جستجوی استاد راهنمای دانشگاهی

• Learning Sciences
• Technology-Enhanced Learning
• Collaborative Learning
• +۴ مورد دیگر

Professor Nancy W. Y. Law is a leading scholar in Learning Sciences and Technology at the University of Hong Kong's Faculty of Education . She has served as Founding Director of the Centre for Information Technology in Education (CITE) (1998-2013) and currently holds the Chair of Learning Sciences and Technology . Her career spans over 25 years of international comparative studies, policy analysis, and large-scale educational innovation. Current roles: Associate Dean (Strategic Development), HKU Key affiliations: Sciences of Learning Strategic Research Theme (co-convener) Research Expertise Her work focuses on technology-enhanced learning , digital literacy , knowledge building communities , and multilevel educational change . She pioneered network models of teacher innovation and socio-technical frameworks for sustainable pedagogical transformation, particularly in STEM education and Cyberbullying prevention . Scientific Leadership With over 25 major research grants (2000-2023) exceeding HK$50 million, she leads projects like: Learning and Assessment for Digital Citizenship Jockey Club Self-directed Learning in STEM Design-Aware Learning Analytics A Fellow of the International Society of Learning Sciences and recipient of the HKSAR Humanities and Social Sciences Prestigious Fellowship , she has supervised numerous international comparative studies including SITES 2006, ICILS 2013, and longitudinal digital citizenship research (2019-2021).

Xinran Zhuمشاهده پروفایل

استادیار

• Learning Sciences
• Learning Analytics
• AI in Education
• +۳ مورد دیگر

Xinran Zhu is an Assistant Professor at the University of Illinois Urbana-Champaign College of Education, specializing in Learning Design & Leadership and Instructional Design, Technology, & Organization. Her research intersects learning sciences, learning analytics, and AI in education, focusing on designing technology-supported learning environments for authentic classroom settings. Ph.D. in Learning Sciences and Technologies, University of Pennsylvania (2024) M.A. in Educational Psychology, University of Connecticut Graduate studies in learning technologies, University of Minnesota Her research spans three main areas: (1) design and implementation of educational technologies, particularly social annotation tools for knowledge building; (2) AI integration in education to augment collaborative learning; and (3) computational discourse analysis using network analysis and NLP to generate actionable insights. Recent projects include SynthesisAI , a GenAI-powered chatbot for knowledge synthesis, and the Synthesis Lab , a precursor tool for integrating peer ideas in collaborative writing. Dr. Zhu teaches courses on ubiquitous learning, advanced learning technologies, and eLearning system design. She employs co-design methodologies to develop and implement technologies in both lab and real-world classroom settings, emphasizing student agency and ethical AI partnerships.

• Teacher Education
• Educational Leadership
• Student Voice
• +۱۲ مورد دیگر

Professor Jennifer Charteris is a leading academic in the School of Education at the University of New England (UNE), Australia, where she serves as Head of the Department of Leadership, Pedagogy, Diversity and Inclusion. With a distinguished career spanning Australia, New Zealand, and the UK, she is an expert in teacher education, educational leadership, and inclusive pedagogy. She has authored over 160 research outputs and led projects attracting more than $3 million in external funding. Her research interests include: Teacher education and professional learning Student voice and learner agency Assessment literacy and capability Innovative and inclusive learning environments Poststructural, posthuman, and critical theories in education Digital technologies and affect in schooling Her recent publications reflect a strong focus on innovative learning environments, teacher leadership, inclusion, and the application of critical theoretical frameworks to educational practice. She frequently collaborates with scholars such as Alison Page, Joanna Anderson, and Sue Gregory on projects related to inclusive education and high-ability teaching. Her scientific awards include: Australian Awards for University Teaching (2020) J A Sutherland Memorial Award (2020) UNE Deputy Vice-Chancellor Commendation for Teaching Excellence (2020) Professor Alison Lee ‘Theory in Educational Research’ Scholarship (2015) Elearning Fellowship Award, New Zealand (2005) Professor Charteris supervises PhD and EdD students and is deeply involved in national educational initiatives, particularly in Victoria, where she contributes to leadership programs and the development of inclusive teaching toolkits. She is not part-time, retired, or a former staff member, and remains an active, full-time faculty member shaping contemporary educational research and policy.

