Find Academic Supervisors

• AI in Education
• Teacher AI Literacy
• Computer-supported Collaborative Learning
• +3 more

Dr. Lydia Cao is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Toronto's Ontario Institute for Studies in Education (OISE). Her interdisciplinary research examines artificial intelligence in education, immersive technologies, computer-supported collaborative learning, and sustainability education. She advances global dialogues on technology-enhanced pedagogy through public scholarship and invited talks. Her educational background includes a PhD from the University of Cambridge, an MA from the University of Strasbourg, and a B.Ed. from McGill University. She completed postdoctoral fellowships at Harvard Graduate School of Education and OISE, where she led projects on collaborative AI for sustainability challenges. This work earned her the 2025 Outstanding Paper Award from the International Society of Learning Sciences. Dr. Cao's research intersects educational technology, teacher development, and knowledge building. She investigates: AI literacy development for educators Mixed-reality simulations for responsive teaching Cross-community knowledge building for sustainability Generative AI in collaborative learning environments Localization of educational resources across cultures Her publication record demonstrates consistent focus on technology-mediated learning innovations, with recent emphasis on AI transparency, VR-enhanced teacher training, and global education equity. Scientific Recognition: Outstanding Paper Award, International Society of Learning Sciences (2025) She teaches foundational courses on AI in education and maintains active engagement with K-12 practices through prior experience teaching mathematics. Her work emphasizes practical applications of educational research across diverse learning contexts.

• Numeracy Education
• Financial Literacy
• STEM Integration
• +4 more

Alexandre Cavalcante is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Toronto's Ontario Institute for Studies in Education (OISE). His research program examines numeracy education through lenses of financial literacy, citizenship, and equity, with projects funded by SSHRC, Mitacs, and the Connaught Fund. He directs The Mathematizen Lab, which develops innovative pedagogical tools for diverse learners. His educational background includes a Ph.D. in Educational Studies from McGill University, an M.A. in Social and Human Sciences, and multiple bachelor's degrees (Engineering, Education, Science) from Universidade Federal do ABC, Brazil. Fluent in French, Portuguese, English, and Korean, he has taught mathematics in Brazil and Canada. Research Focus: Cavalcante investigates how numeracy education responds to societal transitions, emphasizing financial literacy, STEM integration, and culturally relevant pedagogies. His work addresses inequities in curricula and leverages digital technologies for inclusive learning. Publications: His recent articles analyze financial numeracy in textbooks, teacher knowledge of interest calculations, multilingual STEM tools, and crisis-era mathematics pedagogy. Trends highlight cross-national curriculum comparisons, technology-enhanced reasoning, and equity-driven frameworks. Grants & Projects: SSHRC: Enhancing algebraic thinking in primary grades (2023–2026) Mitacs: Informal entrepreneurship education via online platforms (2023–2025) SSHRC: Financial numeracy in Ontario mathematics (2022–2024) Connaught Fund: Epistemologies of simple/compound interest (2021–2024) Lab & Outreach: The Mathematizen Lab explores digital numeracy and multilingual resources. Cavalcante collaborates with schools to adapt curricula for urban settings and underrepresented youth.

• inclusion and equity
• curriculum and pedagogy
• comparative and international education
• +5 more

Dr. Dania Wattar serves as a sessional lecturer in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE), University of Toronto. Her professional background spans teaching, administration, policy development, and consultancy across Canadian provinces and Middle Eastern educational systems. She currently teaches courses on educational technology integration and multilingual learner support while providing online teaching coaching since 2020. Her research program centers on inclusion and equity through technology-enhanced pedagogy, with specific focus on plurilingual student assessment, Muslim student support in Canadian schools, and educational continuity for refugee populations. She investigates curriculum design for mathematics and literacy in multilingual contexts while developing practical technology integration frameworks for diverse classrooms. Dr. Wattar's recent publications (2022-2023) reveal consistent thematic threads: leveraging digital tools for equitable assessment of plurilingual students, addressing religious and cultural inclusion for Muslim communities, and ensuring educational continuity for displaced learners. Her work bridges comparative international education with practical classroom applications, particularly in mathematics curriculum mapping for Syrian-Canadian students and equity-focused online course design. She teaches specialized courses including Social Media and Education, Technology Integration in Classroom Practice, and English Language Learner Support. While specific grant details aren't provided, her active publication record and teaching roles demonstrate sustained engagement in educational innovation. Her research directly informs classroom practice through technology solutions for multilingual education and inclusive online pedagogy.

