Editorial Boards

Editorial Board

Description

 

The Editorial Board of this journal consists of high-impact scholars and full professors representing 19 countries across 6 major global regions: Asia (Indonesia, Taiwan, South Korea, Thailand, Vietnam, Singapore, China, India, Iran, Philippines), North America (United States), Europe (United Kingdom, Greece, Germany), the Middle East (Turkey, Israel), Australia, and Africa (Nigeria, Tanzania). Led by Editor-in-Chief Prof. Dr. Eka Cahya Prima from Universitas Pendidikan Indonesia, this extensive and diverse geographic distribution ensures a highly objective, rigorous, and bias-free international peer-review process that satisfies top global indexing standards.

To ensure precise manuscript governance in an era of rapid digital disruption, the structure of Section Editors is meticulously decentralized into five specialized thematic clusters. This targeted organization allows the journal to efficiently process cutting-edge submissions, ranging from human-AI cognitive symbiosis and advanced NLP-based psychometric assessments to immersive neuropedagogical scaffolding, de-colonial ethnoscience, and non-linear complexity modeling in hybrid laboratories. By mapping manuscripts directly to Section Editors with matching technical competency and domain-specific citation impact, the journal ensures highly rigorous editorial oversight. This robust administrative and scientific framework serves as the journal's foundation for filtering high-quality empirical research, ultimately driving meaningful theoretical and practical advancements in the global literature of modern science education.


Editor-in-Chief


Eka Cahya Prima

Department of Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

Prof. Dr. Eka Cahya Prima (Scopus h-index 14) is a highly active researcher and educator at the Universitas Pendidikan Indonesia. His academic career spans two main disciplines: materials science for renewable energy and innovative science education pedagogy. With more than 70 indexed publications and an h-index of 14, Dr. Prima has driven major progress in the optimization of thin-film solar cells, particularly Dye-Sensitized Solar Cells (DSSCs) and kesterite-based Cu2ZnSnS4 (CZTS) technologies utilizing natural pigments (such as anthocyanins, beta-carotene, and local flora extracts).In parallel, his work in physics and STEM education focuses on leveraging interactive multimedia (e.g., Stellarium, Android applications), affordable microcontroller interfaces (such as Arduino), and inquiry-based frameworks to enhance 21st-century skills, contextualize science through local cultural wisdom (Ethno-STEAM), and resolve deeply embedded concept misconceptions among students.

Expertise: Renewable Energy & Solar Cells; STEM & Ethno-STEAM Education; Educational Technology & Microcontrollers; Misconception Diagnosis & Concept Mastery; Advanced Materials & Functional Membranes.



Section Editors

 

1. Human-AI Entanglement and Prompt Epistemology in Science Learning 

 

Chun-Yen Chang

National Taiwan Normal University, Taipei, Taiwan

Prof. Dr. Chun-Yen Chang (Scopus h-index 38) is a Chair Professor and Director of the Science Education Center at National Taiwan Normal University (NTNU), specializing in science education, e-learning, and interdisciplinary STEM learning. He is recognized for his work in integrating technology into science classrooms, including the "CouldClassRoom" (CCR) mobile system

Expertise: Science Education, e-Learning / Digital Learning, Interdisciplinary Science Learning (STEM), Science Communication, Educational Technology, Science Learning Mechanisms, Public Understanding of Science


Irwanto

Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia

Dr. Irwanto (Scopus h-index 20) is a prominent researcher at Universitas Negeri Jakarta with a high research impact (h-index 19) specializing in chemistry education and instructional technology. His research is at the forefront of Educational Technology, particularly investigating the effects of Immersive Virtual Reality (IVR), Augmented Reality (AR), and game-based learning on students' critical thinking, creativity, and motivation. He is an expert in Bibliometric Analysis, having published extensive reviews on ChatGPT in education, STEM trends, and AI in K-12 education in Asia. His work also focuses on mobile learning, specifically through the development and evaluation of the "Go-Chemist!" application

Expertise: Chemistry Education; Educational Technology (VR/AR/AI); STEM/STEAM Education; Bibliometric & Systematic Reviews; 21st Century Skills (Critical, Creative, & Design Thinking); Mobile Learning; TPACK (Technological Pedagogical Content Knowledge)


Hüseyin Ateş

Faculty of Education, Kırşehir Ahi Evran University, Turkey

Prof. Dr. Huseyin Ates (Scopus h-index 14) is a prolific researcher and professor at Kırşehir Ahi Evran University, specializing in the intersection of science education and advanced instructional technologies. His research is characterized by the application of complex psychological and adoption models—such as UTAUT-2, Protection Motivation Theory (PMT), and GETAMEL—to understand how teachers and students engage with emerging tech. He has extensively published on the adoption of AI, humanoid robots, augmented reality (AR), virtual reality (VR), and gamification within STEM contexts. Additionally, he maintains a strong research interest in Education for Sustainable Development (ESD), exploring pro-environmental behaviors and healthy nutrition intentions using the Theory of Planned Behavior (TPB).