• Scholarship of Teaching and Learning (SOTL)
• Higher Education Pedagogy
• Biology Education
• +۳ مورد دیگر

Ivona Mladenovic is a Senior Lecturer in the Department of Biological Sciences at Simon Fraser University (SFU), where she has been involved in teaching since 2003. She specializes in evidence-based pedagogy and focuses on enhancing student learning experiences in first-year biology courses. She played a pivotal role in establishing the SFU Surrey campus’s BISC 101/102 teaching laboratory in 2011 and has developed courses like BISC 106. Her education includes a PhD in Educational Theory and Practice (SFU), a PhD in Medicine (University of Belgrade), and advanced degrees in Endocrinology, Molecular Biology, and Education. She holds certifications from UBC and Vancouver Community College. Research Interests: Mladenovic’s work centers on the Scholarship of Teaching and Learning (SOTL), particularly first-year students’ perceptions of quality teaching in science. She investigates how pedagogical practices can foster inclusive, learning-centered environments. Key questions include understanding students’ definitions of effective teaching and the transferability of pedagogical skills. Grants & Awards: 2019-2020: SFU Institute Grant ($5,000) for studying student learning experiences 2016-2017: SFU Grant ($5,000) on electronics in learning 2012-2013: SFU Teaching Grant ($5,000) for enhancing concept understanding via research 2013-2014: Dean of Graduate Studies Fellowship for her education PhD Teaching & Courses: She currently teaches BISC 202 (Genetics) and BISC 101 (General Biology). Her teaching emphasizes active learning and adapts to diverse student needs. She has authored test banks for major biology textbooks and contributed chapters to post-pandemic education literature.

Tomika Greerمشاهده پروفایل

دانشیار

• Career development
• Career transitions
• College student development
• +۳ مورد دیگر

Tomika Greer, Ph.D., serves as Associate Professor in the Department of Human Development and Consumer Sciences at the University of Houston's College of Technology, where she coordinates both the graduate and undergraduate Human Resource Development (HRD) programs. Her extensive teaching portfolio spans 19 courses delivered online and face-to-face, covering quantitative methods, organizational learning, talent management, and e-learning design. Her academic credentials include: Ph.D. in Human Resource Development, Texas A&M University M.Ed. in Instructional Technology, Texas Tech University B.S. in Chemical Engineering, North Carolina State University Dr. Greer's research program critically examines career development pathways for women, veterans, and underrepresented populations through lenses of gender diversity, work-life integration, and remote work dynamics. Her scholarship bridges STEM education equity and organizational behavior, with particular focus on first-generation college students and military-to-civilian transitions. Analysis of her 15 most recent publications (2016-2023) reveals three dominant trajectories: 1) Feminist HRD evolution toward gender diversity beyond binary frameworks, 2) Pandemic-era telework adaptation strategies and their impact on career trajectories, and 3) Systematic investigations of structural barriers facing marginalized professionals. Her work consistently employs mixed-methods approaches across journals like Frontiers in Psychology and International Journal of HRD. Major recognitions include: Double AHRD Book of the Year Award (2023) for edited volumes on critical HRD Scholarly Publication Award from UH Women of Color Coalition (2023) Inclusion in Cell Press's 1,000 Inspiring Black Scientists list (2020) Dissertation of the Year Award from American Society of Training and Development (2011) Texas A&M Diversity Fellowship ($63,000) during doctoral studies As Faculty Advisor for the Student Society of HRD, she has secured Student Organization of the Year awards (2018, 2021) while mentoring students through the Graduate Enhancement for Minority Studies (GEMS) program. Her grant work focuses on minority recruitment in STEM through case studies at Hispanic-Serving Institutions. Dr. Greer actively shapes the field through her re-elected service on the Academy of HRD's International Board of Directors (2018-2024) and leadership in curriculum development for HRD undergraduate education, emphasizing research-based pedagogical approaches.