• Artificial Intelligence
• Data Mining
• Natural Language Processing
• +4 more

Andrés Jonathan Abeliuk Kimelman is an Assistant Professor at the University of Chile's Faculty of Physical Sciences and Mathematics , affiliated with the Department of Computer Science . He holds a PhD in Computer Science (University of Melbourne, 2017) and a Civil Engineering degree in Computing (University of Chile, 2012). Research Focus : AI ethics, network analysis, natural language processing, and machine learning applications in social systems. Teaching : Leads undergraduate and postgraduate courses in Discrete Mathematics, Data Mining, and Computational Theory. Students : Advises multiple thesis and research projects, including works on AI-assisted urban planning, misinformation analysis, and algorithmic bias. Collaborations : Participates in the National Center for Artificial Intelligence (CENIA) as a co-investigator (2022-2027). Key Publications explore polarization detection, networked public spheres, and computational models for social systems. Current projects include unsupervised topic quantification and extreme multi-label classification in multilingual contexts.

Pirjo AunioView profile

Professor

• Mathematical Skills Development
• Learning Difficulties in Mathematics
• Mathematical Assessment
• +4 more

Pirjo Aunio is a Professor of Special Education at the University of Helsinki's Department of Educational Sciences since 2013, where she leads the Helsinki Special Education Research Community (Helsinki SEN). She serves as Director of the Doctoral Program in Cognition, Learning, Teaching and Communication, and as a supervisor in the Doctoral Program in School, Education, Society and Culture. Additionally, she holds a distinguished visiting Professor position in Early Childhood Education at the University of Johannesburg, South Africa. Professor Aunio's research focuses on mathematical skills development, learning difficulties in mathematics, assessment of mathematical performance, and evidence-based interventions. Her work examines the multifactorial nature of early numeracy skills, the development of assessment tools like the FUNA-DB and FUNA-JR, and the interplay between motor skills, executive functions, and mathematical development in children. She has published over 120 peer-reviewed articles and has developed practical assessment and intervention tools used by educators worldwide. Her recent research output shows a strong focus on systematic reviews and meta-analyses of mathematical interventions, particularly examining word problem-solving skills, early numeracy assessment tools, and the relationship between physical activity and mathematical development. Her work demonstrates an interdisciplinary approach connecting educational psychology, cognitive science, and practical classroom applications. Proposal for Nomination for the best PhD thesis for Association for Finnish Education (2007) The best PHD thesis in Faculty of Behavioral Sciences (2007) Professor Aunio has supervised numerous doctoral students and leads major research projects including a multi-country study across South Africa, Tanzania, Kenya and Namibia focused on children's mathematical, language, executive functions and motor skills development. She also leads a research consortium with University of Helsinki, Åbo Akademi, University of Turku and University of Jyväskylä developing digitalized assessment tools for children aged 5-16 years. Her work has significant impact on educational practice through evidence-based instruments for identifying children with mathematical learning difficulties and supporting their learning. She leads the Helsinki research community of Special Educational Needs (Helsinki SEN) and has developed the ThinkMath online service, which provides research-based support for children's mathematical and thinking skills development. Her research consortium has created assessment tools like the FUNA-DB and FUNA-JR that are used internationally to identify and support children with mathematical learning difficulties.

