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Item number
Vol. 5 No. 1 (2026)
ISSN: 2952-248X
Published: 2026-07-04
In contemporary educational debates, the search for those responsible for low academic performance and school challenges has become a recurrent discourse. Teachers often blame parents for the lack of support at home; parents hold teachers accountable for failing to motivate or understand their children; students are criticized for apathy or disinterest, while the educational system is accused of being bureaucratic and ineffective. This article offers a critical and reflective perspective on educational co-responsibility, understanding that learning and formation are complex processes that require the active and committed participation of all involved actors. From a hermeneutic and qualitative approach, the study analyzes the tensions that arise within the relationship among school, family, and society, and examines the structural, cultural, and ethical factors that influence the delegation of responsibilities. The analysis argues that education cannot be reduced to a game of blame but demands a collective commitment grounded in cooperation, empathy, and continuous pedagogical dialogue. It concludes that only through a genuine sense of co-responsibility where each actor assumes their role with ethical awareness, reflection, and community engagement will it be possible to advance toward a transformative, inclusive, participatory, and socially just education.
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