Behind every advance in education are dedicated professionals who devote their efforts to understanding, analyzing, and projecting knowledge into the future.
Eight leading researchers from the Institute of Education —members of the National System of Researchers under the National Agency for Research and Innovation (ANII)—have not only been at the forefront of work that has shaped the recent academic agenda, but are also laying the groundwork for the future.
This overview highlights some of the recent achievements, as well as the projects currently underway to continue transforming education in Uruguay.
Dr. Denise Vaillant
Dean of the School of Education.
Level III Researcher in the Social Sciences, subfield of Education Sciences, of the National System of Researchers.
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Recent Academic Publications
•Article“New Teachers in Latin America: Challenges in Times of Uncertainty” (2024)
This article examines the situation of new teachers in Latin America, focusing on the difficulties they face, initiatives for their professional development, and post-pandemic challenges. It was published in the Revista Eletrônica de Educação, co-authored with Yael Ferreira.
• Article“Teacher Education in an Interconnected World” (2024)
It focuses on the need to rethink the initial preparation of future teachers in an increasingly interconnected world. To this end, the article published in the Revista Española de Educación Comparada offers a review of contemporary trends and identifies possible options for improvement.
• Article“Toward Teacher Professional Development That Addresses Educational Inequality in Latin America” (2024)
Co-authored with Verónica Zorrilla de San Martín and published in the journal Ensaio, this article reflects on the need for continuing education that prepares teachers to address growing educational challenges, particularly in the wake of the COVID-19 pandemic.
• Article“Educational Role Models in Teaching: Toward New Forms of Encounter and Exchange” (2024)
This article analyzes the use of social media by Uruguayan teachers, as well as the role of educational role models on the X platform. The article, published in the journal Educar —and co-authored with Mariela Questa-Torterolo and Andrea Tejera Techera—also provides tips for engaging on social media in an ethical and constructive manner. -
Research and ongoing projects
• Research project on teacher professional development in the context of digital transformation
Developed in collaboration with Carlos Marcelo, this project aims to explore the challenges, opportunities, and strategies for teacher education in the digital age.
• Research project on curriculum and reading materials in teacher education
A comparative study with Argentina and Chile, conducted in collaboration with Claudia Cabrera Borges and Daisy Imbert, which seeks to expand knowledge regarding curriculum proposals and the reading materials used by future teachers during their training.
• Book : Teacher Professional Development in the Digital Age: A Path of Learning
This is a publication co-authored with Carlos Marcelo, which analyzes how digitization, social media, and artificial intelligence have transformed teacher training and professional development in the digital age.
• Article “Educators in the Age of Digitalization: Use of Social Media and Educational Influencers in Ibero-America”
A paper to be published in the journal Cadernos de Pesquisa, co-authored with Carlos Marcelo, which examines the use of social media in Spain and Uruguay, while studying how opinion leaders or influencers in the field of education impact teachers.
Dr. Eduardo Rodríguez Zidán
Faculty member and member of the Academic Committee for the Doctor of Education program at the Institute of Education.
Level II Researcher in the Social Sciences, subfield of Education Sciences, of the National System of Researchers.
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Recent Academic Publications
• Article“Teacher Geographic Mobility: An Analysis of Teachers’ Perceptions within the Framework of Educational Policies in Uruguay” (2024)
A study conducted in collaboration with Carlos González Alemán, published in *Cuadernos de Investigación Educativa*, aimed at understanding Uruguayan students’ perceptions of the effects of geographic mobility on their professional practices.
• Article“Gender Digital Divide Among Secondary School Mathematics Teachers Before and During the COVID-19 Pandemic in Uruguay” (2023)
Published in the Ibero-American Journal of Technology in Education and Education in Technology, co-authored with Gustavo Bentancor, Martín Solari, Marina Melani, and Lucía Saldombide. It analyzes gender digital divides regarding the use of the CREA platform by secondary school mathematics teachers before and during the COVID-19 pandemic in Uruguay.
• Chapter“Mathematics Teaching Practices with Digital Technology in Uruguay’s Basic Secondary Education, Before, During, and After the COVID-19 Pandemic” (2023)
Identifies best practices in mathematics teaching with digital technology before, during, and after the pandemic. Co-authored with Lucía Saldombide, Marina Melani, and Gustavo Bentancor, the chapter was published in the book Emerging Technologies Applied to Active Methodologies in the Age of Artificial Intelligence, edited by Carmen Romero García and Olga Buzón García. -
Research and ongoing projects
• Research project on learning analytics and open educational data mining
Developed in collaboration with Erik Caseres. Through data mining, this project examines access and usage analytics for Ceibal’s CREA platform by students and teachers during the 2019–2023 period.
