Action and Reaction, Social Response to the Development of an Education Law, the Case of Spain

Action and Reaction, Social Response to the Development of an Education Law, the Case of Spain

The subsequent research has been grounded in the recently enacted education legislation, the Organic Law amending the Organic Law on Education (LOMLOE, by its acronym in Spanish), within the Spanish educational context. The development of this research is predicated on the following three objectives...

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Bibliographic Details
Main Authors: Abraham Bernárdez-Gómez, María Luisa Belmonte, José María Álvarez Martínez-Iglesias, Martina Ares-Ferreirós
Format: Article
Language:English
Published: MDPI AG 2025-07-01
Series:Social Sciences
Subjects:
educational legislation
social networks
qualitative analysis
public opinion
Online Access:https://www.mdpi.com/2076-0760/14/7/415
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Summary:The subsequent research has been grounded in the recently enacted education legislation, the Organic Law amending the Organic Law on Education (LOMLOE, by its acronym in Spanish), within the Spanish educational context. The development of this research is predicated on the following three objectives: firstly, the identification of the main issues of interest that have arisen in the network surrounding the LOMLOE; secondly, the analysis of the socio-educational repercussions that it has generated; and thirdly, the establishment of relationships between the different educational facts and elements involved. The objective of this study is to establish a frame of reference in terms of the current social perception of the new law and how it may or may not be based on the different changes that will occur after the implementation of the LOMLOE. In order to carry out this research, a qualitative methodology was used to collect a total of 1536 tweets during the debate on the law, using ATLAS.ti software, which was also used to carry out a content analysis of the data. Following a thorough inductive analysis, seven distinct codes were identified. These codes yielded a range of statements that collectively emphasised the pivotal role of subsidised education, religious education and special education in shaping the prevailing discourse.
ISSN:2076-0760

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