Subject: Bachelor's thesis (TFG)

Number of credits: 12

Bachelor's degree: Social Education

Teaching staff involved: Arantza del Valle Gómez (a.delvalle@udg.edu)

Number of students: Varies, between 3 and 4 students per year

Years offered: Starting in the 2024-25 academic year

Delivery period: Second semester

Collaborating entities: Girona City Council

Brief description of the experience:

Bachelor’s theses (TFGs) stem from real local needs, developed in collaboration with local stakeholders and aligned with the "Full-Time Education" (Educació 360) framework.In this context, students conduct research analysing the non-formal and informal activities in which children and adolescents participate in the city of Girona and its surrounding area, highlighting the educational potential of these spaces beyond the school setting.Overall, the projects carried out to date have underscored the importance of ensuring a balanced "educational diet"—one that integrates diverse and complementary experiences to foster the holistic development of children and young people.

Engaging with the local context from a professional perspective

Subject: M3 Society, Culture and Education

Number of credits: 12

Bachelor's Degree: Social Education

Teaching staff involved: Alba Castellsagué (alba.castellsague@udg.edu),  Eliseu Carbonell, Anna Planas

Number of students: 24

Years offered: Starting in the 2025-26 academic year

Delivery period: February-May 2026

Collaborating entities: Girona City Council

Brief description of the experience:

This community-engaged teaching project involves first-year students from the University of Girona’s Social Education degree program and migrants who have received support from the Girona City Council’s Initial Reception Service. Throughout the second semester, university students and migrants will work together in small groups to design and conduct awareness-raising sessions at various local secondary schools. The activity aims to bring the reality of young migrants closer to students in Girona’s schools through first-hand accounts, thereby fostering an understanding of their experiences, preventing prejudice, and reducing hate speech. At the same time, the collaborative work involved in preparing these activities seeks to connect the university with the immediate social reality, fostering an exchange of knowledge and experiences. The project will be carried out with the guidance of University of Girona faculty and municipal professionals, combining academic, experiential, and community-based learning.

Making the testimonies of young migrants visible and validating them.

A meaningful and transformative learning process aimed at combating hate speech.

Connecting the university with the immediate social reality, fostering an exchange of knowledge and experiences.

Subject: Social expertise and transformation

Number of credits: 3

Bachelor's Degree: Social Education

Teaching staff involved: Maria Pallisera (maria.pallisera@udg.edu), Anna Planas (anna.planas@udg.edu)

Number of students: 15

Years offered: Starting in the 2019-20 academic year

Delivery period: Second semester

Collaborating entities:

Over the years, the following organisations have collaborated:

• Ramon Noguera Foundation
• Caritas Girona
• Canaan
• TRESC Foundation
• SERGI Foundation
• Comissió Mixta de Salut Mental
• La Sopa
• Department of Justice
• Atart-Grup Atra
• Plataforma Educativa
• Pil Riu Ter
• Astres Foundation
• SAR

Brief description of the experience:

This is a 3-ECTS optional subject that annually involves 15 students from the Bachelor's degree in Social Education and 11 "experts by experience"—individuals who have used various services and projects where social educators work. These experts by experience enroll as visiting students. The subject aims to break down barriers and foster dialogue between future professionals and experts by experience, bridging the gap and creating shared learning spaces through the exchange of knowledge.

The subject is structured around 14 weekly sessions, each lasting between 1 hour 20 minutes and 2 hours. It employs a methodology that promotes active participation and mutual respect, combining large-group sessions with work in small, mixed teams of 4 or 5 people (comprising both bachelor's degree students and visiting students) to encourage communication and the sharing of experiences. The subject begins with self-introduction activities designed to build trust. A support process is implemented, featuring preparatory, follow-up, and closing sessions for the different groups involved. The subject also includes out-of-classroom activities that foster a more relaxed atmosphere.

After this subject, my understanding of the social educator's professional role has changed radically. I have come to realise that our profession is not just about intervening in situations of risk, but about transforming social realities, questioning institutional structures, and defending people's rights and dignity (bachelor's degree student, 2024–2025)

I found it to be a positive experience—firstly, because I saw what university life is like, and also because whenever I was there, I would explain things and people would ask me questions. Here, however, we engaged in debate, and I believe it helped them grow (visiting student/person accompanied, 2024–2025).

Subject: Participation and community action

Number of credits: 3

Bachelor's degree: Social Work

Teaching staff involved: Eduard Carrera (eduard.carrerafossas@udg.edu)

Number of students:  20

Years offered: Starting in the 2024-25 academic year

Delivery period: 2nd semester 2024-25 and 1st semester 2025-26

Collaborating entities:

• Santa Eugènia Civic Centre
• 12 local residents
• Urban artist RICE (Eduard Sacrest) in collaboration with the monar’T festival
• Neighbourhood community facilitators

Brief description of the experience:

The goal of the experience is to reclaim the neighbourhood's historical memory and foster social cohesion through a community-based intervention. Students participated in sessions to exchange memories with residents of the Santa Eugènia neighbourhood. The students toured the neighbourhood and interviewed key community members to gather their testimonies and recollections. Using the information gathered, they co-designed a community mural with urban artist Rice, in collaboration with the monar’T Girona festival. This mural was painted collectively in a significant neighbourhood location: a garden reclaimed by the residents.

