27-28 October 2022

The Organizing Committee of this I International Conference on Applied Educational Psychology proposed its celebration taking into account the concerns of the professional and research area of Psychology of Education in Spain.

Psychology of Education, as a scientific and socio-health discipline, ranges from formal education in educational contexts (Early Childhood Education, Primary Education, Secondary Education, High School, Vocational Training, and Higher Education) to informal and non-formal education contexts (e.g., adult education).

Evidently, the Educational Psychologist’s professional scope is broad and varied, covering the entire life cycle, from childhood to old age. Given this situation, the coordinators of this Conference are determined to offer and present different topics studied, addressed, and researched in Educational Psychology, mainly applied outside the academic field.

In addition, it is a known fact that Educational Psychology is a specialty that includes not only the formal school context but also grants meaning and importance to other non-traditional areas in which educational psychologists have much to say and, above all, to do. Educational Psychology— and, of course, Health Education—encompass psycho-educational intervention with youth groups, NGOs/cooperators, associations of various kinds, socio-educational integration, inclusive education, and attention to the diversity of ethnic and sexual minorities, as well as education for older citizens.

Therefore, we hope this Conference will be an incentive to promote the range of professional possibilities of recent graduates in Psychology and other related disciplines, as well as the role of professionals in applied Educational Psychology of and, of course, researchers in this discipline. This is a challenge, and this meeting can be a good start.

We are sure that, sooner rather than later, Psychology of Education in Spain will be subdivided, mainly for professional and practical reasons, into the two divisions into which the APA has traditionally divided this discipline: Educational Psychology (Division 15) and School Psychology (Division 16), where School Psychology is constituted as the socio-health discipline for educational psychologists with extensive theoretical-practical knowledge not only in Educational Psychology, but also in other Psychology specialties, such as Psychology of Adulthood and Old Age, Community Psychology, and Clinical and Health Psychology, among others. Only in this way will the Educational Psychologist’s professionalization advance and improve over the years in Spain.

Finally, it should be noted that this event mainly targets all researchers in this discipline and all Educational Psychology professionals, who perform their professional role both in the private sphere and in the public service setting, the latter often referred to as educational counselors. However, in both cases, Educational Psychologists’ professional role will always come under the protection of the Official College of Psychologists (in Spanish, the COP).

Lastly, this Conference can also be useful for professionals and researchers from other alliated disciplines, such as Graduates in Educational Sciences or Social Education.

Elche, Alicante, SPAIN

October 2022


Cándido J. Ingles, Ph.D.

Professor of Educational Psychology

Area of Developmental Psychology and Educational Psychology.

Head of Psychology of Education at the Miguel Hernandez University of Elche (UMH).




The I International Conference on Applied Educational Psychology was financed in full through the “RECTORAL RESOLUTION BY WHICH THE RESEARCH GRANTS OF THE MIGUEL HERNÁNDEZ UNIVERSITY OF ELCHE 2022 ARE SUMMONED (Official Gazette of the UMH, April 28, 2022, RESOLUTION OF THE RECTOR 01170/2022 Elche, 28/04/2022). These public grants are organized and managed by the Vice-Rectorate for Research of the UMH.

This International Conference is aligned with the Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development (United Nations, 2015), specifically, the SDG 3 “Health and well-being,” which aims to “guarantee a healthy life and promote well-being for all at all ages,” and the SDG 4 “Quality education,” which aims to “ensure inclusive, equitable and quality education and promote lifelong learning opportunities for all.”

United Nations (2015). Transforming our world: the 2030 Agenda for Sustainable Development. United Nations, A/RES/70/1, September 25.