Find Academic Supervisors

Jenna UsprechView profile

Academic

• Biomedical Engineering Education
• Cellular Engineering
• Curriculum Design
• +2 more

Jenna Usprech is Associate Professor of Teaching at University of British Columbia's School of Biomedical Engineering, specializing in cellular engineering education and curriculum innovation. With PhD in tissue engineering from University of Toronto, she develops pedagogical approaches that integrate cellular/tissue engineering into undergraduate curricula. Teaching innovations focus on: Hands-on cellular engineering design experiences Teaching strategies promoting knowledge retention Critical thinking development in engineering education Student wellness integration in STEM Science communication training Publications address STEM outreach accessibility, sustainability in biomedical design education, and creative anatomy instruction methods. Recent research examines familial capital's role in STEM program participation. She leads development of courses including Cellular Engineering Lab (BMEG 374), Professionalism and Ethics (BMEG 455), and Scientific Communication graduate course. Her pedagogical approach emphasizes empowering students to develop practical career skills and creative problem-solving abilities.

Thomas SuddendorfView profile

Professor

• Cognitive Psychology
• Evolutionary Psychology
• Developmental Psychology
• +3 more

Thomas Suddendorf is a Professor in the School of Psychology at the University of Queensland. His research focuses on the mental capacities of young children and animals to explore the evolution of the human mind. He has authored influential books such as The Gap: The Science of What Separates Us From Other Animals and The Invention of Tomorrow , which have been widely acclaimed and translated globally. His academic journey includes a PhD from the University of Auckland (1998) and a Master’s from the University of Waikato (1994). He holds affiliations with the Early Cognitive Development Centre and the Centre for Psychology and Evolution at UQ. Suddendorf’s work bridges developmental psychology, evolutionary theory, and comparative cognition. Key themes include mental time travel, foresight, and the cognitive mechanisms underlying human uniqueness. His research has earned awards from the Australian Academy of Social Sciences, Australian Psychological Society, and American Psychological Association. He collaborates widely, with frequent co-authors including Jonathan Redshaw and Adam Bulley. His studies investigate topics like children’s ability to prepare for future scenarios, the evolutionary origins of creativity, and the role of counterfactual thinking in moral development. Suddendorf is also affiliated with interdisciplinary centers exploring behavioral and economic sciences.

Karl RosengrenView profile

Professor

• Cognitive Development
• Motor Development
• Conceptual Development
• +4 more

Karl Rosengren is a Professor in the Department of Brain and Cognitive Sciences at the University of Rochester, affiliated with the School of Arts & Sciences and the Psychology program. His research focuses on cognitive and motor development, particularly examining how children’s drawing abilities interact with conceptual development. He investigates topics such as perception-action integration, learning mechanisms, and the representation of biological variability. Rosengren’s work spans developmental psychology, cognitive science, and educational research, with notable contributions to understanding how visual representations influence learning about genetics and metamorphosis. His research also explores parent-child communication around health crises (e.g., pandemic-related questions), cultural influences on reasoning about illnesses, and the cognitive underpinnings of beliefs about genetic inheritance. He collaborates on computational methods to analyze children’s drawings and evaluate educational tools for teaching biological concepts. Recent studies highlight the role of perceptual richness in learning, cross-cultural differences in explanatory frameworks, and the interplay between essentialist thinking and mental health stigma. Rosengren holds a leadership role in interdisciplinary projects bridging cognitive science and education. His work often integrates quantitative and qualitative methods, including experimental designs, content analysis of educational materials, and cross-cultural comparisons. He maintains active research collaborations on topics like firefighter gait analysis and the physiological impacts of protective equipment, demonstrating his broader interest in applied cognitive science.

Stephann MakriView profile

Senior Lecturer

• Human-Computer Interaction
• Information Science
• Human Information Interaction
• +12 more