Community engagement means taking the risk of stepping outside established structures and getting involved with the local area.

As a teacher, you shift from being the central figure to becoming one of the agents providing support.

When real-world experience enters the classroom, it helps students ground theory in reality and connect with the social fabric

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Subject: Social Services

Number of credits: 6

Bachelor's degree: Social

Teaching staff involved: Eduard Carrera (eduard.carrerafossas@udg.edu) and Núria Fustier

Number of students: 40

Years offered: Starting in the 2024-25 academic year

Delivery period: February to April 2026

Collaborating entities

• 12 Social Services coordinating bodies from the province of Girona (Garrotxa, Alt Empordà, Baix Empordà, Pla de l’Estany, Gironès, and La Selva)
• Street artist

Brief description of the experience:

The goal was to highlight the importance of the relationship with the person being supported during times of crisis, moving beyond a perspective focused purely on administrative procedures or bureaucracy. Students participated in classroom activities that generated expressive materials, such as poems and drawings. Based on this content, a street artist created various graffiti designs, and the class selected four of them. Subsequently, an event was organized where students engaged in conversation and shared reflection with Social Services professionals and the people served by these services. The experience culminated in the collective painting of the faculty building’s four emergency exit doors.

Universities must bring the community's voice into the classroom so that students understand that the person being supported must always be the central focus.

In social art, the final result is not what matters most; rather, it is the process of listening, valuing what people say along the way, and making them feel represented.

Subject: Psychosocial Intervention

Number of credits: 12

Bachelor's degree: Psychology

Teaching staff involved: Pilar Albertín (pilar.albertin@udg.edu), Antonia Dorado and Rosor Riera

Number of students: 70   

Years offered: Since the 2014-2015 academic year

Delivery period: Starts in February and ends in May

Collaborating entities

• Ins Santa Eugènia
• Ins Ridaura
• Escola Vilaroja
• Servei d’Intervenció Educativa de Caldes de Malavella
• Drissa Foundation (pre-vocational training and radio)
• Various non-profit voluntary associations
• Parèntesis
• Associació TEA Asperger
• Girona Youth Health Centre
• Associació Reach, Girona
• Red Cross (refugees, gender violence)
• Figueres theatre association
• Santa Coloma de Farners (gender violence)
• Caldes de Malavella (gender violence)
• Les Bernardes senior care home

Brief description of the experience:

Students form groups by choosing one of the more than 15 partner organizations proposed by the faculty or by suggesting one of their own (schools, foundations, associations, etc.). After a phase of reading and familiarising themselves with the context, students coordinate with the organisations to design and carry out actions tailored to each one's specific needs—such as creating materials, running workshops, or providing companionship to the people being served. The goal of these Service-Learning (SL) activities is to develop transversal skills such as communication, applying theory to practice, identifying needs, and social engagement.

Students can discover new interests and develop their creativity.

When young people are eager to get involved, they bring a breath of fresh air to the organisations.

Stepping outside the university to contribute to society.

Subject: CAPI 2 (Integrated Academic and Professional Skills 2)

Number of credits: 3

Bachelor's degree: Psychology

Teaching staff involved: Anna Viñolas, Pilar Albertín (pilar.albertin@udg.edu), Maria Mercedes Martín, Txell Arbusé

Number of students:  90

Years offered: 2018-2019

Delivery period: Second semester

Collaborating entities

• IES Santa Eugènia (3 groups)
• Vilablareix Basketball Club
• IES Brugulat (Banyoles)
• La Salle Santa Coloma de Farners
• Salt Young People’s Health Centre
• Senior care home
• ⁠Ramón Noguera Foundation
• Girona Dance Academy
• Els Arcs de Pineda de Mar senior care home
• Malgrat de Mar scout's group
• A foundation based in central Girona that supports vulnerable adolescents of migrant background with workforce integration, housing searches, day centre services, and more.
• Sant Narcís Community Centre

Brief description of the experience:

Students work in groups to select a topic of interest related to adolescence, research the subject, and identify local organisations (secondary schools, sports clubs, youth centres, etc.) to design and implement a tailored psychoeducational workshop there. The objectives of this Service-Learning activity are to develop teamwork skills, apply participant observation methods, and acquire skills in communication and group facilitation.

The students worked as a team, and their pride and commitment to their workshops were evident.

The fact that you have to do something outside the university setting is a powerful experience for students.

Since you have to coordinate with external stakeholders, you must adapt to their timelines, which in itself is a learning experience for the students.

