University of Granada, Spain
Santiago Alonso-García has over fifteen years of experience across the entire educational spectrum—from early childhood to higher education. He holds a Ph.D. in Didactics and School Organization from the University of Granada and has served as a Tenured Professor there since 2019. His previous roles include research and teaching positions at the University of Seville (2016–2019) and the University of Castilla-La Mancha (2008–2013). This diverse academic journey has given him insight into the educational, personal, and social challenges faced by different communities. His research and professional practice focus on pedagogical innovation, inclusive practices, and the integration of digital technologies and gamification in education. Santiago leads and collaborates on applied research projects, working toward educational transformation through organizational co-leadership, faculty training, and evidence-based strategies that aim to generate meaningful and sustainable impact in schools and communities.
Professional Profile
Education
Santiago Alonso-García earned his Ph.D. in Didactics and School Organization from the University of Granada (October 2008–December 2012), focusing on collaborative teaching practices to enhance school management. During his postgraduate studies, he explored educational leadership, digital transformation in classrooms, and inclusive pedagogy. He engaged in national and international seminars and conferences, building a strong academic and professional network. Santiago’s academic background combines rigorous theoretical training with hands-on experience in developing digital tools and strategic models for educational improvement. His deep knowledge of the Spanish and Latin American educational systems allows him to tailor innovative models to diverse socio-cultural and institutional contexts.
Experience
Since 2019, Santiago has served as a Tenured Professor in Didactics and School Organization at the University of Granada, where he teaches, supervises theses, and designs courses focused on educational innovation and school leadership. From 2016 to 2019, he was a researcher and faculty member at the University of Seville, working on projects related to digital competencies in teacher education. Previously, he taught at the University of Castilla-La Mancha (2008–2013), focusing on active learning, gamification, and computational thinking in early childhood. Across all roles, he has led or co-led innovation and inclusion projects, collaborated with regional and national education agencies, and provided training for in-service teachers. He also serves as an academic evaluator for European and Spanish research agencies, highlighting his recognized expertise in educational management and innovation.
Research Focus
Santiago’s research focuses on the intersection of educational innovation, digital competencies, and school leadership. He investigates how artificial intelligence and digital tools enhance teacher training, inclusive learning environments, and organizational improvement. His core topics include teacher self-efficacy, parental involvement, gamification, and early childhood computational thinking. He has published extensively on digital competence assessment in higher education and the integration of technology in pedagogical practices. Santiago also explores the challenges and opportunities of Society 5.0 in Latin America, with a particular focus on Ecuador. His projects combine quantitative and qualitative methods—such as structural modeling and validated questionnaires—to provide evidence-based solutions for sustainable educational development. His ultimate goal is to bridge theory and practice to improve learning outcomes and empower educational communities.
Publication Top Notes
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“Artificial Intelligence Adoption Amongst Digitally Proficient Trainee Teachers: A Structural Equation Modelling Approach”
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“A Systematic Review of Digital Competence Evaluation in Higher Education”
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“Analysis of Self‑Perceived Digital Competences in Future Educators: A Study at the University of Granada”
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Journal of Technology and Science Education, 2024
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[DOI: 10.3926/jotse.2521]
💻 Surveys trainee teachers’ digital skills using a mixed-methods approach.
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“Digital Teaching: Specific Competencies in University Professors”
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“Robotics in Early Childhood Education: Introducing Computational Thinking”
Conclusion
Dr. Santiago Alonso-García demonstrates exemplary qualifications for a Top Researcher Award, with his strong academic background, prolific output, global collaboration, and focus on innovation and societal relevance. With minor enhancements in interdisciplinary engagement and global-scale project leadership, he would not only be a deserving recipient but also an enduring contributor to the international academic community.