José Manuel Muñoz Rodríguez is a Professor at the University of Salamanca, affiliated with the Department of Theory and History of Education within the University Institute of Educational Sciences. His academic work focuses on Education Theory, Sustainability in Education, Digital Identity, and Social Inclusion. He has authored/co-authored over 40 journal articles and numerous book chapters, addressing topics like youth behavior in digital spaces, STEM education, and sustainable development goals. He has supervised 7 doctoral theses and contributed to research projects such as the CONECT-ID project on digital identity and the HecoUSAL initiative promoting community gardens as educational tools. His research integrates pedagogical theory with contemporary issues, including technology's role in education, environmental sustainability, and the socio-educational implications of digital connectivity. He actively participates in international conferences and editorial roles, such as coordinating the 2022 NAER journal special issue on 'Youth and Screens in the Age of Hyperconnectivity.' His work emphasizes critical pedagogy, intergenerational learning, and the alignment of education with global sustainability agendas.
Adnane Rkia is a Professor at the Public Law Department of the Facultad de Derecho at Universidad Pablo de Olavide. He specializes in Constitutional Law, Political Institutions, and Legal Techniques. His research focuses on constitutional reforms, fiscal policy controls, and the implementation of social rights. He teaches across multiple undergraduate and graduate programs, including Constitutional Law, Political Institutions, and Legal Foundations for Translators. Academic Position: Full Professor Institution: Universidad Pablo de Olavide Contact: ahamadn@upo.es | Office 10.4.17 His recent research project (2023) examines the evolution of Spain's Social State post-Constitutional reform, emphasizing judicial review of public expenditure as a safeguard for social rights. No scientific awards are listed. He oversees internships and thesis supervision in legal master's programs.
Maria Isabel Viana Orta is a Professor at the Universitat de València, affiliated with the Faculty of Philosophy and Educational Sciences, Department of Comparative Education. Her work centers on comparative and social education, with a strong emphasis on school mediation, inclusive education, and sustainable social development. Her research interests include: Comparative Education Theory and History of Education School Mediation and Conflict Resolution Social Education and Professionalization Gender Equity in Education Teacher Training and Curriculum Development Sustainable Social Development and Citizenship Education Her recent publications (2020–2024) reflect a consistent focus on mediation, social education, teacher training, and inclusion. Themes such as children's participation, innovative pedagogical tools, and alignment with the Sustainable Development Goals (SDG 4) are recurrent. Her work often employs comparative methodologies across Spanish autonomous communities and with Portugal. She is a member of the GRECIA Comparative Education Research Group and was previously part of CUDIDE (Culture, Diversity and Development). She has supervised doctoral research and maintains an active scholarly output. While no specific awards or grants are listed, her sustained publication record and leadership in thematic areas indicate significant academic contribution. She advises on social education projects and has contributed to institutional training programs for teachers. Her work informs policy on school coexistence and mediation frameworks. She is involved with research teams focused on educational innovation, equity, and social inclusion, contributing to both theoretical and applied dimensions of education.
Carlos Echaves García is a Researcher at Rey Juan Carlos University's Department of Communication Sciences and Sociology. Holding a PhD in Sociology from Complutense University of Madrid (2019), his work critically examines socioeconomic vulnerability, residential emancipation, and urban inequality processes. PhD in Sociology (Complutense University of Madrid, 2019) Accreditation by Spanish National Agency for Evaluation of Academic and Research Activity (ANE) His research focuses on urban vulnerability , residential emancipation , and socioeconomic risk structures , particularly analyzing how financial crises (2008, 2020) and housing policies affect youth independence trajectories. Methodologically combining quantitative census analysis with qualitative focus groups, he investigates spatial segregation patterns and asymmetric vulnerability distributions across Madrid neighborhoods. Notable scientific contributions include the 2019 award-winning thesis on relational vulnerability perception (Madrid City Council Urban Economics Research Awards) and developing composite indicators for educational inequality (2001-2011) and residential opportunity mapping. Recent publications (2021-2025) analyze chronic labor vulnerability, housing policy impacts, and methodological frameworks for urban regeneration evaluation. 4th Urban Economics Research Awards (Madrid City Council, 2019) Collaborative work with researchers like Antonio Echaves García and Margarita Barañano Cid demonstrates his engagement with broader academic networks in urban sociology and social policy analysis.
