Carlos Hervás-Gómez

Profesor Titular Universidad

Universidad de Sevilla Facultad de Ciencias de la Educación

Spain

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Carlos Hervás-Gómez is a Profesor Titular at Universidad de Sevilla, Facultad de Ciencias de la Educación in Spain. His research focuses on the integration of artificial intelligence and machine learning in education, as well as the impact of technology on individuals with disabilities. Recent publications explore social challenges in educational contexts, teacher digital competence, and the validity of attitudes toward innovative teaching practices.

Articles (19)

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2025

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2020

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2020

Collaborators (11)

Antonio Luque de la Rosa

Profesor Contratado Doctor

Universidad de Almería

SPAIN

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Gloria Luisa Morales-Pérez

SPAIN

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Ana Maria De la Calle Cabrera

Acting Substitute Professor

Universidad de Sevilla

SPAIN

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Raquel Barragán Sánchez

Universidad de Sevilla

SPAIN

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Pedro Román-Graván

Profesor

Universidad de Sevilla

SPAIN

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Manuel Reina-Parrado

Universidad de Sevilla

SPAIN

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Verónica Sevillano-Monje

Universidad Internacional de La Rioja

SPAIN

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Antonio Hilario Martín Padilla

Profesor Contratado Doctor

Universidad Pablo de Olavide

SPAIN

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María del Carmen Corujo-Vélez

Profesor Ayudante Doctor

Universidad de Sevilla

SPAIN

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García Jiménez Jesús

Universidad Internacional de La Rioja

SPAIN

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Ángela Martín-Gutiérrez

Profesora contratada doctora

Universidad Internacional de La Rioja

SPAIN

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Carlos Hervás-Gómez

Research Interests

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About

Articles (19)

Revisión PRISMA sobre el aprendizaje automático en la educación: Retos sociales y oportunidades en la formación de ciudadanos del mañana

Integration of Artificial Intelligence and Machine Learning in Education: A Systematic Review

Learning to Teach AI: Design and Validation of a Questionnaire on Artificial Intelligence Training for Teachers

Jump Rope Training Improves Muscular Strength and Cardiovascular Fitness in University Students: A Controlled Educational Intervention

El papel de las TIC en la mejora de la calidad de vida de las personas con discapacidad: una revisión sistemática de la literatura

Teacher digital competence: Keys for an educational future through a systematic review

Validation of the Attitude Scale on Prospective Teachers’ Perceptions of the Consequences on Their Psychological State: Well-Being and Cognition

Technologies as a supportresource for people with disabilities: a systematic review

Situated Learning and Education: Development and Validation of the Future Teacher Attitudes Scale in the Application of Augmented Reality in the Classroom

Attention to diversity from artificial intelligence

Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios

The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

Perceptions of University Students towards Digital Transformation during the Pandemic

Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

Students’ Attitude towards the Sustainable Use of Mobile Technologies in Higher Education

Diseño e impresión en 3d de protectores de pantallas faciales por docentes universitarios para proteger al personal sanitario ante el Covid-19

Perceptions about the Use of Educational Robotics in the Initial Training of Future Teachers: A Study on STEAM Sustainability among Female Teachers

Perceptions about the Use of Educational Robotics in the Initial Training of Future Teachers: A Study on STEAM Sustainability among Female Teachers

Collaborators (11)

Antonio Luque de la Rosa

Gloria Luisa Morales-Pérez

Ana Maria De la Calle Cabrera

Raquel Barragán Sánchez

Pedro Román-Graván

Manuel Reina-Parrado

Verónica Sevillano-Monje

Antonio Hilario Martín Padilla

María del Carmen Corujo-Vélez

García Jiménez Jesús

Ángela Martín-Gutiérrez

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