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September 8, 2026SustainabilityOpen Access

Evidence-Based Quality Assurance in Initial Teacher Education and Educational Sustainability

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Authors

MBMauricio Cresp BarríaRGRicardo García-HormazábalPDPedro Delgado‐Floody

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Overview

Mixed-methods study demonstrates institutional and student trajectory fragmentation in teacher education, indicating the need for an evidence-based management model.

Key Points

  • To develop an empirically informed conceptual framework for evidence-based quality assurance in initial teacher education to support educational sustainability.
  • Convergent mixed-methods design conducted at a regional Chilean university combining quantitative and qualitative longitudinal components.
  • Quantitative analysis evaluated official secondary data covering N=1743 teacher education students enrolled between 2020 and 2025.
  • Qualitative component involved longitudinal documentary analysis of accreditation, regulatory, and territorial records spanning 2012 to 2025, synthesized using convergent triangulation.
  • Quantitative data revealed a predominantly female student population, differentiated academic pathways, territorial clustering, and notable descriptive variations in retention across programs.
  • Documentary analysis demonstrated consistent strengths in institutional mission and curricular structure alongside challenges in information integration, workload, and evidence-informed curriculum updates.
  • Synthesis of findings guided the creation of the Evidence-Based Excellence Management Model (EBEMM) to bridge student characteristics, institutional mechanisms, and regional contexts.

Cite This Study

Barría et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd78a58e84d0ff5b4653dhttps://doi.org/10.3390/su18179162
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  1. 1Quality assurance policies evolution in pedagogical careers in Chile2025
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  5. 5Reflections on Initial Teacher Education and Theoretical Framing of Applied Pedagogical Knowledge with a Context-Consciousness: An International Study2024 · 6 citations