Conceptual approach to border didactics: Foundations and educational projections

Abstract

This article analyzes Border Didactics as an innovative theoretical proposal that challenges traditional teaching models and calls for transcending the epistemological, cultural, and pedagogical boundaries that shape contemporary education. Drawing on configurational theory and border thinking, education is understood as a complex system in which diverse knowledges, tensions, and experiences interact. Within this framework, emerging categories—such as didactic borders, liminality, and threshold concepts—are incorporated to interpret the processes of transition, uncertainty, and reconfiguration experienced by teachers and students in current educational settings. The study also examines the transformation of the teaching role toward a critical, dialogic, and situated practice, as well as formative assessment understood as an interpretive process aimed at supporting learning and fostering student autonomy. Finally, the article outlines the projection toward situated didactic models that respond to the concrete realities of educational contexts and promote more inclusive, relevant, and transformative pedagogical practices.