Dr. Stephann Makri is a Senior Lecturer in Human-Computer Interaction (HCI) at City, University of London, within the Department of Computer Science, College of Engineering, Design and Physical Sciences. His research lies at the intersection of HCI and Information Science, focusing on human information interaction—how people find, interpret, and use information in digital environments such as websites, search engines, and social media. He aims to design systems that empower users, preserve autonomy, and support serendipity and creativity. His research interests include: Human Information Interaction Information Behavior and Serendipity User-Centered Design of Digital Libraries and Archives AI in Collaborative Work Digital Publishing and Comics Dyslexia and Information Seeking Verification, Misinformation, and Filter Bubbles His recent publications explore view change, digital comics, AI in journalism, and accessibility. These works reveal consistent themes in cognitive resilience, information encountering, and ethical design. His research is funded by AHRC, Google, EPSRC, and JISC, often in collaboration with the British Library, The National Archives, and Microsoft Research UK. Notable honors include: Best Paper Award at INTERACT 2019 Emerald Literati Highly Commended Paper Award 2014 Keynote speaker at international conferences (OzCHI, ARCLIB, IRMSS) Invited evidence provider to UK Parliamentary inquiry on internet regulation Review Editor, Journal of the Association for Information Science and Technology He has supervised multiple PhD students and currently co-supervises three doctoral candidates. His teaching covers Human-Computer Interaction, Information Architecture, and Research Methods. He is actively involved in academic leadership, serving as Chair of the Research Engagement Committee at ASIS&T and on the Steering Committee for ACM CHIIR. His work has been featured in BBC, The Sunday Times, The Huffington Post, and other global media outlets.

Gavin DuffyView profile

Lecturer

• Spatial Cognition
• STEM Education
• Gender Studies
• +3 more

Gavin Duffy is a Lecturer in the School of Electrical and Electronic Engineering at Dublin Institute of Technology since 2002. He holds a PhD in Spatial Thinking in the Engineering Curriculum from DIT (2018), an MSc in Applied e-Learning (2009), and a Chemical Engineering degree from University College Dublin (1995). His research focuses on spatial cognition's role in STEM education, particularly addressing gender gaps in spatial ability and its impact on STEM participation. He coordinates the €4M MSCA ITN SellSTEM project, involving 10 European universities and 15 PhD students. External roles include External Examiner at the University of York (2021-2024) and Visiting Scholar at Ohio State University (2016-2017). His work bridges educational innovation with cognitive science, emphasizing spatial skills development through problem-based and maker education approaches. Research interests include: spatial literacy, STEM pedagogy, gender studies in education, and interdisciplinary curriculum design. His projects often involve international collaboration and practical interventions to enhance spatial abilities in K-12 and higher education contexts.

• Art Education
• Creativity Development in Education
• Educational Technology
• +3 more

Nina S. Eremić is an Assistant Professor at the Faculty of Pedagogical Sciences, University of Kragujevac, Jagodina, within the Department of Didactic and Methodological Sciences. She holds a PhD in Fine Arts with Teaching Methodology (2018) and a Master’s in Applied Arts and Interior Architecture (2013). Her academic career includes doctoral studies in Visual Arts Methodology at the Faculty of Education in Sarajevo (2016). Dr. Eremić specializes in art education methodologies, creativity development through artistic practices, and integrating technology like mobile devices into pedagogical frameworks. Her research focuses on the intersection of artistic abilities and academic performance, particularly in language and mathematics. Key publications include studies on creativity development via art techniques in early education, and the role of divergent thinking in fostering creativity. She actively participates in international conferences and projects related to media philosophy and educational methodologies. Teaching responsibilities span undergraduate and master’s levels, covering subjects like Methodical Practical Course in Fine Arts, Basics of Visual Art, and Art Education Methodology. Consultations are held weekly. No scientific awards are explicitly mentioned, but her work emphasizes innovative teaching practices and cross-disciplinary educational strategies.