Expertise: Science Education; Educational Technology Adoption (AI, AR, VR, Robotics); Gamification; STEM Education; Flipped Learning; Self-Regulated Learning; Education for Sustainable Development (ESD); Theory of Planned Behavior.


Karthigeyan Subramaniam

Department of Teacher Education and Administration, College of Education, University of North Texas, United States

Prof. Dr. Karthigeyan Subramaniam (Scopus h-index 10) is a Professor of Science Education whose research focuses on the intersection of teacher identity, cognitive development, and equity in STEM. He extensively investigates how pre-service and novice teachers develop their beliefs and identities through "border crossing" experiences—specifically minoritized and female teachers navigating the cultures of science and engineering. His work often employs qualitative methodologies, such as phenomenology and thematic analysis, to examine conceptual understanding of physical science topics (e.g., buoyancy, average speed, and dissolving) and the implementation of culturally responsive pedagogy in urban settings.

Expertise: Science Teacher Education; Culturally Responsive Pedagogy; STEM Identity (Minoritized & Female Perspectives); Conceptual Change & Alternative Conceptions in Physics; Informal Science Education (Field Trip Pedagogy); Project-Based Learning (PjBL); Qualitative Research Methodologies


Rizky Agassy Sihombing

Department of Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan

Dr. Rizky Agassy Sihombing is a researcher and educator at National Taiwan Normal University, where his academic career focuses on science education pedagogy, metacognitive learning processes, and student cognitive development. His research extensively investigates active learning frameworks within secondary science classrooms, examining the statistical intersections between student self-efficacy, metacognitive awareness, and general conceptual mastery. Dr. Sihombing is recognized for his systematic literature reviews and empirical studies on argumentation-centered pedagogy, evaluating how argument-generating models and Toulmin’s Argumentation Pattern (TAP) can be structurally integrated into physics lessons to promote 21st-century skill acquisition. Additionally, his pedagogical work explores inquiry-based laboratory approaches, assessing the instructional efficacy of the Science Writing Heuristic (SWH) and problem-based learning (PBL) interventions in cultivating critical thinking, digital e-learning validation, and technical communication competencies.

Expertise: Science & Physics Education; Argumentation & Toulmin’s Argumentation Pattern (TAP); Metacognitive Awareness & Self-Efficacy; Inquiry-Based Learning & Science Writing Heuristic (SWH); Critical Thinking & Communication Development.


Yasemin Taş

Department of Mathematics and Science Education, Atatürk Üniversitesi, Erzurum, Turkey

Prof. Dr. Yasemin Taş (Scopus h-index 9) is a prominent Professor of Educational Sciences at Atatürk University in Turkey. Her comprehensive scholarship bridges educational psychology and science pedagogy, profoundly shaping how student motivation, metacognition, and self-regulated learning frameworks are understood within modern science education. Prof. Tas is recognized for her structural evaluations of instructional design and curriculum practices, reviewing the impact of design-based science instruction integrated with robotic coding on students' science process skills, and pioneering psychometric validation work on middle-school science homework practices. Additionally, her work encompasses teacher education and educational sociology, assessing the professional self-efficacy changes in prospective science teachers via video-case enriched microteaching, and analyzing structural relationships among perceived parental support, socioeconomic background, and student classroom integrity.

Expertise: Educational Psychology & Motivation; Self-Regulated Learning & Metacognition; Design-Based Science Instruction; Teacher Self-Efficacy & Professional Development; Constructivist Learning Environments.


Kenneth Y.T. Lim

National Institute of Education (NIE), Singapore City, Singapore

Dr. Kenneth Y.T. Lim (Scopus h-index 10) is a senior researcher at the National Institute of Education (NIE), Singapore. His work focuses on immersive learning, embodied cognition, and AI integration in education. He uses tools like open-source sensors, Mixed Reality (MR), and Augmented Reality (AR) to map and support student learning from high school to university. Nationally and internationally recognized for projects like SORBET and "chart-a-path," his latest research uses wearable wristbands to track students' physiological stress and cognitive load when learning with AI (LLMs) compared to traditional textbooks.

Expertise: Immersive Learning Environments & Mixed/Augmented Reality; Human-AI Learning Interaction (LLM/GPT Evaluation); Neurological & Physiological Learning Responses (EDA Wearables); Maker Culture & Open-Source Sensors; Geographical Intuition & Authentic Learning Frameworks.

 

2. Advanced Analytics, Psychometrics, and Bias Elimination in Science Learning Assessment

 

Mack Shelley

School of Education, Iowa State University, United States

Prof. Dr. Mack Clayton Shelley (Scopus h-index 32) is a University Professor of Political Science, Statistics, and the School of Education at Iowa State University. His interdisciplinary research focuses heavily on statistical applications for public policy, program evaluation, and STEM education, particularly regarding health disparities, older adult functional disability, and AI-enhanced learning.

