Educational Innovation in Secondary Classrooms in Castellón Province, Spain: Qualitative insights into ICT Use and Motivational Strategies

The Master’s Degree in Secondary Education, Vocational Training, and Language Teaching at Universitat Jaume I (Castellón, Spain) includes a required Practicum in secondary education schools. In secondary education, the integration of Information and Communication Technologies (ICT) has emerged as a central dimension of innovation, yet its effectiveness depends largely on how technology is pedagogically embedded. This study examines how mentor teachers incorporate innovative methodologies and Information and Communication Technologies (ICT) during this placement. A total of 115 Master’s students analysed the pedagogical practices of their mentor teachers across 36 secondary schools in Castellón Province. Special attention was given to teachers’ use of innovative resources and their strategies for encouraging student motivation. Findings reveal notable differences among teachers. While 15% demonstrated consistent and meaningful integration of innovative practices and ICT tools, 40% mixed traditional methods with limited technological support, and 45% primarily relied on traditional, lecture-based instruction. The results suggest that although ICT resources are widely available, their pedagogical integration largely depends on teacher intent and methodological focus. The study emphasises that innovation is a structured and reflective process rather than just technological adoption.