University of Ciego de Ávila Máximo Gómez Báez

ISSN: 2309-8333

RNPS: 2411

|13(2) |2025|

This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)

Estrategia y Gestión Universitaria EGU

Scientific and technological

research article

How to cite:

Cardoso Rodríguez, D. R.,

Salvador Jiménez, B. G., Martínez Moreno,

Y., & León Hurtado, D. (2025). Community

management and teacher identity: the case

of Frenglish in foreign language teacher

training.

Estrategia y Gestión

Universitaria

, 13(2), e9010.

https://doi.org/10.5281/zenodo.17603426

Received: 16/08/2025

Accepted: 13/11/2025

Published: 21/11/2025

Corresponding author:

decardoso@uclv.cu

Conflict of interest:

the authors declare

that they have no conflict of interest,

which may have influenced the results

obtained or the proposed interpretations

Community management and teacher

identity: the case of Frenglish in

foreign language teacher training

Gestión comunitaria e identidad

docente: el caso de Frenglish en la

formación de profesores de lenguas

extranjeras

Gestão de comunidade e identidade

docente: o caso do Frenglish na

formação de professores de língua

estrangeira

Abstract

Introduction: the professional identity of foreign language

teachers can be strengthened through formative experiences

that integrate academic practice with community

engagement. Objective: to analyze the impact of

participatory management in the community project

Frenglish, linked to the Sustainable Development Goals (SDGs)

and focused on the teaching of English and French in Santa

Clara, Cuba, on the professional identity of pre-service

teachers.

Method: participatory action research was

conducted with 34 students from the Foreign Languages

program and 16 tutors, evaluating: (a) mechanisms of

community management; (b) changes in teachers’ self-

perception; and (c) learning outcomes for continuous

professional development. Results: shared responsibility

between the university and the community strengthened

reflective competencies, pedagogical leadership, and intrinsic

motivation, fostering the construction of a teaching identity

committed to sustainable development. Ninety percent of

participants reported increased motivation and a stronger

sense of leadership. Conclusion: projects such as Frenglish

reconfigure the role of pre-service teachers into socio-

educational change agents, transcending language instruction

to integrate social action and critical reflection.

Keywords: community management, teacher identity,

teacher education, service-learning, Sustainable Development

Goals

Resumen

Introducción: la identidad profesional del docente de lenguas

extranjeras puede fortalecerse mediante experiencias

formativas que integren la práctica académica con la acción

comunitaria.

Denis Raúl Cardoso Rodríguez

Universidad Central “Marta Abreu” de Las

Villas

https://orcid.org/0009-0006-2238-7877

decardoso@uclv.cu

Cuba

Bertha Gregoria Salvador Jiménez

Universidad Central “Marta Abreu” de Las

Villas

https://orcid.org/0000-0002-0236-9587

bsalvador@uclv.cu

Cuba

Yasnier Martínez Moreno

Universidad Central “Marta Abreu” de Las

Villas

https://orcid.org/0009-0000-3929-3531

yammoreno@uclv.cu

Cuba

Darien León Hurtado

Universidad Central “Marta Abreu” de Las

Villas

https://orcid.org/0009-0003-3299-402X

dlhurtado@uclv.cu

Cuba

Estrategia y Gestión Universitaria

ISSN

: 2309-8333

RNPS:

2411

13(2) | July-December |2025|

Objetivo:

analizar el impacto de la gestión participativa del proyecto

comunitario Frenglish, vinculado a los Objetivos de Desarrollo Sostenible (ODS) y

centrado en la enseñanza de inglés y francés en Santa Clara, Cuba, sobre la

identidad profesional de docentes en formación.

Método:

se aplicó investigación

acción participativa con 34 estudiantes de la carrera de Lenguas Extranjeras y 16

tutores, evaluando: (a) mecanismos de gestión comunitaria; (b) cambios en la

autopercepción docente; y (c) aprendizajes para la formación continua.