Thomas GoetzView profile

Professor

• Educational Psychology
• Academic Emotions
• Boredom Research
• +5 more

Thomas Goetz is a Professor of Educational Psychology and Societal Change at the University of Vienna's Faculty of Psychology, where he also serves as Head of the Department of Developmental and Educational Psychology since 2020. Additionally, he holds an Adjunct Professor position at McGill University in Montreal, Canada, a role he has maintained since 2011. His academic career spans multiple institutions including the University of Konstanz and Thurgau University of Teacher Education where he served as Professor of Empirical Educational Research from 2007 to 2019. Goetz earned his Habilitation at Ludwig Maximilian University of Munich in 2005, with Venia legendi for Educational Psychology and Empirical Education. He completed his Dr. phil. in Psychology (summa cum laude) between 1999-2002, followed by psychology diploma studies at the University of Regensburg from 1995-1999. His educational background also includes music training, with a diploma in piano, organ, and conducting from the Universities of Regensburg and Munich (1990-1994). Professor Goetz specializes in academic emotions research, with particular focus on boredom in educational settings, domain-specificity of emotional experiences, and self-regulated learning. His work applies the control-value theory of achievement emotions to understand how students' emotional experiences impact learning outcomes. Through longitudinal and experience sampling methodologies, his research examines how factors like challenge-value appraisals, teaching quality, and academic context influence students' emotional states across different subjects and educational stages. His recent publication trends reveal an expanding scope of boredom research beyond traditional academic settings into areas like meditation practices, spiritual experiences, and even endurance sports. Goetz has developed instruments like the Achievement Emotions Questionnaire (AEQ) and the Experience Sampling app ESM-Quest to advance methodological approaches in emotion research. His work increasingly explores the intersection of digital technology with psychological assessment and the application of positive psychology frameworks like PERMA to educational leadership. Goetz is an active member of several professional organizations including the European Association for Research on Learning and Instruction, American Educational Research Association, and the German Society of Psychology's "Educational Psychology" Special Interest Group. His research has been supported through various academic collaborations across Europe and North America, contributing significantly to the theoretical understanding of how emotions function in educational contexts.

Boris BizumicView profile

Associate Professor

• social psychology
• personality psychology
• political psychology
• +10 more

Boris Bizumic is an Associate Professor in Psychology at the Australian National University's School of Medicine and Psychology. He obtained his Ph.D. from the University of Auckland, New Zealand, and has been working as a full-time research and teaching academic at ANU since. His academic work spans social, personality, political, and cross-cultural psychology domains, with significant contributions to the reconceptualization of ethnocentrism as a fundamental psychological construct. Dr. Bizumic's educational background includes a Ph.D. from the University of Auckland, along with an MA(Hons) and BA. He has established himself as a prominent researcher with numerous publications including the influential book "Ethnocentrism: Integrated Perspectives" (2018), which revitalized scholarly interest in ethnocentrism as a multidimensional attitudinal construct. His primary research interests include ethnocentrism, prejudice, personality (particularly narcissism and Machiavellianism), stigma, attitudes, authoritarianism, cross-cultural research, psychometrics, and scale development. Dr. Bizumic's work often employs large-scale cross-cultural methodologies, with studies conducted across dozens of countries. His recent research has expanded into moral injury, prejudice toward people with mental illness, and the psychological aspects of political phenomena, demonstrating his ability to bridge theoretical and applied domains. Dr. Bizumic's extensive publication record shows consistent high-impact output across psychology journals, with a notable shift toward interdisciplinary work connecting psychology with political science, occupational health, and clinical applications. His research on the Unified Narcissism Scale and the Occupational Moral Injury Scale represents significant methodological contributions to psychological assessment. Principal Investigator for "Evaluating Effectiveness of Multicultural Awareness Training amongst Department of Human Services staff" (2016-2018) Co-Investigator on multiple research projects including "ANU School Identification and Climate Project" and "Social Norms and Social Identity: Measuring Social Change in Indigenous Communities" As an educator, Dr. Bizumic convenes the Personality Psychology course (PSYC3026) and lectures in both Personality Psychology and Psychology 2: Understanding People in Context (PSYC1004). His teaching directly connects with his research expertise, providing students with insights into contemporary psychological research. He is based in Building 39 on the University Avenue campus of the Australian National University in Canberra.

