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Los procesos, prácticos y metodologías participativas han alcanzado un importante nivel de presencia, en comparación con décadas pasadas, en la esfera social, académica, investigativa y política. Se han abordado y analizado diferentes aspectos en el marco de la participación social y ciudadana, pero los grupos motores no están suficientemente conceptualizados, definidos, evaluados y categorizados. Por ello, el presente artículo pone el foco en tal figura con el fin de dimensionarla dentro de un proceso participativo amplio. El énfasis se suele poner más en la aplicación de dinámicas grupales y técnicas cualitativas o, en menor medida, participativas, donde el rol del/la \"experto/a\" (técnico/a y /o académico/a) sigue siendo protagónico respecto al rol que asume la ciudadanía, especialmente la no organizada. A partir del análisis de cinco casos de estudio desarrollados en las dos últimas décadas, en los que han participado los autores y que se consideran revelatorios, se realiza una valoración y exploración de la figura del grupo motor, qué es y para qué sirve, cómo se integra en un proceso participativo y qué resultados produce.

Background To better understand and promote public health, participatory research with Indigenous peoples represents recommended practice, worldwide. However, due to the different ways such research is referred to, described, and used, it is unclear what might (and might not) warrant the term when collaborating with Indigenous peoples. As such, this article expands conceptual understandings of participatory research with Indigenous peoples, across timelines and regions. Method Following a systematic search of 29 academic databases in April 2018, a lexical analysis of the methods sections was conducted, which were sourced from 161 publications across 107 journals. Results The active involvement of Indigenous peoples in research that is expressly participatory is limited across all project phases. This might be because the ways in which Indigenous peoples were involved throughout were not reported – however, it might also be because Indigenous peoples were not involved in all project phases. Furthermore, descriptions differ by study location and publication timeframe – notably, studies in the region of the Americas chiefly refer to pandemics, surveyors, and art; and those published in the last two decades have given primacy to artifacts of interest. Conclusions Findings from this corpus of data suggest participatory research with Indigenous peoples is not always described across different project phases; furthermore, it differs according to study location and publication timeframe. This offers considerable opportunity to further this important research area via alternative methodologies that award primacy to Indigenous expertise and agency.

Conventional approaches to agricultural extension based on top–down technology transfer and information dissemination models are inadequate to help smallholder farmers tackle increasingly complex agroclimatic adversities. Innovative service delivery alternatives, such as field schools, exist but are mostly implemented in isolationistic silos with little effort to integrate them for cost reduction and greater technical effectiveness. This article presents a proof-of-concept effort to develop an innovative, climate-resilient field school methodology, integrating the attributes of Farmers’ Field School, Climate Field School, Climate-Smart Agriculture and indigenous technical knowledge of weather indicators in one package to address the gaps, while sensitizing actors on implications for policy advocacy. Some 661 local facilitators, 32% of them women and 54% youth, were trained on the innovation across East Africa. The initiative has reached 36 agribusiness champions working with 237,250 smallholder farmers in Kenya, Tanzania and Uganda. Initial results show that the innovation is strengthening adaptation behaviour of agribusiness champions, farmers and supply chain actors, and reducing training costs. Preliminary findings indicate that the process is rapidly shaping group adaptive thinking. The integrated approach offers lessons to transform extension and to improve food security and resilience. The approach bundles the costs of previously separate processes into the cost of one joint, simultaneous process, while also strengthening technical service delivery through bundled messaging. Experience from this initiative can be leveraged to develop scalable participatory extension and training models, especially scaling out through farmer-to-farmer replication and scaling up through farmer group networks.