Resultados:

la corresponsabilidad entre universidad y comunidad fortaleció

competencias reflexivas, liderazgo pedagógico y motivación intrínseca,

favoreciendo la construcción de una identidad docente comprometida con el

desarrollo sostenible. El 90

% de los participantes reportó mayor motivación y

sentido de liderazgo.

Conclusión:

proyectos como Frenglish reconfiguran el rol

del profesorado en formación hacia agentes de cambio socioeducativo,

trascendiendo la enseñanza lingüística para integrar acción social y reflexión

crítica.

Palabras clave:

gestión comunitaria, identidad docente, formación de

profesores, aprendizaje servicio, Objetivos de Desarrollo Sostenible

Resumo

Introdução: a identidade profissional do docente de línguas estrangeiras pode ser

fortalecida por meio de experiências formativas que integrem a prática acadêmica

com a ação comunitária. Objetivo: analisar o impacto da gestão participativa do

projeto comunitário Frenglish, vinculado aos Objetivos de Desenvolvimento

Sustentável (ODS) e centrado no ensino de inglês e francês em Santa Clara, Cuba,

sobre a identidade profissional de professores em formação. Método: aplicou-se a

pesquisa-ação participativa com 34 estudantes do curso de Línguas Estrangeiras e

16 tutores, avaliando: (a) mecanismos de gestão comunitária; (b) mudanças na

autopercepção docente; e (c) aprendizagens para a formação contínua.

Resultados: a corresponsabilidade entre universidade e comunidade fortaleceu

competências reflexivas, liderança pedagógica e motivação intrínseca,

favorecendo a construção de uma identidade docente comprometida com o

desenvolvimento sustentável. Noventa por cento dos participantes relataram

maior motivação e senso de liderança. Conclusão: projetos como o Frenglish

reconfiguram o papel do professor em formação como agente de mudança

socioeducativa, transcendendo o ensino linguístico para integrar ação social e

reflexão crítica.

Palavras-chave:

gestão comunitária, identidade docente, formação de

professores, aprendizagem-serviço, Objetivos de Desenvolvimento Sustentável

e9010

Introduction

“Frenglish: Community Project to Promote the Sustainable Development

Goals (SDGs) through English and French” presents itself as a pioneering community

management initiative in foreign language education. In this model, the Camacho

Libertad community, located in Santa Clara, Villa Clara (Cuba), transitions from a

passive recipient to a principal actor in the educational process, expanding its

influence beyond the local scope. This approach aligns with indicators of

participatory management that highlight the shared responsibility between schools

and the social environment (Banegas & Gerlach, 2021), and with the vision of

community projects as contexts for situated learning that combine local knowledge

and professional competencies (Yanou et al., 2023). Banegas and Gerlach (2021)

developed and validated an instrument to assess community participation in school

governance, while Yanou et al. (2023) emphasized the integration of indigenous

knowledge and professional skills in situated learning scenarios. However, beyond

the alignment with these references, the case of Frenglish raises questions about

how these dynamics translate into identity transformations among educators, an

aspect that remains underexplored in the literature.

In recent years, traditional hierarchical structures of educational

management have given way to distributed leadership frameworks, where families,

civil organizations, and teachers share decision-making responsibilities. This shift

not only redefines school governance but also requires a rethinking of the roles of

foreign language teachers, endowing them with the competencies to facilitate

intercultural dialogues and mobilize endogenous resources from their context

(Banegas & Gerlach, 2021). The pressing question that emerges is whether this new

role signifies only a functional change or if it also reconfigures the professional

identity of the teacher.

Despite these advances, research that explicitly connects community project

management to the professional identity construction of language educators is

scarce. Most studies focus on learning outcomes or the effectiveness of collaborative

methodologies, while overlooking the reflective and identity dimensions that emerge

when teachers engage in social action (Wang & He, 2022). Wang and He (2022)

demonstrated that teacher involvement in social projects reveals a reflective and

identity dimension essential for professional training, but it remains to be

understood how this is articulated in contexts of participatory governance.

