COORDINATOR
Emeritus Professor at the Faculty of Psychology, Complutense University of Madrid (UCM).
Previously, Full Professor of Developmental and Educational Psychology (UCM).
President of the Scientific Association of Psychology and Education (ACIPE) since 2014 to the present.
Founding Editor of The Spanish Journal of Psychology.
First Coordinator of the master’s degree in educational psychology.
The three main research lines developed over approximately 40 years: Assessment of Educational Quality, Educational Psychology, and Sexual and Gender Development (output: 8 books and over 100 articles/chapters).
Five six-year research productivity periods (sexenios).
Official teaching evaluation: Highly positive in all assessments. Participation in over 20 funded research projects. Publications cited more than 2,000 times. Over 50 conference presentations.
Development of around 20 assessment instruments, focusing on two main research lines—evaluation and sex/gender studies.
Founder of a digital museum (currently featuring 32 exhibition rooms: https://museo.acipe.es/) and reviewer of approximately 200 books (https://acipe.es/category/analisis-libros).
Contributions and publications with the OECD (Organisation for Economic Co-operation and Development) in the field of university teaching quality assessment.
Example of a book (e-book): Fernández, J. (2008). Valoración de la calidad docente: el profesorado. Un modelo de evaluación circular. Madrid: Editorial Complutense. ISBN: 978-84-7491-943-1.
Examples of articles: Fernández, J., & Mateo, M. A. (1997). Student and faculty gender in ratings of university teaching. Sex Roles, 37, 997-1003.
Fernández, J., & Mateo, M. A. (1992). Student evaluation of university teaching quality: Analysis of a questionnaire for a sample of university students in Spain. Educational and Psychological Measurement, 52, 675-686.
Fernández, J., Mateo, M. A., & Muñiz, J. (1995). Evaluation of the academic setting in Spain. European Journal of Psychological Assessment, 11, 133-137.
We will first clarify what we mean when we talk about digitalization, emphasizing that it is here to stay. Given this, it is crucial to promote teaching and learning that fosters digital competence, going beyond the concept of digital native.
From this point, we will focus on four illustrative examples. The first concerns digital competence across the entire lifespan. There are different levels of competence, each with significant implications for daily life.
The second example examines the role of the flipped classroom in a learning society, where content is widely available online. This model may become the predominant form of teaching and learning in the future.
The third example addresses the selection and creation of applications, including the implications of implementing artificial intelligence in and beyond the classroom, particularly regarding its effects on well-being.
The fourth example introduces a fourfold typology as a conceptual framework for understanding digitalization and its consequences: high or low digitalization, serving either the majority or a minority.
This results in four possible scenarios: high digitalization serving the majority (a virtuous cycle), low digitalization for a majority, high digitalization for a privileged few, and low digitalization for a minority (an increasingly unlikely scenario).
The goal is to achieve effective digitalization that benefits the majority. The remaining three quadrants should progressively move toward this virtuous spiral.
Keywords: digital competence, flipped classroom, artificial intelligence, digital citizenship