• Article“Analytics and the Digital Platform Usage Gap for Mathematics Education in Uruguay”
The paper—to be published in the Revista Electrónica de Investigación Educativa, co-authored with Gustavo Bentancor and Martin Solari—examines data on access to and use of a mathematics education platform among secondary school students before and during the COVID-19 pandemic.
Dr. Claudia Cabrera Borges
Teacher and tutor at the Institute of Education.
Level I Researcher in the Social Sciences, subfield of Education Sciences, of the National System of Researchers.
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Recent Academic Publications
• Book : Artificial Intelligence in Education: Contributions from Theory, Pedagogical Practices, and Research (2024)
A publication coordinated with Silvia Umpiérrez Oroño and Mariela Questa-Torterolo, and published by Magro Editores, which explores the perspectives of teaching, learning, and researching with and about artificial intelligence.
• Chapter “STEM/STEHAM Education: Conceptualization and Different Practical Approaches in Uruguay” (2024)
Co-authored with Daisy Imbert. It appears in the book STEM: Its Contributions to the Education of the Future, published by Magro Editores, and edited by Beatriz Macedo and Raquel Katzkowicz, which describes significant pedagogical experiences to promote learning in the fields of science, technology, engineering, and mathematics.
• Chapter“Enhancing argumentation and decision-making in teacher training through debates within the context of formative research in Uruguay” (2024)
Proposes a strategy based on micro-debates to improve the argumentative competence of future teachers in writing their research projects. It was published with Daisy Imbert, among other authors, in the book Critical Thinking in Science Education and Teacher Training, published by Springer Nature.
• Article“Professional Learning Communities in Initial Teacher Education in Uruguay: A Social Network Analysis” (2024)
Through a social network analysis, this work—conducted with Andrea Tejera Techera and Mariela Questa-Torterolo and published in Cuadernos de Investigación Educativa—examines the functioning of professional learning communities in three initial teacher training centers in Uruguay.
• Article“Formative Research in Teacher Training: A Case Study Carried out in Uruguay” (2024)
Explores how the implementation of a formative research strategy in Uruguayan teacher training improves the competencies of future teachers. This is a study conducted with Daisy Imbert and other faculty members from the Faculty of Chemistry at the University of the Republic of Uruguay and the University of Málaga. It was published in the International Journal of Educational Research.
• Article“Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile” (2024)
Compares the use and adoption of digital technologies by teachers in initial teacher training programs at centers in Uruguay and Chile. It was published in collaboration with Andrea Tejera Techera and Mariela Questa-Torterolo in the online journal Educare. -
Research and ongoing projects
• Research project on curriculum and reading materials in teacher education
A comparative study with Argentina and Chile, conducted in collaboration with Denise Vaillant and Daisy Imbert, which aims to expand knowledge about curriculum proposals and the reading materials used by future teachers during their training.
• Compilation of chapters on formative research
Together with Daisy Imbert and Cristina Rebollo, for the publication of books on formative research in teacher preparation within elementary school classrooms.
• Article “Artificial Intelligence in Uruguay’s 2023 Teacher Education Curriculum”
Accepted for publication in Cuadernos de Investigación Educativa —in collaboration with Beatriz Pérez, Virginia Navarro, Jimena Olivero, and Silvia Umpiérrez—this article examines the inclusion of artificial intelligence in Uruguay’s current teacher education curriculum.
• Article “Experience using ChatGPT-3 as a search assistant in systematic literature reviews”
To be published in the Latin American Journal of Social Research Methodology.
• Articles on artificial intelligence and education
Developed in collaboration with Silvia Umpiérrez, Jimena Olivero, Beatriz Pérez, Virginia Navarro, and Mariana Pírez, based on research conducted with teachers and students from the Council for Education Training.
• Article on argumentation in the sciences
Conducted with Daisy Imbert and Joaquín Franco Mariscal (from the University of Málaga), among other researchers.
Dr. Lourdes Cardozo Gaibisso
Visiting professor and graduate advisor at the Institute of Education.
Level I Researcher in the Social Sciences, subfield of Education Sciences, of the National System of Researchers.
