E. Rosales-Asensio1, E. González Cabrera1, I. Ruigómez Sempere1, D. Borge2

1La Laguna University (SPAIN)
2Universidad de León (SPAIN)
This paper reviews the relationship between two concepts of recurrent use in education, such as reform and change, from which points of similarities and clear differences in their educational implications can be observed, especially in relation to pedagogic autonomy and teacher professional development. Recognizing that it is a complex and multi-faceted issue, the importance of educational innovations for curriculum development is raised. For this purpose, the present study delves into curricular projects (CP) as innovation strategies from the perspective that these are a space for experimentation, renewal and curricular innovation. CP are being conceived as working hypotheses as a response to the educational problems raised and explained as a strategy to deepen in the resolution of these problems. Finally, we reflect on the implementation of educational innovations and suggest indicative conclusions as a final reflection. In addition, a survey was carried out on a representative sample of professors from Spanish universities (both public and private) in technical areas. In this survey, the university professors were asked about which they consider the most important aspects regarding the implementation of strategies for innovation and reform in learning.