The general objective of this study is to analyze how the community

management of the Frenglish project influences the development of the professional

identity of foreign language teachers. Specifically, it aims to: (a) describe the

management mechanisms employed; (b) identify transformations in teachers’ self-

perception; and (c) explore implications for ongoing training.

To guide the inquiry, the study poses the following questions:

• What community management dynamics does Frenglish promote in its

structure and execution?

• How do these dynamics impact the identity construction of foreign language

teachers?

e9010

• What learnings and challenges emerge from the process of collective

reflection in the project?

The relevance of this research lies in offering an integrative perspective that

articulates the participatory governance of educational initiatives with professional

self-training. Previous studies indicate that a robust identity profile strengthens

pedagogical decision-making and teacher resilience (Lo, 2019). Theoretically, this

work enriches the field of social pedagogy and teacher education by highlighting

community management as a formative axis. Following the logic of service-learning

projects, teacher identity is conceived as a dynamic and relational construct,

nourished by reflective practice and community validation (Yanou et al., 2023; Wang

& He, 2022).

Practically, the study documents management strategies — collaborative

workshops, mixed committees, and reflection forums — that can serve as references

for replicating or adapting similar models. Thus, Frenglish aspires not only to become

a reference for situated learning that transcends the classroom but also to serve as

a laboratory for constructing teacher identity in multicultural contexts.

Community management in education

Community management in education is understood as a collaborative

process in which school actors, families, and community members share the

planning, execution, and evaluation of pedagogical initiatives. Beyond its

operational definition, this model raises questions about how power is redistributed

in decision-making and what implications it holds for teacher autonomy and

curricular relevance. Studies have shown that school co-governance enhances social

cohesion and boosts learning outcomes (Kisiołek et al., 2021), but it also suggests

that its effectiveness depends on the communities' ability to maintain long-term

commitment and the presence of institutional frameworks that support

participation.

In contrast to hierarchical and centralized structures, community

management fosters dialogue spaces where the needs of the local context guide

pedagogical and administrative decisions. However, this shift of control toward the

community is not without tensions: the diversity of interests, asymmetry of

resources, and variations in cultural capital can influence the direction and

sustainability of initiatives. Recent research underscores that active community

participation increases the relevance and effectiveness of educational strategies by

adjusting practices to the realities of the environment (Cui & Teo, 2020), although

it warns that mere formal inclusion of actors does not guarantee substantive change

without accompanying mechanisms for genuine impact.

Case analyses in urban and rural settings confirm that co-participation

strengthens the sustainability of projects and promotes a sense of local belonging

(Cumming et al., 2023). Nevertheless, sustainability should not be understood solely

as temporal continuity but rather as the capacity of communities to adapt to social,

economic, and political changes without losing their agency.

The theoretical foundations of community management refer to Paulo

Freire's pedagogy of liberation and the approaches of participatory action research.

e9010

These frameworks not only legitimize the community's voice but also question

vertical power relationships in education. It has been demonstrated that distributing

leadership among all involved fosters a sense of collective ownership that encourages

pedagogical innovation (Santoro Lamelas, 2020). However, appropriation is not

automatic; it requires processes of training, negotiation, and trust-building that are

not always visible in studies

Among the key principles that guide effective community management are

shared responsibility, transparency, empowerment, and sustainability. Sustainability

indicators indicate that community empowerment endures when clear mechanisms

for accountability and participatory monitoring are established (Bustamante-Mora et

al., 2024). Here, shared responsibility implies that each actor assumes clear

commitments; transparency facilitates the tracking of progress and resources;

empowerment strengthens collective self-esteem and capacity for action; and

sustainability ensures that the dynamics do not rely solely on an initial impetus but

generate long-term continuity.

This study documents management strategies such as collaborative

workshops, mixed committees, and reflection forums that serve as guides for

replicating or adapting similar models. The literature indicates that the

implementation of these approaches has allowed for successful replications in

contexts with limited resources, maintaining high levels of teacher and community

commitment (Rushton et al., 2023). However, to address the theoretical gap

regarding the identity dimension of teachers in community projects, an analysis is

required that goes beyond merely describing strategies and examines how these

practices impact self-perception and the construction of the teaching role. In this

regard, adopting a participatory action research method, such as that employed in

this study, not only facilitates the co-construction of knowledge and critical

reflection in context (Chavez Rojas et al., 2021) but also provides a framework for

problematizing the relationships between community, school, and professional

identity.