Carlos Arroyo Abad is a PartTime Lecturer at Camilo José Cela University, specializing in Labor Law and Social Security . With a Doctorate in Social and Legal Sciences (2014) and Law degree from Complutense University (1996), he focuses on the impact of new technologies on labor law and social welfare state frameworks . He has directed the research project "Challenges of the digital age in the labor market and their impact on the international sphere of human rights" (REDNI 20-21) and participates in "Labor Relations in Industry 4.0" (REL-I 4.0) at Universidad Internacional de La Rioja. His international collaborations span Erasmus+ programs in France, Latvia, Slovenia, and Portugal, with research affiliations at the Centro de Investigaciones Jurídicas y Económicas (CIJE) in Porto and editorial review roles in journals Lex Social and Revista Electrónica de Direito. Key professional roles include teaching in Law degrees and Master's programs in Human Resources, People Analytics, and Financial Analytics at multiple Spanish universities. Education : Law, Complutense University (1996) Social and Legal Sciences, Alfonso X El Sabio University (2014) Research Themes : Technological transformation of labor relations Digital welfare state Human rights in platform economies Workplace safety in digital contexts EU labor policy harmonization Privacy vs. employer monitoring Professional Networks : International Brotherhood of Researchers of Toledo Labor and Occupational Research Community CIJE Research Center (Porto) Erasmus+ Academic Mobility His 15 most recent publications address critical intersections between labor law , digital economies , and human rights , with particular emphasis on collective bargaining , technological risks , and social exclusion . Awards include Caballero de la Orden de Rizal and accreditation by ANECA and ACSUCYL in 2018.
Dr. Maria Dolores Cañabate Ortiz serves as a Lecturer in the Department of Specific Didactics at the University of Girona, Catalonia, Spain. She is the Principal Investigator of the Research Group GREPAI (Education, Heritage and Arts Intermedia) and Coordinator of the Spanish Network of Cooperative Learning. Her academic work spans physical education, cooperative learning methodologies, and movement-based pedagogy within higher education contexts. Dr. Cañabate's research focuses on two primary areas: (1) Reflective and Cooperative Learning with emphasis on Sustainable Education in Higher Education, where she fosters responsible, critical and active learning approaches; and (2) The languages of movement, exploring how body expression can serve as an educational strategy from an integral perspective. Her work demonstrates how physical education and movement-based approaches can address broader educational goals including emotional regulation, social skills development, and sustainable development. Analysis of her recent publications reveals strong interdisciplinary connections between physical education, sustainable development goals, and innovative teaching methodologies. Her work consistently bridges theoretical educational frameworks with practical classroom applications, particularly in cooperative learning structures. A significant portion of her research examines how movement and physical expression can enhance cognitive development, emotional regulation, and social integration across diverse educational contexts from preschool through university levels. As Principal Investigator of GREPAI, Dr. Cañabate leads research on education, heritage, and intermediate arts. She has developed multiple collaborative projects examining how cooperative learning approaches can foster sustainable development competencies. Her leadership extends to coordinating the Spanish Network of Cooperative Learning, connecting researchers and practitioners across the country. Dr. Cañabate's laboratory work focuses on movement analysis and cooperative learning implementation. Her team employs multimodal approaches to study physical education methodologies, often incorporating video analysis, reflective practice frameworks, and student perception surveys to evaluate educational interventions. Current projects examine how movement-based pedagogies can address educational inequalities and promote sustainable development goals.
