Inmaculada Martin Espinosa

Inmaculada Martin Espinosa serves as an Interim Substitute Teacher at the University of Cadiz within the Department of History, Geography and Philosophy, specializing in the Theory and History of Education area. Her academic foundation includes doctoral research completed at the University of Seville in 2023.

Educational background:

• PhD in Education, University of Seville (2023), thesis: 'The profile of the undergraduate student at the University of Seville for learning English as a foreign language: perspectives of students and university faculty', supervised by Dr. Rosario Gil Galván

Her research program demonstrates dual expertise in contemporary language education and historical pedagogy. She investigates motivational dynamics in English language acquisition among university students, examining parental influences and competency development through frameworks like the Attitude/Motivation Test Battery. Concurrently, she conducts rigorous historical analysis of early childhood education systems, focusing on foundational figures (Comenius, Rousseau, Pestalozzi, Montessori) and institutional developments in France and England. Her methodological approach frequently employs learning contracts as pedagogical tools and comparative studies across educational contexts.

Analysis of her 15 recent publications (2021-2024) reveals two dominant research trajectories: 70% center on language learning psychology in higher education (particularly motivational profiles and parental socio-educational impacts), while 30% explore historical foundations of early childhood education. This dual focus manifests in practical educational tools like Genially and Quizziz resources for teaching historical education concepts.

As an active member of the HUM 561 Research Group (Southwest Research), she contributes to collaborative scholarly initiatives. Her work shows consistent application of educational psychology principles across both research strands, with emerging interest in global citizenship formation through language education. Current projects appear focused on value education implementation in secondary schools and competency-based learning frameworks.