[en] Although transitions etymologically mean a change from one context to another, the frameworks for understanding transitions are varied. In this research, the focus is placed on vertical transitions during compulsory education, that is, the transition from early childhood education to primary education, from primary education to secondary education, and between different stages within primary education. It has been observed that these transitions are complex processes that encompass emotional, social, and academic aspects. From the principles of inclusion, while the changes brought about by transitions can be opportunities for student development and learning processes, if the context is not appropriate, they can also be experienced as obstacles. Therefore, this research understands that the focus should be on improving the context and ensuring continuity by focusing on the experiences of the key stakeholders living through the transition, especially the children. Therefore, from an inclusive perspective that seeks to increase development opportunities for all, this study aimed to understand and transform the educational transitions in a primary and secondary school located in a town in Gipuzkoa. A deep understanding of the phenomenon leads us to a qualitative methodological approach, and the method of Participatory Action Research (PAR) was used. To understand the transition experiences, the voices of key stakeholders—children, families, and teachers—were central throughout the process. In addition, an action group was formed, consisting of volunteer families and teachers from the school as well as researchers from the university. This group's responsibility was to promote and carry out this participatory research process. The results of the process were collected in three different studies. The first study presents the findings of the evaluation of educational transitions based on the experiences of all children, families, and teachers. The second study covers the design, implementation, and evaluation of the action plan aimed at improving the transitions in the first cycle of the PAR. Finally, the third study addresses the second action research cycle, focusing on the workstreams identified in the school during the redesign of the action plan, as well as its implementation and evaluation. As a result of this research process, the understanding of transitions at the school has shifted from being seen as one-off actions to being recognised as an ongoing process of improvement and transformation for the school. These transition processes have been systematised through an action plan called the ElkarZaintza plan (MutualCare plan), and the efforts to improve transitions have led to changes in the school's culture, policies, and practices. At the same time, it has been observed that the actions implemented to improve transitions can serve as guidelines to be considered in other contexts.

[eu] Igarobideak etimologikoki testuinguru batetik besterako aldaketa esan nahi duen arren, igarobideak ulertzeko markoak askotarikoak dira. Ikerketa honetan, derrigorrezko hezkuntza aldian dauden igarobide bertikalak hartu dira aztergai, hau da, haur hezkuntzatik lehen hezkuntzara, lehen hezkuntzatik bigarren hezkuntzara, eta lehen hezkuntzako zikloen arteko igarobideak. Igarobide horiek alderdi emozional, sozial eta akademikoa barnebiltzen dituzten prozesu konplexuak direla ikusi da. Inklusioaren printzipioetatik, igarobideek ekartzen dituzten aldaketek ikasleen garapen eta ikaste-prozesuei begira aukera izan daitezkeen arren, testuingurua aproposa ez bada oztopagarri moduan ere bizi daitezke. Horregatik, ikerketa lan honetan ulertzen da foku nagusia testuingurua hobetzean jarri behar dela eta igarobidea bizitzen ari diren protagonista nagusien esperientziak, bereziki haurrenak, erdigunean jarrita jarraikortasuna bermatzea funtsezkoa dela. Igarobideak prozesu konplexu eta oztopatzaileak izan daitezkeenez, ikerketa lan hau ikuspegi inklusibo batetik gauzatu da pertsona ororen garapenerako aukerak areagotu nahian. Helburu nagusia Gipuzkoako herri batean kokatzen den eskola eta institutu bateko hezkuntza igarobideak ulertu eta eraldatzea izan da. Fenomenoa sakon ulertzeak eta eraldatzeak planteamendu metodologiko kualitatibo batera garamatza eta helburua lortzeko ikerketa ekintza parte-hartzailearen (IEP) metodoa erabili da. Igarobideak ulertzeko, prozesu osoan zehar protagonista nagusien -haur, familia eta irakasleen- ahotsak oinarri izan dira, prozesu geroz eta inklusiboagoak bermatzeko denen presentziaz gain, partaidetza ziurtatzea ezinbestekoa baita. Ikerketa ekintza parte hartzailea bideratzeko kasu honetan eskolako familia eta irakasle boluntario zein unibertsitateko ikerlariez osatutako talde eragilea sortu da. Talde horren ardura izan da ikerketa prozesu parte hartzaile hau bideratu eta aurrera eramatea. Prozesuan zehar jasotako emaitzak 3 ikerlan ezberdinetan jaso dira. Lehenengo ikerlanak, haur, familia eta irakasle guztien ahotsetatik burututako hezkuntza igarobideen diagnosiaren emaitzak jasotzen ditu. 2. ikerketa lanak IEP-aren prozesuko lehenengo ikerketa-zikloa jasotzen du, hau da, igarobideak hobetzeko ekintza planaren diseinu, inplementazio eta ebaluazioa. 3. ikerlanak azkenik, bigarren ikerketa-zikloko berdiseinuan identifikatutako eskolako lan ildoak, ekintza planaren inplementazio eta ebaluazioa jasotzen ditu. Emaitzek erakusten dute, ikerketa prozesu honen ondorioz, igarobideen inguruko ulermena ekintza puntualetatik haratago doan prozesu modura ulertzera pasa direla eskolan. Igarobide prozesuak ElkarZaintza plana deitu zaion ekintza planaren bitartez sistematizatuta geratu dira, eta igarobideak hobetzeko aurrera eramandako prozesuak eskolako kultura, politika eta praktiketan aldaketak ekarri ditu. Aldi berean, aurrera eraman diren igarobide ekintzak beste testuinguru batzuetan kontutan hartzeko orientabide gisa hartu daitezkeela ere ikusi da.