International Conference on Project Management 2024 1 SOCIAL WORK AND EDUCATION: INNOVATIVE SOLUTIONS FOR SOCIAL CONFLICTS IN EDUCATIONAL INSTITUTIONS IN CARTAGENA. Daniela Guardo Rúa 1, Marlys Cano Yépez 2. 1. Daniela Guardo Rúa, Fundación Universitaria Tecnológico Comfenalco; dguardor@tecnocomfenalco.edu.co; ORCID 0009-0001-6861- 6560 2. Marlys Cano Yépez; Fundación Universitaria Tecnológico Comfenalco; canoym@tecnocomfenalco.edu.co; ORCID 0000-0003-0138-7692 Abstract: The research focuses on the complex social dynamics present both inside and outside the classroom in educational institutions in the District of Cartagena de Indias, with a renewed focus on the educational management of projects within the institution. The crucial role of Social Work in the resolution of conflicts and the improvement of the school environment is highlighted, as well as in the promotion of the active participation of all educational actors in the planning and execution of projects. The main objective is to identify specific problems and develop effective strategies to promote constructive alternatives to social conflicts, through close collaboration between students, teachers and administrators in the management of educational projects. The fundamental role of the teacher as a leader in academic management and in the promotion of a culture of peace in the school environment is explored in depth. The methodology adopted is qualitative in nature, using an action-research design. Five public sector educational institutions actively participated in participatory workshops to identify needs, analyze challenges and co-create viable and sustainable solutions. The findings underline the importance of a proactive and collaborative educational management for the integral development of students, emphasizing the formation of citizens aware of their rights and responsibilities, as well as the promotion of values of peaceful coexistence and constructive conflict resolution in the school community. Keywords: project management; education; social work; education management. TRABAJO SOCIAL Y EDUCACIÓN: SOLUCIONES INNOVADORAS PARA CONFLICTOS SOCIALES EN LAS INSTITUCIONES EDUCATIVAS DE CARTAGENA Resumen: La investigación se concentra en las complejas dinámicas sociales presentes tanto dentro como fuera del aula en instituciones Educativas del Distrito de Cartagena de Indias, con un enfoque renovado en la gestión educativa de proyectos al interior de la institución. Se destaca el papel crucial del Trabajo Social en la resolución de conflictos y la mejora del ambiente escolar, así como en el fomento de la participación activa de todos los actores educativos en la planificación y ejecución de proyectos. International Conference on Project Management 2024 2 El objetivo principal es identificar las problemáticas específicas y desarrollar estrategias efectivas para promover alternativas constructivas a los conflictos sociales, mediante una colaboración estrecha entre estudiantes, docentes y directivos en la gestión de proyectos educativos. Se profundiza en el rol fundamental del docente como líder en la gestión académica y en la promoción de una cultura de paz en el entorno escolar. La metodología adoptada es de naturaleza cualitativa, empleando un diseño de investigación-acción. Se contó con la participación activa de cinco instituciones educativas del sector público, donde se llevaron a cabo talleres participativos para identificar necesidades, analizar desafíos y co-crear soluciones viables y sostenibles. Los hallazgos subrayan la importancia de una gestión educativa proactiva y colaborativa para el desarrollo integral de los estudiantes, haciendo énfasis en la formación de ciudadanos conscientes de sus derechos y responsabilidades, así como en la promoción de valores de convivencia pacífica y resolución constructiva de conflictos en la comunidad escolar. Palabras clave: gestión de proyectos; educación; trabajo social; gestión educativa. International Conference on Project Management 2024 3 Introduction In the complex social fabric of Cartagena's public educational institutions, the intersection between social work, education, and educational project management emerges as a promising area for exploring innovative solutions to the challenges of social conflict. This study delves into this dynamic intersection to analyze and propose novel approaches to address social conflicts in the school setting through educational project management. The proliferation of conflicts and situations of violence among students in educational institutions, conceived as spaces for learning and citizenship training, poses a critical challenge for the academic community. These altercations, which range from verbal aggression and intimidation to physical violence and delinquency, generate a hostile climate that hinders the integral development of students [1], affecting their academic process and their construction of citizenship; taking into account that these situations have been normalized by students, classroom teachers, directors and social work professionals try to design programmes that allow them to reduce these actions that limit the integral development of young people. Social work services in educational institutions are essential to address social inequalities and promote educational inclusion [2]. In Colombia, the guidance teacher is a figure responsible for developing professional tasks that correspond to the diagnosis, planning, execution, and evaluation of student guidance actions aimed at promoting the full development of the student's personality, providing access to culture, the achievement of scientific and technical knowledge, and the formation of ethical, aesthetic, moral, and civic values, as well as respect for diversity and differences, which facilitate the realization of a useful activity for the human and socioeconomic development of the country. The formation of ethical, aesthetic, moral, and moral values; the execution and evaluation of student guidance actions aimed at promoting the full development of the student's personality, providing access to culture, the achievement of scientific and technical knowledge, and the formation of ethical, aesthetic, moral, and civic values, as well as respect for diversity and differences, which facilitate the realization of a useful activity for the human and socioeconomic development of the country [3] In Colombia, guidance teachers are typically social workers or psychologists, but they are not considered teachers. Instead, they serve as support for educational