Janna Brown McClainView profile

Associate Professor

• Teacher Education
• Sociolinguistics
• Translanguaging Pedagogies
• +4 more

Dr. Janna Brown McClain is an Associate Professor and K5 Program Coordinator in the Department of Elementary and Special Education within the College of Education at Middle Tennessee State University. With nearly a decade of prior experience as a K-12 language teacher, her academic work focuses on preparing educators to address linguistic diversity and equity in classroom settings. She holds leadership responsibilities in elementary education program development and teacher preparation. Education: Ph.D. in Literacy Studies from Vanderbilt University (2020) M.Ed. from Middle Tennessee State University (2008) B.A. from Sewanee: The University of the South (2004) Research Focus: Dr. McClain's scholarship centers on critical examination of language ideologies in education, with particular emphasis on translanguaging pedagogies that validate students' multilingual capabilities. Her work addresses bilingual vocabulary assessment, antiracist language frameworks, and professional development for teachers working with Spanish-English bilingual learners. Research consistently challenges monolingual norms in educational systems and advocates for equity-driven approaches to literacy instruction. Publication Trends: Her 15 most recent publications (2019-2024) demonstrate consistent focus on language equity across educational contexts. Key thematic clusters include: translanguaging implementation in early childhood settings, critical analysis of assessment practices for bilingual learners, antiracist pedagogical frameworks, and examination of language ideologies in teacher development. Methodologically, her work prioritizes mixed-methods approaches and research-practice partnerships. Professional Affiliations and Recognition: No specific scientific awards are documented in available sources. Dr. McClain maintains active research collaborations with colleagues across multiple institutions as evidenced by co-authored publications. Laboratory and Team: While no dedicated laboratory is mentioned, Dr. McClain engages in collaborative research through academic partnerships, particularly visible in her multi-institutional studies on bilingual education and teacher preparation.

Francisco Javier Pérez de la CruzView profile

Associate Professor

• Water Resources Engineering
• Flood Risk Management
• Sustainable Water Systems
• +3 more

Francisco Javier Pérez de la Cruz serves as an Associate Professor in the Department of Civil Engineering at the School of Industrial Engineering, Polytechnic University of Cartagena, Spain. His academic career integrates technical expertise in water infrastructure with innovative educational methodologies, reflecting a commitment to sustainable engineering solutions and pedagogical advancement within civil engineering disciplines. His research spans water resources engineering, flood risk management, and sustainable water systems, with notable focus on historical water supply contexts, energy recovery in distribution networks, and carbon footprint reduction in irrigation. Educational research forms a parallel pillar, emphasizing project-based learning and gamification tools like Kahoot! to enhance multidisciplinary engineering education. This dual trajectory bridges practical infrastructure challenges with evolving teaching paradigms. Analysis of his 15 most recent publications (2018-2025) reveals consistent interdisciplinary patterns: historical engineering analyses inform modern sustainability practices, while flood risk modeling and SUDS implementation address climate resilience. Educational studies demonstrate systematic exploration of digital tools for competency development, with Kahoot! research evolving from classroom implementation to cross-disciplinary frameworks. The convergence of water-energy nexus investigations and pedagogical innovation defines his scholarly identity. Scientific Awards: No awards, fellowships, or medals were documented in the available information. Advising and Grants: The provided text contains no records of student advisement, research grants, or funded projects. His supervisory roles and external funding mechanisms remain unreported in the current dataset. Labs and Teams: No specific research laboratories, field teams, or collaborative networks were referenced. His operational research environment appears institutionally embedded within the university's civil engineering infrastructure without dedicated team descriptions.

• Mathematics Education
• E-Learning
• Artificial Intelligence in Education
• +3 more

Elena Safiulina is an Associate Professor at the Centre for Sciences, TTK University of Applied Sciences, and a Visiting Lecturer at Estonian Entrepreneurship University of Applied Sciences. Her academic journey includes a PhD in Mathematics (2013) and an MSc in Educational Technology (2024), both focused on innovative pedagogical approaches. Research Interests: Her work bridges mathematics education with technology, specializing in: AI-driven learning platforms and OER quality assessment E-learning optimization using automated assessment systems Geometry applications in engineering education Preventing AI-assisted cheating through pedagogical design Publication Trends: Recent works (2022-2025) demonstrate strong focus on: AI integration in STEM education Development of multilingual mathematical resources Innovative assessment methods for engineering mathematics Systematic analysis of edtech challenges in higher education Supervision & Projects: Supervised MSc candidate Anna Šeletski (2024) and contributed to 6 EU-funded projects including Erasmus+ initiatives like Gate2Math (OER development) and PRODIMOD (business process education). Secured €369,000+ in research funding.

