Cristina Miralles Cardona | Education Sciences | Best Researcher Award

Cristina Miralles Cardona | Education Sciences | Best Researcher Award

Dr Cristina Miralles Cardona, University of Alicante/Institute for Gender Studies Research, Spain

Dr. Cristina Miralles-Cardona is a dedicated scholar and practitioner committed to advancing gender equality and sustainable development through education. Currently a Junior Researcher at the University of Alicante’s Institute for Gender Studies Research (IUIEG), she brings a global perspective rooted in professional experiences across Spain and the United States. With a PhD in Interdisciplinary Gender Studies (awarded with International Mention and an Extraordinary Doctoral Award), her impactful academic journey is complemented by real-world roles as a school counselor and psychotherapist. Dr. Miralles-Cardona’s research integrates gender-sensitive approaches into STEAM education, teacher training, and mental health frameworks, earning her multiple project leadership roles and international recognition. She has authored 19 open-access publications, contributed to 42 international conferences, and holds three patents. Her work consistently promotes inclusive, equitable, and transformative education systems that empower educators and learners alike.

Publication Profile

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Education

Dr. Miralles-Cardona earned her PhD in Interdisciplinary Gender Studies from the University of Alicante, Spain, in 2020, receiving both the Extraordinary Doctoral Award and an International Mention for her outstanding dissertation. Prior to her doctoral studies, she completed a Master of Arts in Educational Psychology from the University of Minnesota-Twin Cities in 2010 with a GPA of 3.8/4.0. Her academic roots trace back to a Bachelor of Science in Psychology from the University of Wisconsin-Madison in 2008. Throughout her education, she was actively involved in research, working as both a graduate and undergraduate research assistant at two renowned U.S. institutions. This cross-continental academic foundation has shaped her interdisciplinary and applied approach to gender equality, educational psychology, and sustainable development.

Experience

Dr. Miralles-Cardona brings over 15 years of diverse professional experience spanning academia, public education systems, and clinical practice. She currently serves as a Junior Researcher at the University of Alicante (since October 2024), focusing on gender-sensitive educational research. From 2022 to 2024, she was a Juan de la Cierva Research Fellow at the same institution. In the United States, she worked as a School Counselor (2017–2022) at the Minnesota Department of Education and as a Psychotherapist (2010–2017) at Jefferson Elementary School, Minneapolis. She also provided mental health services as a Family Psychotherapist at Tom Lutz & Associates. Her cross-cultural experiences in both Spain and the U.S. have enriched her research with practical insights into inclusive education and wellness systems. Additionally, she has taken on roles as Project Coordinator and Expert Consultant in various internationally funded projects, showcasing her leadership in interdisciplinary, cross-sectoral initiatives.

Research projects

Dr. Cristina Miralles-Cardona 👩‍🏫 is an active researcher leading and collaborating on key gender and education-focused projects across Europe. She serves as PR & Task Manager in the ERASMUS+ G-STEAM project 🌍 (2024–2027), coordinating WP2 on mapping gender-sensitive practices in teacher education (€1.49M total, €150K at UA). As PI of GRE22-06B 🧩, she investigates quality indicators for gender-equality-oriented training (2024–2025). She also co-leads PID2022-142830NB-I00 📘 on sustainable gender-equality training for teachers/social workers (2023–2027, €64K). Previously, she contributed to PRX21/00761 🌐 on international gender-equality education (2021–2022, €20K), managing surveys at UMN. Her work promotes inclusive, sustainable teaching practices worldwide .

Awards and Honors

Dr. Miralles-Cardona has earned numerous accolades that highlight her excellence in research and societal impact. She received the Extraordinary Doctoral Award from the University of Alicante for her exceptional PhD dissertation in Interdisciplinary Gender Studies. In 2023, she won the Cecilia Castaño Award for the best thesis in gender and ICT, presented by the Universitat Oberta de Catalunya. She was also honored with an Accésit (honorary mention) in the Solveig Nordström Awards for the best article on peace, justice, and strong institutions. In addition to academic awards, she has demonstrated exceptional leadership by winning and managing four R+D+i projects with a combined budget exceeding €422,000, and contributing to international contracts funded by organizations such as USAID and the U.S. Department of Education. Her ability to bridge research with societal application has earned her national and international recognition across educational, mental health, and gender equality sectors.

Research Focus

Dr. Cristina Miralles-Cardona’s research centers on gender equality, education for sustainable development (ESD), mental health, and inclusive teacher training, especially in the context of STEAM. Her work seeks to embed gender-sensitive methodologies in both formal and informal education systems, training teachers and social agents to adopt equitable, evidence-based practices. Her interdisciplinary expertise links educational psychology with gender studies to evaluate and design tools that foster inclusive learning environments. Through patents like the TI-GÉNERO tool and EDS 5 Index, she provides empirical means to assess institutions’ commitment to equality and sustainable practices. Her contributions extend to developing self-efficacy scales, advising government-led education wellness initiatives, and coordinating international collaborations like Erasmus+ Teacher Academies. Her goal is to transform traditional educational structures into inclusive ecosystems where gender equality is not only taught but embedded in every layer of professional practice.

Publication Top Notes

La perspectiva de género en la formación inicial docente: estudio descriptivo de las percepciones del alumnado

Assessing Teachers’ Beliefs about Diversity in Personal and Professional Contexts.

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Special education today in Spain

Education for gender equality in teacher preparation: Gender mainstreaming policy and practice in Spanish higher education

Including Students with Learning Disabilities in Mainstream Classes: A 2-Year Spanish Study Using a Collaborative Approach to Intervention.