institutions [4]. This information is crucial because it allows us to recognize the need to integrate the social component into the educational process. Social workers are therefore responsible for creating environments that facilitate conflict resolution and management within the institution. The topic of school coexistence and conflict management in the educational context has been the subject of continuous attention and research. According to Johnson and Johnson [5], conflict resolution in the school setting involves finding peaceful and constructive solutions to the differences between the parties involved. This perspective highlights the importance of teaching students positive conflict resolution skills, promoting effective communication, teamwork, and empathy. In the educational setting, the social worker plays a variety of roles and functions, one of which is that of conflict situations manager [6]. Accordingly, Espinoza Sáez et al. [7], Fernández García and Alemán Bracho [8], and Kruse [9] posit that educational institutions are an optimal setting for the development and reinforcement of educational initiatives, thereby contributing to the empowerment of citizens. Social workers in educational institutions facilitate educational management by identifying the social and emotional needs of students, as well as those of their families and communities. This enables them to work in collaboration with other educational professionals to develop and implement strategies and programs that address these needs and promote an inclusive and learning-friendly school environment [10]. International Conference on Project Management 2024 4 According to the research, we have been able to define educational management as the process of planning, implementing and evaluating educational interventions aimed at improving the school environment, promoting peaceful coexistence and articulating efforts between school, family and community. Given the local context, effective educational management requires a combination of visionary leadership and collaborative skills to promote an inclusive and learning-centered school environment [11]. One of the scenarios identified is the socio-educational intervention of anticipation and risk reduction based on awareness-raising actions in people and their environment and control [12] for this, socio-educational initiatives are designed to promote social participation of the community, contributing to the autonomy of children, their families and their environment; transversalized by a research-development-innovation approach, driven by the need to understand the social reality, innovate and develop methodologies to address the problems faced by children. [13] Through the identification of needs, the active participation of all educational actors and the implementation of innovative strategies, educational project management becomes a powerful tool for transforming school reality [14]. This approach makes it possible to comprehensively address the factors that influence school dynamics, from interpersonal relationships to institutional and community policies. In this context, this study aims to identify innovative solutions that contribute to transforming educational institutions in Cartagena into inclusive, safe and conducive spaces for the integral development of all its members, through the effective application of educational project management. Methodology The work was developed within the framework of the proposed investigation-action offers a participatory and context-centered approach to address social conflicts in the classroom. investigation-action is presented as an appropriate methodological approach to address social conflicts in the classroom, as it promotes the active participation of the actors involved in the identification and resolution of problems [15]. This methodology involves a continuous cycle of planning, action, observation, and reflection, which allows interventions to be adapted according to the specific needs of the context [16]. For the research exercise, five (5) institutions located in the second locality of the district of Cartagena were selected and a random sample of 42 students from the tenth and eleventh grades per school and 7 teachers and/or educational managers was taken, for a total of 210 students and 37 teachers. The methodological process was carried out in four phases. First, a participatory diagnostic process was carried out in collaboration with teachers, students, parents and administrators of the public schools of Cartagena de Indias. This process included semi-structured interviews, focus groups and surveys to identify the main problems of coexistence and the factors that contribute to social conflicts in the classroom. The development of this study was structured in four interrelated phases, each with specific techniques and strategies designed to achieve its stated objectives. In the initial phase, priority was accorded to the active participation of the various actors in the school context of Cartagena de Indias. A participatory diagnosis was conducted, during which teachers, students, parents, and administrative personnel collaborated closely. In order to achieve this objective, semi-structured interviews, focus groups and a survey were implemented. The aforementioned tools enabled the accurate identification of the issues pertaining to classroom coexistence and the factors that gave rise to them. International Conference on Project Management 2024 5 Figure 1. Phases of the methodological process Source: authors' elaboration, 2023 Following the comprehensive examination of the findings from the initial phase, the second stage was initiated. In this subsequent stage, we collaborated closely with the participants to identify and analyse specific intervention strategies. The development of interviews with teachers was a crucial aspect of this process. Those issues that were considered to be both relevant and feasible were given priority in addressing the challenges identified during the participatory diagnosis. Once the intervention strategies had been selected, we proceeded to the implementation and continuous monitoring phase. This phase was of crucial importance in order to ensure the effective implementation of the proposed interventions and to collect data to assess their relevance and effectiveness in real time. Ongoing follow-up and feedback mechanisms were established with participants in order to adjust the interventions as needed and ensure alignment with the study objectives. Finally, at