14 academics from UC Education participated in AERA 2026, the main world meeting of researchers in education
April 13
The UC Faculty of Education contributed to the global debate on educational research with 16 papers presented by its academics.
A total of 14 academics from the UC Faculty of Education participated in one of the most important world congresses in educational research: AERA 2026. Annual Meeting of the American Educational Research AssociationThe conference, held in Los Angeles, California between April 8 and 12, brought together education researchers, academics, and graduate students, who shared innovative and cutting-edge studies in a wide variety of areas.
In this edition, 16 presentations represented UC Education, covering topics such as higher education, gender equity, mentoring, and faculty leadership, among others. “AERA is a key space for dialogue with the international community, and the presence of our academics demonstrates the quality of our research, which is relevant and connected to global debates in education,” she commented. Paola Seville, director of research at UC Education.
The central theme of this version was: “Unforgetting histories and imagining futures. Constructing a new vision for education research”, an invitation to reflect collectively on how to take advantage of our disciplinary and methodological diversity in the service of not forgetting histories.
Learn the details of each of their presentations:
- Gendered Academic Trajectories in Chilean Higher Education: Doctoral Training, Career Development, and Job Satisfaction
- Academic mentoring and the reproduction of culture: discourses, identities, and institutional tensions in Chile
- Mapping Gender Disparities and Academic Persistence in STEM Higher Education: A Systematic and Bibliometric Review
- Gender Equity in Higher Education Policy in Chile: Between Symbolic Inclusion and Structural Exclusion
- Educational Governance and Skills Inequality: Evidence from Chile, Finland, and the US
Daniela Véliz and Ana Luisa Munoz
- Silent Transformations: Gender-Perspective Mentoring Programs in six universities in Chile
Andres Bernasconi and Daniela Véliz
- Leadership and Governance in Higher Education: A Systematic and Computational Review (2000–2025)
- College Academic Outcomes and Knowledge about Higher Education. The Adverse Effects of High-School Tracking in Chile
- The role of information and expectations on the development of a higher education student identity
- Chilean Pre-Service Teachers Approaches to Classroom Assessment
Florencia Gómez y Solar Horace
- Creating Conditions for Teacher Leadership through a Chilean RPP in Mathematics Education
Diego Carrasco placeholder image
- Who Stays, Who Leaves? Teacher Turnover And Policy Changes Among Chilean Schools (2007–2024)
Florence Gomez, Javiera Marfan y Susana Mendive
- Without us there is no project»: Drifting away in an RPP as a risk of failure, and how to be on track again
- Teacher Collaboration and Student Achievement: A Systematic Review of Empirical Literature
William Zamora - Marisa Meza - Pilar Cox
- What legitimizes teacher's authority? Validation of a scale based on students' perspectives
Check out the student presentations from PhD in Education:
Teacher Collaboration and Student Achievement: A Systematic Review of Empirical Literature. Paper Session.
- Beyond Instrumental Roles: Cultural Brokers in a Chilean RPP. roundtable
- Making sense of data-use policy in high schools in Chile: Good intentions, weak implementation.
- Creating Conditions for Teacher Leadership through a Chilean
- RPP in Mathematics Education.
- When foundations shake: Navigating structural and political fragility in a Chilean Research Practice Partnership (RPP).
- Decolonizing English Language teacher education: The role of Testimonies in navigating Social Justice in English Language Teacher Education in the Global South.
