Find Academic Supervisors

Alicia Benet GilView profile

Associate Professor

• Inclusive Education
• Educational Policy
• Teaching Methodologies
• +3 more

Alicia Benet Gil is an Associate Professor at the Universitat Jaume I of Castellón, based in the Department of Pedagogy and Didactics of Social Sciences, Language and Literature. She specializes in inclusive education and participatory methodologies, teaching in undergraduate and graduate programs including the Teaching Degree, Master's in Psychopedagogy, and Master's in Secondary Education. Her work focuses on designing inclusive educational frameworks, particularly Universal Design for Learning (UDL), and fostering intercultural and community-based educational practices. Education Background: She holds a PhD in Education from the University of Valencia, complemented by a Bachelor's in Pedagogy and a Master's in Secondary Education Teaching from the same institution. Her academic journey emphasizes deepening pedagogical theory and practical application in diverse educational settings. Research Interests: Her work centers on university-level inclusive education, intercultural pedagogy, and participatory methodologies. Key themes include: Development of inclusive policies and curricula Role of peer tutoring and cooperative learning in intercultural classrooms Community engagement and territorial integration in schools Teacher training on UDL and inclusive practices Analysis of educational policies through action research Publications highlight her contributions to understanding inclusive education through participatory action research, peer learning dynamics, and the integration of media literacy in intercultural schools. She has also explored challenges faced by students with disabilities in universities and innovative training methods like MOOCs. She serves as a trainer in schools, promoting methodologies such as cooperative learning, UDL, and inclusive education. Her projects often involve collaborative community initiatives aimed at transforming educational practices through participatory approaches.

Jesus Joaquin Garcia MolinaView profile

Professor

• Computer Science
• Database Systems
• Model-Driven Engineering
• +5 more

Jesus Joaquin Garcia Molina is a Professor in the Department of Computer Science and Systems Engineering at the Universidad de Murcia's Faculty of Informatics. He holds a Doctorate from the same university with a thesis on the conformational and dynamic study of flexible macromolecules (1988). His research focuses on database systems, model-driven engineering, NoSQL technologies, and software modernization. He is actively involved in projects related to schema evolution, user interface generation from wireframes, and AI applications in healthcare and education. Key research areas include database schema management, cross-platform data migration, and the development of unified query languages like Skiql. He has contributed to frameworks such as Guizmo for automated UI generation and tools for reverse-engineering legacy systems. His work bridges theoretical computer science with practical applications in software development and education technology. Recent publications emphasize NoSQL schema evolution, AI-driven radiology support systems, and the integration of interactive educational content in social robots. His interdisciplinary approach spans computer science, medicine, and pedagogy, with notable contributions to both academic and applied domains.

• Educational Assessment
• Formative Evaluation
• Teacher Training
• +3 more

Víctor Manuel López Pastor is a Professor in the Department of Education Sciences at the University of Burgos' Faculty of Education, specializing in educational assessment methodologies with particular focus on physical education and teacher training contexts. His research centers on formative and shared assessment systems, body expression pedagogy, and competency development frameworks. His research interests primarily encompass Educational Assessment , Formative Evaluation , Teacher Training , Physical Education , Body Expression Pedagogy , and Competency Development . López Pastor has developed innovative approaches to assessment that emphasize student participation, collaborative evaluation processes, and the integration of formative feedback mechanisms within educational settings. Analysis of his publication trends from 2012-2024 reveals a consistent focus on clarifying assessment terminology, developing practical assessment tools for physical education contexts, and implementing shared evaluation systems in teacher training programs. His recent work (2023-2024) particularly emphasizes triadic assessment models, body expression in educational contexts, and terminology standardization within formative assessment frameworks. López Pastor actively collaborates with the Cross University Network for Formative and Shared Assessment, working closely with researchers including Ángel Luis Pérez Pueyo, David Hortigüela Alcalá, and Miriam Molina Soria on developing educational best practices and assessment methodologies. His methodological contributions include the development of rating scales for transversal competencies, attitudinal teaching styles linked to formative evaluation, and innovative approaches to body language development through poetry in early childhood education. His work represents significant contributions to the theoretical and practical understanding of assessment systems in educational contexts.

