Αναστάσιος Καρακολίδης
Ανώτερος Ερευνητής, Educational Research Centre, Ιρλανδία
Λέκτορας, Dublin City University, Ιρλανδία
Διεύθυνση Αλληλογραφίας:
Τηλέφωνο Επικοινωνίας:
E-mail:
URL:
anastasios.karakolidis@gmail.com
Ο Δρ. Αναστάσιος Καρακολίδης είναι Ανώτερος Ερευνητής στο Κέντρο Εκπαιδευτικής Έρευνας (Educational Research Centre). Είναι επιστημονικός υπεύθυνος για την υλοποίηση και αξιοποίηση δεδομένων του Διεθνούς Προγράμματος για την Αξιολόγηση των Μαθητών PISA του ΟΟΣΑ στην Ιρλανδία, εκπρόσωπος της χώρας στο Διοικητικό Συμβούλιο του PISA (PISA Governing Board – PGB) και εθνικός συντονιστής (National Project Manager) και υπεύθυνος δειγματοληψίας για τον κύκλο του PISA 2025. Παράλληλα, κατέχει θέση Λέκτορα στο Dublin City University και έχει συμβάλει ενεργά σε πληθώρα ερευνητικών και εκπαιδευτικών προγραμμάτων στην Ελλάδα και το εξωτερικό. Είναι απόφοιτος του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Ιωαννίνων, με μεταπτυχιακό στον τομέα των ποσοτικών μεθόδων έρευνας και στατιστικών αναλύσεων στην εκπαίδευση από το Πανεπιστήμιο Queen’s University Belfast του Ηνωμένου Βασιλείου και διδακτορικό στον τομέα της εκπαιδευτικής αξιολόγησης από το Dublin City University της Ιρλανδίας. Διαθέτει εκτενή ερευνητική και διδακτική εμπειρία, έχοντας συνεργαστεί με κορυφαίους εθνικούς και διεθνείς φορείς και πανεπιστήμια τόσο εντός όσο κι εκτός Ευρώπης. Εξειδικεύεται σε θέματα ποσοτικής και ποιοτικής έρευνας στην εκπαίδευση, με ιδιαίτερη έμφαση στον σχεδιασμό, την ανάπτυξη και την εφαρμογή προηγμένων στατιστικών και ψυχομετρικών αναλύσεων. Έχει πλούσια συγγραφική δραστηριότητα, η οποία περιλαμβάνει δημοσιεύσεις σε διεθνή έγκριτα επιστημονικά περιοδικά και συνέδρια καθώς και ερευνητικές εκθέσεις και αναφορές, συμβάλλοντας στη διάχυση της εκπαιδευτικής γνώσης και στην προώθηση τεκμηριωμένων πολιτικών στον χώρο της εκπαίδευσης.
Ερευνητικά Ενδιαφέροντα
Μεθοδολογία εκπαιδευτικής έρευνας
Στατιστικές αναλύσεις
Ψυχομετρία
Αξιοποίηση νέων τεχνολογιών στην αξιολόγηση
Εκπαιδευτική αξιολόγηση
Κεφάλαια βιβλίων
| Έτος | Δημοσίευση |
|---|---|
| 2022 | Multilevel modelling of international large-scale assessment data Karakolidis, A., Pitsia, V., & Cosgrove, J. (2022). Multilevel modelling of international large-scale assessment data. In M. S. Khine (Ed.), Methodology for Multilevel Modeling in Educational Research (pp. 141–159). Springer. https://doi.org/10.1007/978-981-16-9142-3_8 |
Ερευνητικές εκθέσεις / Βιβλία
| Έτος | Δημοσίευση |
|---|---|
| 2025 | The National Assessments of Mathematics and English Reading 2021: Context Report. Kiniry, J., Karakolidis, A., Nelis, S. M., Duggan, A., Cunningham, R., Pitsia, V., & Millar, D. (2025). The National Assessments of Mathematics and English Reading 2021: Context Report. Educational Research Centre. https://doi.org/10.70092/1413183.0325 |
| 2023 | Artificial Intelligence for and by Teachers (AI4T): Irish National Evaluation Report Butler, D., Karakolidis, A., & Scully, C. (2023). Artificial Intelligence for and by Teachers (AI4T): Irish National Evaluation Report. Centre national d’étude des systèmes scolaires – Conservatoire national des arts et métiers (Cnesco-Cnam). https://www.ai4t.eu/wp-content/uploads/2024/07/AI4T_WP3_D3.3_NR_Ireland.pdf |
| 2023 | The National Assessments of Mathematics and English Reading 2021: Performance Report Kiniry, J., Duggan, A., Karakolidis, A., Cunningham, R., & Millar, D. (2023). The National Assessments of Mathematics and English Reading 2021: Performance Report. Educational Research Centre. https://www.erc.ie/wp-content/uploads/2023/05/NAMER2021_Performance-Report_Digital.pdf |