Identity of foreign language teachers

The professional identity of a foreign language instructor is understood as a

holistic mode of performance where pedagogical interventions, communication

skills, intercultural openness, and critical reflection converge. According to Solari

and Martín Ortega (2020), this professional style is described as "a dialogic,

relational, dynamic, and socio-historically situated process that articulates

pedagogical, communicative, intercultural, and reflective actions through the

discursive construction of meanings about oneself as a teacher" (p. 630). In this

context, recent studies have shown that collaborative reflection during practice

reinforces teachers' identities by increasing their self-efficacy in the classroom

(Jiang et al., 2021). Thus, identity emerges from the fluid interaction between the

skills, values, and decisions that teachers deploy in real teaching situations.

This approach is supported by a dialectical perspective comprising two

interdependent dimensions: the theoretical-conceptual and the methodological-

procedural. The former gathers definitions, postulates, and categories of identity;

the latter guides their application through strategies, procedures, and teaching

resources. Solari and Martín Ortega (2020) argued that the harmonious integration

e9010

of both dimensions ensures that identity is not an inert construct, but a living process

that guides every pedagogical decision.

Among the elements that shape professional identity are clarity of

objectives, a solid disciplinary foundation, and the ability to establish meaningful

links between theory and practice. In their research on accreditation, Deressa,

Tefera, and Alemu (2022) emphasized the importance of "basic concepts,

requirements, and necessary qualities" as guiding frameworks for teachers to

internalize and project their identity in educational work (p. 58). The results show

that accreditation promotes clarity and alignment of pedagogical practices with

international standards (Rushton et al., 2023).

Working with community projects emerges as a privileged setting for identity

construction. Lo (2019) illustrated how these initiatives function as "intentional

innovations" that compel teachers to integrate the essential functions of their role,

consolidating their sense of belonging and perception of self-efficacy. Concurrently,

systematic reflection stands as another key mechanism. Through reflective journals,

discussion forums, and focus groups, educators revisit their practices, question

assumptions, and adjust their actions. Studies indicate that group feedback systems

enhance this reflexivity and improve pedagogical adaptability (García, 2024).

Cuadra-Martínez et al. (2021) documented that such reflexivity not only facilitated

the adoption of new methodologies but transformed teachers' self-concept as agents

of change.

Furthermore, the identity of foreign language teachers is influenced by the

disciplinary context and academic cycle. Deressa, Tefera, and Alemu (2022) noted

that the connection between the subject taught and the academic calendar creates

situated frameworks that exert pressure on identity: each period introduces specific

challenges that demand adjustments in the perception of the teaching role (p. 10).

Several studies on professional resilience demonstrate that this contextual

adjustment is crucial for addressing curricular changes, as it reinforces commitment

and facilitates the incorporation of innovations into the curriculum (Tajeddin &

Keshvari, 2025).

On the other hand, accreditation processes impose external guidelines that

shape identity by demanding quality standards and measurable outcomes. Mannes

(2020) found that the need to align with institutional regulations fosters greater

reflective awareness regarding one's professional identity and areas for improvement

(pp. 392–393). Consequently, a well-defined professional identity strengthens both

intrinsic motivation and teacher resilience: by integrating personal values with

institutional goals, teachers experience a sense of coherence that drives curricular

innovation and commitment to the educational community (Fang, Wang & Fan,

2024). For both initial and ongoing training, these findings suggest adopting

integrative approaches that combine theory, projects, and reflective spaces. Zhu

(2022) proposed a curricular design that includes cross-cutting projects, self-

assessment forums, and mentorship, elements that favor the constructive

development and progressive strengthening of professional identity (pp. 5–6).

