The Research Center for Socio-Educational Transformation



In accordance with Silva Henríquez Catholic University’s resolutions 79, 80 and 81 of 2018, which consider:

  • The 2012-2020 strategic action plan
  • The strategic objective: “To create graduate divisions that offer master and doctorate degrees for each school. These divisions will have independent financial resources and outstanding faculty members committed to teaching, academic advising and research development.”
  • The strategic objective: “To create research centers for each school, associated to their graduate divisions. These research centers will have dedicated research teams in charge of carrying out projects, obtaining external funding and disseminating research findings in academic events and primary sources that foster interdisciplinarity and are recognized by the national research system.”

Consequently, the university created the school of education’s graduate division, that will oversee the education research center and the graduate degree programs offered by the school of education.

The name “Research Center for Socio-Educational Transformation” (Centro de Investigación para la Transformación SocioEducativa, CITSE) came into being as a result of the collaborative work between faculty members from its different lines of research.

Our Mission

To produce and disseminate knowledge on education through interdisciplinary research that contributes to educational development and transformation from different perspectives.

Our Vision

To become a prominent education research center of excellence, nationally and internationally, that contributes to the field in accordance with socio-educational policy and contexts.

About us

About us

The Research Center for Socio-Educational Transformation (Centro de Investigación para la Transformación SocioEducativa, CITSE) was created as a result of the UCSH strategic action plan. It begins its activities in 2018, including research work and collaboration with internal, external, national and international organizations, in coordination with the University’s graduate degree programs, and within four lines of research:

  • Interculturality and Education for Social Justice
  • Curricular Development and Teacher Career
  • Leadership and Collaboration for Educational Improvement
  • Reading and Academic Writing

 Among other aspects, the Center will recognize and foster:

  • The production of contemporary relevant knowledge.
  • The development of broad and democratic academic research communities
  • The relevance of interdisciplinary work that acknowledges the different perspectives of socio-educational research.
  • The creation of national and international collaborative networks with various socio-educational actors.


  • To produce outstanding research in the fields community-based education and learning, educational leadership, and the development of the self and the educational system.
  • To disseminate knowledge production among different audiences, in order to promote discussion and critical reflection based on evidence that impacts public policymaking and the work of socio-educational communities.
  • To contribute cumulative knowledge for the development of formative initiatives, the creation of educational materials and the analysis of practices that are relevant for decision-making processes of socio-educational communities and the different spheres of the educational system.
  • To promote dialogue, engagement and collaboration with national and international organizations related to the center’s lines of research.

Lines of research

Education, Diversity and Interculturality for Social Justice

In the context of deep inequalities that are accentuated by social differences, this research group seeks to question power relations, coloniality, segregation and exclusionary practices in order to generate educational conditions, proposals and practices for social justice.


to generate knowledge that allows to reveal, discuss and problematize inequality in the educational field, with proposals that put Social Justice at the center. The methodology seeks to contribute to the socio-educational transformation in a collaborative and horizontal way with people from various socio-cultural and educational fields.

Faculty members

Curriculum Development and Teacher Career

Curriculum development configures educational communities, as it allows them to interpret and appropriate national guidelines and, in doing so, strengthen local identities. This process highlights characteristics unique to institutional culture, promoting a continuous and collaborative self-construction among different actors of the school systems, that leads to the creation of a just and contextualized curricular process.

In this context, this line of research pursues the comprehension of the curricular phenomenon from diverse perspectives, originating at their actors and their range of action, to transform their situated contexts, especially those of greater vulnerability.


  • To develop theoretical and empirical work that produces knowledge on curriculum theory and practice for evidence-based socio-educational comprehension and transformation.
  • To promote guidelines for initial teacher education and continuous professional development for teachers that enhance their professional skills for curricular management.
  • To contribute to the educational system by promoting a continuous curricular reflection that problematizes the foundations of educational work in heterogeneous contexts.

 Faculty members

Leadership and Collaboration for Educational Improvement

Leadership, collaboration and educational management have a relevant impact on continuous improvement processes in educational institutions, that is even more noticeable in contexts of high social and economic vulnerability. Hence, this research group approaches these dimensions of the educational system from different perspectives, to comprehend the complexity and scope of the socio-educational phenomenon.


  • To develop theoretical and empirical studies on leadership, collaboration and educational management that informs decision-making processes in different levels of the educational system, with an emphasis on educational improvement in vulnerable contexts.
  • To foster collaborative academic initiatives for research and professional development within and among this and other institutions, nationally and internationally.
  • To generate instances for the dissemination, analysis and discussion of knowledge production on leadership, educational management and collaboration.

Faculty members

Socio-emotional Interactions and Learning

Socioemotional interactions shape the perception of emotions and the socioemotional climate os learning situations and daily coexistence in educational contexts. Its approach allows us to research the scope of practices, the quality of interpersonal relations, the exchange of social codes and normative beliefs that have an impact on learning, mental health, well-being, and the personal development potential of all educational actors, considering the diverse characteristics of the system, which influence the potential for socio-educational transformation. Through different approaches and methodologies, this line of research seeks to understand the factors and ways to promote positive socioemotional interactions, especially in disadvantaged and vulnerable communities.


  • To provide relevant evidence from theoretical and empirical studies on the socioemotional interactions of educational contexts, allowing an understanding of the factors involved in learning, mental health, well-being, and community development.
  • To promote collaborative work and a direct involvement with various groups of interest, as well as national and international institutions and organizations, promoting the development of competencies and capacities for socio-educational research and intervention of socioemotional interactions.

Faculty members:

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