In order to cope with complex social and economic transformation, both locally and globally, innovation and pedagogical change are necessary (Sancho-Gil et al., 2020). Along these lines, the 2030 Agenda and the Sustainable Development Goals highlight the importance of quality education across the globe. The application of technologies, methodologies and classroom dynamics focused on creative teaching (Jeffrey, 2006) allow for the design of collaborative and participatory proposals to favour these aspects (Vigo Arrazola, 2021). In this sense, interdisciplinarity facilitates the creation of didactic proposals in relation to the life and context of the students.

In the same way, in the processes of change and pedagogical innovation, it is necessary to generate scenarios that invite students to freely create activities that are relevant to students and that meet their interests and needs (Jeffrey, 2006). Educational contexts should promote a diversity of possibilities for expression and participation, give voice to and recognise the differences and identities of all people (Blasco-Serrano et al., 2019; Slee and Allan, 2001).

When these activities are accompanied by a participatory and collaborative methodology, with the possibility of decision-making in relation to the students' reality, where the teacher acts as a guide, the motivation and self-control of students' learning can increase significantly. A context of collaboration and exchange, and the joint creation of knowledge favours the reinforcement of people's personal and socio-cultural identity (Blasco-Serrano et al., 2019; García and Delgado, 2017; Vigo Arrazola, 2021). Along the same lines, it promotes respect for the rest of the members of the group (Dieste et al., 2019), as well as the feeling of belonging to the group. Dialogue and communication give children the opportunity to express their ideas and creativity, to engage in their learning and to achieve the proposed objectives (Freire, 1975). Thus, critical education, which seeks to educate citizens with the capacity for social and political participation through digital media, is a challenge.

This critical and reflective education becomes even more necessary in complex and vulnerable socio-political contexts in different territories of the planet, as is the case of the Sahrawi refugee camps. Since 1975, the Sahrawi population has been refugees in the Tindouf camps. After almost 50 years, they have created an education system that has succeeded in making almost the entire population literate, but which is still anchored in a rote and authoritarian teaching system. Methodologies that are decontextualised and removed from the lives and interests of students are causing high failure and dropout rates. These problems are of great concern to education policymakers and teachers in refugee camp schools. Consequently, this research, contextualised in the schools of the Sahrawi camps in Tindouf (Algeria) and framed within the Transforming Schools Project, focuses on the application of teaching innovation processes, with a focus on student-centred methodologies, to improve and transform educational processes in interaction with the immediate environment, taking advantage of the resources that offer the possibility of evolving, of transforming reality and the context (Sancho-Gil et al., 2020).

Therefore, the objective of this study is to improve the teaching competence of teachers in the Primary Schools of two schools in the camps, based on the critical analysis and reflection of their needs and their educational practices, in order to promote critical thinking and the capacity for reflection in their students. At the same time, we are trying to contribute to reducing school dropout and school failure rates.

It is a participatory action research process, as it is the teachers who learn from their experience. It is a collaborative and participatory process (Sanahuja et al., 2020), in which participating teachers have the possibility to express how they would like their school to be and how to approach their teaching processes (Lewin et al., 1990). The action research process has been structured in spiral cycles, with each cycle including the phases of planning, observation-action and finally, reflection-evaluation of the outcome (Kemmis and McTaggart, 1998). In this process, the research team works together with teachers to deepen their learning needs (Lewin et al., 1990). The research team also provides strategies for analysis and reflection, and facilitates and organises training situations on teaching methodologies. In turn, the participating teachers decide which methodologies and procedures they will incorporate into their teaching-learning processes, so that the research team facilitates and organises training activities. In this way, the vision of change as an opportunity is key to positive social and educational transformation (Arnáiz Sánchez, 2011). The project began with a preliminary phase, in which training needs were detected in the Sahrawi camps through documentary review, interviews, observation and even by participating in the life of the community (Lewin et al., 1990). The study of documentation from both primary and secondary sources has provided valuable information for the research. Interviews have taken an empathetic perspective, the dialogues established between interviewees and interviewers have generated a narrative for the benefit of the context in which the research is conducted (Denzin and Lincoln, 2015). The focus groups (Cohen and Manion, 1990) have also made it possible to learn about and exchange experiences, as well as to achieve detailed descriptions of educational practices, the teaching culture and the education system as a whole. In addition, fieldwork has been carried out in the field itself, in coexistence with the participants, as a naturalistic observation (Bausela, 2003; Denzin and Lincon, 2015), in order to delve deeper into the reality of the context, in the interactions that occur between the different elements.

The first results of the preliminary phase of context awareness have shown the training needs of teachers: In this phase, the following needs were detected: - Training in didactics and inclusive methodologies. - Training in the organisation and management of educational centres. - Training in strategies for participation. - Training in tutorial action. - Training in evaluation. Based on these needs, as an initial proposal, training in teaching skills has been planned for teachers, head teachers and guidance counsellors in the schools in the Saharawi camps. This training focuses on interaction with students, on experiential learning, based on enquiry and discovery (Moliner and Fabregat, 2021). The topics covered in the training were as follows: - Inclusive methodologies for the attention to the diversity of all students. - Student-centred teaching techniques and strategies based on experimentation, competence development, research and discovery. - Strategies for the incorporation of technology generated from resources from the environment. - Tutorial action for student support and family participation in school life. During the training, the aim was also for teachers to design innovation strategies for their classrooms so that they could put them into practice. At present, this training is still ongoing, subject to modifications and changes brought about by the evaluation and continuous reflection inherent in a participatory action research project, reflection and evaluation being the prelude to a new planning process (Lewin et al., 1990). In this sense, a new planning process will be carried out according to the evaluation of the training and its effects on the teaching competence of the teachers in the schools of the Sahrawi Refugee Camps.

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