From pedagogical intention to ecosystem readiness: multi-stakeholder evidence on integral learning innovation in Colombian primary schools

Purpose This study examines how teaching practices, student experience, family support and institutional conditions align to sustain future-oriented integral learning in primary education. Design/methodology/approach A convergent mixed-methods secondary analysis was conducted using an anonymised dataset from three Colombian primary schools. The quantitative strand calculated instrument-specific descriptive summaries, while the qualitative strand synthesised pre-assigned multilabel themes from de-identified records. A school-by-dimension joint display distinguished cross-method convergence from cross-stakeholder and within-stakeholder/self-report consistency, while also retaining complementarity, divergence, single-source findings, absence of evidence and source asymmetries. Findings Across the three cases, the same EESSAX-18 form yielded generally favourable student self-reports; teacher and family records were also favourable within their respective instruments. Mixed-source integration nevertheless identified contextual constraints in resources, ICT, monitoring and school-family communication. Because leadership evidence comprised only six records from non-equivalent instruments, evidence on institutional implementation conditions was treated as a limited contextual signal and interpreted alongside teacher, qualitative and documentary sources rather than as a cross-school estimate. The integrated pattern indicated that favourable pedagogical intention could coexist with constraints in enabling ecosystem conditions. Originality/value The study contributes a preliminary, traceability-oriented analytical framework for integrating heterogeneous multi-stakeholder evidence while preserving source-specific limits and asymmetries. Practically, the framework can help schools identify misalignments among teaching practice, student experience, family support, institutional implementation conditions and socio-emotional and values-based learning before selecting improvement actions. It contributes situated evidence from Latin American primary education on how schools may move from valuable practices to sustainable integral learning innovation.