In summary, the identity of foreign language teachers is configured as a

dynamic and multifaceted process, supported by an integrative vision that unites

e9010

theoretical and methodological components. Its development requires training

environments centered on projects, the adoption of reflective practices, and

ongoing links with quality standards, all aimed at preparing professionals who are

aware of their role and equipped to face the challenges of the 21st century.

Community projects as training spaces

Community projects are conceived as situated learning environments where

collective action and critical reflection converge to produce innovative knowledge

and transformative practices. Beyond their instrumental value, they provide

scenarios in which meanings are negotiated, roles are reconfigured, and the

boundaries between the academic and the social are tested. In these spaces,

teachers and participants co-create knowledge through interaction with the local

context, fostering the development of both professional and civic competencies.

Casanova et al. (2022) define them as “scenarios in which communities' knowledge

bases are integrated into training processes to enhance individual and collective

identities” (p. 15), a definition that invites reflection on how community knowledge

is articulated—or confronted—with institutional frameworks.

According to Murtagh and Rushton (2023), these projects operate as

communities of practice: groups that share a concern or passion and improve their

performance through continuous interaction. However, the notion of a community

of practice also raises questions about the real inclusion of diverse voices and the

equitable distribution of power in decision-making. The service-learning model, on

the other hand, merges community engagement with academic goals, highlighting

its formative aspect (Marco Gardoqui, Eizaguirre, and García Feijoo, 2020). Through

this approach, students and teachers alternate positions as beneficiaries and change

agents, enabling a dual learning experience in disciplinary competencies and civic

values (Marco Gardoqui et al., 2020). Nevertheless, the effectiveness of this model

depends on the genuineness of the reciprocity, ensuring it does not reduce to a one-

way transfer of knowledge.

Participatory action research adds an additional perspective by integrating

teachers, students, and community members in the design, execution, and

evaluation of the project (Keahey, 2021). This approach supports the appropriation

of training initiatives and reinforces systematic reflection on teaching practice,

generating a continuous cycle of collective improvement. However, it also requires

mediation and negotiation skills that are not always part of teachers’ initial training.

Among the most significant formative effects is the strengthening of critical

reflection and the construction of professional identity. Falcón and Arraiz (2020)

documented how involvement in service projects places educators in a position of

ongoing learners, empowered to question and redefine their pedagogical practices

according to the social needs identified. In Spanish-speaking contexts, Ruiz Bernardo

et al. (2021) demonstrate that these spaces facilitate the acquisition of transversal

competencies such as collaboration, leadership, and negotiation with various

stakeholders, although they warn that their impact can dissipate without a solid

curricular anchor.

The figure of the teacher-researcher takes center stage in these initiatives.

Casanova et al. (2022) emphasize that the development of community case studies

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and the systematization of evidence allow teachers to progressively build their

professional identity, grounded in concrete experiences and community validation

of their contributions. Nonetheless, implementing community projects as training

scenarios poses significant challenges: inter-institutional coordination, access to

resources, and specialized teacher training. Martínez Recio et al. (2025) argue that

overcoming these obstacles requires permanent support structures, educational

policies that recognize community work, and training spaces that integrate theory,

practice, and reflection.

In the initial and ongoing training of foreign language teachers, incorporating

community projects involves reviewing and redesigning curricula. Chiva Bartoll and

Fernández Río (2022) and Falcón and Arraiz (2020) agree that the institutionalization

of service-learning requires flexible regulatory frameworks and institutional support;

otherwise, the experience loses impact and sustainability. Ultimately, community

projects as training spaces not only articulate language teaching and social action

but also function as laboratories for identity construction and active citizenship. By

focusing training on real problem-solving and the collective construction of

knowledge, a dynamic teacher identity is fostered, capable of critically responding

to contextual challenges and projecting themselves as agents of change.