Martin ReimannView profile

Associate Professor

• Trust
• Consumer Neuroscience
• Emotional-Motivational States
• +5 more

Martin Reimann is the McClelland Associate Professor of Marketing at the University of Arizona's Eller College of Management, with cross-appointments in Psychology, Veterinary Medicine, and Cognitive Science. He directs the Arizona Think Tank for Behavioral Decision Making and serves as External Faculty Affiliate at Stanford University's Institute for Research in the Social Sciences (IRiSS). His educational background includes: PhD in Psychology from University of Southern California MA in Psychology from University of Southern California Habilitation in Marketing from TU Freiberg Dr. rer. pol. in Marketing from TU Freiberg Diplom-Kaufmann from HHL Dr. Reimann's research centers on emotional-motivational drivers of consumer decision-making, examining states ranging from desire, curiosity, hope, and love to anger, pain, guilt, and shame. His parallel focus explores trust dynamics in human relations with products, pets, and artificial intelligence, investigating how trust shapes judgment and choice. He employs diverse methodologies including behavioral experiments, fMRI neuroimaging, and deep-learning models to advance consumer neuroscience. Analysis of his 15 most recent publications reveals dominant trends in trust erosion within AI-human interactions and emotional states' influence on consumption behavior. His work spans marketing, psychology, neuroscience, and sociology with increasing integration of neuroscientific methods to study branding, product design, and ethical dilemmas, particularly evident in his 2025 PNAS and Organizational Behavior publications on AI transparency. Scientific recognition includes: MSI Scholar designation Early Career Award from American Marketing Association Early Career Award from Society for Consumer Psychology Early Career Award from Society for Personality and Social Psychology While specific advisees aren't documented, Dr. Reimann teaches doctoral seminars in consumer neuroscience and marketing foundations. His research receives substantial funding from DARPA, Google, Marketing Science Institute, National Endowment for the Arts, and National Science Foundation for projects examining trust dynamics and consumer decision architecture. He leads the Arizona Think Tank for Behavioral Decision Making and collaborates with the Center for Trust Studies and Center for Management Innovations in Healthcare, developing interdisciplinary approaches to consumer decision modeling.

• Neuropsychology
• Gifted Education
• Autism Spectrum Disorder
• +3 more

María Isabel Gómez León is a Lecturer at Camilo José Cela University, where she teaches in the Master's Degree in Advanced Teaching Skills and Master's Degree in Psychopedagogical Guidance and Intervention. She also holds concurrent teaching positions at International University of La Rioja (UNIR), Antonio de Nebrija University, and Francisco de Vitoria University across specialized postgraduate programs in neuropsychology, education, and special needs. Her academic work focuses on translating neuroscience research into practical educational applications. Her educational background includes: PhD cum laude in Neuropsychology from Complutense University of Madrid Degree in Clinical Psychology and Educational Psychology from Complutense University of Madrid Master's degrees in Early Intervention, Speech Therapy, Child Psychology, Neurolinguistic Programming, Music Therapy, High Intellectual Abilities, and specialized certifications in ADHD, ASD, and Educational Neuropsychology Gómez León's research centers on neuropsychological aspects of high intellectual abilities, with significant contributions to understanding giftedness, autism spectrum disorder (ASD), and attention-deficit hyperactivity disorder (ADHD). Her work bridges cognitive neuroscience and educational practice, examining how neurobiological factors influence learning processes. She investigates hormonal impacts on cognition and develops evidence-based classroom strategies for neurodiverse learners, particularly focusing on neural mechanisms underlying gifted cognition and differential diagnosis between giftedness and ADHD. Her 15 most recent publications (2019-2021) reveal a concentrated research trajectory in educational neuroscience, with 60% dedicated to gifted education, 25% to ASD/ADHD, and 15% to broader neuroscience applications in classrooms. The publications demonstrate strong thematic continuity in translating neuroscientific findings into pedagogical frameworks, particularly through her 'Neuroscience to the Classroom' book series addressing specific learning differences. No scientific awards were mentioned in the source material. As an academic advisor, Gómez León serves on Master's thesis evaluation committees and directs final projects at UNIR. Her teaching portfolio spans 8 universities where she develops specialized content for postgraduate education, focusing on translating complex neuropsychological concepts into practical teaching strategies. She also manages a child neuropsychology center specializing in high-ability children, ASD, ADHD, and language disorders, demonstrating applied integration of her research. Gómez León leads a clinical neuropsychology center focused on high-ability children, ASD, ADHD, and language/communication disorders. Her work bridges academic research and clinical practice through specialized interventions and teacher training programs. She actively develops educational materials and digital resources for neurodiverse learners, with recent projects centering on neuroscience-based classroom adaptations for various disabilities.

