COORDINATOR
Alejandro Veas is an Associate Professor in the Department of Developmental and Educational Psychology at the University of Murcia. He holds a PhD with international recognition from the University of Alicante, with an outstanding award. He has worked as an educational counsellor and as a professor in both Secondary Education and Baccalaureate in various educational institutions. He was a predoctoral researcher in the field of research staff training (FPI) at the University of Alicante, funded by the Ministry of Economy and Competitiveness.
He has taught courses in the Bachelor’s programs in Early Childhood Education, Primary Education, and Teacher Training Master’s programs, as well as in the Psychology degree. His contributions include book chapters on learning and development in adolescence, as well as on developmental problems and disorders in childhood.
In terms of research, Dr. Veas completed two academic stays at the University of Bristol, England (2015), and the University of Erlangen-Nuremberg, Germany (2016). He has led and collaborated in various research projects, most of them funded by ministries and education departments. As a result of his work, he has presented communications at national and international conferences and published various articles in indexed international journals. His research areas include academic performance, psychometrics and quantitative methods applied to education, giftedness, and competency assessment.
There is currently a growing number of research studies focused on understanding the psychological and educational processes associated with well-being. However, there are still certain gaps in systematizing the mechanisms that enable effective action in educational institutions, involving all the relevant agents. This issue affects both the need for an explanatory theoretical model and its methods of measurement and integration into the curriculum.
This symposium aims to provide a unified and coherent view of the main findings. To do so, experts in the field analyse the impact of these factors from both macro and micro systemic approaches. First, relevant quantitative study results in the field of large-scale evaluation are presented, both internationally and nationally. Subsequently, potential effective educational strategies for improving well-being in schools are examined, based on mixed and qualitative models. Lastly, the main conclusions of the topics discussed are established, along with organizational proposals for teachers focused on leadership.