Expertise: Applied Statistics & Research Methodology; Public Policy Analysis; Gerontology (Aging & Health Outcomes); Social Determinants of Health; Rural-Urban Disparities; Substance Use & Mental Health; Educational Research (Higher Ed & STEM).


Minsu Ha

Seoul National University, Seoul, South Korea

Prof. Dr. Minsu Ha is a prominent professor and researcher in science education at Seoul National University. With a Scopus h-index of 19 and nearly 1,500 citations, his career centers on transforming science assessment and teacher training through advanced technology. He is a global pioneer in using machine learning, Natural Language Processing (NLP), and Generative AI to design automated evaluation systems for grading students' written scientific explanations and peer feedback. His work deeply explores cognitive psychology within biology education, particularly regarding evolution and genetics. Additionally, Prof. Ha is highly recognized for his cross-cultural educational research, frequently investigating metacognitive accuracy, scientific beliefs, and socio-environmental values through collaborative studies between South Korea, Indonesia, and the United States.

Expertise: Automated Science Assessment & NLP/Machine Learning; Generative AI in Teacher Education; Cognitive Foundations in Evolution & Genetics Learning; Metacognition & Meta-Affective Training; Cross-Cultural Science Education (Korea-Indonesia-US).


Duc-Tan Tran

Department of Electrical and Electronic Engineering, Phenikaa University, Hanoi, Viet Nam

Prof. Dr. Tran Duc-Tan (Scopus h-index 15) is a Professor of Electrical Engineering at Phenikaa University, where his research focuses heavily on the intersection of signal processing, data science, and intelligent systems. He holds an extensive academic portfolio featuring over 200 indexed publications, reflecting a career dedicated to advancing real-time monitoring systems, medical imaging technology, and smart sensor applications. Dr. Tran is widely recognized for his work on integrating Internet of Things (IoT) devices, wearable accelerometers, and machine learning models to solve complex tracking problems in both healthcare and engineering infrastructure. He has contributed significantly to the fields of advanced biomedical imaging (including ultrasound and magnetic resonance imaging) and next-generation wireless communications, serving as a prominent researcher and collaborator within the international engineering community.

Expertise: Signal and Image Processing (MRI & Ultrasound); Machine Learning & Artificial Intelligence; Internet of Things (IoT) & Wearable Sensors; Biomedical Engineering & Health Monitoring; Wireless Communications (NOMA & Millimeter Wave).


Maya Usher

Faculty of Instructional Technologies, Holon Institute of Technology (HIT), Israel

Dr. Maya Usher (Scopus h-index 13) is a prominent senior lecturer in the field of educational technology and learning analytics. Her work focuses on the integration of Artificial Intelligence (AI) in STEM education, with a specific emphasis on AI ethics, AI literacy, and the use of Generative AI for academic writing and programming. She has conducted extensive comparative studies on assessment methods, evaluating the effectiveness of ChatGPT versus peer and instructor feedback in higher education. Additionally, her research explores collaborative learning environments, computational thinking in robotics, and the transition to synchronous hybrid learning models.

Expertise: AI Ethics in STEM Education; Learning Analytics & Data-Driven Decision Making; Generative AI in Higher Education; Online & Hybrid Learning Environments; Collaborative Writing & Peer Assessment; Computational Thinking & Robotics; Project-Based Learning (PBL).


I Gusti Ngurah Darmawan

School of Education, The University of Adelaide, Adelaide, Australia

Assoc. Prof. Dr. I. Gusti Ngurah Darmawan (Scopus h-index 14) is an Associate Professor and Academic Lead for International and External Engagement at the School of Education, Adelaide University. He brings over 32 years of teaching and research experience across Indonesia and Australia, with specialties in educational research, data analysis, and quantitative methods. He is internationally recognized for his extensive cross-national studies on student performance, notably spearheading comprehensive evaluations of PISA and TIMSS datasets across Southeast Asia (including Indonesia, Malaysia, and Thailand). His interdisciplinary research deeply explores the structural factors influencing student reading, mathematics, and science achievement, the evaluation of teacher certification and well-being, and the psychometric measurement of self-regulated learning beliefs among pre-service educators.

Expertise: Large-Scale Assessments (PISA/TIMSS Analytics); Multilevel & Mixture Modeling; Quantitative Psychometrics & Scale Validation; School Effectiveness & Educational Policy; Self-Regulated Learning Measurement.

 

Endang Susantini

Department of Biology Education, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Surabaya (UNESA), Indonesia

Prof. Dr. Endang Susantini (Scopus h-index 11) is a Professor of Biology Education at Universitas Negeri Surabaya. She earned her Doctorate in Science Education and has since become a leading voice in Indonesian pedagogical research. Her career is characterized by the development of innovative learning models, including the Karmana-PBL model and the RODE (Read Outline Discussion Evaluation) model. Professor Susantini’s recent work focuses heavily on integrating Sustainable Development Goals (SDGs), STEM education, and local wisdom (Ethnoscience) into science curricula. She is also a pioneer in digital assessment tools, having developed applications like "Assessment Link" and "HOTS Link" to assist pre-service teachers in designing high-quality evaluation instruments.

