Preciosa Fernandes

Preciosa Fernandes is an Associate Professor at the Faculty of Psychology and Education Sciences (FPCEUP), University of Porto, and a full member of the Centre for Research and Intervention in Education (CIIE). She co-leads the Curriculum, Evaluation, Teacher Education, and Educational Technologies research group (CAFTe) and serves as Director of the Master's Course in Health Education in collaboration with the Faculty of Medicine at UPorto.

• PhD in Education, University of Porto (2007)
• MSc in Education, University of Porto (2002)
• BSc in Education Sciences, University of Porto (1998)
• Specialized Studies in Special Education, Paula Frassinetti Higher School of Education (1994)
• Early Childhood Education, Paula Frassinetti Higher School of Education (1983)

Her research focuses on curriculum policies, educational and school evaluation, teacher education, special and health education, and digital technologies in pedagogy. She emphasizes inclusive, socially just education and the role of digital tools in enhancing learning and equity. Her work bridges policy, practice, and pedagogy across diverse educational contexts.

Her recent publications reflect a strong trend in digital education, school self-evaluation, democratic practices, and social inclusion. Themes include digital platforms in school clusters, media literacy, service learning, and educational equity in challenging contexts, with a particular focus on Portugal and international comparisons.

She has led and participated in numerous national and international research projects funded by the European Commission (Erasmus+), FCT, and Spanish government, including DEMOSpEJS, Digital Platforms in School Clusters, BE PART, ENGAGE STUDENTS, and CARE4SUD.

Preciosa Fernandes supervises PhD and Master’s students and collaborates extensively with scholars in Portugal, Brazil, Spain, and across Europe. She has been involved in projects related to school evaluation, teacher training, inclusive education, and digital citizenship. Her research often involves partnerships with schools, universities, and policy bodies, contributing to both academic knowledge and practical educational improvement.