projects. At IES Fernando Quiñones, we are committed to a public school that does not settle for teaching content, but aspires to form critical, compassionate individuals who are aware of their role in the world. Because only through a living, collaborative, and meaningful education can we build a more just, democratic, and sustainable society.

Deepening these joint experiences is also a way to prepare students for the global challenges of today: climate change, inequality, migration, or digitalization. 21st-century citizenship is built on dialogue, empathy, and cooperation. That is why learning in plural is not just a methodology—it is an ethical commitment to the future that Public Education must safeguard.