Well-Being and its Promotion in Educational Contexts

Rubia Cobo-Rendón is a psychologist and holds a PhD in Psychology from the University of Concepción (Chile), with postgraduate training in clinical psychology, child and adolescent psychology, and higher education teaching from Universidad Rafael Urdaneta and Universidad Pedagógica Experimental Libertador (Venezuela). Currently pursuing a postdoctoral fellowship in artificial intelligence and education at the University of Guadalajara (Mexico). She is a professor at the Faculty of Psychology at Universidad del Desarrollo and a researcher at the Instituto de Bienestar Socioemocional (IBEM). She is an active member of both the School Coexistence Laboratory and The Multilevel Learning in Higher Education (AMES), where she leads the research line “Determinants of Well-Being Associated with Success in Higher Education.” She currently serves as principal investigator on several applied research projects funded by both external and internal grants. With more than 60 indexed scientific publications, her academic work focuses on positive psychology, well-being, self-regulated learning, motivational climate, the use of technology in education, and cognitive-motivational variables that influence student retention and adjustment to university life.

Diego García-Álvarez is a psychologist, educator, and accredited scientific researcher recognized by multiple organizations, including the National System of Researchers at the National Agency for Research and Innovation of Uruguay. He holds a PhD in Educational Sciences and has completed postdoctoral research in both Educational Sciences and, more recently, Behavioral and Health Sciences. With extensive experience teaching at universities and adult education programs throughout Latin America, Diego is a full professor at Universidad Metropolitana in Caracas, Venezuela, and an associate researcher at the Center for Psychology Studies at Universidad de Montevideo, Uruguay. His primary research focuses on the psychology of well-being, health, and optimal human functioning. He brings a rigorous scientific approach and editorial expertise to every project, ensuring the highest standards of quality and integrity in academic publishing.

Alejandro Sánchez Oñate is a researcher at the Instituto de Bienestar Socioemocional (IBEM) and director of the Master’s degree in Educational Psychology at Universidad del Desarrollo, Chile. He holds a Master’s degree in Social Research and Development and a PhD in Psychology from Universidad de Concepción. He has served as the principal investigator and methodological advisor on various research projects in educational psychology, sociology of education, nursing, and educational sciences. His research focuses on social cohesion processes and their links with wellbeing in school education, with publications in theoretical, instrumental, and empirical studies, with a particular interest in mixed methods of research.

Daniela Bruna Jofré is a psychologist from Universidad del Desarrollo and holds a PhD in Psychology from Universidad de Concepción. Her academic career has developed primarily at Universidad del Desarrollo, where she currently leads the Multilevel Learning in Higher Education Laboratory (AMES) and actively participates in undergraduate and graduate teaching. Her research focuses on self-regulated learning in higher education, the teaching practices that foster it, and the development of authentic assessment systems. She has led and collaborated on various projects funded by ANID and institutional grants, and her work has been published in high-impact indexed journals, highlighting her contribution to strengthening university teaching from an empirical and applied perspective. Her work is distinguished by its articulation of scientific evidence with pedagogical innovation, contributing to the transformation of educational practices.