Dog-Assisted Education as A Pedagogical Tool

The presence of Assisted Education dogs in educational centres facilitates the inclusion of educated animals in present and future society. Specifically, the present action of the dog in the classroom as a secondary protagonist favours well-being, prosocial behaviour, the emotional dimension, cognitive capacities and values in the pupils. The programme lasted two months, with two weekly sessions, 5 of which were attended by the assisted education dog.

The teaching methodology applied was based on teaching with the presence of the Assisted Education dog as a motivating and interestgenerating live element, being close to the teacher and controlled at all times. The working hypothesis is based on an initial survey of the students, complemented with the final survey at the end of the course. The initial survey collects information related to the level of attention, motivation, emotional management, and level of peer relationship, asking the opinion about the presence of a dog in class to collaborate in educational activities. During the last class session, the final survey is carried out, which collects information related to the benefit or otherwise of the classroom environment, the level of well-being, calmness, attention and participation.

This research aims to obtain results that indicate whether the presence of the assisted education dog favours academic development in the teaching-learning process of the pupils and the improvement of well-being in the classroom.

Keywords: Assisted Education; University Students; Wellbeing; Attention