• Arts Education
• Music Education
• Visual Arts Education
• +۷ مورد دیگر

Dr. Bill Baker is a Senior Lecturer in Drama, Visual Arts & Music Education at the University of Tasmania's School of Education, College of Arts, Law and Education (CALE). With a career spanning 35 years, he specializes in arts education, technology-enhanced learning (TELT), and the scholarship of teaching and learning (SoTL). His research focuses on youth resilience through arts participation, particularly in community youth orchestras, and the preparation of pre-service teachers in arts pedagogy. Dr. Baker holds a Doctor of Education (RMIT, 2002), a Master of Education (Arts Administration, RMIT, 1997), and a Bachelor of Music Education (University of Melbourne, 1988). He has received multiple awards, including Senior Fellow of the Higher Education Academy (2019) and Honorary Life Member of the Australian Society for Music Education (2021). His funded projects include the Tasmanian Community Fund Grant and Australia-ASEAN Council grants for youth orchestra research. His peer-reviewed publications (over 40) address arts education, online teaching methodologies, and the social impacts of music participation. Current research collaborations include partnerships with the Tasmanian Youth Orchestra and institutions like University of Southern Queensland and The University of Melbourne. Dr. Baker supervises HDR students in arts participation, leadership, and teacher education reforms. Scientific Awards: Vice Chancellor's Teaching Excellence Award Vice Chancellor’s Citation for Outstanding Contribution to Student Learning CALE Teaching Excellence Award Senior Fellow, Higher Education Academy (UK) Honorary Life Member, Australian Society for Music Education Supervision & Teaching: Dr. Baker has supervised numerous HDR students, including completed PhDs on contemporary music pedagogy and Masters theses on visual arts education. He coordinates units in the Master of Teaching and Bachelor of Education degrees, emphasizing technology integration and reflective practice.

Mutuota Kigothoمشاهده پروفایل

مدرس

• Literacy Education
• Numeracy Education
• Reading Comprehension
• +۱۲ مورد دیگر

Dr. Mutuota Kigotho is a Lecturer in English, Literacies and Language Education within the School of Education at the University of New England (UNE), Australia. She is a member of the Literacies and Numeracies in Context research team, contributing to literacy and numeracy education across the curriculum. Her academic journey includes a Doctor of Education from Macquarie University and teaching qualifications from Kenya and Australia. BEd, University of Nairobi, Kenya MEd, Kenyatta University, Kenya EdD, Macquarie University, Australia GCTE, University of New England, Australia Her research and teaching focus on literacy and numeracy education, particularly in reading comprehension, writing instruction, rhetoric, and the integration of digital tools. She is passionate about distance education, eLearning, and the use of social media to enhance learning, especially in diverse and remote contexts. Her work emphasizes multimodal literacies, functional grammar, and decolonising approaches to language education. Recent publications highlight her engagement with decolonising literacies, digital narratives, blogging for struggling writers, and cross-curricular literacy. Her scholarly output spans journals like Literacy Learning: the Middle Years and conference proceedings from AARE, AILA, and international education summits. She has co-edited special issues on open and distance learning, reflecting her commitment to flexible and inclusive education. Dr. Kigotho is actively involved in academic service, serving as Treasurer of the Open and Distance Learning Association of Australia (ODLAA). She is also a member of the Australian Teacher Education Association (ATEA), Australian Literacy Educators’ Association (ALEA), PETAA, and ETA. In supervision, she has guided research on functional grammar, visualization in reading, ESL curriculum, TAFE leadership, and the role of scripture in education policy. She continues to contribute to national and international dialogues on literacy, technology, and equity in education. Her professional engagement extends to community initiatives, including supporting immigrant integration in the New England region. She maintains an active online presence through her personal website and academic profiles on Google Scholar, ORCID, and LinkedIn.

• Artificial Intelligence
• Educational Technology
• Power Systems
• +۶ مورد دیگر

Luiz Felipe Rocha de Faria is a Senior Lecturer at the Instituto Superior de Engenharia do Porto (ISEP), Instituto Politécnico do Porto, where he has served since 2020. His career spans over two decades in academic roles, including positions as Professor Adjunto (Assistant Professor) from 2010–2020 and earlier roles as a permanent lecturer. He holds a PhD in Electrical and Computer Engineering from Universidade do Porto (2002), a Master’s in the same field (1996), and a Licenciatura in Computer Engineering (1993). He is a founding member of e-IPP (eLearning Unit) and has led the Computer Engineering Department. His research focuses on Artificial Intelligence for Education and Power Systems , particularly through Adaptive Hypermedia , Intelligent Tutoring Systems , and Cyber-Physical Systems . He has contributed to projects like TINSEL (electrical installation design tutoring) and GECAD (intelligent systems for power grid control). A key theme in his work is User Modeling for personalized learning and Context Awareness in training environments. The 15 most recent articles highlight his expertise in adaptive educational technologies and power systems training . These works span from 2024 to 2010, with recurring subfields such as knowledge-based systems , user adaptation , intelligent alarm processing , and collaborative maintenance . His publications often integrate pedagogical modeling with real-time inference for complex systems. As a supervisor, Faria has mentored 10 MSc students and co-supervised 2 others, along with co-supervising 1 PhD thesis. He has participated in 32 research projects, including EU-funded initiatives like NORTEXCEL2020 and PIANiSM, focusing on medical devices , renewable energy integration , and smart education ecosystems . His current projects include the Lab Associate of Intelligent Systems (2021–2025) and HEIComp (2023–2025), addressing industry-academia alignment. He co-developed the PCMAT platform for mathematics education and TheRoute for tourism route customization. His work emphasizes practical implementation , collaborative learning , and decision support systems across engineering domains.

