Science education researcher, learning designer, and instructional design specialist working at the intersection of scientific literacy, cognitive flexibility, and evidence-based learning design.
I work across learning sciences, science education, instructional design, and educational analytics, with a focus on how cognitively complex learning can be designed, studied, and scaled in real educational environments. My background combines chemistry and science teaching, academic leadership, large-scale EdTech development, teacher education, and research on learning processes, engagement, and educational trajectories.
My professional path has developed across chemistry and science teaching, instructional design, academic leadership, assessment systems, teacher education, and large-scale educational product work. What makes this trajectory distinctive is not only its breadth, but the way these domains connect: I move from research-informed theory to programme architecture, from curriculum and assessment design to implementation, and from educational data to strategic improvement.
I am especially interested in how scientific literacy is formed, how cognitively demanding learning can be designed responsibly, and how engagement and flexibility shape longer-term learning trajectories. This perspective has been shaped by academic training, direct work in schools and EdTech, and sustained teaching in international and international-curriculum contexts.
I do not approach research as something detached from practice. I approach it as a way to understand, design, test, and strengthen educational environments that matter in real systems: schools, teacher-learning settings, digital products, and contexts where opportunity is uneven and educational support must be more intentional.
My research interest in cognitive flexibility and scientific literacy is both academically grounded and shaped by lived experience. I grew up without parental care, which gave me direct insight into how early environments influence not only access to education, but the development of cognitive and social learning mechanisms.
In such contexts, learners often lack not only material resources, but also exposure to ways of thinking, communicating, and engaging with knowledge that are frequently taken for granted in mainstream education. One of the central challenges I observed is the absence of cognitive flexibility: the ability to interpret information, shift perspective, and operate in unfamiliar or cognitively demanding environments.
My own educational trajectory required developing these capacities independently: learning how to learn, how to structure knowledge, how to communicate, and how to engage with intellectually demanding contexts. Because of this, I approach scientific literacy and cognitive flexibility not as abstract constructs, but as deeply contextual phenomena connected to inequality, learning environments, and long-term educational trajectories.
I see this research not only as an academic pursuit, but as a way to design educational systems that expand opportunities for learners whose starting conditions constrain what they are usually expected to become.
I am interested in how scientific literacy develops across K–12 settings, especially through inquiry-rich and STEM-oriented learning, and how learners move from factual knowledge to evidence-based reasoning, explanation, and transfer.
A major current direction is cognitive flexibility: how learners shift strategies, work with uncertainty, reinterpret evidence, and transfer ideas across contexts. This includes a developing PhD direction focused on children without parental care.
I work with 4C/ID, UbD, 5E, ARCS-V, and related models not as templates, but as frameworks for designing, studying, and improving learning environments that are conceptually strong and pedagogically usable.
I am interested in how participation in research-oriented and online learning environments shapes later educational trajectories, academic persistence, and learners’ willingness to continue in intellectually demanding domains.
I am interested in which design principles, assessment choices, and learning sequences make scientific reasoning more likely to develop in sustained and transferable ways.
This includes strategy-shifting, transfer, response to uncertainty, and the learner’s ability to reinterpret evidence instead of repeating a single rehearsed path.
I am interested in the link between early participation in research-oriented learning and later persistence, aspiration, and continuing involvement in cognitively demanding domains.
A central concern is whether AI-supported and well-scaffolded learning environments can help develop agency, curiosity, and cognitive flexibility where educational support is limited.
Built the disciplinary base in chemistry and science teaching that still grounds my educational work and research perspective.
Shifted the centre of gravity toward instructional design, educational research, programme architecture, and evidence-based learning design.
Deepened work in methodology, research framing, and educational theory with a stronger orientation toward scientific literacy and learner development.
Current proposed direction: cognitive flexibility and its role in fostering scientific literacy among children without parental care and in other under-supported learner contexts.
Built the methodology function from the ground up, including academic standards, quality assurance, and programme evaluation. Led the full cycle of educational product development, from audience research and learning outcomes design to piloting and quality control, while integrating AI-supported approaches into core processes.
Led science education for students aged 5–18 in an international-school context, combining curriculum design, academic coordination, assessment systems, teacher development, and quality assurance.
Led science methodology, developed a digital chemistry textbook concept, created 2,500+ original tasks, and contributed to educational solutions reaching 1,000,000+ learners.
Audited and redesigned professional programmes using 4C/ID and related evidence-based approaches. Improved learner satisfaction, retention, and assessment structures.
Designed and taught courses for master’s students and school teachers on 4C/ID, UbD, 5E, and personalised learning models while contributing to reports, webinars, and educational research activities.
Designed original units based on 4C/ID and personalised learning. Prepared students for exams, olympiads, and conferences, with strong grounding in real classroom realities.
Work connecting STEM-oriented learning with the formation of scientific literacy in school education.
Open source ↗Examines how participation in research-oriented activity relates to sustained academic interest and longer-term educational development.
Open source ↗Accepted for publication after peer review. Extends my work on engagement and long-term educational pathways.
Presentation work on why problem-based learning still matters and how 4C/ID can support more coherent pedagogical design.
Open source ↗| Research-relevant area | Documented evidence | Why it matters for PhD work |
|---|---|---|
| Science education | Chemistry and science teaching background; STEM programme design; science department leadership. | Supports substantive work in scientific literacy and science learning rather than generic education language. |
| Learning design | 4C/ID, UbD, 5E, ARCS-V, assessment design, teacher education. | Provides a strong design-theory bridge for research and intervention studies. |
| Research orientation | Publications, accepted article, conference presentations, analytical reporting. | Shows readiness to frame questions, engage with evidence, and contribute to academic dialogue. |
| Scale and implementation | 1,000,000+ learner environments, 500+ teachers trained, system-level roles. | Supports research that is not only theoretically strong, but also relevant to real educational systems. |
My background is not only in general pedagogy, but in chemistry, science teaching, and STEM-oriented educational design, which matters for research on scientific literacy.
I work naturally between theory and implementation: framing educational problems, designing interventions, evaluating outcomes, and improving systems.
My work includes school settings, teacher education, EdTech, and programme leadership, giving me access to questions that are both academically significant and practically urgent.
My proposed PhD direction on cognitive flexibility, scientific literacy, and learners without parental care is theoretically coherent, socially relevant, and personally grounded.