COORDINATOR
Ángel De-Juanas Oliva is an Associate Professor at the National Distance Education University (UNED), where he has been affiliated with the Department of Theory of Education and Social Pedagogy since 2009. He holds a Ph.D. in Education Sciences from the Complutense University of Madrid (UCM) and has authored over 150 academic publications, including 19 books and numerous articles in renowned journals such as Educación XX1, Revista Española de Pedagogía, and Frontiers in Psychology, among others. His research focuses on social pedagogy, covering topics such as youth well-being, social inclusion, and leisure time among young people in vulnerable situations.
As a researcher, he leads UNED’s Socio-Educational Intervention group and participates in the OcioGune Network, dedicated to research on leisure and its role in social transformation. He has directed and collaborated on more than 14 competitive research projects at both national and international levels, notably contributing to European projects like RISEWISE, focused on the inclusion of women with disabilities.
Ángel De-Juanas has also conducted research stays at prestigious institutions, including the University of London, the Fraterna Institute of Guimarães in Portugal, and the University of Barcelona, further enhancing his national and international research profile. As a reviewer, he actively contributes to CNEAI and AUIP and has reviewed over 400 articles for more than 50 scientific journals. Additionally, he holds academic management roles as Director of UNED’s International Doctoral School and serves as Editor-in-Chief of Pedagogía Social Revista Interuniversitaria, as well as Associate Editor for key academic journals in his field.
His commitment to educational innovation is demonstrated through his involvement in 17 teaching innovation projects, leading seven of them. With extensive experience in developing instructional strategies, his contributions focus on improving training in diverse educational contexts and strengthening support networks and intervention programs for youth at social risk.
Self-regulated time management is a fundamental skill for personal development, especially in today’s context, where social, academic, and professional demands are increasingly high. This symposium will explore the role of time self-regulation in the psychological and social well-being of young people, as well as its impact on social inclusion and participation. The central theme revolves around the relationship between time management, leisure, and social support, and how these factors contribute to youth well-being and their integration into adult life. Additionally, the symposium will analyze gender differences in time distribution and access to leisure activities, considering how these factors affect life satisfaction and the perception of autonomy among men and women.
The symposium presentations will delve into how social support — from family, friends, and organizations — influences young people’s capacity to manage their time healthily, and how a lack of such support can contribute to exclusion. Recent research findings on the impact of social media and technology on youth leisure patterns will also be presented, examining their effects on mental health and the development of self-regulation skills.
This symposium provides a space for dialogue between researchers and professionals in psycho-socio-educational intervention, aiming to propose effective interventions that promote balanced time management in young people. Presentations will also cover strategies to encourage active youth participation in leisure practices that enhance their well-being and equip them to face contemporary challenges with resilience and autonomy