Antonio Miguel
Seoane Pardo

Antonio Miguel Seoane Pardo holds a PhD from the University of Salamanca and is Associate Professor in the Department of Didactics, Organisation and Research Methods at the University of Salamanca, where he teaches and conducts research in Research and Evaluation Methods in Education and is a member of the GRIAL Research Group (Interaction and eLearning). He is also Director and Senior Professor of Secondary Education at IES Venancio Blanco in Salamanca, a position he has held since 2016. With more than twenty-five years of experience in education, research and innovation, his career is characterised by an interdisciplinary approach at the intersection of philosophy, technology and education. His research focuses on how digital technologies are transforming not only the ways in which people teach and learn, but also how they communicate, interact and make decisions. His main research interests include eLearning and technology-enhanced learning methodologies, educational innovation, digital citizenship, computational thinking and, particularly, the philosophical and ethical implications of artificial intelligence. A significant part of his work addresses machine ethics and autonomous systems, as well as the introduction of computational thinking and critical reflection on algorithmic decision-making into educational contexts beyond STEM disciplines. This interest is reflected in his research on computational thinking beyond STEM and on the concept of “moral machines” in ethics education. His approach to artificial intelligence goes beyond its technical dimension, focusing on questions of responsibility, autonomy, decision-making and the principles that should guide the design and use of intelligent systems. From this perspective, education is a key context for developing citizens able to understand technological change critically and participate in it responsibly. He is the author of approximately 200 scientific and academic publications on eLearning, communication theory, rhetoric, philosophy, information and communication technologies, educational innovation, didactics and the assessment of educational practices. His work connects theoretical and philosophical inquiry with concrete educational challenges and the social consequences of digital transformation. He also has extensive experience in the management and coordination of national and international projects, particularly within Erasmus+. He has participated in initiatives addressing mental health and well-being in schools, the integration of arts and storytelling into STEM education, the promotion of equality, and the development of 21st-century competences. These include Hippocampus, STEM+A, STEM+A Storytelling and GEMS (Gender Equality in the eMpowerment of Students). He has also been actively involved in eTwinning, receiving successive eTwinning School recognitions, and in international mobility and cooperation initiatives. His professional trajectory combines university research with extensive first-hand experience across different levels of education. This dual perspective is a distinctive feature of his academic work: researching educational transformation without losing sight of practice, while drawing on philosophical reflection to examine the purposes, values and responsibilities that should accompany technological innovation. Overall, his work occupies an interdisciplinary space between philosophy, education and technology, with a particular focus on artificial intelligence and its educational and social implications. His research seeks to contribute to a critical understanding of digital transformation and to educational models capable of combining technological innovation with critical thinking, ethical responsibility and democratic citizenship.