A Spanish high school is using podcasting, radio production, and theatrical dubbing to foster critical thinking and communication skills among its students, countering perceptions that young people lack the ability to articulate reasoned arguments. The initiative at IES Jiménez de la Espada in Cartagena, Murcia, began in the 2023-24 school year and builds on existing programs like a school theater and radio club.
The project, titled “La voz como herramienta educativa: un proyecto de doblaje y locución” (The voice as an educational tool: a dubbing and voiceover project), aims to combine oral expression training with digital literacy, according to project coordinator María del Carmen Saura, a teacher of Spanish Language and Literature. Saura, and Ana Roca Ballester, a teacher of Arts, led the planning and execution of the project with the involvement of teachers from various disciplines including Geography, History, English, French, Economics, Technology, and Music.
Students are involved in creating podcasts, editing school news broadcasts, producing social issue advertisements – focusing on topics like data privacy and toxic relationships – and dubbing film clips. One key element is the school podcast, “Jiménicos. El pódcast de los alumnos para los alumnos” (Jiménicos. The podcast for students by students), hosted on the institute’s YouTube channel. Episodes address issues relevant to young people, including fake news, screen addiction, technological advancements, artificial intelligence, animal abuse, racism, music, and mobile phone use.
The podcast’s creation involves training in vocal control, scriptwriting, source selection, and critical analysis. Students also examine media awareness, the power of communication, and the ability to argue in real-world situations. According to Saura, the preparation for recording is more crucial than the final product, fostering critical thinking and autonomy. The initiative seeks to empower students to become informed and resist the influence of algorithmic control over information.
The project extends to other communication practices, such as school news broadcasts, reinforcing the school’s identity and sense of community. Students have also engaged in ironic dubbing of historical figures in a series called “Patadas a la historia” (Kicks to History), to explore how editing and narrative construction can alter the meaning of events. They have also dubbed film soundtracks, created dialogues in English and French, and produced advertisements on social themes like friendship and mental health.
The school has also experimented with dubbing into the *panocho* dialect of Murcia, in an activity called “Chaplin murciano,” and created dubbed soundtracks for scenes with actors. A student diagnosed with autism spectrum disorder reportedly expressed surprise at his ability to speak into a microphone, demonstrating the project’s potential to build confidence and communication skills.
The initiative received second prize in the Proyectos de Innovación Educativa (Educational Innovation Projects) competition from the Regional Ministry of Education and the Teacher Training Centre in the Region of Murcia. It also received third prize in the national Experiencias Educativas Inspiradoras para el Aprendizaje (Inspiring Learning Experiences) competition awarded by the Ministry of Education, Vocational Training and Sports.
Saura emphasized the importance of collaborative work among teachers, noting that the innovation advances only through teamwork. The school administration, under Álvaro Jacobo Pérez, supported the project by providing training for teachers in image and sound techniques and integrating the project into the school’s annual plan.