Alessandro Tarozzi is a Full Professor at Universitat Pompeu Fabra (UPF) and the Barcelona School of Economics. He holds a PhD from Princeton University and has been on leave since 2021. His research focuses on Development Economics, Microeconometrics, and Health Economics, with a particular emphasis on poverty measurement, health interventions, and public policy evaluation in low- and middle-income countries. Education: PhD in Economics from Princeton University. Research interests include the intergenerational transmission of health, microcredit impacts, environmental health risks (e.g., arsenic contamination in Bangladesh), and socioeconomic status gradients in health outcomes. He has conducted field experiments in India and Bangladesh on topics like malaria prevention and arsenic risk communication. Editorial roles include Co-Editor of the World Bank Economic Review (2024–present), and Associate Editor for Journal of Development Economics , Journal of Human Resources , and others. He is affiliated with BREAD, CEPR, and J-PAL. Key contributions include studies on child nutrition in India, microfinance effects in Ethiopia, and the effectiveness of information campaigns on health behaviors. His work bridges econometric rigor with real-world policy applications in development settings.
Sandra Fachelli is a Professor in the Department of Sociology at Pablo de Olavide University. She holds a PhD in Sociology from the Autonomous University of Barcelona (2009) and a postdoctoral degree in Social Sciences from the University of Buenos Aires. Her academic career includes leadership roles in international sociological organizations: Vice President of ISA RC55 'Social Indicators', Board Member of ISA RC28 'Social Stratification', and President of the Spanish Federation of Sociology's CI 41 'Comparative Sociology between Europe and Latin America'. She previously chaired FES's CI 06 'Inequality and Social Stratification' (2020-2024). PhD in Sociology (UAB, 2009) Postdoctoral in Social Sciences (UBA) Diploma in Advanced Studies in Sociology (UAB) Master in Introduction to Sociological Research (UAB) Master in Social Policies and Programs Design (FLACSO Argentina) Her research focuses on social inequality, stratification, and mobility , with particular emphasis on higher education and labor market intersections. She explores comparative frameworks between Europe and Latin America, analyzing structural barriers, gender disparities, and policy interventions. Her work combines quantitative methods like mutual information indexes with policy-relevant indicator development. Her publications highlight a pan-Latin American-European comparative approach using composite indicators and innovative statistical techniques (e.g., mutual information index, principal component analysis) to examine labor integration, educational outcomes, and subjective inequality perceptions. She coordinates the INCASI2 project (Horizon Europe GA 101130456), involving 29 institutions across continents. International Sociological Association RC55 Vice President Spanish Federation of Sociology CI 41 President INCASI2 International Network Sub-coordinator DINAMOS Research Group Member Master's in Applied Social Research Techniques (TISA) Coordinator
Juan M Perez-Salamero Gonzalez is an Associate Professor at the Faculty of Economics, Universitat de València, where he is affiliated with the Department of Financial and Accounting. He is a key member of the WIP (Welfare, Insurance and Pensions) research group, focusing on pension systems, actuarial modeling, and social security policy. His work leverages large-scale administrative data, particularly the Continuous Sample of Working Lives (MCVL), to analyze pension sustainability and equity. His research interests lie at the intersection of financial economics, actuarial science, and public policy. He investigates inequalities in longevity by income and employment status, the actuarial fairness of benefit schemes, and the financial sustainability of pension systems. His work often involves advanced statistical and optimization models to improve data representativeness and decision-making in social insurance. His recent publications show a strong trend toward transforming traditional government reporting (e.g., Table 29 on pension liabilities) into comprehensive actuarial balance sheets, enhancing transparency and fiscal planning. He also explores integrated pension and long-term care models, reflecting a forward-looking approach to aging societies. His research combines rigorous empirical analysis with practical policy implications. He has not received any explicitly mentioned scientific awards. Dr. Perez-Salamero Gonzalez advises on pension system design and has contributed to evaluations of occupational injury compensation schemes. His methodological work on sample optimization and statistical testing supports robust empirical research. He has not disclosed any specific grants in the provided text. He is a member of the WIP (Welfare, Insurance and Pensions) research group, which focuses on welfare systems, insurance mechanisms, and pension sustainability, using actuarial and economic modeling to inform public policy.