Surplus dairy calves consist of all dairy bull calves and any heifer calves not needed as replacements for the milking herd. The fate of these surplus calves varies by region; for example, in Australia and New Zealand they are often sold as “bobby” calves and slaughtered within the first weeks of life; whereas, in North America they are normally sold within the first weeks of life but reared for 16–18 weeks as veal or longer as dairy beef. Regardless of region, demand for these calves is often very low, driving down prices and in some cases leaving farmers with no alternative options other than on-farm euthanasia. The notion that dairy cows must give birth to produce milk and that the calves are immediately separated from the dam, many of which will end up immediately being sold as surplus calves, has become a topic of public concern. These concerns have increased given the growing number of pictures and stories in the media of on-farm euthanasia, dairy calves being transported at very young ages and frequently receiving sub-standard levels of care. In this paper we describe the status quo of this complex, value-laden issue that without transformative change is at great risk for continued criticism from the public. Moreover, despite many attempts at refinement of the existing approach (i.e., the pursuit of technical improvements), little has changed in terms of how these surplus dairy calves are managed and so we predict that on its own, this approach will likely fail in the long run. We then set out how the current surplus calf management practices could be viewed to fit the definition of a “wicked problem.” We conclude by calling for new research using participatory methodologies that include the voice of all stakeholders including the public, as a first step in identifying sustainable solutions that resonate with both society and the livestock industry. We briefly discuss three participatory methodologies that have successfully been used to develop sustainable solutions for other complex problems. Adoption of these types of methodologies has the potential to help position the dairy industry as a leader in sustainable food production.

Background Food and Nutrition Education (FNE) is a continuous process that promotes healthy eating habits through the development of knowledge and skills that support critical and autonomous food choices. However, traditional information-based approaches remain predominant and have shown limited effectiveness in sustaining behavioral change. In response, participatory methodologies grounded in dialogue and popular education have gained relevance by fostering engagement, interaction, and protagonism. These strategies have the potential to strengthen bonds, promote meaningful learning, and actively involve families in the educational process. Objective To analyze the use of participatory methodologies in food and nutrition education and their impact on promoting healthy eating habits and developing critical and reflective competencies among participants. Methods This qualitative intervention study included 45 participants: 9 individuals participated in the semi-structured interview (5 children and 4 caregivers), and the remainder (36 individuals) answered only the questionnaire (14 caregivers, 16 children, and 6 facilitators). The intervention was conducted in three stages: (I) nine playful nutrition workshops with children aged 7–12 years and their families, led by health professionals and students using participatory methodologies; (II) application of evaluation questionnaires involving children with different nutritional statuses, caregivers, and facilitators; and (III) post-intervention face-to-face semi-structured interviews with children with overweight or obesity and their caregivers. Audio recordings were transcribed and analyzed through thematic content analysis using ATLAS.ti ® , guided by Social Cognitive Theory and emerging analytical categories. Results Six main categories were identified: self-efficacy, modeling-based learning, active engagement, dietary self-regulation, influence of the family environment, and triadic reciprocity. Participants reported increased self-efficacy (e.g., food label reading), observational learning, reduced consumption of ultra-processed foods, improved meal planning, and lunchbox preparation. Dietary self-regulation was expressed through simple rules, while the family environment functioned as both a facilitator and a barrier to change. Triadic reciprocity revealed the transfer of learning across home, school, and work settings. Additional emerging categories included satisfaction with the intervention and suggestions for improvement. Conclusions Participatory methodologies proved to be effective and promising approaches in food and nutrition education, enhancing family involvement, encouraging critical reflection, and promoting positive changes in children’s eating behaviors.

The concept of a “water governance crisis” manifests distinctly across different regions. In the Global South, particularly in rapidly urbanizing cities, innovative governance models that incorporate community participation are critically needed to address unique challenges such as informal settlements and less stringent pollution controls. This paper presents a theoretical and methodological approach, emphasizing citizen science and community engagement in urban water management. It explores how engaging communities in the assessment and management of water bodies not only enhances the identification of priority areas but also strengthens local capacities to address environmental challenges. An analytical framework highlighting the interdependence between valuation languages and citizen science supports the development of management models for degraded hydro-social territories. Utilizing a mixed-methods approach, this research develops social indicators and applies participatory methodologies, such as Participatory Mapping, demonstrated through a study of four urban rivers in Sangolquí, Ecuador: Santa Clara, San Pedro, Pita, and San Nicolás. Our findings reveal that participatory models are more effective than traditional technocratic hierarchies and underscore a new paradigm for water governance that prioritizes local knowledge and community practices. This study not only reveals the ecological, social, and spatial configurations of urban river landscapes in Sangolquí but also suggests the framework’s applicability to other Latin American cities facing similar challenges.

