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INTRODUCTION: The development of quality career guidance requires the collaborative and coordinated action of different stakeholders. On the one hand, this paper aims to explore the possibilities of collaborative research in diagnosing the situation of guidance in vocational education and training. On the other hand, it aims to show the applicability of collaborative research in the processes of co-design and co-production of proposals for innovation and improvement of guidance in VET. METHOD: For this purpose, a collaborative research approach with a single case design Type II (Yin, 2014) is used, which takes place in the Autonomous Community of Andalusia. The participants in this research were organised into 4 groups: driving group, expert panel, contrast group and research team. For the collection of information, an iterative process has been carried out through group sessions for the generation of creative ideas, inspired by the Design Thinking methodology, a contrast day and multimodal tools. The analysis process used was co-analysis, using the SWOT technique as a tool. RESULTS: Collaborative research is shown in this article as a methodology that favours the emergence of pedagogical spaces for the co-design of programmes and services within a framework of equity and social justice. DISCUSSION. The conclusions show the possibilities and richness of collaborative research in the development of spaces for dialogue where researchers, politicians and practitioners have an equal participation for the co-design of proposals to improve the provision of public services oriented towards social welfare. ; INTRODUCCIÓN: El desarrollo de una orientación profesional de calidad requiere de una actuación colaborativa y coordinada de los diferentes stakeholders. De una parte, este trabajo persigue explorar las posibilidades de la investigación colaborativa en el diagnóstico de la situación de la orientación en la Formación Profesional. Por otra parte, pretende mostrar la aplicabilidad de la investigación colaborativa en ...

Children's participation is a universal right recognised by the United Nations Convention on the Rights of the Child. This right corresponds to an image of children as social actors because of their relevant role in achieving inclusive, equitable, and sustainable development. Participation can take different forms and levels of involvement: consultative, collaborative, and child‐led. This study aimed to explore types and results of child‐led participatory practices. A scoping review was carried out to find out what evidence is available on child‐led participatory experiences. Based on 674 identified papers, a total of 33 studies met the inclusion criterion. The qualitative analysis employed in this review allowed us to explore the depth and themes of these experiences. The results obtained showed that the experiences analysed differed in (a) the research design and data collection methods of the studies, (b) the age of the participating children, (c) countries in which the experiences took place, (d) specific topics, and (e) outcomes. Moreover, they all shared a non‐adult‐centric view of children's capacities for transformative action. The review has contributed to improving our understanding of children's transformative capacities based on the possibilities offered by adults when they adopt a child‐rights approach and integrate co‐participatory approaches, encouraging us to rethink childhood from other cultural codes inspired by equality, recognition, and agency.