Expertise: Biology Education; Science Education; STEM Education; Higher Order Thinking Skills (HOTS); Learning Model Development; Ethnoscience (Local Wisdom); Digital Assessment & E-Learning.


Yustika Sya'bandari

Department of Science Education, Kangwon National University, Chuncheon, South Korea

Yustika Sya’bandari is a researcher and data analyst based at Kangwon National University, where her academic career focuses on quantitative psychometrics, cross-cultural comparative education, and the sociology of science. Her research extensively explores the interaction between cultural backgrounds and scientific orientation, investigating how professional researchers and students in South Korea and Indonesia interpret Merton’s scientific norms, struggle with cognitive bias in choice metrics, or perceive personal career values. Sya’bandari is recognized for her structural evaluations of assessment scales, reviewing item bias and measurement generalizability across varied demographic cohorts using tools like the Geriatric Depression Scale (GDS) and the Measure of Acceptance of the Theory of Evolution (MATE). Additionally, her work encompasses educational data analysis and diversity metrics, utilizing item distractor analysis to chart scientific reasoning variations by gender and academic level, alongside evaluating unintended biological conceptualizations of race among biology students and charting STEM career motivation patterns.

Expertise: Cross-Cultural Science Education; Psychometrics & Scale Validation; Quantitative Assessment & Distractor Analysis; Sociology of Science & Scientific Norms; STEM Career Motivation & Diversity Metrics.


Irwandani

Department of Physics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri (UIN) Raden Intan Lampung, Indonesia

Dr. Irwandani (Scopus h-index 10) is a researcher and educator at UIN Raden Intan Lampung, focusing on the modernization of physics and science education. His research is characterized by a strong emphasis on 21st-century skills, particularly critical and creative thinking, as well as scientific and numerical literacy. He frequently explores the use of digital tools and social media, such as Instagram-assisted learning, Canva for science videos, and Google Forms for assessment instruments. A significant portion of his work involves bibliometric analysis and meta-analysis to identify research trends in STEM, STEAM, and environmental education. He also utilizes the Rasch Model analysis to evaluate student readiness and identify alternative conceptions in physics

Expertise: Physics Education; Educational Technology (Social Media & Multimedia); Scientific & Numerical Literacy; 21st Century Skills (Critical/Creative Thinking); Environmental Education (STEAM/SSI); Bibliometric Analysis; Rasch Model Analysis


 

3. Immersive Media, Mixed Realities, and Real-Time Neuropedagogical Scaffolding of Science Learning

 

Muammer Çalık

Department of Mathematics and Science Education, Faculty of Education, Trabzon University, Turkey

Prof. Dr. Muammer Çalık (Scopus h-index 26) is a Professor of Science Education at Trabzon University. His research is extensively cited and focuses on conceptual change, mental models, and the development of instructional materials to address student misconceptions in science. He has published numerous studies on the integration of socio-scientific issues into the curriculum and the effectiveness of context-based learning. Additionally, he serves as an editor and reviewer for several international science education journals.

Expertise: Science Education; Conceptual Change; Instructional Design; Socio-Scientific Issues; Context-Based Learning.


Kieron Sheehy

Faculty of Wellbeing, Education and Language Studies, The Open University, United Kingdom

Prof. Dr. Kieron Sheehy (Scopus h-index 22) is a leading expert in inclusive education and educational psychology, with a distinguished career focused on removing barriers to learning. His research is deeply collaborative and international, notably his long-standing work in Indonesia developing "Sign Supported Big Books" and "Signalong Indonesia" to support inclusive practice in kindergartens. He explores how pedagogic and epistemological beliefs influence teaching for children with autism and special educational needs (SEN). Furthermore, he is a pioneer in the "Psychology of Fun," investigating how enjoyment and digital technologies (like iPads and AR) can improve engagement and well-being in both online higher education and early childhood settings.

Expertise: Inclusive Education & Policy; Educational Psychology; Special Educational Needs (Autism, Cerebral Palsy); Sign-Supported Communication (Signalong); Children as Researchers; Digital Pedagogy (iPads/AR/Online Learning); The Role of "Fun" in Learning.


Witsanu Suttiwan

Faculty of Education, Valaya Alongkorn Rajabhat University, Pathum Thani, Thailand

Dr. Witsanu Suttiwan is a researcher and educator at Valaya Alongkorn Rajabhat University, where his academic career focuses on science education, active learning methodologies, and sustainable school management. His research extensively explores the integration of real-world environmental challenges into primary and secondary curricula, investigating the deployment of experiential learning modules—such as institutional food waste reduction initiatives—to contextualize and foster the United Nations Sustainable Development Goals (SDGs) in school settings. Dr. Suttiwan is recognized for his structural evaluations of instructional design, reviewing the role of contemporary learning management frameworks in Turkish and Southeast Asian STEM education contexts, and analyzing the impact of active learning interventions on student performance. Additionally, his work encompasses student skill cultivation and educational sociology, assessing the programmatic efficacy of collaborative classroom dynamics and exploring how design-centered learning tasks enhance students' creativity and interpersonal workforce competencies.