• Educational Inequality
• Youth Labour Market Transitions
• Public Policy Analysis
• +3 more

Rosario Scandurra is a Ramón y Cajal Research Professor at the Universitat Pompeu Fabra’s Barcelona School of Management, specializing in quantitative sociology of education. His research focuses on inequality, education systems, skills formation, and labour market transitions, with contributions to public policy debates on educational opportunities and youth employment. He holds academic positions at multiple institutions including Universitat Oberta de Catalunya (UOC), Universitat Autònoma de Barcelona, and Universidad de Granada. Education pathways include a PhD from Universitat de Barcelona and research roles at the Centro de Investigación Sociológicas. His work examines how educational and skills inequalities accumulate across lifespans, with particular attention to regional disparities in Europe. Key research themes include the impact of EU policies on youth employment, activation programs, and the interplay of multilingualism and labor markets in contexts like Ghana. His recent publications analyze territorial configurations of school-to-work outcomes, the effectiveness of employability programs, and the role of skills in environmental decision-making. He has co-authored studies on pandemic impacts on kidney transplant patients and the socio-spatial dynamics of school segregation in urban areas.

Sara Maria Moreno DiazView profile

Associate Professor

• Language Education
• Communication Strategies
• Spanish Philology
• +3 more

Sara Maria Moreno Diaz is an Associate Professor at the University of the Balearic Islands (UIB), affiliated with the Faculty of Education and the Department of Didactics of Language and Literature. Her primary role involves teaching Spanish Language and Communication Strategies courses for undergraduate programs in Early Childhood Education and Primary Education. Since 2020, she has been actively involved in delivering core training modules such as 'Spanish Language. Communication Strategies' and 'Initial Reading and Writing' across multiple academic years (2020-21 to 2024-25). She holds responsibility for large and medium teaching groups, including Group 9 and M91, and oversees curriculum implementation in Ibiza. Her teaching focuses on language acquisition, communication skills, and pedagogical strategies for primary and early childhood education. Her academic activities are centered on the development of language competencies and educational practices, as reflected in her consistent involvement with UIB's undergraduate programs. No specific research publications or awards are documented in the provided texts.

• Bilingual Education
• CLIL (Content and Language Integrated Learning)
• Educational Assessment
• +3 more

Ana Isabel Otto Cantón is a Professor at the Faculty of Education – Center for Teacher Training, specializing in language teaching. She holds a PhD in Modern Languages and Education, a Master's in Teaching English as a Foreign Language, and a degree in English Philology. Her teaching focuses on English language courses within teacher training programs. Her research interests include Bilingual Education, CLIL (Content and Language Integrated Learning), Educational Assessment, and Second Language Acquisition. She is a member of the research group 'Research on English Language Teaching: Skills, Content, Computers & Assessment.' Key projects include: 2020-2021: Principal Investigator for the 'Better Teachers' Innovation Project to enhance teaching skills in Early Childhood and Primary Education. 2019-2020: Member of the Spanish National Stakeholders Committee for the Erasmus Project 'CLIL for Young European Citizens.' 2017-2018: Collaborator on an interdisciplinary project at Nebrija University addressing pedagogical models in primary and secondary education. Publications focus on CLIL assessment methodologies, bilingual education, and language evaluation frameworks. She has contributed to peer-reviewed journals such as Tempos e Espaços em Educação and the Nebrija Journal of Applied Linguistics. Thesis proposals emphasize evaluation in bilingual programs and CLIL implementation in early childhood education.

Laura Del Vecchio LançaView profile

Researcher

• Cultural Studies
• Globalization
• Migration
• +7 more

Laura Del Vecchio Lança is a multidisciplinary researcher and educator at the Universitat de les Illes Balears (UIB), specializing in Spanish Philology, Modern and Classical studies. She teaches Studying English Film for the English Studies degree program in Mallorca and serves as a member of the BRICCS research group (Estudios Culturales Británicos y Comparativos: Identidades y Representación). Her work spans cultural studies, migration, and more-than-human worlds, with extensive collaborations including UNESCO, GIZ, and the World Government Summit. Education: MA in Construction and Representation of Cultural Identities (2024) from Universitat de Barcelona, specializing in globalization, migration and alterity (Grade: 9.45) BA in Translation, Interpretation and Applied Languages (2023) from Universitat Oberta de Catalunya and Universitat de Vic, specializing in English, Spanish and French (Grade: 7.89) Del Vecchio Lança's research centers on narrative practices that challenge collapse discourses and recognize non-human subjectivity. Her work integrates decolonial and feminist perspectives with futures literacy, examining how language constructs possible futures. She develops methodologies at the intersection of cultural heritage, degrowth thinking, and technological innovation, particularly through projects like Buzzing Against Collapse and Escletxes . Her recent publications reveal a strong focus on sustainability, emerging technologies, and social justice. The articles demonstrate consistent exploration of carbon neutrality, food systems, gender-technology intersections, and linguistic violence, reflecting her commitment to interdisciplinary approaches that bridge academic research with practical applications for social transformation. Professional Activities: Teaching: Studying English Film (English Studies degree) Research: Member of BRICCS research group Workshops: Futures literacy facilitation with institutions like Centre d'Arts Santa Mònica and GIZ Artistic Projects: Founder of Dê o Fora! Label and Publisher, performer in Guerra Fría musical project Her methodological contributions include the techDetector platform (2020), Envisioning Cities project, and LOW-TECH training model. She has presented at international conferences including UNESCO's Futures Literacy Congress and TaPRA, demonstrating her transdisciplinary approach that combines academic rigor with creative expression.