In this study, the theoretical framework is structured around three

interrelated categories that guide the analysis: (1) community management in

education, understood as a co-governance model that promotes shared

responsibility, transparency, and collective empowerment (Banegas & Gerlach,

2021; Bustamante-Mora et al., 2024); (2) the professional identity of foreign

language teachers, conceived as a dynamic and relational process that integrates

pedagogical, communicative, intercultural, and reflective dimensions (Solari &

Martín Ortega, 2020; Lo, 2019; Wang & He, 2022); and (3) community projects as

training spaces, which operate as situated learning and service-learning

environments, favoring the co-creation of knowledge and the development of

professional and civic competencies (Casanova et al., 2022; Marco-Gardoqui et al.,

2020; Ruiz-Bernardo et al., 2021). These categories not only allow for the

systematization of conceptual references but also highlight the relationship between

community participation and the construction of teacher identity, a central aspect

of the present research.

Methods and materials

For this study, a participatory action research (PAR) approach was adopted,

allowing for simultaneous intervention and reflection while adjusting instruments

and data collection to the project's real dynamics. Instead of applying rigid

protocols, the focus was on capturing evidence generated naturally during the

Frenglish activities, enhancing the authenticity of the information.

Participants. A total of 34 future foreign language teachers from the

Bachelor's degree in Foreign Language Education: English with a Second Language,

affiliated with the Faculty of Secondary Education at the Central University "Marta

Abreu" of Las Villas, participated. They were divided into three cohorts according to

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their academic year: second year (Frenglish Community team, 7 students), third and

fourth year (Frenglish Designers team, 22 students), and fifth year (Frenglish in

Action team, 5 students). Additionally, 16 tutor teachers participated, who

coordinated the phases of diagnosis, execution, and evaluation. To maintain

confidentiality, all real names were replaced with pseudonyms or alphanumeric

codes, and any data that could allow for the direct identification of participants was

removed.

Instruments and data collection. Open-ended guidelines were used for

participant observation, reflective journals prepared by the teachers, and records

of artifacts produced within the project (teaching materials, podcasts,

presentations, among others). These tools facilitated access to authentic narratives

and practices, avoiding the imposition of standardized measurements that could

distort the context.

Socialization and validation. The evidence was shared in bi-monthly

feedback workshops and discussion forums, spaces where learnings were exchanged,

obstacles identified, and collaborative concept maps created. These dynamics

allowed for the collective validation of findings and reinforced the appropriation of

professional identity among teachers.

Analysis procedures. The analysis was developed in three phases:

1. Initial coding of reflections and artifacts, identifying relevant units of

meaning related to the study's objectives.

2. Thematic grouping of these units into categories derived from both the

theoretical framework and emerging patterns.

3. Triangulation of information through comparison between sources and

validation with participants in co-reflection sessions.

The analysis criteria included relevance to the objectives, recurrence of

patterns, and coherence with the defined conceptual categories. Evidence was

documented in transcripts, field notes, and graphical records, ensuring their

integrity.

Ethical considerations. Participation was voluntary, and written informed

consent was obtained from all involved. Confidentiality was guaranteed through the

anonymization of personal data and the removal of any information that could allow

for the direct identification of participants.

Temporal delimitation. Given the extensive scientific output generated by

the project, this analysis focused on the period between January and June 2025.

Results and discussion

Within the framework of the 2030 Agenda, Cuban universities are taking on

the challenge of strengthening their ties with society and contributing to the

achievement of the Sustainable Development Goals (SDGs) (Naciones Unidas, 2018).

The training model of the Bachelor's degree in Foreign Language Education

recognizes the community as an essential setting for professional practice. In this

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context, Frenglish emerges as a project that articulates English and French teaching

with local development initiatives in the Camacho-Libertad neighborhood, supported

by Resolution No. 75/2015 from the Ministry of Education that promotes community

language projects.

The project structure includes three phases—diagnosis, execution, and

evaluation—as shown in Fig. 1, ensuring a continuous cycle of dialogue, production,

and feedback. Additionally, among the implemented strategies are collaborative

workshops, mixed committees, and reflection forums, which have allowed for the

distribution of responsibilities and fostered shared responsibility, in line with the

proposals of Banegas & Gerlach (2021) and Bustamante-Mora et al. (2024). Unlike

other studies, a high degree of student autonomy was observed in the planning and

execution of activities within Frenglish, suggesting that the curricular integration of

community actions can enhance the sustainability of commitment.

