Verónica Fernández Espinosa
Biographic Data
| ID | 198988 |
|---|---|
| NAME | Verónica Fernández Espinosa |
| GIVEN NAMES | Verónica Fernández |
| FAMILY NAME | Espinosa |
| SIGNATURE | ESPINOSA V F |
| AFFILIATIONS | Universidad Francisco de Vitoria |
| ORCID | 0000-0002-6335-1372 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Response to letter regarding ‘reconsidering teachers’ perspectives on character education: A comparative reflection from Indonesia’
Which Ethics for the Question Raised by Expanded Reason? Toward a Plausible Answer
This article addresses the ethical question at the heart of the Expanded Reason programme of the Universidad Francisco de Vitoria: which ethical framework can guide the university in integrating knowledge, research, and teaching in a way that recognizes the unity of truth, the dignity of the person, and the call to human flourishing. Framed within the work of the University's Virtues and Values Education Centre, we argue that virtue ethics provid…
Differences Between Teachers’ and Parents’ Perspectives on Character Education in Schools in the Community of Madrid
This study analyses the differences and similarities between the perspectives of teachers and parents in the Community of Madrid regarding Character Education (CE) in schools. Using a mixed-methods design combining quantitative questionnaires and an open-ended question, data were collected from 444 teachers and 1020 parents. The results reveal a highly positive evaluation of CE by both groups, who agree on its importance for students’ holistic de…
Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
Character Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it remains largely limited to civic education. This study explores Spanish teachers’ perspectives on CE, focusing on its perceived relevance, key virtues, a…
Developing virtue-based leadership education: The Leaders of Character Program at Francisco de Vitoria University (Spain)
This paper presents educational insights into the Leaders of Character Program, a new leadership initiative based on virtue and character education developed at Francisco de Vitoria University (Spain). Inspired by global movements in virtue and character education and by extra-curricular initiatives in higher education—such as The Oxford Leadership Initiative and the Program for Leadership and Character—the Leaders of Character Program aims to fo…
Integrating emotional regulation in higher education: An Aristotelian-Thomistic approach
Educar en virtudes a través de la literatura: Narrativa, imaginación y deseo
This article examines, from a philosophical and educational perspective, the use of literature as an indispensable means in character and virtues education. By addressing various levels of imagination, it highlights how literature can influence the desire for a moral and universal understanding of the world and in the cultural challenges expand in this crucial moment. The emphasis here is on the presentation of attractive and virtuous role models…
A virtue-based model of leadership education
This article presents a theoretical justification and a proposal that seeks to educate university students in leadership through virtues and personal competencies. A distinction is offered between virtues and competencies without opposing them. Subsequently, a leadership education model based on virtues and personal competencies is offered. This proposal applies the Aristotelian-Thomistic tradition of education in virtues considering the contribu…
Virtues and values education in schools: A study in an international sample
There is a deficit in character education research in Latin America and a lack of clarity about conceptual issues relevant to values and virtues. This lack of conceptual clarity has practical importance. The research sought to investigate empirically how school managers and teachers understand and practice character education, with particular attention to the distinction between educating values and virtues. The study was carried out during the f…
The effect of teacher leadership on students’ purposeful learning
Teaching leadership is a key factor for students’ learning and flourishing, and it occurs in an asymmetrical and interpersonal relationship. This research seeks to characterize the teaching leadership of high school teachers through the influence they exert on their students. It is not based on the teacher’s self-perception but on the experience that the students have had. For this purpose, a qualitative study was carried out in Spain with 200 fi…
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The effect of teacher leadership on students’ purposeful learning
Teaching leadership is a key factor for students’ learning and flourishing, and it occurs in an asymmetrical and interpersonal relationship. This research seeks to characterize the teaching leadership of high school teachers through the influence they exert on their students. It is not based on the teacher’s self-perception but on the experience that the students have had. For this purpose, a qualitative study was carried out in Spain with 200 fi…
Educar en virtudes a través de la literatura: Narrativa, imaginación y deseo
This article examines, from a philosophical and educational perspective, the use of literature as an indispensable means in character and virtues education. By addressing various levels of imagination, it highlights how literature can influence the desire for a moral and universal understanding of the world and in the cultural challenges expand in this crucial moment. The emphasis here is on the presentation of attractive and virtuous role models…
A virtue-based model of leadership education
This article presents a theoretical justification and a proposal that seeks to educate university students in leadership through virtues and personal competencies. A distinction is offered between virtues and competencies without opposing them. Subsequently, a leadership education model based on virtues and personal competencies is offered. This proposal applies the Aristotelian-Thomistic tradition of education in virtues considering the contribu…
Virtues and values education in schools: A study in an international sample
There is a deficit in character education research in Latin America and a lack of clarity about conceptual issues relevant to values and virtues. This lack of conceptual clarity has practical importance. The research sought to investigate empirically how school managers and teachers understand and practice character education, with particular attention to the distinction between educating values and virtues. The study was carried out during the f…
Perspectives and attitudes of teachers on character education in schools in the Community of Madrid
Character Education (CE) has gained attention as a response to ethical and social challenges in education, aiming to give moral development equal importance to academic achievement. While international models showcase CE’s capacity to cultivate virtues such as honesty and resilience, in Spain it remains largely limited to civic education. This study explores Spanish teachers’ perspectives on CE, focusing on its perceived relevance, key virtues, a…
Developing virtue-based leadership education: The Leaders of Character Program at Francisco de Vitoria University (Spain)
This paper presents educational insights into the Leaders of Character Program, a new leadership initiative based on virtue and character education developed at Francisco de Vitoria University (Spain). Inspired by global movements in virtue and character education and by extra-curricular initiatives in higher education—such as The Oxford Leadership Initiative and the Program for Leadership and Character—the Leaders of Character Program aims to fo…
Integrating emotional regulation in higher education: An Aristotelian-Thomistic approach
Response to letter regarding ‘reconsidering teachers’ perspectives on character education: A comparative reflection from Indonesia’
Which Ethics for the Question Raised by Expanded Reason? Toward a Plausible Answer
This article addresses the ethical question at the heart of the Expanded Reason programme of the Universidad Francisco de Vitoria: which ethical framework can guide the university in integrating knowledge, research, and teaching in a way that recognizes the unity of truth, the dignity of the person, and the call to human flourishing. Framed within the work of the University's Virtues and Values Education Centre, we argue that virtue ethics provid…
Differences Between Teachers’ and Parents’ Perspectives on Character Education in Schools in the Community of Madrid
This study analyses the differences and similarities between the perspectives of teachers and parents in the Community of Madrid regarding Character Education (CE) in schools. Using a mixed-methods design combining quantitative questionnaires and an open-ended question, data were collected from 444 teachers and 1020 parents. The results reveal a highly positive evaluation of CE by both groups, who agree on its importance for students’ holistic de…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Values and Moral Education (5 works) · Character education (4 works) · Political science (4 works) · Virtue (4 works) · Education and Critical Thinking Development (3 works) · Education Practices and Challenges (3 works) · Law (3 works)