Expertise: STEM Learning Management; Sustainable Development Goals (SDGs) in Education; Experiential Science Activities; Creativity & Collaboration; Educational Sustainability.


Erman

Department of Science Education, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Surabaya (UNESA), Indonesia.

Prof. Dr. Erman (Scopus h-index 9) is a Professor of Science Education at Universitas Negeri Surabaya. He has a distinguished academic background in physics and science pedagogy, with a focus on enhancing student engagement through innovative teaching strategies. His research frequently explores the development of critical thinking, metacognitive skills, and scientific literacy in K-12 students. Prof. Erman is well-regarded for his work on integrating character education into science learning and has published numerous studies on the effectiveness of collaborative and inquiry-based learning models in the Indonesian educational context.

Expertise: Science Education; Physics Education; Critical Thinking; Metacognition; Collaborative Learning; Scientific Literacy; Character Education.

 

4. Transnational Curricular Reform, De-Colonial Ethnoscience, and Climate Grief Processing in Science Learning

 

Robert J. Gegear

Department of Biology, University of Massachusetts Dartmouth, Dartmouth, United States

Dr. Robert J. Gegear (Scopus h-index 24) is a researcher and educator at the University of Massachusetts Dartmouth, where his academic career centers on neuroecology, animal cognition, and the evolutionary mechanics of pollination systems. His research explores the sensory and cognitive processes of insect pollinators, investigating how multi-component floral features including volatile chemical roadmaps, scented nectar signals, and architectural complexities interact with bumblebee memory and learning economics. Dr. Gegear is widely recognized for his pioneering work on animal navigation, uncovering the molecular and photochemical roles of cryptochromes, antennal circadian clocks, and magnetic compass orientation during the annual fall migration of the monarch butterfly. Additionally, his ecological studies assess anthropogenic and biological disruptions to pollination networks, evaluating the impacts of neonicotinoid exposure, parasitic infections, pathogen spillover, and modeling how individual pollinator behavioral stress scales up to threaten broader ecosystem stability.

Expertise: Neuroecology & Animal Cognition; Pollination Systems & Floral Volatile Signalling; Magnetoreception & Cryptochrome Photochemistry; Monarch Butterfly Migratory Navigation; Anthropogenic Impacts & Pathogen Spillover on Pollinators.


Sri Rahayu

Department of Chemistry, Universitas Negeri Malang, Malang, Indonesia

Prof. Sri Rahayu (Scopus h-index 14) is a prominent researcher and educator at Universitas Negeri Malang, where her academic career centers on chemistry education, scientific literacy, and transformative pedagogical frameworks. Her extensive research explores the intersection of chemistry learning with modern societal demands, pioneering the integration of socio-scientific issues (SSI) and local wisdom to contextualize chemical concepts and foster prospective teachers' higher-order thinking, critical thinking, and argument-driven inquiry skills. Prof. Rahayu is widely recognized for her structural analyses of conceptual progression and learning difficulties in fundamental chemistry domains—including electrochemical cells, acid-base systems, and submicroscopic representations of matter—frequently using cross-cultural comparative studies to map student thinking patterns. Additionally, her work investigates technology-enhanced learning, assessing the impact of mobile learning models, generative AI interfaces (such as GPT tools), and augmented reality game media on enhancing students' environmental literacy, understanding of the Nature of Science (NOS), and engagement with global Sustainable Development Goals (SDGs).

Expertise: Chemistry Pedagogy & Chemical Literacy; Socio-Scientific Issues (SSI) & Local Wisdom Integration; Science Teacher Education & Scientific Argumentation; Conceptual Change & Electrochemical Systems Analysis; Technology-Enhanced Chemistry Learning & AI Applications.


Misbah

Department of Physics Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Dr. Misbah (Scopus h-index 13) is a researcher and educator at Universitas Lambung Mangkurat, where his academic career is heavily focused on physics education, instructional technology, and science pedagogy. He has compiled an extensive research portfolio with over 80 indexed publications, specializing in the development of innovative e-learning modules, digital interactive worksheets, and electronic instruments tailored for physics learning environments. Dr. Misbah is highly recognized for his work integrating local wisdom, ethnoscience (such as Sasirangan culture and wetlands-based environments), and Islamic values into physics curricula to foster cultural identity and critical character traits alongside technical knowledge. Additionally, he focuses on cultivating 21st-century competencies, such as problem-solving, critical thinking, and scientific argumentation, by utilizing modern educational trends like Problem-Based Learning (PBL), STEAM frameworks, and immersive technological interventions like Augmented Reality (AR) and virtual simulation tools.