the conclusion of all phases of the study, a critical reflection was carried out. At this juncture, the insights gleaned throughout the process were identified and recommendations for future research and practice in the area of school coexistence were formulated. This reflective analysis enabled the consolidation of the findings of the study and the extraction of key lessons to guide future actions. The methodological approach employed in this study provided a robust foundation for understanding and addressing the challenges of coexistence in public education institutions in Cartagena de Indias. Results Educational institutions represent essential pillars within the social structure, being places where the present is forged and the future is projected through the comprehensive education of students. Currently, classrooms have evolved into scenarios characterized by the presence of various conflicts that significantly influence and limit the development of youth. From the triangulation of data, eight categories of the most recurrent problems in the classroom were identified: bullying, interpersonal conflicts, pregnancy, theft, micro-trafficking, mental health, social pressure and external influences. From there, a survey was conducted among students and teachers to validate the data, some of the questions were: Participative diagnosis analysis of intervention strategies Follow-up and monitoring Recommendations and thoughts International Conference on Project Management 2024 6 Figure 2. Which of these social issues is most prevalent in your classroom? Students Source: authors' elaboration, 2023 Based on the survey, bullying is the most common problem in the classroom, accounting for 32% of reported incidents, which is a worrying sign. Not only does bullying affect the emotional and psychological well-being of the students who suffer it, but it can also have long-term consequences for their academic and social development. Another area of concern is interpersonal conflict, which accounts for 17% of incidents. These conflicts, according to the focus groups developed, arise from differences with others, where some students try to invalidate the opinions of others, and can affect the overall classroom climate and the academic performance of the students involved; therefore, it is important to understand that conflicts are inevitable, but we can learn to manage them constructively [17]. Theft and mental health, at 14% and 15% respectively, are also areas that require attention. Theft not only involves material loss but also creates an environment of mistrust among students, so it is important to create a school environment where students feel respected and valued so that they do not feel the need to resort to theft [18]. On the other hand, mental health is critical to the overall well-being of students and their ability to learn and develop effectively. Although micro-trafficking and social pressure represent smaller percentages, they should not be overlooked. Micro-trafficking can have serious implications for students' safety, and social pressure can influence their behavior and decisions. In the analysis of the most recurrent classroom problems identified by teachers, the prevalence of bullying stands out as a significant challenge to the school environment, followed by micro-trafficking and mental health. Although some problems, such as theft and social pressure, are less common, they all require attention and specific action by teachers and the school community to promote a safe environment conducive to the integral development of students. 32% 17% 4% 14% 9% 15% 5% 4% BULLYING CONFLICTOS INTERPERSONALES EMBARAZO EN ADOLESCENTES ROBO MICROTRAFICO SALUD MENTAL PRESION SOCIAL INFLUENCIAS EXTERNAS Which of these social issues is most prevalent in your classroom? Students International Conference on Project Management 2024 7 Figure 3. Which of these social problems are most common in your classroom? Teachers Source: authors' elaboration, 2023 In order to reduce these problems, each institution uses strategies to try to mitigate these phenomena that threaten the integral development of young people. The school must approach conflicts from a pedagogical perspective that implies both social and personal growth. It should seek to resolve them peacefully through dialogue, understanding and negotiation, giving priority to a constructive solution that seeks agreements beneficial to all parties, avoiding win-win approaches that generate resentment [19]. While educational management addresses all aspects of the educational process in a comprehensive manner, educational project management provides a specific and structured framework for implementing specific changes and improvements at the school level [20] Educational project management can be considered as a tool within the arsenal of broader educational management, which is used to address specific problems [21], implement changes and promote innovation in educational institutions. The work of social workers in educational institutions is closely related to educational management and educational project management, as social workers play a key role in promoting the social, emotional, and academic well-being of students, as well as in resolving problems and conflicts that may arise in the school environment. One of the strategies used in educational institutions is the following: Table 1. Strategies Used by Educational Institutions ESTRATEGIA PLANTEAMIENTO PROBLEMÁTICA ATENDER Attention Route The school has established a protocol for addressing conflict situations. This protocol was developed by the faculty and staff with the intention of providing a systematic and effective response to any conflict that may arise within the school environment. The protocol is a set of clear steps and procedures that guide the management and resolution of conflicts. It covers a wide range of situations that may arise in the school day-to-day, from disputes between students to problems of coexistence in the classroom. Interpersonal conflicts, bullying, social pressure, pregnancy, theft Peace mediators The strategy enables students to become involved in addressing pertinent issues. Students are selected by direct vote of their Interpersonal conflicts, bullying 29% 11% 6% 3% 23% 14% 3% 11% BULLYING CONFLICTOS INTERPERSONALES EMBARAZO EN ADOLESCENTES ROBO MICROTRAFICO SALUD MENTAL PRESION SOCIAL INFLUENCIAS EXTERNAS Which of these social problems are most common in your classroom? Teachers International Conference on Project Management 