• Computer Science Education
• Educational Technology
• Virtual Reality
• +۵ مورد دیگر

Patrik Voštinár is an Assistant Professor at the Department of Computer Science , Faculty of Natural Sciences , Matej Bel University . Holding a PhD in Applied Computer Science from the same university (2014-2017), he teaches courses in Programming , Discrete Mathematics , Web Technologies , and Android Programming . As department head and study advisor, he actively shapes academic programs and student experiences. Matej Bel University (2017-present) Department of Computer Science Faculty of Natural Sciences His research focuses on computer science education and educational technology , with particular emphasis on: VR/AR applications in teaching Game-based learning environments Microcontroller programming pedagogy Mobile application development education Physical computing tools for K-12 Adaptive learning interfaces His work with MakeCode , micro:bit , and EEG-controlled games demonstrates innovative approaches to programming education. He has received multiple eLearning competition awards for educational courseware development. Heart on the palm (Project of the year 2019) 2nd price in eLearning competition (2023) for Discrete Mathematics course Price of České společnosti pro systémovou integraci (2023) for Web Technologies 1st price in eLearning competition (2023) for Geometry Didactics Voštinár actively contributes to academic communities through: Membership in DIDINFO conference program (since 2017) Editorial Board member of Elementary Mathematics Education Journal Organizing workshops for primary/secondary students Popularizing informatics through extracurricular programs

Ana Claudia Loureiroمشاهده پروفایل

استادیار

• Educational Technology
• Digital Competence
• Computational Thinking
• +۵ مورد دیگر

Ana Claudia Loureiro is an Assistant Professor at the Polytechnic Institute of Viseu and Polytechnic Institute of Bragança , with a PhD in Educational Sciences from the University of São Paulo (2017) and postdoctoral work in Educational Technology at CIEB, Portugal (2021). She is an integrated researcher at the Distance Education and Elearning Laboratory (LE@D) of Universidade Aberta since 2024 and a regular member of NICA (Interdisciplinary Center for Adolescents and Children) at the University of the Azores. PhD in Educational Sciences (Language and Digital Education), University of São Paulo (2017) Postdoctorate in Educational Technology, CIEB, Polytechnic Institute of Bragança (2021) Specialization in Educational Technologies, Pontifical Catholic University of São Paulo (2013) Bachelor’s in Pedagogy, Saint Jude Thaddeus University (1989) Her research focuses on technologies in education , computational thinking , educational robotics , digital competence frameworks , and active methodologies . She explores the intersection of digital tools and inclusive practices in early childhood and special education contexts. Recent publications analyze the integration of robotics in inclusive settings, portfolio assessment in ICT internships, and digital competence development for teachers in Portugal and Cape Verde. Key article trends include digital competence frameworks , inclusive educational technologies , computational thinking , and portfolio assessment . Collaborative research with institutions across Brazil, Portugal, and Spain underscores her work’s international impact. 2024 : BEST PRESENTATION (Universitat Politècnica de València) 2021 : ONE OF THE BEST PAPERS (Universitat Politècnica de València) As a trainer since 2000, she collaborates with national and international institutions on ICT and educational technology. She participates in scientific committees for conferences, evaluates research, and contributes to curriculum design in digital education. Current roles include editorial board memberships and conference organizing committees, reflecting her leadership in educational technology research.