Valoración psicométrica de un cuestionario para medir la formación en igualdad de género de docentes en preservicio

Instructional Adaptations in Inclusive Classrooms in Spain: Feasibility and Effectiveness of Implementation.

Tashane Haynes-Brown | Teacher Education | Best Researcher Award

Tashane Haynes-Brown | Teacher Education | Best Researcher Award

Dr Tashane Haynes-Brown, The University of the West Indies, Jamaica

Dr. Tashane Haynes-Brown is a distinguished educator and researcher specializing in teacher education and technology integration. She holds a Ph.D. in Teacher Education from The University of the West Indies, with a focus on how beliefs shape teachers‘ use of technology. With multiple awards, including The University of the West Indies Distinguished Teaching Award, Dr. Haynes-Brown has contributed to various academic publications and research projects. She has extensive teaching experience at undergraduate and postgraduate levels and coordinates several educational programs. Her expertise includes mixed methods research, digital assessment, and enhancing teacher professional development. 📚🎓💻👩‍🏫

Publication Profile

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Academic Background 

Dr. Tashane Haynes-Brown is a passionate educator with extensive qualifications in Teacher Education and Teacher Development. She earned her Ph.D. from The University of the West Indies in 2019, focusing on how beliefs shape technology use among Jamaican secondary school teachers. She also holds an M.A. and a Bachelor of Education in Secondary Spanish. Dr. Haynes-Brown has received training in online teaching, quality assurance in blended learning, and mixed methods research. She has participated in workshops on research methodology, data analysis, and app development, further strengthening her expertise in education and technology. 🎓📚💻📊

Distinctions, Honours, and Awards 

Dr. Tashane Haynes-Brown is a distinguished educator with numerous accolades, including The University of the West Indies (UWI) Distinguished Teaching Award in 2018 and 2022 🎓🏅. She earned distinction in her M.A. in Teacher Education and Teacher Development (2012) and First Class Honours in Bachelor of Secondary Spanish Education (2008) from UWI 🌟. Dr. Haynes-Brown was also a Visiting Scholar at The University of Michigan’s Mixed Methods Research and Scholarship Programme (2017) 📚. Additional honors include several awards from Shortwood Teachers’ College, such as the Venezuelan Spanish Award for Teaching Practice (2003) 🏆.

Experience

Dr. Tashane Haynes-Brown is a dedicated educator with extensive experience in teaching and program coordination at The University of the West Indies (UWI). She holds a Bachelor’s in Education, Postgraduate Diploma in Education, and a Master’s in Education, alongside pursuing a Doctorate in Business Administration. Since 2013, she has lectured on various courses, including Introduction to Teaching, School Management, and Research Methods. As a program coordinator, she oversees undergraduate and postgraduate programs in education, modern language teaching, and STEM workshops. Dr. Haynes-Brown is actively involved in academic committees, ensuring quality assurance and practicum coordination. 📚👩‍🏫🔬

Teaching and Mentorship 

Dr. Tashane Haynes-Brown is a dedicated educator with an extensive teaching portfolio, coordinating and lecturing in undergraduate, postgraduate, and doctoral programs. 🎓 She is deeply committed to academic development, leading educational programs and mentoring students in research methods. 📚 Her leadership in coordinating various programs showcases her passion for advancing educational practices and fostering a supportive learning environment. 🌱 Dr. Haynes-Brown’s contributions are not just limited to teaching but also in shaping future scholars, ensuring that students are well-prepared for their academic and professional journeys. 🌟 Her dedication continues to inspire both students and colleagues alike.

Research Projects and Collaborations 

Dr. Tashane Haynes-Brown is a renowned scholar known for her innovative contributions to educational research methodologies. Her cross-campus research projects and international collaborations with experts in mixed methods research showcase her global influence in the field. Dr. Haynes-Brown’s work focuses on integrating video evidence in research, a cutting-edge approach that enhances data analysis and teaching strategies. Additionally, her examination of the impact of beliefs on teachers‘ technology use highlights her commitment to understanding and improving educational practices. Her work continues to shape the future of education, blending research and technology to advance teaching methodologies. 🌍📚💡🎥👩‍🏫

Research Focus

Dr. Tashane Haynes-Brown’s research primarily focuses on mixed methods research, with a special interest in how beliefs shape teachers‘ practices, particularly in the context of technology use and online teaching. Her studies explore the integration of theoretical models in mixed methods research, the role of video evidence, and the use of joint displays for data analysis. Additionally, Dr. Haynes-Brown investigates challenges and changes in education, including transitions to online teaching, particularly during the COVID-19 pandemic in Latin America and the Caribbean. Her work emphasizes engagement, integrity, and authenticity in digital assessment and effective teacher training. 📚📊💻👩‍🏫

Publication Top Notes

Using joint display as an analytic process: an illustration using bar graphs joint displays from a mixed methods study of how beliefs shape secondary school teachers’ use of …

Latin American and Caribbean Teachers’ transition to online teaching during the COVID-19 pandemic: challenges, changes and lessons learned

A Methodological Review of Mixed Methods Research Studies from Selected Journals in the Caribbean.

Using theoretical models in mixed methods research: An example from an explanatory sequential mixed methods study exploring teachers’ beliefs and use of technology

Integrating video evidence in mixed methods research: Innovations, benefits, and challenges for research exploring how beliefs shape actions

La transición a la enseñanza en línea llevada a cabo por los docentes de América Latina y el Caribe durante la pandemia de COVID-19: desafíos, cambios y lecciones aprendidas