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.
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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.