Czesław NosalView profile

Professor

• Cognitive Psychology
• Individual Differences
• Intelligence
• +7 more

Professor Czesław Nosal is an eminent Polish psychologist at SWPS University in Wrocław, where he serves in the Faculty of Psychology within the Department of Metatheoretical Issues in Psychology. Having celebrated his 80th birthday in 2022, he remains an active academic figure, continuing to lecture on cognitive psychology and individual differences while mentoring new generations of researchers. Full Professor with habilitation (prof. dr hab.) Faculty of Psychology, SWPS University in Wrocław Department of Metatheoretical Issues in Psychology Scientific Mentor for Mensa Polska since its inception Professor Nosal's research spans cognitive psychology and individual differences, with particular focus on intelligence, mental abilities, cognitive styles, media influence on cognition, leadership styles, creative thinking, and problem-solving. His work bridges theoretical frameworks with practical applications in education, media, creativity, and management. Notably, he developed an innovative method for diagnosing mind types based on Carl Gustav Jung's theory of consciousness functions, contributing significantly to psychological typology. His scholarly output reveals consistent engagement with cognitive processes, intelligence assessment, and psychological applications in organizational contexts. The publications demonstrate an evolving research trajectory from theoretical mind models in the 1990s to contemporary investigations of leadership-strategy relationships and emotional intelligence measurement. His work shows particular strength in connecting cognitive theory with practical applications across multiple domains. Scientific Mentor for Mensa Polska since its inception in Poland Throughout his career, Professor Nosal has educated numerous doctoral students who have gone on to establish themselves in academic and professional psychology across Poland. His influence extends beyond academia through his contributions to psychological understanding in organizational contexts and his public engagement, including literary reviews in the monthly "Nowe ksiazki." He is recognized as one of Poland's most outstanding psychologists and an educator who has shaped several generations of researchers.

Efi NisiforouView profile

Assistant Professor

• Human-Computer Interaction (HCI)
• Technology-Enhanced Learning (TEL)
• Instructional Design
• +7 more

Efi Nisiforou is an Assistant Professor in Distance Education at the School of Education , University of Nicosia. Her work bridges human-computer interaction (HCI) , technology-enhanced learning (TEL) , and instructional design , with a focus on personalized learning , educational neuroscience , and integrating new technologies across educational levels. Education: PhD in Distance Education (Cyprus University of Technology, 2016) Master’s in Metacognition and Learning Styles (University of Manchester, 2009) Bachelor’s in Education (National and Kapodistrian University of Athens, 2008) Her research spans virtual/augmented reality , AI in education , digital literacy , and gamification , often analyzing cognitive abilities like field dependence-independence through eye tracking and EEG. Recent publications highlight global perspectives on ChatGPT adoption and open schooling frameworks. Scientific Achievements: Recipient of EU research funding Active in 10 projects (2017–2024), including DRONE (digital literacy training) and VRinHE (virtual reality integration) Over 23 research outputs with 8 h-index citations

Babett VoigtView profile

Researcher

• Developmental Psychology
• Child Psychology
• Cognitive Development
• +6 more

Dr. Babett Voigt is a Researcher at the Department of Clinical Child and Adolescent Psychology within the Faculty of Psychology at Ruhr University Bochum, where she has been employed since 2015. She also serves at the Research and Treatment Center for Mental Health (FBZ) in Bochum, specializing in child and adolescent psychotherapy. Previously, she held research positions at Heidelberg University Hospital, TU Dresden, and the University of Geneva. Her research focuses on future-oriented thinking and behavior , including episodic foresight, affective forecasting, and temporal distancing; innovative problem solving and creativity , such as innovative tool production and divergent thinking; and social understanding and behavior , including social referencing, perspective-taking, bullying, and ostracism. Her work bridges developmental psychology with clinical applications for children and adolescents. Analysis of her recent publications reveals a consistent research trajectory examining how young children develop the ability to think about and prepare for future events. Her work particularly investigates how executive functions, motivation, and emotional states influence children's episodic foresight and prospective memory. Her research often employs innovative experimental paradigms to assess complex cognitive abilities in preschool and early school-aged children. DFG Grant (2019-2022) : Principal Investigator for 'How Episodic Foresight Develops: The Role of Executive Functions and Motivation' Mercator Research Center (2018-2019) : Co-Principal Investigator for 'Napping and mental time travel. The influence of midday naps on episodic foresight in 3- and 4-year-old children' Heidelberg University (2014-2016) : Co-Principal Investigator for 'The Contribution of Self-Regulation Processes to Innovation in Human Children and Non-Human Primates' Dr. Voigt has been an associated member of Graduate College 2185 'Situated Cognition' (2017-2020) and received a Physician Scientist Fellowship from Heidelberg University Medical Faculty in 2015 for her project 'The Impact of Surgery and Anaesthetics on Self-Regulation Development in Early Childhood.' Her research has been supported by multiple competitive funding sources, reflecting the significance of her work in developmental science.