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Recent Academic Publications
• Book : *Pedagogies for Equitable Access: Reimagining Multilingual Education for an Uncertain World* (2024)
Edited by Info Age Publishing, in collaboration with Ruth Harman, Max Vazquez Dominguez, and Cory Buxton, this book examines the challenges and lessons learned in language teaching during and after the COVID-19 pandemic.
• Chapter “Systemic Functional Multimodal Discourse Analysis: Multimodal Composing and Civic Agency of Multilingual Youth” (2024)
Co-authored with Ruth Harman, Khanh Bui, Max Vazquez Dominguez, Cory A. Buxton, and Shuang Fu—and included in the book Translanguaging and Multimodality as Flow, Agency, and a New Sense of Advocacy in and from the Global South, published by Routledge—offers theoretical and methodological approaches to analyzing multilingual learning.
• Article“Contributions of Systemic-Functional Linguistics to Educational Equity: Practices and Debates” (2024)
The work, included in the journal Cuaderno de Pedagogía Universitaria, addresses the application of systemic-functional linguistics to teacher training and language instruction.
• Article“Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts” (2024)
Presents a model to improve the written assessment of scientific learning in multilingual students. This is a paper published in Education Sciences, co-authored with Georgia Wood Hodges, Constanza Mardones-Segovia, and Allan S. Cohen. -
Research and ongoing projects
• Special Issue of Cuadernos de Investigación Educativa
Guest editor of “Contemporary perspectives on in-service ESOL teacher development: connecting theory and practice,” a special issue exploring contemporary perspectives on the professional development of teachers of English to speakers of other languages.
• Articles in progress
“The Role of Literacy in Teacher Professional Learning: Key Findings and Future Directions,” “Reflections on Practice: College Students in a Community TESOL Program,” and “Researching a Novel Immersive Learning Environment in a Translanguaging and Transmodal Context.” These works investigate the connection between students’ linguistic and cultural experiences. They also focus on the professional learning of pre-service teachers, as well as the development of in-service teachers. Their aim is to offer insights that can transform various areas of multilingual education.
Dr. Gabriel Díaz Maggioli
Academic Coordinator of the Specialization Diploma in Teaching English as a Foreign Language and the Advanced Certificate in Teaching English at the Institute of Education.
Level I Researcher in the Social Sciences, subfield of Education Sciences, of the National System of Researchers.
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Recent Academic Publications
• Book *New Directions in Language Teaching* ( 2024)
Presents innovations in foreign language teaching based on the results of international research from the past two decades. The book, published by Magro Editores, includes an extensive collection of activities aligned with new teaching trends.
• Chapter “Decentering and Decolonizing Language Teaching Associations” (2025)
Addresses the concept of decentering and decolonization, while advocating for the equitable participation of the international community in professional associations of English teachers. Co-authored with Beatrix Price and Aleksandra Popovski Golubovikj, in The Routledge Handbook of Teaching English as an International Language, the publication offers a critical perspective on the reality of the English language and its teaching at the international level.
• Chapter “Metagogy as Advocacy in Initial Teacher Education” (2025)
Included in the book Decentering Advocacy in English Language Teaching: Global Perspectives and Local Practices, it summarizes a process of advocating for the development of a teacher education curriculum through activities aimed at empowering teaching teams in curriculum change processes.
• Chapter “Exploring New Assessment Scenarios During the Pandemic: The Case for Design-Based Research” (2024)
Details a design-based research (DBR) study in which a teacher of pedagogy and their students sought ways to enhance authentic assessment of a foreign language during the COVID-19 pandemic. The work, included in the book Pedagogies for Equitable Access: Reimagining Multilingual Education for an Uncertain World, exemplified the use of DBR: a relatively new qualitative research methodology in Uruguay.
• Chapter “Exploring New Teaching Scenarios: A Brave Hybrid World” (2024)
Summarizes the findings of a study on the use ofHyFlex® technologies in higher education in Uruguay. The contribution, which is part of the book Hybrid Learning in English Language Teaching: Motivation, Challenges and Opportunities, positions hybrid teaching as a viable and effective response to new educational scenarios.