• Teacher Education
• STEM Education
• Educational Policy
• +5 more

Prof. Dr. Silke Hertel serves as Vice-Rector for Studies and Teaching at Heidelberg University and Acting Managing Director of the Heidelberg School of Education (HSE), where she oversees academic strategy, teacher education accreditation, and digital learning transformation across the institution. Her leadership spans both university-wide educational policy and HSE's specialized teacher training mission. HSE operates through interconnected pillars of teaching, research, and transfer: Teacher training profiles for secondary education levels with specialized tracks in cultural education, democracy education, and multilingualism Research clusters focusing on value formation, critical media literacy, and sustainability education Major initiatives including MeAviA (reflective teaching), MINT-ProNeD (STEM education), ENTENTE21 (international collaboration), and #HSEdigital (digital pedagogy lab) The school maintains robust grant funding through federal STEM education programs, European exchange frameworks, and state educational innovation grants. Current priorities include expanding the Deeper Learning Initiative and developing new modules in transcultural pedagogy. HSE's operational structure features: Service Center for student internship coordination HSE Examination Office for certification Teaching Workshop providing faculty development Continuing education programs in mathematics and computer science International partnerships coordinated through ENTENTE21

Rita Quetziquel Fuentes AguilarView profile

Researcher

• Biomedical Engineering
• Control Systems
• Artificial Intelligence
• +6 more

Rita Quetziquel Fuentes Aguilar is a Researcher at the National School of Sciences and Engineering of Tecnológico de Monterrey, where she leads the Institute of Advanced Materials for Sustainable Manufacturing. She specializes in biomedical engineering applications, from the design of new medical devices to control implementation. Her work spans multiple disciplines including artificial intelligence, robotics, and biomedical engineering. Dr. Fuentes-Aguilar's educational background includes: Bio-medical engineer from Instituto Politécnico Nacional, Ciudad de México Master of Science from Centro De Investigación Y De Estudios Avanzados Del IPN PhD in Automatic Control from Centro De Investigación Y De Estudios Avanzados Del IPN Her research focuses on mathematical model identification and control of objects deformation, machine learning for prediagnosis, and the development of solutions in the medical area. She has made significant contributions to rehabilitation robotics, medical device design, and AI-assisted biomedical engineering. Her work often bridges theoretical control systems with practical medical applications, resulting in numerous patents and publications. Dr. Fuentes-Aguilar's recent publications demonstrate a clear interdisciplinary trend combining control theory, artificial intelligence, and biomedical applications. Many focus on rehabilitation technologies, medical imaging, and adaptive control systems for medical devices, with increasing emphasis on sustainable manufacturing approaches. Her notable scientific achievements include: Mejor Cartel award from Encuentro de Ingeniería Biomédica (2011) Premio a la Excelencia Académica from Instituto Politécnico Nacional (2007) Mexican Researcher Certification - Level 1 Dr. Fuentes-Aguilar has secured research funding through projects sponsored by the National Council of Science and Technology and is a member of the National System of Researchers. She has one granted patent, seven national patent applications, three PCT applications, and three public copyright registries, reflecting her commitment to translating research into practical applications. She leads the Institute of Advanced Materials for Sustainable Manufacturing and is part of the Strategic Research Group "Enabling technologies for the development of advanced materials" in Guadalajara. Her work contributes to UN Sustainable Development Goals including Good Health and Well-being, Industry Innovation and Infrastructure, and Life on Land.

Alexander SerebrenikView profile

Professor

• Software Engineering
• Social Software Engineering
• Socio-technical Coordination
• +5 more

Alexander Serebrenik is a full professor of social software engineering at the Eindhoven University of Technology in the Netherlands, working within the Department of Mathematics and Computer Science. His academic profile spans decades of interdisciplinary research bridging computer science and social sciences. Professor Serebrenik's research focuses on facilitating software evolution through understanding social aspects of development. His work integrates computer science methods (socio-technical coordination theory, natural language processing, machine learning) with organizational psychology principles. A consistent theme across his publications is empiricism - addressing software engineering challenges through observation and experimentation while balancing social and technical perspectives. His recent work increasingly emphasizes diversity, equity, and inclusion in software engineering, culminating in his 2024 book "Equity, Diversity, and Inclusion in Software Engineering: Best Practices and Insights" (APress). His publication record reveals evolving interests from socio-technical coordination to human factors, community dynamics in open source, and now DEI-focused research. Distinguished Paper Award at ICSE 2023 Distinguished Paper Award at MSR 2023 Distinguished Reviewer Award at FSE 2020 Senior member of IEEE Member of ACM As an academic leader, Professor Serebrenik has mentored PhD students including Tukaram Muske, and actively participates in doctoral symposia. His service includes roles as Diversity and Inclusion Co-Chair at multiple conferences and extensive program committee participation across the software engineering conference landscape. His research group at TU/e maintains an active program studying the social dimensions of software engineering through empirical investigations, contributing significantly to understanding how human factors influence development processes and outcomes.