Expertise: Physics Education & Pedagogy; Ethnoscience & Local Wisdom Integration; Educational Technology (Augmented Reality & E-Modules); 21st Century Skills (Problem-Solving & Critical Thinking); STEAM & Inquiry-Based Learning.


Habibat Bolanle Abdulkareem

Department of Science Education, University of Ilorin, Nigeria

Dr. Habibat Bolanle Abdulkareem is a researcher and educator at the University of Ilorin. Her academic work focuses primarily on science education, with a particular interest in the use of instructional technology to enhance learning outcomes in biology. She has conducted extensive research on student engagement and the impact of varied teaching methods on academic performance in secondary schools. Her contributions also include examining gender differences in science learning and the development of digital tools for science pedagogy in the Nigerian context.

Expertise: Science Education; Biology Education; Instructional Technology; Gender Studies in Education.


Yi̇lmaz Soysal

Department of Science Education, Hacettepe Üniversitesi, Ankara, Turkey

Dr. Yılmaz Soysal (Scopus h-index 9) is an Associate Professor at Hacettepe Üniversitesi, where his academic career focuses on discourse analysis, classroom interaction, and curriculum theory in science education. His research extensively explores teacher talk and argumentative discourse, investigating the alignments and inconsistencies between science teachers' professed beliefs and their real-time practices regarding question-asking, instructional noticing, and academically productive talk. Dr. Soysal is recognized for his structural evaluations of curriculum frameworks, reviewing the epistemic practice demands and epistemic loads embedded in primary, secondary, and biological/chemical education curricula to decode reform-based learning outcomes. Additionally, his work encompasses teacher cognition and professional development, assessing teacher educators' "metatalk" moves, mapping science teachers' epistemic cognitions through metaphorical representations of scientific experiments, and using phenomenographic arguments to cultivate critical questioning skills in prospective classroom educators.

Expertise: Classroom Discourse & Productive Talk; Question-Asking & Instructional Noticing; Epistemic Practices & Curriculum Analysis; Science Teacher Cognition & Belief Systems; Teacher Educator Metatalk & Professional Development.


Wahono Widodo

Department of Science Education, Universitas Negeri Surabaya, Surabaya, Indonesia

Prof. Dr. Wahono Widodo (Scopus h-index 9) is a professor and researcher at Universitas Negeri Surabaya, where his academic career focuses on science education, curriculum development, and innovative instructional technology. His research extensively explores science and digital literacy frameworks, investigating the design and validation of contemporary teaching paradigms including the DACAR, REA, ALLR, and BRADeR learning models to foster critical, creative, and metacognitive thinking skills from early childhood through higher education. Prof. Widodo is recognized for his structural evaluations of concept construction, reviewing the collapse of students' conceptions and mapping persistent multi-misconceptions when solving complex physical problems in areas like electrical circuits. Additionally, his work encompasses culture-integrated and sustainable education, assessing the pedagogical efficacy of ethnoscience-themed learning media (such as batik-based science and indigenous knowledge systems) and climate-integrated instruction designed to support international Sustainable Development Goals (SDGs).

Expertise: Scientific & Digital Literacy; Ethnoscience & Culture-Integrated STEM; Conceptual Misconceptions in Physics; Innovative Learning Models (DACAR, REA, ALLR); Climate Change Education & SDGs.

 

5. Virtual-Physical Hybrid Laboratories and Quantum Cognition Decision Modeling in Experimental Science Learning

 

Dimitrios Stamovlasis

Department of Philosophy and Education, Aristotle University of Thessaloniki (AUTH), Greece

Prof. Dr. Dimitrios Stamovlasis (Scopus h-index 23) is a Professor of Research Methodology and Applied Statistics at the Aristotle University of Thessaloniki. He holds a PhD from the University of Ioannina, where he specialized in applying Complexity Theory and Nonlinear Methodology to social science research. His academic career spans several decades, focusing on the intersection of science education, educational psychology, and advanced statistical modeling. Dr. Stamovlasis is widely recognized for his work on catastrophe theory, latent class analysis, and the investigation of students' mental models in science. He has published over 100 journal articles and served as an editor and reviewer for numerous international journals, contributing significantly to the understanding of non-linear dynamics in learning processes.

Expertise: Science Education; Research Methodology; Applied Statistics; Educational Psychology; Nonlinear Dynamics (Complexity & Catastrophe Theory); Conceptual Change; STEM & Educational Robotics.