• Article“Striving to Cope: The Quest for Social Justice in Initial Teacher Education in Uruguay” (2024)
The study, published in the journal Teachers and Teaching, reports on the perceptions of Uruguayan teacher education students regarding the dimension of social justice in the curriculum of initial teacher education. -
Research and ongoing projects
• “The Future of English in Elementary Education” Project
A study to be published in 2027, in which he serves as principal investigator for Uruguay, examining the state of the art in English language teaching in elementary education around the world. The project is co-organized with the Faculty of Education at the University of Warwick (United Kingdom) and funded by the British Council.• Project “Toward a Competency Framework for Mentoring”
Principal investigator of a project that seeks, on the one hand, to identify the competencies possessed by teacher mentors—particularly those who guide the early professional experiences of student teachers. On the other hand, it aims to establish recommendations for policies regarding the training of these academic professionals.• Book : *Teaching Beginning Language Learners*
Co-authored with Lesley Painter-Farrell, this book addresses the challenging task of teaching foreign languages to absolute beginners. It represents a significant contribution to the pedagogy of foreign languages in an area that has received little attention in the professional literature.
• Book *Observation in Language Teaching*
This book brings together theoretical and practical insights on the use of observation in teacher education. Developed in collaboration with Laura Baecher, it is the first attempt to systematize the role of observation as a tool for teaching, learning, assessment, and professional development in initial teacher training.
• Chapter “New Trends in Reflective Practice in ELT”
A contribution highlighting best practices in initial language teacher education in Latin America, to be included in the book Empowering the English Language Teacher in a Multipolar Environment.
• Chapter “Teaching as Identity Performance”
Illustrates the differences between the realities of initial teacher training in Latin America, in contrast to the Eurocentric prescriptions that permeate the curricula of various regional training institutions. It will be published in a research compendium titled Latin America Writes Back.
Dr. Mariela Questa-Torterolo
Associate Academic Coordinator of the Master’s Program in Educational Management and the Master’s Program in Trainer Development at the Institute of Education.
Level I Researcher in the Social Sciences, subfield of Education Sciences, of the National System of Researchers.
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Recent Academic Publications
• Book : Artificial Intelligence in Education: Contributions from Theory, Pedagogical Practices, and Research (2024)
Co-edited with Silvia Umpiérrez Oroño and Claudia Cabrera Borges, and published by Magro Editores, this book explores the perspectives of teaching, learning, and researching with and about artificial intelligence.
• Chapter“Experiences and Proposals on the University Organization and Management of AI in Uruguay” (2024)
This chapter analyzes the organization and management of artificial intelligence in Uruguay, while highlighting the challenges and opportunities presented by its integration into universities. The contribution was co-authored with Andrea Tejera Techera, María Inés Vázquez Clavera, Eliana Díaz Bruschi, and Santiago Núñez, and published in the book edited by RedAGE Internacional, titled The Management of Artificial Intelligence in Ibero-American University Contexts.
• Article“Dimensions of Analysis of Governance in Education: A Systematic Literature Review” (2024)
This is a publication co-authored with Agustín Listur that, based on a systematic literature review, identifies and characterizes the dimensions of analysis in the governance of education systems.
• Article“Educational Transformation in Uruguay: Analysis of Framework Documents for Basic Education” (2024)
A publication co-authored with Andrea Tejera Techera, in Práxis Educativa, which systematizes and analyzes the documents guiding the educational transformation processes in the Uruguayan education system, initiated in 2020.
• Article“Uses and appropriation of technologies in initial teacher training centers: A comparative study in Uruguay and Chile” (2024)
Compares the use and adoption of digital technologies by teachers in initial teacher training programs in Uruguayan and Chilean centers. Published in collaboration with Andrea Tejera Techera and Claudia Cabrera Borges in the Revista Electrónica Educare.
• Presentation of the article “Improving Inclusive Assessment through Teacher Training: Preliminary results from a secondary education center in Uruguay” at a conference (2024)
Explores the digital skills training needs of teachers at a secondary education center in Uruguay, in the context of educational transformation. It was co-authored with Andrea Tejera Techera and Claudia Cabrera Borges, and presented at the SIG 1 Conference 2024, which took place in June 2024 in Barcelona, Spain. -
Research and ongoing projects
• Project: “Assessment of Training Needs and Proposal for Educational Intervention for Uruguayan Teachers in the Area of Digital Competence”
The initiative is currently underway and involves national and international researchers. In 2025, the goal is to advance fieldwork, which focuses on assessing teachers’ digital competencies for learning evaluation through the use of artificial intelligence-based tools and the development of a digital competency training framework.