2024 8 peers to assist in the resolution of conflicts and the promotion of a peaceful environment within the school setting. They receive training in mediation techniques and may receive incentives for their work. , The school radio The advent of school radio has created a unique opportunity for students and teachers to disseminate information and raise awareness about crucial issues. This initiative has been exemplified by the creation of a program on mental health and social-emotional skills. School radio, with its multifaceted capabilities, can serve as a valuable instrument to cultivate a culture of peace within the school environment and to foster the development of responsible citizens. Mental health, social pressure, interpersonal conflicts, pregnancy Parenting School 2.0 The Parenting School 2.0 initiative represents a strategy to engage parents in their children's academic pursuits in a comprehensive and collaborative manner. This platform will facilitate the implementation of thematic workshops, mentoring programs, family events, and volunteer opportunities, thereby fostering the creation of an inclusive learning community where families can share experiences, acquire positive parenting tools, and support the holistic development of students. The program's objective is to enhance the relationship between parents, educators, and students, thereby promoting academic success, emotional well-being, and an appreciation of cultural diversity within the school community.. Interpersonal conflicts, pregnancy, theft, microtrafficking, mental health, social pressure and external influences Peace Mural The "Peace Mural" is a strategy designed to promote a peaceful and harmonious school environment through the collaborative creation of a mural that reflects the values of peace and coexistence. This project involves students at all levels of the process, from planning and design to execution and celebration. Through art and creative expression, students have the opportunity to express their ideas and emotions on the theme of peace, while working together to build a tangible symbol of unity and mutual respect. Interpersonal conflicts, theft, mental health, social pressure and external influences Source: authors' elaboration, 2023 These strategies are implemented in an articulated manner and led mainly by guidance teachers, in collaboration with teachers and school administrators, who actively participate in the planning, implementation, and evaluation of specific educational interventions [22]. It is worth noting the crucial role played by social workers in identifying and addressing social needs within school communities [23]. This comprehensive process is of decisive importance, as it has a direct impact on reducing bullying, improving the participation and academic performance of students at risk of dropping out of school, and driving initiatives to promote the inclusion of students with special needs. The success of these strategies is due to the perseverance, effort, and dedication of teachers and psychosocial teams, which has allowed the progress of two major problems, namely mental health and bullying, to be made. Nevertheless, despite the aforementioned efforts, teachers have indicated that there are constraints that impede the efficacy of the aforementioned strategies: International Conference on Project Management 2024 9 1. Deficiency of resources and institutional support: The lack of resources and institutional support impeded the implementation of large-scale interventions and their long-term sustainability. It is therefore imperative that the education authorities demonstrate a greater commitment to ensure the success of conflict prevention initiatives in schools. [24] 2. Requirement to reinforce teacher training: It was identified that there is a necessity to provide more comprehensive and continuous training for teachers in conflict management skills and attention to diversity. This includes the development of more robust training programs that address both theoretical and practical aspects of conflict resolution in the classroom. [25] The scarcity of resources and institutional support limits the implementation of educational interventions. The lack of teacher training in conflict management negatively impacts the quality of education and training of students, hindering their comprehensive development and their ability to face future challenges. Conclusions In the context of complex conflicts in schools, teachers and social workers assume a pivotal role as leaders in academic management and the promotion of a culture of peace. Their collaborative work is focused on the promotion of peaceful conflict resolution through pedagogical strategies that encourage dialogue, empathy, and negotiation. In addition, they facilitate assertive communication and active listening through fluid channels between students, teachers, parents, and authorities. On the other hand, individualized and personalized attention to students with emotional, social, or family difficulties contributes to the prevention of violence. The guidance teacher and social worker have played a pivotal role in the design and implementation of comprehensive interventions to address social conflicts in schools. Their strategies have proven effective in addressing social conflicts in the classroom and promoting a safe and healthy school environment. However, the academic management process presents significant challenges that affect the implementation and sustainability of interventions in the long term. It is therefore essential to have clear and coherent policies that promote a safe and respectful school environment. The intersection between social work and education offers a fertile space for the development of innovative solutions to address social conflicts in Cartagena's educational institutions. In a context where social challenges directly impact the school environment, the role of the social worker becomes crucial. The holistic approach of social work allows for the addressing of the complex social dynamics that affect education, including the implementation of bullying prevention programs and the promotion of the inclusion of students with special needs. By promoting the active participation of the educational community and fostering collaboration among different actors, effective and sustainable solutions can be generated that positively transform Cartagena's educational institutions and promote a culture of peace and mutual respect. 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