Figure 1

Stages or phases in which the project Frenglish is articulate

Source: Authors’ own elaboration.

Since its inception, Frenglish has deployed an integrated set of academic

activities, scientific events, community interventions, and publications that

demonstrate its impact on the training of foreign language teachers. In this sense,

the following table summarizes the main actions developed, grouped by analytical

categories corresponding to the axes of this analysis. Real names have been replaced

Phase I: Diagnostic and Co-Design

• Participatory characterization

of Camacho-Libertad (interviews

and surveys).

• Planning workshops with local

stakeholders, second- through

fifth-year students, and teacher

tutors.

• Definition of SDG-aligned goals

and selection of priority

populations

Phase II: Materials Development

• Creation of bilingual brochures

and guides for community

practices focused on SDGs (health,

education, environment).

• Production of multimedia

resources (podcasts, info graphics)

that facilitate content

appropriation by different age

groups.

• Collaborative validation of

prototypes in workshops with

it t ti

Phase III: Implementation and

Systematization

• Development of practical sessions

in schools, nursing homes, and

open spaces in Camacho-Libertad,

led by Frenglish Designers and

Frenglish in Action teams.

• Use of service-learning

methodologies to link direct action

with critical reflection.

• Collection of evidence (reflective

journals, photographic records,

conceptual maps) and bimonthly

feedback workshops to adjust the

intervention and document

transformations in teacher

identity.

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with codes to preserve confidentiality, in compliance with ethical recommendations.

(See Tab. 1)

Table 1

Scientific production, events, and interventions of Frenglish (Jan-Jun 2025)

Category

Activity / Description

Participants*

Awards and

Recognitions

Awarded the 2025 Comunidades Prize for

“Frenglish/IPELE + SDGs = Community” (notable).

Certificate of participation in the same event.

Stud. A, Stud.

B, Stud. C,

Stud. D

Scientific

Conferences

Presentations on creativity, SDGs, eco-friendly

activities, and environmental issues at Camacho

Libertad; mentions and recognitions at the

faculty/UCLV level.

Stud. A-H

Congresses

and

Conventions

Papers on proverbs, innovation and educational

inclusion, university

-society links, activities for SDGs,

impacts on professional practice and research, ICT in

oral expression, strengthening research capabilities,

challenges in language teaching

, professional

identity, and integrative projects. Presented in

Holguín, Matanzas, UCLV, and at international events.

Doc. 1-10

Publications

Publications Articles in the International Journal

of Cuban Studies (Scopus), Revista Varela, Revista

Conrado; boo

k titled Lesson Planning in ELT:

Productive Skills.

Auth. 1-6

Community

Interventions

Linguistic support at ENU Mártires del Moncada (1st

and 2nd years), Viet Nam Heroico Primary School,

ESBU José R. León Acosta, Batalla de Guisa Primary

School; workshops

with senior citizens; playful

linguistic sessions at Círculo Infantil Muñeca Negra;

interviews for community characterization in

Camacho Libertad.

Stud. and Doc.

from 1st to 5th

year

Source: Authors’ own elaboration.

Note. Real names have been replaced with generic codes to maintain

confidentiality.

During the period from January to June 2025, Frenglish generated significant

scientific output, including presentations at national and international congresses,

publications in indexed journals, and academic recognitions such as the

"Communities 2025" award for the proposal Frenglish/IPELE + SDGs = Community.

These actions consolidate the academic visibility of the project and validate

knowledge transfer, in line with what Martínez-Usarralde et al. (2025) stated

regarding the convergence of theory and practice in sustainable development

projects.

Beyond the number of products, the analysis reveals that student

participation in scientific events strengthens professional identity by positioning

future educators as producers and disseminators of knowledge, rather than mere

recipients. This aligns with Lo (2019), who describes community projects as

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"intentional innovations" that strengthen the sense of belonging and teacher self-

efficacy.