• Library Science
• Information Science
• Bibliographic Description
• +5 more

Dr. José Antonio Frías Montoya is a full Professor at the University of Salamanca's Department of Library and Information Science. Holding a PhD in Documentation from Complutense University of Madrid since 1995, he has authored 60+ specialized journal articles and directed 22 doctoral theses. His leadership roles include former department director (1999-2008), master's program coordinator (2013-2014), and deputy director of Salamanca's Women's Studies Center (2010-2014). Current Research Interests Research Methodologies in Information Science Scientific Communication on Social Web Gender and Sexual Diversity Studies Key Institutional Roles Member, Steering Board of EUFEM Platform Vice President, Ibero-American Information Science Association (EDICIC) His publications analyze information retrieval systems, cataloging evolution in digital contexts, and open access impact on scholarly communication. He has mentored 23 doctoral students and contributed to over 20 funded research projects, primarily as principal investigator. Professional engagements include advisory board memberships for multiple international journals and guest lectures at universities across Spain and the Americas.

• Linguistic Pragmatics
• Historical Linguistics
• Language Education
• +5 more

Fatima Maria Faya Cercueiro is a Professor at the University of Santiago de Compostela, affiliated with the Faculty of Education Sciences and the Applied Didactics Department. Her research focuses on linguistic pragmatics, historical language change, and educational methodologies, particularly in CLIL (Content and Language Integrated Learning) and gender-sensitive pedagogy. She is part of the VLCG research group studying linguistic variation and change. She earned her doctorate from the University of Santiago de Compostela with a thesis on 'Courtesy markers in requests: The case of pray and please in Late Modern English (2013)', supervised by Dra. Belén Méndez Naya. Her work bridges historical linguistics and applied language education, emphasizing pragmatic competence and inclusive teaching practices. Key research areas include: language mediation in primary education, corpus-assisted analysis of learner experiences, technology integration (e.g., Socrative, BYOD clickers), and gender representation in children’s literature. She has contributed to developing the Toledo Teacher Trainees corpus (TTT) and explores innovative methods for bilingual education and academic writing instruction. Her recent publications address inclusive language practices, the role of picturebooks in pragmatic learning, and leveraging ICT tools for peer assessment. She advocates for transformative, equitable approaches to language teaching in diverse educational settings.

• Quantile Regression
• Statistical Inference
• Biostatistics
• +4 more

Mercedes Conde Amboage is a Researcher at the University of Santiago de Compostela's Faculty of Mathematics, affiliated with the Department of Statistics, Mathematical Analysis and Optimization. She holds a PhD in Statistics (2017) from the same institution, focusing on Statistical Inference in Quantile Regression Models , advised by Dr. Wenceslao González Manteiga and Dr. César Andrés Sánchez Sellero. Her research interests center on quantile regression methodologies, statistical inference, and their applications in biomedical and environmental data. She contributes to the Galician Mathematical Research and Technology Center (CITMAga) and collaborates with research groups like GRID-BDS (Biostatistics and Biomedical Data Science) and MODESTYA (Optimization and Statistical Models). Her work bridges theoretical statistics with practical applications in clinical trials, proteomics, and environmental monitoring. Recent publications focus on quantile regression innovations in censored data analysis, biomedical biomarker identification, and environmental toxicology. She develops statistical software tools like the 'BwQuant' R package and has contributed to meta-analyses in dentistry and oncology. Notable collaborations include work on medication-related osteonecrosis of the jaw, HER2-positive breast cancer responses, and systematic reviews of surgical techniques. Her methodological advancements address high-dimensional covariates and lack-of-fit testing in complex models.