Innovative farming practices to mitigate environmental impacts are critical. Participatory approaches, which actively involve farmers in co-developing solutions, are vital for overcoming resistance and enabling successful, context-specific agricultural innovations. This scoping review maps participatory methodologies in agricultural innovation, identifying their key characteristics and factors contributing to their success. We used PRISMA-ScR guidelines and conducted a systematic search on the databases Scopus and Web of Science, out of 807 studies published between 1994 and 2022, 34 met our criteria. Data extraction involved coding theoretical frameworks, project phases, duration, participant types, barriers, facilitators, innovations, and modes of participation into categories: contributory, collaborative, and co-created. We used Atlas.ti for coding transparency and analysis. Projects spanned 26 countries, primarily in Europe and Africa, with an average duration of 5 years. Innovative practices were grouped into the following themes: climate change, crop choice, irrigation, pest management, and technical improvements. Most projects involved farmers in defining research questions. Participants included farmers, experts, NGOs, private companies, and public organizations. Successful projects actively involve stakeholders, especially farmers, from idea generation to implementation, and benefit from strong relationships and informal, flexible interactions. Intermediaries, like extension agents, are effective in bridging gaps and fostering trust. Our review indicates the need for clearer reporting guidelines to enhance comparability and effectiveness across participatory research.

Workplace inclusion and the sustainable well-being of people with disabilities represent a critical social and technological challenge. This paper presents the exploratory insights of a study aimed at identifying both interaction needs for workplace technologies and socio-organizational conditions that support inclusive and sustainable employment. The study adopts a co-creation methodology based on the Design Thinking approach through the implementation of four co-creation events with workers with disabilities and key stakeholders. The findings reveal persistent barriers at structural, cultural, and operational levels, including the lack of dedicated support roles, limited awareness of disability diversity, and the persistence of non-accessible environments, tools, and work processes. From a technological perspective, the study identifies key interaction needs for inclusive workplace design across five dimensions: usability, accessibility, robustness, accuracy, and personalization. While these requirements manifest differently across disability types, several cross-cutting needs emerge, including accessible and comprehensible information, adaptive and customizable systems, reliable assistive technologies, and inclusive organizational practices. The results conceptualize workplace inclusion as a socio-technical ecosystem in which technological innovation, organizational arrangements, and accessibility culture co-evolve. The paper contributes to research and practice by providing empirically grounded design implications for developing inclusive workplace technologies that promote autonomy, participation, and long-term well-being.

Bullying is not a dyadic interaction between victim and perpetrator, but a relational phenomenon involving multiple group networks: those who exercise physical, psychological, or symbolic violence; those who encourage it; those who suffer it; and those who, while aware of it, remain on the sidelines. Preventing bullying, or stopping it once it emerges, requires undermining the support base that sustains it: no one should play the role of cheerleader, and those who remain passive must become involved in defending those targeted. It is also necessary to foster in those who are bullied the strength and capacity to confront the situation. From a Freirean perspective, this implies weaving alliances between those who are kindred and those who are different, and even with outsiders, to oppose those who act antagonistically. Such a task demands debate, reflection, and the collective formulation of measures among the diverse group realities in schools, given that bullying is grounded in the refusal to recognize certain others as part of “us”, though we are all “others” to one another. This article sets out arguments for the need to address these diverse group realities and presents the phases and main contents of a participatory process for designing and implementing a School Coexistence Plan, drawing on the Participatory Construction of Peaceful Coexistence method as a framework for addressing bullying.

This paper critiques the Western-centric lens in gender studies, emphasising the need for decolonial, intersectional, and inclusive methodologies in community-based tourism (CBT) research. It argues that universalist narratives often overlook local power structures, gendered labour divisions, and socio-economic inequalities, disregarding localised knowledge and the structural barriers that shape women’s realities in tourism. In the case of rural women, these dominant perspectives fail to address key issues such as the unequal distribution of benefits, the complexities of tourism participation, and the tensions between market demands, social change, and cultural preservation. This paper calls for context-sensitive approaches that amplify women’s voices and lived experiences in CBT. It highlights the urgency of decolonising knowledge, challenging hegemonic epistemologies that homogenise women’s experiences and reinforce Eurocentric gender norms. The study also underscores intersectionality as a crucial tool to expose the overlapping systems of oppression—including ethnicity, class, race, and access to global tourism markets—that deepen gender inequalities in CBT. Without a decolonial and intersectional lens, tourism studies risk reproducing extractivist logics that marginalise local voices and perpetuate inequitable structures. Future research must move beyond Western frameworks, fostering more ethical, sustainable, and socially just approaches to gender studies in tourism.