Characterizing Institutional contexts for the planning and adoption of Didactic Innovations: A Theoretical model
DOI:
https://doi.org/10.5007/2175-7941.2026.104131Keywords:
Didactic Innovation, Instructional Change, Diffusion of InnovationsAbstract
The adoption of didactic innovations often faces challenges that lead to their discontinuation in educational contexts. One possible reason for this is the interpretation of innovations as standardized solutions, which overlooks the specific characteristics of educational institutions before implementation. In this article, we propose a theoretical model structured around six analytical dimensions to characterize educational institutions with respect to a specific subject of interest. The goal is to assist individuals in assessing the need for changes and to guide the planning and evaluation of potential didactic innovation adoptions within educational institutions. This goal translates into the following research question: How can an educational institution be characterized, with regard to the teaching and learning process of a given object of knowledge, so as to support the planning and evaluation of innovative instructional proposals? The proposed dimensions in response to this questions are: (i) institutional profile; (ii) actors’ profile; (iii) problems or needs; (iv) current didactic practices; (v) conceptions, principles, and norms; and (vi) material and logistical context. The model was developed based on the literature on barriers and facilitators to adopting didactic innovations in science education, as well as the Theory of Diffusion of Innovations. The model’s potential is explored through a real case analysis of a second-year high school physics class and a proposed innovative activity. We consider that this model can contribute to investigations focused on characterizing educational institutions, with the aim of implementing and adapting instructional proposals that are tailored to the specific context of interest.
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