• International project “Comparative Analysis of National Education Policies in Mercosur Countries: Contexts, Management, Teacher Training, and the Right to Education”
Its objective is to conduct a comparative investigation of the education policies of Mercosur countries, as well as to provide a deep understanding of the dynamics of education systems in the region and their alignment with the Education 2030 Agenda.
• Presentation of the article “From Paper to Prompt: How ChatGPT Can Redefine the Correction of APA-Formatted References” at the conference
Co-authored with Yael Ferreira, the paper explores the potential of an artificial intelligence model to identify and correct common errors in references used in students’ academic papers. It will be presented at the 8th EDO International Congress, to be held in June 2025 in Barcelona (Spain).
• Presentation of the article “Reimagining Assessment: Teacher Competencies in the Age of Artificial Intelligence” at the conference
This research, conducted at a secondary school, explores the level of teachers’ digital competence regarding the use of artificial intelligence. It was conducted in collaboration with Claudia Cabrera Borges and Anna Espasa and will be presented at the 18th National and 11th Ibero-American Congress on Pedagogy 2025, to be held in Seville (Spain) in June 2025.
• Presentation of the article “The Role of Research in Teacher Education: Diagnosis and Proposals for Uruguay” at the conference
Research that seeks to analyze the causes of the decline in research in teacher education in Uruguay, as well as propose actions to reverse it. It will be presented at the 18th National and 11th Ibero-American Congress of Pedagogy 2025, to be held in Seville (Spain) in June 2025. Conducted with Silvia Umpiérrez Oroño and Claudia Cabrera Borges.
Dr. Daisy Imbert
Tutor at the Institute of Education.
Entry-level researcher in the Social Sciences field, Education Sciences subfield, of the National System of Researchers.
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Recent Academic Publications
• Chapter “STEM/STEHAM Education: Conceptualization and Different Practical Approaches in Uruguay” (2024)
Co-authored with Claudia Cabrera Borges and Cristina Rebollo, it appears in the book STEM: Its Contributions to the Education of the Future, published by Magro Editores. It was compiled by Beatriz Macedo and Raquel Katzkowicz, and describes significant pedagogical experiences to promote learning in the fields of science, technology, engineering, and mathematics.
• Chapter“Enhancing Argumentation and Decision-making in Teacher Training through Debates within the Context of Formative Research in Uruguay” (2024)
It proposes a strategy based on micro-debates to improve the argumentative competence of future teachers in writing their research projects. The contribution, published alongside Claudia Cabrera Borges and other authors, is included in the book Critical Thinking in Science Education and Teacher Training, edited by Springer Nature.
• Article“Formative Research in Teacher Training: A Case Study Carried out in Uruguay” (2024)
Explores how the implementation of a formative research strategy in teacher training in Uruguay improves the research skills of future teachers. This study was conducted with Claudia Cabrera Borges and other faculty members from the University of Málaga and the Faculty of Chemistry at the University of the Republic (Uruguay). It was published in the International Journal of Educational Research.
• Article“Distributed Leadership: An Improvement Plan to Reverse Dropout Rates in Teacher Education” (2024)
Published in collaboration with Valeria Silva in the journal Páginas de Educación, this study seeks to identify the causes of early dropout rates in order to address them through an improvement plan based on distributed leadership management. -
Research and ongoing projects
• Project on formative research
Developed in collaboration with Claudia Cabrera Borges, faculty members from the Regional Center for Teachers (CeRP) and the School of Engineering at Universidad ORT Uruguay, this project focuses on reports arising from formative research in ORT’s undergraduate program and at a CeRP.
• Project on microdebates
Conducted in collaboration with researchers from the University of Málaga, this project explores microdebates to improve argumentation in school-based inquiries and formative research.
• Books in progress
- A Look at Educational Practices in Teacher Training: Active Methodologies and Formative Research and A Look at Educational Practices in the Elementary Classroom: Active Methodologies and Formative Research, to be published by Magro Editores. Compiled together with Claudia Cabrera Borges and Cristina Rebollo, these works delve into formative research and learning based on inquiry projects.
- Formative Research in Primary School Classrooms, compiled together with Cristina Rebollo, emerged from a course conducted for school inspectors, principals, and student teachers in primary education.
• Article on curriculum and readings in teacher education
Co-authored with Denise Vaillant and Claudia Cabrera Borges, resulting from a comparative study with Argentina and Chile, which seeks to increase knowledge about curriculum proposals and the readings undertaken by future teachers during their training process.
