Learning Landscapes for Diversity from the Teacher’s Perspective in a Peruvian Educational Institution

Lino-Tupiño R.M.; Solaguren-Goyoaga A.; Aguilar-Ayala M.E. · Journal of Educational and Social Research (2026) · DOI: 10.36941/jesr-2026-0364

Resumen

This research is aligned with Sustainable Development Goal 4 (SDG 4), which seeks to ensure inclusive, equitable, and quality education. The main objective was to analyze learning landscapes in diversity from the perspective of teachers at an educational institution in Lima, 2025. Methodologically, a qualitative approach and case study design were used. The sample included nine secondary school teachers from Lima Center. A semi-structured interview guide with 12 items was used, along with learning sessions and observation of teaching practices, and methodological triangulation was applied to analyze the findings. The results indicate that Learning Landscapes (LL) are an innovation that breaks with the classic standardized method. The programming matrix, which combines Bloom's Taxonomy and Multiple Intelligences, is the fundamental structural tool that ensures cognitive scaling (progressing "from less to more" until creation). In addition, the mediating narrative proved highly motivating, and inclusive gamification encouraged peer tutoring in heterogeneous groups. The main conclusion is that LLs allow for an effective break with standardized teaching, which is vital for addressing diversity by viewing students as neurodiverse, resulting in a unique "fingerprint."

Instituciones: Universidad César Vallejo