Interventions in educational institutions and community spaces mobilized

more than thirty students, who developed activities such as language immersion,

intercultural workshops, and social diagnostics. These actions reflect effective

community management, characterized by the co-production of training solutions

and the adaptation of content to the local context (Casanova et al., 2022). Inductive

coding of reflective journals shows that 90% of participants reported an increase in

their perception of pedagogical leadership and intrinsic motivation, key indicators

of identity construction (Solari & Martín Ortega, 2020; Wang & He, 2022).

The contrast with Skarli & Stokke (2025) and Park & Lee (2022) confirms that

situated learning in communities of practice enhances the construction of shared

meanings and reinforces the sense of belonging to the professional role. However,

in this case, identity transformation occurred over a relatively short period,

suggesting that the intensity and frequency of community interactions may

accelerate the process.

All Frenglish activities incorporate themes of sustainability: from eco-

friendly projects in Camacho-Libertad to sessions on English proverbs focused on

environmental values. This articulation strengthens transversal competencies and

consolidates a professional identity committed to social responsibility and local

development (Chiva-Bartoll & Fernández-Río, 2022). The combination of

publications, interventions, and feedback forums highlights a cycle of continuous

improvement, in line with the principles of service-learning (Falcón & Arraiz, 2020).

Despite the achievements, challenges related to resource availability and

inter-institutional coordination persist. While methodological flexibility fosters local

appropriation, it requires administrative and training support to ensure long-term

sustainability. International experiences in Ecuador (Limongi Basantes et al., 2025)

and Venezuela (Azzi Bastardo & Gascón González, 2023) show that the

institutionalization of community management and social co-responsibility depends

on educational policies that formally recognize community work as part of teacher

training.

The results confirm that a community management approach based on

participatory action research facilitates the identity appropriation of foreign

language teachers. The convergence of awards, forums, publications, and

interventions not only strengthens linguistic competencies but also reflective,

research, and ethical skills, shaping a professional profile aligned with the demands

of the 21st century.

Conclusions

The study confirms that community management, articulated through a

project like Frenglish, supports the construction of a strong professional teacher

identity by integrating reflective practice, shared responsibility, and connection

with the community. These findings reinforce the notion that active participation in

community contexts acts as a driver of professional development. Practically, the

e9010

experience demonstrates that a combination of collaborative workshops, scientific

production, and service-learning actions can serve as a replicable model in other

teacher training programs.

However, challenges related to resource sustainability and the

institutionalization of community work persist, highlighting the need for educational

policies that formally recognize this component. Thus, some future research lines

include: (a) evaluating the long-term impact of participation in community projects

on teaching practice; (b) analyzing how identity construction varies in contexts with

different levels of institutional support; and (c) exploring the influence of

technological mediation on the sustainability of university-community engagement.

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About the main author

Denis Raúl Cardoso Rodríguez

Bachelor of Education with summa cum laude honors

and Scientific Merit Award, granted by the Central University “Marta Abreu” of Las

Villas. Since 2021, he has served as an Assistant Professor at the same institution,

teaching English and French. He is affiliated with the Master's program in Applied

Linguistics for Teaching English as a Foreign Language and the doctoral program in

Educational Sciences.

Declaration of author responsibility

Denis Raúl Cardoso Rodríguez

1: Conceptualization, Data curation, Formal

analysis,

Research, Methodology, Resources, Software, Supervision, Validation/Verification,

Visualization, Writing/original draft and Writing, review and editing.

Bertha Gregoria Salvador Jiménez 2

Conceptualization, Data Curation, Formal

Analysis. Original Draft/Writing and Editing

Yasnier M

artínez Moreno 3:

Conceptualization, Resources, Software, Supervision,

Validation. Original draft and writing

Darien León Hurtado 4

: Formal Analysis, Res

earch, Resources, Formal Analysis,

Supervision. Original Drafting and Writing

Financing:

Own resources.

Special Acknowledgments: