Validation of Development Education content for analysis of textbooks

INTRODUCTION. In a globalised world characterised by great economic inequalities and the lack of universal access to quality education and health care, it is necessary to work on content in school education that makes students aware of the world reality in which they live. Development Education is a highly valuable perspective for tackling this issue in the school environment in the formation of civic values. METHOD. Based on the review of international and national research, an initial list of Development Education contents is presented and validated through a process of judgement to assess the criteria of relevance, location and formulation carried out by 82 experts from the social and/or academic context closely linked to the field of Development Education. RESULT. The results show a significant agreement among the judges in their assessment of the relevance of the list of contents. The judges confirm the organisation in four blocks, propose improvements in the formulation elements and allow for a revision of the content structure, reducing it from 22 to 18. DISCUSSION. We conclude with a list of contents that provides a basis for the analysis of school textbooks and/or for curriculum design from the perspective of Development Education in a direct and/or transversal way. In a complementary manner, a scale is provided to analyze how the contents indicated in the school textbooks are treated with respect to: what to teach, attitudes that they promote and teaching-learning procedures in terms of Development Education.