Usmeldi

Department of Physics Education, Universitas Negeri Padang, Padang, Indonesia

Prof. Dr. Usmeldi (Scopus h-index 11) is a prominent Professor and researcher in Physics and Vocational Education at Universitas Negeri Padang (UNP), where his academic career focuses on physics education, vocational training, and the integration of digital technology in science learning systems. His research extensively explores instructional technology frameworks, investigating the diagnosis and implementation of cutting-edge pedagogical tools including augmented reality (AR), virtual reality (VR), metaverse spaces, and smartphone-based interactive multimedia to enhance higher-order thinking and computational skills. Dr. Usmeldi is recognized for his structural evaluations of instructional design, reviewing the role of project-based problem learning (PBPL) and inquiry-based structures in higher engineering curricula, and analyzing the impact of active learning interventions like PhET simulations, cognitive conflict models, and localized cultural wisdom integration on physics student achievement. Additionally, his work encompasses educational analytics and predictive modeling, assessing the programmatic efficacy of collaborative and research-based modules while exploring science students' behavioral dependency on generative AI tools like ChatGPT.

Expertise: Physics Education & Digital Pedagogies; AR, VR, & Metaverse Technologies in Education; Project-Based Problem Learning (PBPL); Constructivist Models & Inductive Learning Cycles; Engineering Education & Educational Data Analytics.


Rahul Gupta

Department of Physics, Indian Institute of Technology (IIT) Bombay, India.

Rahul Gupta (Scopus h-index 9)is a researcher in Condensed Matter Physics affiliated with the Indian Institute of Technology (IIT) Bombay, India. His research focuses on spin dynamics and magnetization damping in ferromagnetic thin films, which are essential for the development of spintronic devices. He possesses expertise in thin-film deposition techniques and magnetic characterization using ferromagnetic resonance. His scholarly contributions include various international publications on interfacial interactions in heavy metal/ferromagnet multilayer systems.

Expertise: Condensed Matter Physics; Spintronics; Magnetic Thin Films; Magnetization Dynamics; Materials Science.


Semra Benzer

Department of Gazi Faculty of Education, Gazi Üniversitesi, Ankara, Turkey

Prof. Dr. Semra Şanli Benzer (Scopus h-index 9) is a researcher and educator at Gazi Üniversitesi, where her academic career bridges limnology, environmental biology, and the application of computational data systems to ecological modeling. Her research heavily focuses on freshwater ecology, analyzing the population dynamics, growth models, and length-weight relationships of various teleost and crustacean species—such as crayfish, carp, tench, and sand smelt—across key Turkish aquatic habitats. Dr. Şanli Benzer is recognized for pioneer interventions that integrate traditional biometric and morphometric practices with modern artificial intelligence, deploying Kolmogorov-Arnold networks, artificial neural networks (ANNs), and support vector machines (SVM) to model dissolved oxygen concentrations and classify aquatic specimens. Additionally, her interdisciplinary work investigates environmental toxicology, measuring heavy metal accumulations and chemical biomarker responses in aquatic organisms, while assessing science teachers' digital literacy and the programmatic classification of sustainable environmental attitudes using automated survey algorithms.

Expertise: Freshwater Ecology & Biometrics; Computational Ecology & Machine Learning (ANNs, SVM); Environmental Toxicology & Heavy Metal Assessment; Population Dynamics & Length-Weight Growth Modeling; Sustainable Environmental Education.


Kofi Owusu-Sekyere

School of Energy and Power Engineering, Jiangsu University, China

Dr. Kofi Owusu-Sekyere is a researcher specializing in fluid mechanics and computational physics. His work focuses on Electrohydrodynamic (EHD) Atomization, specifically investigating the dynamics of the cone-jet regime. He has contributed to the development of improved numerical interpolation methods for simulating liquid behavior across varying conductivities, providing both experimental and numerical insights into the morphology of the Taylor Cone. His research is published in high-impact journals such as Langmuir and Physics of Fluids.

Expertise: Electrohydrodynamic (EHD) Atomization; Taylor Cone Morphology; Computational Fluid Dynamics (CFD); Numerical Interpolation Methods; Liquid Conductivity Dynamics; Cone-Jet Stable Regimes.

 

6. Epistemic Cognition, Classroom Discourse Metatalk, and Teacher Professional Development for Science Learning

 

Uğur Sari

Department of Mathematics and Science Education, Kırıkkale Üniversitesi, Kırıkkale, Turkey

Prof. Dr. Uğur Sarı (Scopus h-index 14) is a prominent researcher, educator, and the Head of the Science Education Department at Kırıkkale Üniversitesi in Turkey, where his diverse academic career spans materials physics and innovative science education pedagogy. In his materials science research, his work extensively explores the microstructural evolution, phase transformations, and magnetic properties of functional materials, investigating ferromagnetic Heusler alloys, shape memory systems, and electrospun nanofibers designed for broadband electromagnetic wave and radar absorption. Dr. Sarı is recognized for his structural evaluations of instructional design in science education, reviewing the development of algorithmic and computational thinking through physical computing activities with Arduino and flipped classroom models. Additionally, his work encompasses workforce and curriculum development, assessing the design competence of teachers in STEM professional development programs and analyzing the impact of active learning interventions—such as Algodoo-driven simulations, real-time laboratory tracking, and entrepreneurship-focused learning models—on students' scientific process skills and problem-solving capacities.