Javier Lluch Prats is an Associate Professor in the Department of Spanish Philology at the University of Valencia, affiliated with the Faculty of Philology, Translation and Communication. He is a member of the research group ELITE-PAC (Escrituras Literarias: Patrimonio y Actualidad), where he contributes to interdisciplinary studies in Spanish literature and cultural memory. Holding a PhD from the University of Valencia with a thesis on Max Aub’s Campo del Moro , supervised by Dr. Joan Oleza Simó, he has established a distinguished academic career rooted in textual and genetic criticism, memory studies, and the cultural history of 20th-century Spain. His research interests include Spanish literature , Republican exile , publishing history , censorship under Francoism , and Hispano-American cultural relations . His scholarly profile is enriched by international experience, having taught and researched in institutions across Italy, Argentina, Brazil, and Spain. He has been recognized with three Spanish research six-year periods (‘sexenios de investigación’), most recently in 2019, and received an Excellent qualification from the Teaching Activity Evaluation Committee (Docentia program, 2018–2023). His publications reflect a deep engagement with figures such as Max Aub and Vicente Blasco Ibáñez, focusing on themes of memory, editorial resistance, and the sociopolitical role of writers. The 15 most recent articles showcase a consistent trajectory in memory studies , literary historiography , and critical editions , often intersecting with gender studies , autobiographical writing , and transnational cultural networks . His work frequently analyzes how literature confronts historical trauma, especially in the context of the Spanish Civil War and its aftermath. Three 'sexenios de investigación' (last in 2019) Excellent qualification at advanced level from the Teaching Activity Evaluation Committee (Docentia program, 2018–2023) Lluch Prats has extensive experience in academic mentoring, having supervised numerous PhD theses, master’s dissertations (TFM), final degree projects (TFG), and teaching internships. He has coordinated academic teams, organized conferences and seminars, and participated in national and international research projects funded by institutions in France, Italy, and Spain. His editorial leadership includes critical editions and collective volumes on Spanish literary heritage. He is also active in knowledge dissemination and the social transfer of research, particularly in the fields of cultural memory and editorial history.
Mario Grande de Prado , Professor at the University of León, is a leading figure in the Faculty of Education’s Department of General, Specific and Educational Teaching. His work bridges game-based learning , gamification , and ICT integration in education, with a focus on digital competence and role-playing games (RPGs). He directs the ULe Online Area, emphasizing technological innovation in teaching. Education: PhD in Psychology and Educational Sciences (Cum Laude), University of León (2015). Teaching: Over 200 credits of face-to-face and online instruction in Bachelor’s/Master’s programs. Former Associate Professor (2006–2017) and Assistant Professor (2017–present). His research spans educational escape rooms , AI in education , and intergenerational learning , with 16 journal articles, 20 book chapters, and 15 conference communications. Collaborations include institutions like the University of Zaragoza and UNIR. As an educational counselor (2000–2017), he applied these methodologies in K–12 settings. He is a reviewer for national and international journals.
Pere Soler Masó is a full professor in the Pedagogy Department at the University of Girona . He co-directs the Liberi Research Group on Childhood, Youth and Community and coordinates the Interuniversity Master in Youth and Society since 2007. His work spans six Catalan universities (Girona, Barcelona, Autònoma de Barcelona, Rovira i Virgili, Lleida, Pompeu Fabra). PhD in Pedagogy Director of Educational Research Institute's Social Education Collection (1997-2005) Research focuses on youth empowerment through community development, socio-cultural associations, and leisure education. Key projects include: HEBE Project on Youth Empowerment Emergency Foster Care Decision-Making Analysis Catalan Gender-Based Violence Detection in Schools Recent publications (2024-2025) explore neoliberal educational discourse in Barcelona schools, summer camps as community development tools, and hikikomori as neoliberal youth response. His work with the Liberi research group and Consolidated Research Group IJASC establishes frameworks for evaluating youth policies and educational interventions. As co-author of 194 publications with 50,505 reads, he contributes to: Youth policy evaluation frameworks (SIAPJove) Service-Learning institutionalization in Spain Health promotion in secondary schools Participatory evaluation methodologies He trains through the official Master in Youth and Society and develops guides for: Youth empowerment in community contexts Prevention of youth loneliness (Barcelona City Council 2021-2023)
Ricardo Mora Villarubia is a Professor at the Department of Economics, University Carlos III of Madrid. His work focuses on empirical methods applied to labor economics, social segregation, health economics, and income inequality. He has contributed to understanding labor market dynamics, infant mortality, hospital quality, and agricultural productivity. Research Interests : Primary: Labor Economics, Econometrics, and Social Segregation. Secondary: Health Economics, Agricultural Economics, and Income Inequality. Recent Research Trends include segregation analysis, intergenerational effects, and empirical evaluations of social policies using advanced econometric techniques. Education : PhD in Economics from the London School of Economics.
