Educational innovation is an indispensable concept when describing and understanding contemporary educational systems (Caldwell & Spinks, 2013; Hallgarten & Beresford, 2015). Over the years, it has gained such centrality within school environments that international organizations, such as the OECD, have emphasized its importance, coining terms like "the innovation imperative" to highlight its critical role in shaping educational practices and policies (OECD, 2015, p. 16). However, the term itself remains highly debated, with a wide range of definitions and interpretations that are often contradictory (Hill et al., 2022). This lack of consensus makes it challenging to focus the debate and to clearly delineate the goals and purposes that innovation in education seeks to achieve.

In addition to reshaping teaching and learning practices, educational innovation has profoundly transformed the dynamics between families and schools. This evolving relationship has introduced both challenges and opportunities, affecting the global educational community (Riera-Jaume et al., 2022; Povey et al., 2016). Families today are increasingly immersed in an educational landscape where innovation serves not only as a pedagogical tool but also as a criterion for decision-making, guided in large part by supranational frameworks such as those provided by the OECD (2015). As schools adopt innovative practices to meet these global standards, families are expected to adapt and respond to these changes, often without a clear understanding of what educational innovation entails.

This study emerges from the need to understand the role of families in this context. Specifically, it seeks to examine the information families possess and their perspectives on the role of educational innovation in both the functioning of educational centers and their children's learning. Four key objectives were established: (1) to determine whether family responses vary based on factors such as geographic area, type of educational center (public, private, or charter), and/or the educational stage of their children; (2) to explore how families define and conceptualize educational innovation; (3) to assess families' perspectives on the implementation of innovative practices within their children's schools; and (4) to evaluate the degree of importance families attribute to educational innovation in enhancing their children's learning outcomes.

Additionally, the impact of globalization and digital technologies on family participation in education was examined, drawing on studies like Harris & Goodall's (2008) exploration of parental engagement in learning. These comparisons allowed for a more comprehensive understanding of how families navigate the demands of innovative educational systems worldwide.

This study contributes to the broader field of educational research by highlighting the centrality of family perspectives in shaping future educational policies and practices. Specifically, it underscores the importance of incorporating family voices into the development of innovative strategies for education. The findings suggest that family insights can play a pivotal role in informing policies that prioritize inclusivity and collaboration, creating a more participatory approach to educational innovation. Moreover, the research emphasizes the potential of stronger partnerships between schools and families to enhance the implementation of innovative practices, ultimately benefiting students' learning experiences.

In conclusion, this study aligns with the goals outlined in "Charting the Way Forward: Education, Research, Potentials and Perspectives". It achieves this by addressing three critical areas: (1) highlighting the potential of family voices to shape future innovations in education; (2) offering practical insights for strengthening collaboration between schools and families in the context of innovation; and (3) contributing to the broader objective of mapping the path toward a more inclusive and participatory educational system. By situating families at the heart of the discussion on educational innovation, this research seeks to bridge the gap between policy and practice, ensuring that the perspectives of all stakeholders are considered in shaping the future of education.

To achieve the proposed objectives, we developed a 13-item questionnaire, with clusters for each objective, based on the literature (Castillo-Adrián et al., 2024; Riera-Jaume et al., 2022; Goodall, 2021). Los clusters were composed by the following sections: (1) Sociodemographic context (2) Conception or ideas about innovation that they manage (3) Perspectives of families regarding educational innovation at the school (4) Importance given to innovation for their children's learning. The questionnaire was validated through expert judgment and a pilot test. The expert panel consisted of 6 professionals (3 men and 3 women) with over 8 years of experience and recognized research achievements. The pilot sample comprised 20 individuals (10 men and 10 women) of various ages with children enrolled in different educational stages. For content validation of the questionnaire, using the inter-judge method, Aiken's V statistic was applied (Penfield & Giacobbi, 2004). As the statistical value exceeded the critical value of 0.70 in all measured parameters (clarity, relevance, and coherence), we proceeded with the pilot test. The questionnaire was sent to more than 1,000 associations of mothers and fathers of families with children enrolled in compulsory education. To analyse the data obtained through the questionnaire, statistical procedures were used in SPSS version 29.0 to explore the perceptions of families regarding educational innovation in educational centres. The statistical strategies used include: (a) Descriptive analysis were performed to characterise the responses in the different dimensions evaluated, such as the degree of agreement on aspects of educational innovation, the perception of the innovative nature of the centre and the frequency of communication about innovations by the centre. (b) Mean comparison tests with Student's t test were used to compare perceptions of educational innovation based on categorical variables such as the type of centre (public, charter or private) and the educational stage of the students. (c) Correlation analysis: Pearson correlations were calculated between quantitative variables to determine the existence of significant relationships between these dimensions. (d) Regression analysis: Linear regression analyses were performed to assess the extent to which perceptions of teacher training, frequency of school communication, and other factors explain the overall perception of the school’s innovative nature. (E) Exploratory factor analysis (EFA) for questions related to perceptions of educational innovation, exploratory factor analysis was applied to identify possible underlying dimensions in the responses.

This study provides valuable insights into families' perspectives on educational innovation, contributing to a more comprehensive understanding of the educational ecosystem. By giving voice to families, we pave the way for more inclusive and effective educational innovations that consider all stakeholders in the educational process. (1) Sociodemographic context as a key factor. We will analyze whether perceptions about educational innovation vary significantly according to families' sociodemographic context and whether these differences influence how schools design and communicate their innovation strategies. (2) Conception of educational innovation. We will determine whether families have different conceptions about educational innovation, from technological approaches to pedagogical changes, and whether these perspectives are aligned with the innovative practices of schools. (3) Family perspectives on innovation in schools. We will explore whether there is a positive relationship between the perception of a school as innovative and the frequency with which it communicates innovation initiatives and their results, as well as the impact of this communication on the trust of families. (4) Importance attributed to educational innovation. We will evaluate whether families consider educational innovation a key factor in their children's learning and whether this perception encourages active dialogue and greater co-responsibility with schools. (5) Relationship between teacher training and perception of innovation. We will analyze whether the level of training perceived by teachers significantly influences the perception of families regarding the innovative nature of the center, highlighting its role in implementing innovative practices.

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