Socio-educational innovation using the VESS model and Socrative: validation of a questionnaire in an university context

Knowing how to use new technologies judiciously is the main challenge facing teachers in the 21st century in order to educate socially committed students. The fundamental basis for achieving this lies in "teaching how to think well". In this sense, the VESS model -Balanced Life with Sense and Wisdom", seeks to create a culture of thinking in the classroom, based on the use of routines and language of thought, which foster thinking skills in order to achieve an integral devel-opment among students. This quantitative research work is based on the validation of a questionnaire that focuses on the methodology of the VESS model, as well as the implication of Socrative as an evaluation tool in the development of democratic societies. Two studies -an exploratory and a confirmatory factor analysis- are shown throughout this work, which allow us to validate the instrument created ad-hoc, showing as results high goodness-of-fit indexes and adequate validity and reliability.