Five tips when embedding gamification in the classroom

TalkingHE - Episode 55 - Universal Design for Learning in Business Education [Podcast]
Espinoza Ramos, G. 2025. TalkingHE - Episode 55 - Universal Design for Learning in Business Education [Podcast].

Co-creation: unlocking the full potential of students as co-creators of projects in Higher Education
Espinoza Ramos, G. Forthcoming. Co-creation: unlocking the full potential of students as co-creators of projects in Higher Education.

AI Talks: AI-Driven insights - challenges and examples when embedding AI in teaching and research
Espinoza Ramos, G. 2025. AI Talks: AI-Driven insights - challenges and examples when embedding AI in teaching and research.

Students as co-creators project: Understanding Students' preferences for Blended Learning approaches at Westminster Business School
Espinoza Ramos, G. 2025. Students as co-creators project: Understanding Students' preferences for Blended Learning approaches at Westminster Business School. https://doi.org/10.25416/NTR.28216091.v1

Improving Academic Success through Collaborative Projects in Personal Tutoring
Gustavo Espinoza Ramos 2025. Improving Academic Success through Collaborative Projects in Personal Tutoring. in: Sue Beckingham and Wendy Garnham (ed.) Creative Approaches to Personal Tutoring and Academic Advising: A Practical Guide of Methods, Activities, and Curriculum Design Oxon Routledge.

Creating a Roadmap in Inclusive Teaching: Creating Flexible Learning Environments Through Blended Learning and Universal Design for Learning Principles (UDL) in Higher Education
Espinoza Ramos, G. 2025. Creating a Roadmap in Inclusive Teaching: Creating Flexible Learning Environments Through Blended Learning and Universal Design for Learning Principles (UDL) in Higher Education. 17th International Conference on Education and New Learning Technologies. Palma, Spain 30 Jun - 02 Jul 2025 IATED Digital Library. https://doi.org/10.21125/edulearn.2025.0368

Are module leaders missing out on professional development?
Espinoza Ramos, G. and Spring, L. 2025. Are module leaders missing out on professional development? THE Campus of Times High Education.

Embedding sustainability in the curricula: A case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School
Espinoza Ramos, G. and Capucci Polzin, A. 2024. Embedding sustainability in the curricula: A case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School. https://doi.org/10.25416/NTR.27682608.

Five tips for blended learning design
Espinoza Ramos, G., Dilek Fidler, S., Singh, M. and Ukperaj, D. Forthcoming. Five tips for blended learning design. THE Campus of Times High Education.

AI - Academic collaborative nexus: examples when implementing AI in learning activities and assessment
Espinoza Ramos, G. 2024. AI - Academic collaborative nexus: examples when implementing AI in learning activities and assessment.

Ludic Pedagogy: Making Learning Fun
Espinoza Ramos, G. Forthcoming. Ludic Pedagogy: Making Learning Fun.

Exploring Faculty and Student Perspectives on Generative AI: Implications for Classrooms of the Future
Saunders, G., Bonmati Coll, E., Klemming, A., Sev, K. and Specht, D. 2024. Exploring Faculty and Student Perspectives on Generative AI: Implications for Classrooms of the Future. Review of Education Studies. 2 (4), pp. 55-76. https://doi.org/10.71002/res.v4n2p55

Students’ values regarding the use of AI in higher education: A co-creation project that explores challenges and opportunities
Espinoza Ramos, G., Lander, R., Balu, K., Mohmed, Z., Vyas, M.T. and Mann, H. S. 2024. Students’ values regarding the use of AI in higher education: A co-creation project that explores challenges and opportunities. Educational Developments. 25 (1), pp. 5-9.

Decolonising assessment by using Universal for Design Learning (UDL). A case study part of: Enhancing Assessment: A Practitioner Guide 2024
Espinoza Ramos, G. 2024. Decolonising assessment by using Universal for Design Learning (UDL). A case study part of: Enhancing Assessment: A Practitioner Guide 2024. 2024 Advance HE.

Embedding sustainability in curricula: a case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School
Espinoza Ramos, G. and Capucci Polzin, A. 2024. Embedding sustainability in curricula: a case study of an Education for Sustainable Development (ESD) framework at the Westminster Business School. Tănăsescu, C.R., Oprean-Stan, C., Idowu, S.O. and Díaz Díaz, B. (ed.) 10th International Conference on CSR, Sustainability, Ethics & Governance. Sibiu, Romania 12 - 14 Jun 2024 Springer. https://doi.org/10.1007/978-3-031-86337-0_16

Making Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School
Espinoza Ramos, G. 2024. Making Education for Sustainable Development (ESD) More Inclusive and Engaging Through Universal Design for Learning (UDL): A Case Study at theWestminster Business School. in: Walter Leal Filho, Amanda Lange Salvia and Claudio Ruy Portela de Vasconcelos (ed.) An Agenda for Sustainable Development Research Hamburg Springer. pp. 651-669

Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience
Espinoza Ramos, G. 2024. Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience. in: Garnham, W. and Oprandi, P. (ed.) Outdoor Learning in Higher Education: Educating Beyond the Seminar Room Routledge.

Using AI tools in Higher Education [Podcast]
Espinoza Ramos, G. 2023. Using AI tools in Higher Education [Podcast].

Choice of output
Espinoza Ramos, G. 2023. Choice of output. in: Inclusive Learning Design in Higher Education A Practical Guide to Creating Equitable Learning Experiences Routledge.

The institutional forces that impact on the understanding of Corporate Social Responsibility (CSR) in the form of social partnerships in the Peruvian Mining industry
Espinoza Ramos, G. 2021. The institutional forces that impact on the understanding of Corporate Social Responsibility (CSR) in the form of social partnerships in the Peruvian Mining industry. PhD thesis University of Westminster Westminster Law School https://doi.org/10.34737/v4zzw

‘Unwritten Rules’ in Social Partnerships: Defining Corporate Social Responsibility (CSR) Through Institutional Theory in the Peruvian Mining Industry
Espinoza Ramos, G. 2020. ‘Unwritten Rules’ in Social Partnerships: Defining Corporate Social Responsibility (CSR) Through Institutional Theory in the Peruvian Mining Industry. in: Díaz Díaz, B., Capaldi, N., Idowu, S. and Schmidpeter, R. (ed.) Responsible Business in a Changing World: New Management Approaches for Sustainable Development Springer. pp. 235-245

Technoself Enhanced Blended Learning via Social Interaction
Jin, L., Porter, A. and Saunders, G. 2013. Technoself Enhanced Blended Learning via Social Interaction. The Second International Conference on E-Learning and E-Technologies in Education (ICEEE2013), 23-25 Sept, pp. 74-80, 2013. . Lodz, Poland 23 Sep 2013 IEEE . https://doi.org/10.1109/ICeLeTE.2013.6644351

Factors affecting faculty use of learning technologies: Implications for models of technology adoption
Buchanan, T., Sainter, P. and Saunders, G. 2013. Factors affecting faculty use of learning technologies: Implications for models of technology adoption. Journal of Computing in Higher Education. 25 (1), pp. 1-11. https://doi.org/10.1007/s12528-013-9066-6