Martin Liz DominguezView profile

Assistant Professor

• Learning Analytics
• Educational Technology
• Flipped Classroom Strategies
• +3 more

Martin Liz Dominguez is an Assistant Professor at the Department of Electronics and Computing, University of Seville. Affiliated with the Faculty of Administration and Business Management, his research focuses on learning analytics, flipped classroom strategies, and educational technology. He holds a Doctorate from the University of Vigo (2023) with a thesis on learning analytics and self-regulated learning. His educational background includes advanced studies in languages and computer systems. Research interests span gamification in education, early warning systems for student performance, and the digitization of academic resources like course catalogues. He leads projects such as the DACEM initiative for enhancing Erasmus+ course catalogues and the BeA platform for blended e-assessment. Recent publications emphasize digital transformation in academia, including challenges in course digitization and the impact of video timing in flipped classrooms. His work also explores early prediction of academic outcomes and the integration of gamification with data collection systems. While no awards are explicitly mentioned, his contributions to learning analytics and educational innovation reflect significant scholarly engagement. Advising and grants sections remain underdeveloped in the provided data.

Veronica Steffen GarcíaView profile

Adjunct Professor

• International Education
• Curriculum Development
• Language Teaching and Learning
• +3 more

Veronica Steffen García es profesora adjunta en el Máster Universitario en Educación Internacional y Bilingüismo (MEIB) y el Máster Universitario en Dirección, Innovación y Liderazgo de Centros Educativos en la Universidad Camilo José Cela (UCJC). Doctora en Educación Cum Laude (2015) con tesis sobre la implementación del currículo PYP del Bachillerato Internacional, posee formación académica internacional destacada por sus títulos Suma Cum Laude y Magna Cum Laude en Iowa State University y Trenton State College. Doctorado : UCJC, 2015 (Cum Laude) Master : Trenton State College, 1988 (Suma Cum Laude) Dos Licenciaturas : Iowa State University, 1985 (Cum Laude y Magna Cum Laude) Su trayectoria profesional se centra en la acreditación y evaluación de instituciones educativas internacionales, liderando equipos de verificación del Bachillerato Internacional (IBO) y el Consejo de Escuelas Internacionales (CIS). Ha trabajado como coordinadora de currículo en Qatar Foundation (2015-2016), VIPKID (2017-2018), y en la implementación del PYP en múltiples escuelas. Como formadora certificada del IB y líder de equipos de visita, ha facilitado más de 30 talleres IB globales desde 1999. Su investigación se enfoca en la implementación de programas internacionales, evaluación basada en criterios y enseñanza de lenguas adicionales. Sus publicaciones destacan por su enfoque en la integración curricular, estrategias pedagógicas y análisis comparativo de frameworks educativos. Ha colaborado con instituciones como California State University San Marcos, University of Hong Kong y Murdoch University en consorcios de investigación. Publicaciones clave : Análisis de implementación PYP, enseñanza de lenguas por indagación, inteligencia emocional social, estrategias de liderazgo pedagógico Conferencias : EDULEARN15, American Space Madrid, INTED 2015, IBAEM Regional Conference Su reconocimiento académico incluye múltiples premios de excelencia como la Beca Louise Simmons, la Beca NEA Educators y varias distinciones por desempeño académico sobresaliente. Como parte de UCJC, supervisó la implementación del Certificado de Educador IB y contribuyó a la acreditación de instituciones educativas internacionales.

Sukyoung RyuView profile

Professor

• Programming Languages
• Program Analysis
• Static Analysis
• +5 more

Sukyoung Ryu is a Professor in the Department of Computer Science at KAIST's College of Computing, South Korea. Her research centers on programming languages and program analysis, with significant contributions to WebAssembly, JavaScript semantics, and language specification. She leads the Programming Languages Research Group (PLRG) at KAIST. Her research spans multiple critical areas including executable specification engineering, static analysis techniques, and language interoperability. Recent work focuses on WebAssembly conformance testing, C-to-Rust translation, and bridging real-world implementations with formal semantics. Her group develops practical tools like SpecTec for mechanized language specifications and JISET for JavaScript semantics extraction. Analysis of her 15 most recent publications reveals strong trends in executable specifications (7 papers), WebAssembly tooling (5 papers), and language translation (4 papers). Key methodological approaches include record-replay debugging, filtered-simulation for binary lifting, and algebraic data type transformations for memory safety. Ryu actively contributes to the programming languages community through leadership roles including Steering Committee Chair for APLAS, Program Co-Chair for SPLASH/OOPSLA, and committee positions at POPL, PLDI, and ICFP. She frequently organizes workshops on real-world language specification (RPLS) and presents keynotes on programming language research for social good. Her mentoring activities include co-chairing New Faculty Symposia and participating in RTFM panels on faculty mentoring. She advises students through KAIST's programs and supervises research in the PLRG lab, which focuses on building practical language tools with formal foundations. Current projects emphasize WebAssembly standardization, secure language interoperability, and specification-based testing frameworks.

