With the motivation to contribute to transforming society through education, I first completed a Bachelor’s degree in Primary Education and subsequently the Interuniversity Master’s Degree in Educational Psychology (MIPE), which received an Excellent accreditation from the Agency for Quality of the University System of Catalonia (AQU). In both cases, I was awarded the Extraordinary End-of-Degree Award. Building on my Bachelor’s Final Project on a cooperative board game—published in the journal PNA (Ribosa & Duran, 2017)—I became interested in peer learning. In 2017, supported by a collaboration grant in university departments, I joined the Research Group on Peer Learning (GRAI), which is part of SINTE (Seminar on Identity and New Trajectories in Education), a research group officially recognised and funded by the Catalan Agency for Management of University and Research Grants (AGAUR). I participated in the project “Team teaching: As a tool to support primary school pupils and as a tool for teacher learning” [2015ARMIF00002], funded by AGAUR (PI: David Duran), which resulted in the publication of one article (Duran et al., 2021). This project allowed me to broaden my perspective on the concept of peer learning: not only among students, but also among teachers.

My exploration of the field of peer learning led me to develop a particular interest in the learning of those students who provide pedagogical support (i.e., the concept of learning by teaching). In 2018, I began my doctoral dissertation on this concept, focusing more specifically on learning through the creation of instructional materials. These practices have significant social and community value, as they contribute to the democratisation of knowledge in a society in which we must be able to learn from one another—and, therefore, to teach one another. In 2019, I was awarded a University Teacher Training Fellowship (FPU) [FPU18/01663] by the Ministry of Education and Vocational Training. With this FPU contract, I continued my doctoral studies in the Interuniversity Doctoral Programme in Educational Psychology (DIPE). During my doctoral studies, I began to engage in the academic community not only as an author, but also as a reviewer. I defended my dissertation in September 2023. The thesis was awarded the distinction of Excellent Cum Laude and received the Extraordinary Doctoral Award. Ten publications resulted from this work, including an article published in a Q1 JCR journal (Ribosa & Duran, 2022a). The dissertation was an international thesis by publication. In 2022, I carried out the research stay required to obtain the international distinction of the doctorate at Ghent University. There, I conducted a pilot study in a primary school to test the intervention proposal previously implemented in Catalonia.

Between 2021 and 2024, within the line of research on peer learning when peers are teachers, I participated in the project “Peer observation as teacher professional development: Towards a collaborative culture in primary and secondary schools” [PID2020-113719RB-I00], funded by the Ministry of Science and Innovation (PIs: David Duran and Begoña de la Iglesia), which resulted in two publications in Q1 JCR journals (Ribosa et al., 2023; Ribosa et al., 2024). In September 2024, I joined the Department of Basic, Developmental and Educational Psychology at the Universitat Autònoma de Barcelona as an Assistant Professor (Profesor Lector).

Up to January 2026, I have participated in the academic community in various ways: as the author of 22 articles and 1 book, as a speaker at 18 international conferences—among them, three editions of the EARLI conference—and as a reviewer of 14 articles. In addition, I have published 5 academic book reviews, 5 outreach articles, 3 research reports, 2 teaching materials and 1 translation of a teaching resource for UNESCO.

During these years, I have completed two short international research stays: a three-month stay in Ghent (Belgium) funded by the FPU programme for short stays and temporary placements (ref. EST21/00147), and a four-day Erasmus+ short stay in Oslo in November 2025. I have also been involved in hosting international researchers at GRAI: a one‑year predoctoral stay by doctoral candidate Yishan Lin (Zhejiang Normal University, 2023–2024), a three‑week stay by doctoral candidate Aron Decuyper (University of Antwerp, April 2025), and the visit of three Norwegian professors—Rolf K. Baltzersen, Thomas Eri and Knut Ove Æsøy—within the framework of an Erasmus+ mobility programme.

In summary, over these years, my initial and general motivation to contribute to transforming society through education has gradually become more focused on the role played by collaboration—involving students, teachers, researchers, and links between schools and universities—in that transformation.