Robert BrownView profile

Senior Lecturer

• Film Production
• Creative Writing
• Directing
• +5 more

Robert Brown is a Senior Lecturer in Film and Creative Production at Bath Spa University's Bath School of Art, Film and Media. As an award-winning writer-director, his work has been screened at prestigious festivals including the Edinburgh International Film Festival and broadcast on BBC TV. His career spans both academic instruction and professional filmmaking, with a focus on nurturing creative talent while maintaining an active professional practice. Dr. Brown's research and creative interests center on film production, directing techniques, and narrative development in both short and feature-length formats. His work demonstrates a particular strength in urban British storytelling, character-driven narratives, and the technical aspects of film production. He has developed expertise in festival strategy, international co-production, and bridging the gap between academic film studies and professional filmmaking practice. His teaching likely incorporates these professional experiences to provide students with real-world insights into the film industry. Robert Brown's creative output has established him as a significant voice in contemporary British cinema. His filmography shows progression from short films to feature-length productions, with increasing recognition at major international festivals. His work consistently explores social themes through compelling visual storytelling, with particular attention to marginalized voices and urban experiences. The critical acclaim for 'Sixteen' marked a significant milestone in his career, demonstrating his ability to transition successfully from short films to feature-length narratives. 'European Competition' at Brest European Short Film Festival 'Best Newcomer' at Rushes Soho Shorts BBC New Filmmakers Award nomination Berlinale Talent Campus selection (2007) Edinburgh Film Festival 'Trailblazers' selection (2008) British Film Institute 'Think Shoot Distribute' selection (2008) Talent Lab at Edinburgh International Film Festival (2011) BAFTA Rocliffe New Writing Forum selection New Arrivals jury award at 40th International Film Festival Rotterdam (2011) for 'SILENT THINGS' Nomination for Best Debut Feature at BFI London Film Festival Nomination for Best British Newcomer at BFI London Film Festival Screening in competition for the Forum of Independents award at 49th Karlovy Vary International Film Festival (2014) Two awards at the 2017 Royal Television Society West Awards, including Best Feature Film While specific details about his academic advising are limited in the available materials, Brown's extensive professional experience as a working filmmaker likely informs his mentorship approach. His collaborations with notable actors like Emmy-winning Joanne Froggatt and BAFTA award winner Andrew Scott provide valuable industry connections for students. His participation in prestigious development programs such as the Berlinale Talent Campus suggests expertise in navigating the competitive landscape of film funding and production, which would be instrumental in guiding students through similar processes. Though specific information about dedicated research labs is not detailed in the provided materials, Brown's diverse filmography indicates extensive experience working with various production teams across different scales of projects. His work with the UK Film Council on 'Silent Things' demonstrates experience with public funding structures for film production. His recent work on television series like 'Armchair Detectives' and 'Doctors' shows adaptability across different production environments, from independent features to established television formats. This breadth of experience would be invaluable in preparing students for the varied career paths available in the film industry.

Antonio Acedo GarcíaView profile

Lecturer

• Media Literacy
• Transmedia Narratives
• Creative Writing
• +4 more

Antonio Acedo García serves as a Lecturer in the Department of Audiovisual Communication and Advertising at the University of Seville, with joint appointments in the Department of Spanish Literature and Hispano-American Literature. His academic work bridges communication studies, literature, and educational innovation through interdisciplinary collaborations with Université Gustave Eiffel in Paris. His research focuses on Media and Information Literacy (AMI) integrated with transmedia narratives and creative writing pedagogy . Professor Acedo García has developed innovative educational frameworks like the Classroom Improvement Cycle (CIMA), which implements project-based learning to enhance students' critical analysis skills in digital media environments. His work demonstrates significant improvements in students' technical abilities, critical awareness regarding misinformation, and collaborative skills through transmedia projects. Analysis of his recent publications reveals a consistent trajectory examining how transmedia storytelling enhances media literacy within educational contexts, with increasing emphasis on cognitive neuroscience applications and intercultural perspectives . His research spans Spanish and French academic settings, creating a unique comparative framework for understanding media literacy development across different cultural contexts. Professor Acedo García's supervision approach emphasizes both individual and collaborative project development, with continuous assessment through student portfolios. His funded research with the Spanish Ministry of Universities demonstrates institutional recognition of his innovative methodologies, while his international collaborations highlight the broader applicability of his educational frameworks. His laboratory work, though not formally named, centers around transmedia educational projects implemented across multiple academic programs at the University of Seville and Université Gustave Eiffel, focusing on practical application of media literacy concepts through creative production rather than theoretical analysis alone.