Ankush DasView profile

Assistant Professor

• Programming Languages
• Cryptographic Protocols
• Distributed Systems
• +6 more

Ankush Das is a tenure-track assistant professor in the Computer Science Department at Boston University. His research focuses on programming languages with applications in cryptographic protocols, distributed systems, and probabilistic and machine learning models. Prior to joining Boston University, he worked as an applied scientist at Amazon in the Automated Reasoning Group until December 2023. Dr. Das received his PhD from Carnegie Mellon University in 2021, where he was advised by Prof. Jan Hoffmann and worked closely with Prof. Frank Pfenning. He completed his undergraduate studies at IIT Bombay, India in 2015. His research interests span a wide range of topics within programming languages, with specific focus on resource analysis, session types, distributed protocols, and language design for smart contracts on the blockchain. He is particularly interested in developing type systems that can ensure safety and efficiency properties in concurrent and distributed systems. His work has led to the development of domain-specific languages like Nomos for implementing smart contracts and Rast for resource-aware session types with arithmetic refinements. Dr. Das's publication record demonstrates a consistent focus on advancing type theory and its applications to practical systems. His work frequently appears in top-tier programming languages conferences such as POPL, PLDI, and ICFP. A notable trend in his recent work is the extension of session types to handle probabilistic computations and resource-aware programming, reflecting the growing importance of these areas in modern distributed systems. His scientific achievements have been recognized with several prestigious awards: Distinguished paper award at POPL 2024 for "Parametric Subtyping for Structural Parametric Polymorphism" Best system description paper award by a junior researcher at FSCD 2020 for "Rast: Resource-Aware Session Types with Arithmetic Refinements" Dr. Das is actively mentoring PhD and undergraduate students at Boston University. His current advisees include Anthony DeRossi, Toby Ueno, Brendan Coyne, Qiancheng Fu, June Wunder, Sam Buxbaum, and Sakshi Sharma. He is looking for motivated PhD students to join his research group, with opportunities to work on cutting-edge problems in programming languages and their applications to distributed systems and security. At Boston University, Dr. Das leads research efforts in programming language theory and its applications. His work bridges theoretical foundations with practical implementations, particularly in the areas of smart contracts and distributed protocols. He has collaborated extensively with researchers from Carnegie Mellon University, including his former advisors Jan Hoffmann and Frank Pfenning.

• Didactics of Social Sciences
• Education for Sustainable Development
• Emotional Education
• +6 more

María Yazmina Lozano Mas is an Assistant Professor in the Department of Specific Didactics at the University of Las Palmas de Gran Canaria, where she specializes in the Didactics of Social Sciences within the Branch of Knowledge of Social and Legal Sciences. She is an active member of the GIR University Research Group in International Relations and has contributed significantly to educational research in the Canary Islands context. Dr. Lozano Mas's research portfolio spans multiple critical areas in contemporary educational theory and practice. Her work prominently features Education for Sustainable Development, where she has conducted comprehensive analyses of how Sustainable Development Goals integrate into Spanish educational curricula. She has also made substantial contributions to Emotional Education research, examining its incorporation into educational legislation following Spain's LOMLOE reform. Another major focus is Gender Equality in Education, where she has developed practical approaches for implementing gender perspectives in social science teaching within primary education teacher training programs. Her research extends to Urban Planning Education, using Las Palmas de Gran Canaria as a case study for connecting urban landscapes with educational practices, as evidenced by her work on Vegueta-Triana, the city's founding nucleus. Her recent publications (2023-2025) reveal a clear progression from historical and geographical studies of the Canary Islands toward addressing contemporary educational challenges related to global sustainability frameworks. Dr. Lozano Mas demonstrates a strong commitment to connecting theoretical educational frameworks with practical classroom applications, particularly evident in her work on urban renaturalization strategies and their educational implications. She frequently collaborates with colleagues like Santiago Hernández Torres and Sara Hernández Arroyo, indicating robust interdisciplinary connections between geography, social sciences, and educational theory. Dr. Lozano Mas is actively involved in educational innovation projects connecting urban spaces with teacher training. Her work with the GIR University Research Group in International Relations and IAText research groups demonstrates her commitment to collaborative research that bridges theoretical knowledge with practical educational applications. She has contributed significantly to understanding how urban landscapes, historical contexts, and contemporary challenges like migration can inform and improve teacher education programs, particularly in the unique demographic and cultural landscape of the Canary Islands as a gateway between Europe, Africa, and the Americas.