Ana Pérez Escoda is an Associate Professor in the Faculty of Communication and Arts, Department of Communication at Universidad Nebrija in Spain. She also holds faculty positions at Universidad Francisco de Vitoria and Universidad Internacional de La Rioja. As Coordinator of the Doctoral Program in Digital Communication and Media Innovation at Universidad Nebrija, she plays a significant leadership role in academic training. Dr. Pérez Escoda earned her doctorate from Universidad de Salamanca with a thesis on Digital Literacy and Digital Competencies in Educational Evaluation. Her research interests focus on media literacy, digital literacy, social media, and educational technology, with particular emphasis on combating disinformation and promoting critical digital citizenship. Her recent scholarly output demonstrates a strong focus on disinformation, Europeanization discourse, social media literacy, and the evolving media landscape. The 15 most recent publications reveal consistent research trajectories examining polarization in media coverage, digital competencies among different age groups, and the educational potential of emerging media formats like podcasts. Among her significant professional activities, she serves as Principal Researcher and Coordinator of the European Project WISE-ME: 'The right use of social media to face disinformation and fake news' and has been involved in the MEDIATIZED EU (Horizon 2020) project. She has published extensively in high-impact journals across multiple languages, demonstrating international scholarly engagement. As an educator, she teaches across undergraduate, postgraduate, and doctoral programs, with courses focused on digital communication, digital tools in marketing strategies, digital identity creation, and educational innovation through ICT. Her international experience includes serving as a visiting professor in Cyprus, Colombia, Portugal, Pakistan, Dominican Republic, Argentina, Venezuela, Mexico, and Spain.
Estefania Castillo Viera serves as a Professor at the University of Huelva within the Faculty of Education, Psychology and Sports Sciences, specifically in the Department of Integrated Didactics. She is actively affiliated with the Research Center on Contemporary Thought and Innovation for Social Development, contributing to interdisciplinary research bridging education, health, and social innovation. Her academic foundation includes a 2006 PhD from the University of Huelva, where her thesis examined Physical activity habits and healthy lifestyle of students at the University of Huelva , supervised by Dr. Pedro Sáenz-López Buñuel. This early work established her research trajectory in health-promoting behaviors within educational contexts. Castillo Viera's research spans critical domains in physical education and health sciences, characterized by: Gender-focused analysis of sports participation and Paralympic representation Innovative applications of body expression for preventing sexual abuse and building emotional intelligence Cross-national studies on aging populations (particularly Spain-Portugal collaborations) Pandemic-era investigations of mental health and physical activity Systematic reviews on addiction treatment through physical activity Development of assessment tools for violence prevention in educational settings Her publication pattern since 2021 reveals intensifying focus on gerontology, gender equity in sports, and pandemic-related health impacts, with frequent use of systematic review methodologies and strong emphasis on practical interventions for vulnerable populations. She has contributed to multiple research groups including HUM954 (Physical Activity, Promotion of Values, and Education), HUM643 (Education, Motor Skills and Research), and HUM604 (Lifestyle Development in the Life Cycle and Health Promotion), demonstrating sustained commitment to collaborative, socially relevant research.