Subject: From multicultural heritage to contemporary art: educational resources

Number of credits: 3

Bachelor's degree: Dual bachelor's degree in Early Childhood and Primary Education

Teaching staff involved: Débora Gaspar da Rocha (debora.gaspar@udg.edu)

Number of students:  25

Years offered: Since the 2025-26 academic year

Delivery period: 2nd semester 2024-25 and 2nd semester 2025-26

Collaborating entities

• Escola L’Aulet de Celrà
• Joan Miró Foundation

Brief description of the experience:

A teaching practicum conducted in collaboration with the Joan Miró Foundation, based on the "Miró as seen by Gomis" material. UdG students received training from the Foundation. Subsequently, working in groups, they adapted and implemented workshops at L’Aulet School in Celrà (for the I5 and 3rd-grade primary levels). The project included documentation and critical analysis of teaching practice. It culminated in the UdG students presenting their experience in a public space at the Foundation.

clicme.es » MIRÓ VIST PER GOMIS Joan Miró Barcelona Foundation 

This practicum connects theory with educational reality.

It allows students to experience, adapt, and implement educational activities in a real school setting.

Subject: Language learning: reading and writing (I)

Number of credits: 4

Bachelor's degree: Early Childhood Education

Teaching staff involved: Sílvia Llach Carles  (silvia.llach@udg.edu)

Number of students:  135

Years offered: Since the 2023-24 academic year

Delivery period: First semester

Collaborating entities:  Two public schools and one state-subsidised private school: Escola Mare de Déu dels Socors in Hostalric, Institut Escola Montseny in Breda, and Vedruna in Arbúcies.

For the first two years, only Hostalric participated; the other two joined in the 2025–26 academic year.

Brief description of the experience:

Various early childhood education teams (spanning three schools in the 2025–2026 academic year) explain the oral language issues that concern them most regarding the 3–6 age group at their respective schools. The students then choose a topic and create teaching materials for the schools. They must also link the material to the concepts learned in the course. Before being taken to the schools, the material is presented at the Faculty of Education and Psychology.

It connects the course objectives with real-world challenges faced by the schools.

The academic effort will also have a positive impact on the local area.

Addressing the schools' actual concerns by creating materials tailored to their needs.

Subject: Language learning: reading and writing 2

Number of credits:  11

Bachelor's Degree: Early Childhood Education

Teaching staff involved: Mariona Masgrau (mariona.masgrau@udg.edu), Christian Arenas, Roser Giménez

Number of students: 130

Years offered: Since the 2011-12 academic year (in different formats and versions)

Delivery period: Annual, particular in the second semester.

Collaborating entities: Schools in El Gironès and Pla de l del Estany

Brief description of the experience:

Students design a literary activity and an emerging literacy learning situation for children’s classrooms at multilingual schools in the region.

Service learning allows us to get to know highly complex schools with students with many different home languages ​​and to deploy didactic tools to intervene in a summative way.

Subject: Revitalising the school library

Number of credits: 3

Bachelor's Degree: Early Childhood Education and Primary School Education

Teaching staff involved: Mariona Masgrau (mariona.masmas@udg.edu),

Number of students:  20-30

Years offered: Since the 2011-12 academic year (in different formats and versions)

Delivery period: February-May (2nd semester)

Collaborating entities:

• Girona City Council Library Service
• CRP Gironès
• Diputació de Girona Libraries Service

Brief description of the experience:

Since 2011, this subject has been designed based on the service-learning model and has taken various forms: we have designed projects for disused school libraries, home-based reading activities during the COVID pandemic in partnership with public libraries, and initiatives bridging public and school libraries. We currently design reading mediation projects that public libraries or educational services can integrate into their catalogues and offer to schools.

It helps students gain first-hand insight into the local ecosystem that promotes reading.

Service-learning experiences foster learning that is multifaceted, nuanced, and meaningful.

Subject: Children's literature_Specialisation in Foreign Languages

Number of credits: 3

Bachelor's degree: Early Childhood Education and Primary School Education, Dual bachelor's degree

Teaching staff involved: Julie Waddington (julie.waddington@udg.edu)

Number of students:  35

Years offered: From the 2018-19 academic year to the 2022-24 academic year

Delivery period: 1st semester

Collaborating entities:

• Francesc Cambó de Verges Secondary School

Brief description of the experience:

4th-year secondary school (ESO) students are invited to participate in interactive classes (simulations) featuring educational activities designed by university students specializing in this field, including feedback sessions to refine them.Through this modelling process, the secondary students learn to design their own activities, which they will subsequently implement in primary schools as part of their secondary school’s community service program.

Fostering connections between educational stages that rarely interact: university, secondary school, and primary school.

A genuine opportunity for secondary students to gain their first taste of university life and familiarize themselves with the dynamics of the faculty.

Subject: From multicultural heritage to contemporary art: educational resources

Number of credits: 3

Bachelor's degree: Dual bachelor's degree in Early Childhood Education and Primary Education

Teaching staff involved: Débora Gaspar (debora.gaspar@udg.edu), Judit Onsés, Silvia Ribas

Number of students:  25

Years offered: 2025-2026 academic year

Delivery period: 2nd semester

Delivery period: 2nd semester