There is a growing need for profound changes in educational systems to equip children with the necessary skills to adapt to a rapidly changing world. The concept of learning ecosystems is gaining traction, shifting away from standardized systems towards a more integrated approach that involves a range of educational and social actors. Learning ecosystems are complex environments influenced by various forces and agents, adopting a social and relational perspective to create tailored learning opportunities.

To address the lack of holistic approaches in assessing educational ecosystems, the Jacobs Foundation commissioned a project led by Economist Impact between in 2022. This project aims to identify key factors facilitating the development of effective learning ecosystems across 20 countries, including Spain. The Learning Ecosystems Framework used in the study is organized into five main pillars: Youth Outcomes, Home Learning Environment, School Learning Environment, Community Learning Environment, and Governance and Coordination. This model identifies learning environments, collects evidence on their articulation through governance, and assesses the results obtained by children.

Our study focuses on Spain and is based on secondary sources, specifically data from the Economist Impact Learning Ecosystems Framework Report (2022). Public data were collected from sources like UNESCO, UNICEF, WHO, and the World Bank. Additionally, two surveys targeted 1,000 young people aged 18-20 and 1,000 teachers, including 50 teachers and 50 young people from Spain, providing a representative sample.

The study reveals positive achievements for Spain in its educational ecosystem, contrasting with previous reports (Salmieri, 2021; Rubio, 2023; PISA, 2022; PIRLS, 2021). Key strengths include well-developed learning environments at home, school, and in the community, with adequate infrastructure and resources, despite identified gaps in early childhood policies and mental health services in schools.

However, deficiencies are noted in family involvement in education and professional development for teachers. Additionally, the focus remains heavily on traditional school settings rather than incorporating community environments as essential for educational success. Governance and coordination exhibit significant deficiencies, with barriers such as excessive administrative bureaucracy and a lack of promoting agents for collaboration among educational stakeholders. This scenario results in fragmentation and isolation rather than interaction and collaboration within the educational system.

Finally, while youth outcomes are generally positive, there are critical needs in areas such as study completion, job readiness, and community participation. These findings partly contradict PISA metrics but align with concerns about early dropout rates (Rubio, 2023) and equitable access to higher education (Cuesta, 2019), contributing to educational poverty (Salmieri, 2021).

In conclusion, despite some positive and unexpected achievements, the study underscores the need for a holistic, ecosystemic approach to education in Spain. Integrating home, school, and community learning environments and improving governance can enhance educational outcomes and well-being for children. Focusing on relational capacities within the educational ecosystem is crucial for fostering a supportive learning environment, addressing complex challenges, and supporting resilient, adaptive learners.

Keywords: Spanish education system, learning ecosystems, governance, educational policy, social capital.