The Context of Spanish Curriculum Reform: Digital Competence, Education for Sustainable Development and the Emotional Approach

This work presents the results obtained from the study of the new social, epistemological structure of curriculum reform, on the basis of the pedagogical focus in the regulatory framework of the LOMLOE (Spanish Organic Law Amending the Organic Law of Education). Methodologically, this research is based on an analysis of regulatory content to examine the expression of the eco-social aspect, educational digitalisation and the focus on self-identity in the educational map of the third cycle (fifth and sixth years) of Primary Education and is linked to two main, established blocks of knowledge, one of a personal and social nature (covering three subjects: Artistic Education, Physical Education and Education in Civic Values) and the other composed of the area of knowledge covering Spanish Language and Mathematics. The most significant result is the presence of new relational and emotional pedagogical approaches that justify the existence of an Educational Agenda for Well-Being. We can observe how these approaches are not only present in subjects where the development of social competence is easily identified, such as in the case of Education in Civic Values, Physical Education and/or Artistic Education, but are also increasingly being developed in aeras of instrumental knowledge (Spanish Language and Mathematics), which are conventionally far removed from the relational imaginary.