| 2021 | PISA και Εμβολιαστική Κάλυψη στην Ελλάδα και στην Ευρώπη – Πλήρης Αναφορά Εμβαλωτής, A. & Kαρακολίδης, A. (2021). PISA και Εμβολιαστική Κάλυψη στην Ελλάδα και στην Ευρώπη – Πλήρης Αναφορά. Θέματα Ανάλυσης Ερευνητικών Δεδομένων 4.2, Πανεπιστήμιο Ιωαννίνων. https://myweb.uoi.gr/aemvalot/wp-content/uploads/2021/12/4.2_Final.pdf |
| 2019 | Μια Ανάλυση των Αποτελεσμάτων του PISA 2015: Οι Επιδόσεις των Ελλήνων Μαθητών και οι Παράγοντες που τις Επηρεάζουν Σοφιανοπούλου, X., Εμβαλωτής, A., Kαρακολίδης, A., & Πίτσια, B. (2019). Μια Ανάλυση των Αποτελεσμάτων του PISA 2015: Οι Επιδόσεις των Ελλήνων Μαθητών και οι Παράγοντες που τις Επηρεάζουν. διαΝΕΟσις – Οργανισμός Έρευνας και Ανάλυσης. https://www.dianeosis.org/wp-content/uploads/2019/11/final_pisa2015.pdf |
| 2017 | Έκθεση Αποτελεσμάτων του Διεθνούς Προγράμματος PISA 2015 για την Αξιολόγηση των Μαθητών στην Ελλάδα Σοφιανοπούλου, X., Εμβαλωτής, A., Πίτσια, B., & Kαρακολίδης, A. (2017). Έκθεση Αποτελεσμάτων του Διεθνούς Προγράμματος PISA 2015 για την Αξιολόγηση των Μαθητών στην Ελλάδα. Ινστιτούτο Εκπαιδευτικής Πολιτικής. https://www.researchgate.net/publication/329390504 |
Δημοσιεύσεις σε διεθνή και ελληνικά περιοδικά με κριτές
| Έτος | Δημοσίευση |
|---|---|
| 2025 | Promoting participation and engagement: Ireland’s experiences across three decades of international large-scale assessments Delaney, E., Clerkin, A., Karakolidis, A., Gilleece, L., & Millar, D. (2025). Promoting participation and engagement: Ireland’s experiences across three decades of international large-scale assessments. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1565557 |
| 2025 | Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective Fitzsimons, S., Sexton, P. J., Lehane, P., Donlon, E., McDonald, E., Karakolidis, A., & McKeever, C. (2025). Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective. Irish Educational Studies, 44(2), 341–357. https://doi.org/10.1080/03323315.2024.2330883 |
| 2025 | Factors Associated with STEM Career Expectations of Greek 15-Year-Old Students Pagkratidou, M., Michaelides, M. P., Pitsia, V., & Karakolidis, A. (2025). Factors Associated with STEM Career Expectations of Greek 15-Year-Old Students. Journal for STEM Education Research, 8(1), 59–87. https://doi.org/10.1007/s41979-024-00124-1 |
| 2024 | Witnessing bullying at work: Employee silence in higher education institutions Mazzone, A., Karakolidis, A., Pitsia, V., Freeney, Y., & O’Higgins Norman, J. (2024). Witnessing bullying at work: Employee silence in higher education institutions. Higher Education Quarterly, 78(3), 640–655. https://doi.org/10.1111/hequ.12472 |
| 2023 | Trends in educational inequalities in Ireland’s primary schools: An analysis based on TIMSS data (2011–2019) Duggan, A., Karakolidis, A., Clerkin, A., Gilleece, L., & Perkins, R. (2023). Trends in educational inequalities in Ireland’s primary schools: An analysis based on TIMSS data (2011–2019). Large-Scale Assessments in Education, 11:39. https://doi.org/10.1186/s40536-023-00188-2 |
| 2023 | Primary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender Twohill, A., NicMhuirí, S., Harbison, L., & Karakolidis, A. (2023). Primary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender. International Journal of Science and Mathematics Education, 21(2), 601–622. https://doi.org/10.1007/s10763-022-10259-5 |
