Call for papers

Quaderns del CAC, number 49, October 2023

Monographic theme

University and critical thinking: training in communication

** Extended deadline: July 2, 2023 **

Quaderns del CAC is the scientific journal on communication published by the Catalan Audiovisual Council. With open access, it is published annually entirely in three languages: Catalan, Spanish and English. The journal assumes the correction and translation of the texts into the three languages.

Diamond open access journal, it does not charge fees to readers, and there are no article submission or processing charges for the authors.

In addition to the monographic theme, the journal also has a miscellaneous section “Articles”, where you can participate with ongoing research texts on communication and audiovisual culture. The call for papers for this section remains permanently open.

You can send your articles to

Monographic theme

Quaderns del CAC celebrates 25 years and wants to dedicate its 49th issue to reflect on the role and commitment of higher education to train and develop future communication professionals in a context of change, innovation, and constant reformulation.

At the end of 2022, at the UNESCO meeting “Transforming Knowledge for Just and Sustainable Futures”, presented the study Reimagining our Futures together. A new social contract for education. The debate sought to answer crucial questions such as: what kind of knowledge is being produced?; how is it being generated?; where does it come from?; how is it distributed? However, the question that raised the most doubts was what role the university should play, despite the high consensus on its capacity to generate critical thinking.

The university’s mission is – and historically has been – to train and transmit knowledge that is valuable for life and for the exercise of citizenship and, at the same time, to prepare the individual for the professional world (Bricall, 2000). But this requires constant renewal, in accordance with the evolution of learning contexts. University institutions must periodically review and adapt their educational offerings. The teaching staff must take on challenges such as updating content or incorporating innovative methodologies and pedagogical strategies, far removed from the master class. The volume of responsibilities and positions in management teams has had to increased, with the pressure to act efficiently and immediately (Postigo and Recoder, 2018). As a result, universities have to prepare a huge volume of reports on essential issues, which are very useful to analyse.

The aim of this monographic section is to advance knowledge about what type of critical thinking (and how) is being produced by universities in the area of Communication. For this reason, it seeks to gather contributions on how university education is adapting to social, economic, political, technological and business transformations. We are particularly interested in the results achieved, but without forgetting the opportunities and obstacles that emerge in the medium and long term.

We encourage you to submit contributions on topics such as: 

•    The offer of studies: weaknesses, strengths and challenges.

What are the contents that should be included or reinforced? What professional profiles are being formed? What role should public administrations assume? What are the contributions of the university-business collaboration?

•    Teaching programs: recognition, evaluation and qualification processes.

How do these processes contribute to the quality of teaching? What new dynamics are these processes introducing in the faculties? What does it mean to have to evaluate the high experimental level of communication studies?

•    Faculty: training, evaluation and function.

What should be the role of university teaching staff? How do universities support faculty training? How is teaching quality measured? How do teachers from the professional world participate?

•    Student participation and organization.

How can be students be involved in educational projects? How can they be interested in the management of their own media projects? What is the role of student associations and groups? Are satisfaction surveys effective?

•    Encouraging students in the classroom.

How can participatory methodologies help to encourage student participation? Can the use of new technologies motivate active participation? What are the results of recreating professional experience in the classroom?

•    Digital innovation in learning strategies and methodologies.

What are the advantages and disadvantages of virtual or hybrid education? What are the advantages and disadvantages of introducing new technologies in the classroom?

•    New teaching strategies, theories and models.

What are the most appropriate methodologies? What are the benefits and problems of working on competencies and projects?

•    Assessment systems.

What is the most appropriate evaluation system when continuous assessment is applied? What does the incorporation of the single evaluation imply? What are the challenges and opportunities posed by student involvement in assessment?

•    Feminist perspective and gender equality.

Is there a concern to introduce the gender perspective in the study plans? What strategies are being applied? How is LGTBI+ diversity introduced? How is the use of inclusive language consireded?

•    The management of diversity (cultural and linguistic) as a result of the growing student mobility.

What issues and challenges arise in working with students from different cultural/geographical backgrounds?

•    Employability and job placement.

What is the evolution of employability? Do graduates meet the profiles requested by the communication sector? What new profiles require the labour market?

•    The preparation of professional research teams.

Training cannot neglect the need to bet on quality research, inside and outside the university. How are people who will be members of future research teams being trained?


Bricall, J.M. (2000). Informe Universidad 2000. Conference of Rectors of Spanish Universities (CRUE).

Postigo, I., & Recoder, M.J. (2018). Los y las “tics” en los estudios de comunicación. Spanish Association of Universities with Information and Communication Degrees (ATIC).

UNESCO. International Commission on the Futures of Education (2021). Reimagining our futures together. A new social contract for education. United Nations Educational, Scientific and Cultural Organization (UNESCO).

We encourage you to participate both in the monograph and the open 'Articles' section. All texts must be original and unpublished and must not be in the selection procedure of another journal. They will undergo the double-blind peer review process and the publication undertakes to inform the authors of the positive or negative result of the evaluation within a maximum period of one and a half months after being submitted. The texts must be presented following the guidelines of the journal. We accept originals in Catalan, Spanish and English.

You can access previous issues of Quaderns del CAC here.