Pedagogical innovation in Constitutional Law: the case of the “Derecho Y Constitución” Project at UNED

Abstract

The Universidad Nacional de Educación a Distancia (UNED) represents a unique model in the international academic landscape due to its approach to technology-mediated distance education. This article first presents an introduction to UNED’s educational model, contextualizing its origin, evolution, methodology, and adaptation to the digital era. It then describes and analyzes the Derecho y Constitución teaching innovation project, a concrete experience of methodological and technological transformation in the teaching of Constitutional Law. The paper demonstrates how this project aligns with UNED’s methodological principles and offers transferable and adaptable strategies that can be applied across other academic disciplines.