Expertise: STEM Education & Computational Thinking; Microstructure & Shape Memory Alloys; Physical Computing & Simulation-Based Inquiry; Electromagnetic Wave Absorption & Nanofibers; Teacher Professional Development & Entrepreneurial Skills.


Burçin Şeşen

Department of Mathematics and Science Education, Hasan Ali Yücel Faculty of Education, Istanbul University-Cerrahpaşa (IUC), Turkey.

Prof. Dr. Burçin Şeşen (Scopus h-index 13) is a Professor of Chemistry Education at Istanbul University-Cerrahpaşa. Her academic career is focused on enhancing chemistry pedagogy through the integration of technology and inquiry-based learning models. Her research investigates the effectiveness of computer-assisted instruction, the development of students' conceptual understanding, and the implementation of context-based learning in science. Dr. Şeşen has published extensively in peer-reviewed journals, contributing significantly to the fields of scientific literacy and teacher professional development within the Turkish educational system.

Expertise: Chemistry Education; Computer-Assisted Instruction; Inquiry-Based Learning; Conceptual Understanding; Teacher Education; Context-Based Learning


Ali Mohammad Fazilatfar

Department of English Language and Literature, Yazd University, Iran.

Prof. Dr. Ali Mohammad Fazilatfar (Scopus h-index 8) is a Professor of Applied Linguistics at Yazd University. He holds a PhD in Applied Linguistics and has extensive experience in teaching and research related to second language acquisition. His work focuses heavily on literacy, reading and writing strategies, and the cognitive processes involved in language learning. Dr. Fazilatfar is a prominent figure in the Iranian academic community, having published numerous articles in high-impact international journals and served on several editorial boards. He is particularly recognized for his research on academic discourse and the development of pedagogical frameworks for EFL (English as a Foreign Language) learners.

Expertise: Applied Linguistics; Second Language Acquisition; Reading and Writing Strategies; Discourse Analysis; EFL Pedagogy; Literacy Studies


Danilo Rogayan Jr.

College of Teacher Education, President Ramon Magsaysay State University (PRMSU), Philippines

Prof. Dr. Danilo V. Rogayan Jr. (Scopus h-index 7) is a Professor and a leading researcher in science and teacher education in the Philippines. He holds a Master’s degree in Science Education and is currently pursuing doctoral studies. His academic career is marked by a focus on STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, environmental literacy, and pedagogical innovations. Rogayan has published extensively in Scopus-indexed journals on topics such as COVID-19's impact on education, gender equity, and the professional development of science teachers. He serves on various editorial boards and is recognized for his contributions to enhancing the scientific process skills of pre-service teachers.

Expertise: Science Education; STEAM Education; Environmental Education; Teacher Education; Pedagogical Innovations; Gender Equity in Education; Educational Assessment.


Kendra McMahon

School of Education, Bath Spa University, United Kingdom

Prof. Dr. Kendra McMahon (Scopus h-index 5) is a Professor of Education specializing in Primary Science. Her research centers on the pedagogy of science for children aged 3–11, with a particular focus on classroom dialogue, "sustained shared thinking," and teacher assessment. She is a prolific author of foundational teacher-training texts, including Science 5-11: A Guide for Teachers. A notable aspect of her work involves debunking "neuromyths" in initial teacher education and bridging the gap between academic research and primary school practice through innovative dissemination strategies.

Expertise: Primary Science Education (Ages 3–11); Classroom Interaction & Dialogue; Teacher Assessment in Science (TAPS Model); Educational Neuroscience (Neuromyths); Continuity & Progression in STEM Education; Early Years Science & Technology


Fabian Lang

Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Germany

Dr. Fabian Lang is a research associate and scholar at the University of Tübingen. His academic background is rooted in educational science, with a specific focus on school development and the professionalization of teachers. His research often employs quantitative methods to investigate the quality of instruction and the factors that contribute to successful learning environments in secondary education. Dr. Lang has contributed to several international projects exploring digital literacy and the integration of technology in the classroom, aiming to bridge the gap between educational theory and practical teaching applications

Expertise: School Education; Teacher Professionalization; Instructional Quality; Digital Literacy; Educational Research Methods.


Joseph Felix Njiku

School of Education, University of Dar es Salaam, Tanzania

Dr. Joseph Felix Njiku (Scopus h-index 7) is a researcher and educator specializing in Mathematics Education and Educational Technology. His work focuses heavily on the TPACK (Technological Pedagogical Content Knowledge) framework, examining how mathematics teachers integrate technology into their instruction through collaborative lesson design and professional development. He has conducted significant research in the East African context, particularly in Tanzania and Rwanda, exploring the impact of teaching practicums, mentoring experiences, and language barriers on pre-service teacher development. Additionally, he contributes to global discourse on emerging educational technologies, including early reactions to ChatGPT in higher education.

Expertise: Mathematics Education; Educational Technology Integration; TPACK Framework; Teacher Training & Mentoring; Teaching Practicum; Language in Mathematics Learning; ICT in Education (Sub-Saharan Africa)