• English Language Teaching
• Literary Criticism
• Educational Technology
• +۳ مورد دیگر

Dr. Tatjana Šepić is a Professor of Professional Studies at the University of Rijeka, holding a permanent academic appointment. She specializes in English language teaching, literary criticism, and educational technology, with a focus on Romantic literature and multilingualism. Her courses include advanced English language modules for specialized fields such as design, IT, and occupational safety. Dr. Šepić’s research bridges literary analysis and modern pedagogical practices, with notable work on 19th-century authors like Emily Brontë, George Sand, and Jane Austen, alongside studies on the impact of ICT in education. Her publications span interdisciplinary topics including neurology (patient management, swallowing disorders), oncology (laryngeal carcinogenesis biomarkers), and sociolinguistics (multilingual families). Notable works explore narrative techniques in John Fowles and intertextual relationships in Romantic-era texts. Dr. Šepić has contributed to cultural heritage preservation through anthologies of Balkan literature and pioneered eLearning frameworks emphasizing usability and adaptability in language education.

Scotty Craigمشاهده پروفایل

دانشیار

• Cognitive Science
• Learning Engineering
• Educational Technology
• +۱۱ مورد دیگر

Scotty D. Craig is an Associate Professor in Human Systems Engineering at The Polytechnic School, Arizona State University. He serves as Director of Strategic Initiatives at ASU's Learning Engineering Institute and co-directs the ASU Advanced Distributed Learning Lab in collaboration with the U.S. Department of Defense. His research spans cognitive science, educational technology, and immersive learning environments with applications in virtual humans, mixed reality training systems, and intelligent tutoring technologies. Ph.D. Experimental Psychology (Cognitive Learning), University of Memphis (2005) M.S. Psychology, University of Memphis (2001) B.A. Psychology with minors in Anthropology and History, University of Memphis (1998) Dr. Craig's research focuses on the intersection of human cognition, technology, and learning sciences. His work includes virtual humans for training, cognitive load optimization in medical websites, and mixed reality systems for medical education. He leads multiple DOD-funded projects totaling $8.5M, including the $5M Virtual Insomnia Patients system and $2M WaterSim America sustainability game. Recent publications emphasize immersive learning technologies, with 2025 work on collaborative AR learning companions and 2024 studies on voice quality impacts in pedagogical agents. His research has produced over 150 publications, including three edited books on educational technology. Scientific Honors: Pacific Southwest Best Paper Award (ASEE 2016) Best Poster Award (AIED 2017) Innovation in Scholarship Award (ASU 2017) Faculty Teaching Excellence Award (ASU 2018) Top 5% Teaching Recognition (Fulton Engineering 2024) Dr. Craig serves on editorial boards for International Journal of STEM Education and Computers & Education . He has organized five journal special issues and conducted extensive research evaluations for the U.S. DoD.

Henry Maمشاهده پروفایل

استاد

• Design Education
• Creativity Research
• Design Thinking
• +۴ مورد دیگر

Prof. Henry Ma is Professor and Programme Leader of the Doctor of Design programme at The Hong Kong Polytechnic University's School of Design, where he also leads the Creativity and Design Education Laboratory. He holds concurrent visiting professorships at Southwest Jiaotong University, Zhejiang University of Technology, and Beijing Film Academy. His academic credentials include a PhD from PolyU, MBA from University of Leicester, MA in Mass Communications from University of Leicester, and Adv. Dip from Hong Kong Academy for Performing Arts. Research Interests: Prof. Ma's work centers on creativity research, design education methodologies, and applications of design thinking. Key domains include: Creative process and innovation strategies Digital media design and animation pedagogy Studio-based flipped classroom approaches Tacit knowledge construction in design education Entrepreneurship frameworks for designers His publication trends (2021-2024) demonstrate strong focus on pedagogical innovation in design education, particularly exploring studio-based learning, tacit knowledge transfer, and technology-enhanced teaching methods. Recent works frequently examine flipped classrooms, OER integration, and motivational frameworks for creative professionals. Awards & Honors: Creative Industry Leader Award in China (2012) 1st Hong Kong Digital Entertainment Industry Person of the Year (2007) PolyU School Award in Services (2016) Projects & Leadership: Prof. Ma directs the Creativity and Design Education Lab and has secured significant grants including: HK$3.167M for Automatic Music Arrangement System (Innovation Fund) HK$3.1M for Game Content Creation Platform (Innovation Fund) HK$1M MOOC on Design Thinking (eLearning Fund) He serves as Vice-Chairman (Education) of Hong Kong Digital Entertainment Association and Honorary Advisor to ACM SIGGRAPH Hong Kong.