• Articles in progress
First, a study on a research group focused on formative research and authentic competency assessment. Second, on the questions schoolchildren answer in their inquiries, to be published in Uruguayan educational research journals.
Dr. Andrea Tejera Techera
Academic Coordinator of the Master’s Program in Educational Management, the Master’s Program in Trainer Development, and the Center for Continuing Education in Higher Education.
Entry-level researcher in the Social Sciences field, Education Sciences subfield, of the National System of Researchers.
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Recent Academic Publications
• Book : Digital Technologies for Inclusion: Lessons Learned During the Pandemic from the Perspective of Educational Administrators in Latin America (2024)
A publication that explores the perspectives of Latin American educational administrators regarding the use of technologies for inclusion. It was co-edited with Mariela Questa-Torterolo and published by RedAGE, and is the result of collaboration among colleagues from various Ibero-American universities.
• Chapter “Experiences and Proposals on the University Organization and Management of AI in Uruguay” (2024)
This chapter analyzes the organization and management of artificial intelligence in Uruguay, while highlighting the challenges and opportunities presented by its integration into universities. The contribution was co-authored with Mariela Questa-Torterolo, María Inés Vázquez Clavera, Eliana Díaz Bruschi, and Santiago Núñez, and published in the book edited by RedAGE Internacional, titled The Management of Artificial Intelligence in Ibero-American University Contexts.
• Article“Educational Role Models in Teaching: Toward New Forms of Encounter and Exchange” (2024)
Analyzes the use of social media by Uruguayan teachers, as well as the role of educational role models on the X platform. The article, published in the journal Educar —and co-authored with Denise Vaillant and Mariela Questa-Torterolo—also provides tips for engaging on social media in an ethical and constructive manner.
• Article“Educational Transformation in Uruguay: Analysis of Framework Documents for Basic Education” (2024)
Publication co-authored with Mariela Questa-Torterolo, in Práxis Educativa, which systematizes and analyzes the documents guiding the educational transformation processes in the Uruguayan education system (initiated in 2020). The contribution and the dossier containing the article stem from the collaborative work of the “Fronteras Project,” comprising universities in Brazil, Chile, Argentina, Paraguay, and Uruguay.
• Article“Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile” (2024)
Compares the use and appropriation of digital technologies by teachers in initial teacher training programs in Uruguayan and Chilean centers. It was published together with Mariela Questa-Torterolo and Claudia Cabrera Borges in the Revista Electrónica Educare.
• Conference paper“Facilitators and barriers to inclusive education identified by teacher education students during their practicums” (2024)
This paper seeks to identify the facilitators and barriers to inclusive education in pre-professional practicums within the teacher education program in Uruguay. It was co-authored with Verónica Pou and María José Irigoyen and published in Educational Management in Ibero-America: Theoretical Approaches and Practical Experiences for the Transformation of Education, following its presentation at the 3rd International Congress on Educational Management—held in Santiago, Chile, in June 2024. -
Research and ongoing projects
• Project: “Assessment of Training Needs and Proposal for Educational Intervention for Teachers in Uruguay Regarding Digital Competence”
Integration of the project’s research team, coordinated by Mariela Questa-Torterolo, which focuses on assessing teachers’ digital competencies for learning assessment through the use of artificial intelligence-based tools and the development of a digital skills training framework. Additionally, together with Questa-Torterolo, they are preparing a presentation on the topic, to be presented at the 4th RedAGE Congress, to be held in Asunción (Paraguay) in July 2025.
• Symposium “Leadership for Educational Management in Society 5.0: Innovative Strategies for Organizational Learning”
This symposium analyzes the challenges and opportunities facing educational institutions in the context of Society 5.0. It is being carried out in collaboration with Mariela Questa-Torterolo and Claudia Cabrera Borges—among other colleagues—and will be presented at the 8th EDO International Congress, to be held in June 2025 in Barcelona (Spain).
• Panel proposal
As part of the “Fronteras Project,” a proposal for a panel comprising universities from Brazil, Chile, and Uruguay to address the education councils of each country. To be presented at the 42nd ANPED National Meeting & WERA Focal Meeting 2025, in October 2025, in João Pessoa (Brazil).
• Articles in progress
Prepared together with graduates of the Master’s in Educational Management program, whom she mentored, on the findings of their research.