John Schulzمشاهده پروفایل

استاد

• e-Learning
• Video-based learning
• Online learning
• +۲ مورد دیگر

John Schulz is a Professor of Digital Education at the University of Southampton, affiliated with the School of Education. He is a global authority on Video-Based Learning, having developed one of the university’s first fully online MSc programs in Education. Since 2023, he has served as Academic Lead for the strategic Southampton Online project, which supports schools and facilities in creating online courses. He established and directs the School of Education’s Digital Media Studio (since 2010), a state-of-the-art facility with multi-cam recording, podcasting, and live broadcasting capabilities. His collaborations span institutions like Kazan Federal University (Russia) and Universidade Federal de Minas Gerais (Brazil), focusing on e-learning innovation. Education: PhD from Griffith University (Australia), 2003 BA (Hons) in a relevant field with first-class honours Assoc Dip Bio (Associate Diploma in Biology?) His research bridges social psychology with digital education, emphasizing how individuals use platforms like YouTube for learning. He investigates video optimization for educational environments, blending theoretical and practical approaches to create scalable learning solutions. Recent Contributions: His work spans blended MOOC frameworks, video pedagogy evolution, critical thinking assessment in online forums, and regional educational policies. Earlier studies explore leisure theory in social psychology, video grammar for education, and metrics for online learning activity. Advising: He mentors PhD students such as Sana Abdul Ghani, Fawzeya Alkhamis, Karla Guedes, Jia Wang, and Dian Wahyuningsih. His outreach extends to global educational communities, disseminating research through high-impact YouTube series on research methods. Labs & Teams: The Digital Media Studio he founded supports online teaching and course development, reflecting his commitment to advancing educational technology infrastructure.

• Curriculum Development
• Teacher Education
• Educational Disadvantage
• +۶ مورد دیگر

Tracey Connolly is a Lecturer in the School of Education at University College Cork, serving as the Professional Master in Education (PME) Co-Ordinator of School Placement. She teaches History and Structure of Irish Education and team-teaches School Placement Support on the PME programme while supervising Ph.D. and M.Ed. students. As Lead Tutor for PME School Placement, she coordinates the Educational Disadvantage and Multiculturalism module for the Masters in Guidance and Counselling programme, demonstrating her multifaceted role in teacher education and research leadership. Her academic credentials include: Ph.D. (NUI) in History from University College Cork (1999) M.Ed. in Education from University College Cork (2005) M.A. in History from University College Cork (1995) B.A. in History and English from University College Cork (1992) Postgraduate Diploma in Teaching and Learning in Higher Education (2006) Postgraduate Certificate in Teaching and Learning in Higher Education (2005) Diploma in Community & Youth Work (2004) Tracey's research centers on curriculum development, teacher education, and educational disadvantage, with significant contributions to inclusive education models. Her work with schools from 2001-2010 established innovative approaches to educational inclusion through curriculum development, cited by the Higher Education Authority in 2006 as an exemplary model. She emphasizes the OECD's 'Teachers Matter' framework, focusing on reflective practice and research capabilities in initial teacher education. Her scholarship extends to qualitative research methods, Multiple Intelligences theory, educational management, and Irish demographic history. Analysis of her recent publications reveals a strategic progression from historical studies to contemporary educational challenges, with increasing focus on cross-border educational issues between Northern Ireland and the Republic of Ireland. Her work consistently bridges theory and practice, particularly in assessment methodologies and school-university partnerships, demonstrating both academic rigor and practical application in real-world educational settings. Her recognition includes: President's Award for Research on Innovative Forms of Teaching from University College Cork (2005) Tracey has successfully supervised numerous graduate students across diverse research areas including mobile computing for eLearning, historical analysis of Irish secondary schools, and formative assessment practices. She secured €5,682.00 in research funding for the SCOTENS-funded 'Assessment in Teacher Education North and South' project, demonstrating her ability to generate external research support. Her collaborative work with Geraldine Magennis and Alicia Curtin has produced significant contributions to the field through publications, conference presentations, and multimedia educational resources. Professionally active beyond UCC, she serves as an external examiner for an initial teacher education college in Ireland, a Board of Management Member for a Cork City primary school, and an assessor for history teaching with the Teaching Council of Ireland, contributing substantially to educational standards and policy development at national levels.