| 2022 | Bullied, bystanders, and perpetrators in the workplace: The role of empathy in teachers and school leaders’ experiences Mazzone, A., Pitsia, V., Karakolidis, A., & O’Higgins Norman, J. (2022). Bullied, bystanders, and perpetrators in the workplace: The role of empathy in teachers and school leaders’ experiences. Psychology in the Schools, 59(3), 515–534. https://doi.org/10.1002/pits.22628 |
| 2021 | Examining educational inequalities: Insights in the context of improved mathematics performance on national and international assessments at primary level in Ireland Karakolidis, A., Duggan, A., Shiel, G., & Kiniry, J. (2021). Examining educational inequalities: Insights in the context of improved mathematics performance on national and international assessments at primary level in Ireland. Large-scale Assessments in Education, 9. |
| 2021 | Educational inequality in primary schools in Ireland in the early years of the National Literacy and Numeracy Strategy: An analysis of National Assessment data Karakolidis, A., Duggan, A., Shiel, G., & Kiniry, J. (2021). Educational inequality in primary schools in Ireland in the early years of the National Literacy and Numeracy Strategy: An analysis of National Assessment data. Irish Journal of Education, 44. |
| 2021 | Animated videos in assessment: Comparing validity evidence from and test-takers’ reactions to an animated and a text-based situational judgment test Karakolidis, A., O’Leary, M., & Scully, D. (2021). Animated videos in assessment: Comparing validity evidence from and test-takers’ reactions to an animated and a text-based situational judgment test. International Journal of Testing. 21(2), 57-79. https://doi.org/10.1080/15305058.2021.1916505 |
| 2021 | Eight issues to consider when developing animated videos for the assessment of complex constructs Karakolidis, A., Scully, D., & O’Leary, M. (2021). Eight issues to consider when developing animated videos for the assessment of complex constructs. Practical Assessment, Research, and Evaluation, 26. https://doi.org/10.7275/f2s7-yz14 |
| 2021 | Investigating the use of assessment data by primary school teachers: Insights from a large-scale survey in Ireland Pitsia, V., Karakolidis, A., & Lehane, P. (2021). Investigating the use of assessment data by primary school teachers: Insights from a large-scale survey in Ireland. Educational Assessment. 26(3). 145–162. http://doi.org/10.1080/10627197.2021.1917358 |
| 2020 | Exploring the interpersonal dimension of teaching in an Irish post-primary context Scully, D., Pitsia, V., & Karakolidis, A. (2020). Exploring the interpersonal dimension of teaching in an Irish post-primary context. Irish Educational Studies, 39(3), 355-374. |
| 2019 | The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? Karakolidis, A., Pitsia, V., & Emvalotis, A. (2019). The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? International Journal of Science Education, 41(11), 1457-1474. |
| 2018 | The state-of-the-art in digital technology-based assessment O’Leary, M., Scully, D., Karakolidis, A., & Pitsia, V. (2018). The state-of-the-art in digital technology-based assessment. European Journal of Education, 53(2), 160-175. |
| 2017 | The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data Pitsia, V., Biggart, A., & Karakolidis, A. (2017). The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163–173. |
| 2017 | Practice tests: Do they work? Can they work better? Karakolidis, A., O’Leary, M., & Scully, D. (2017). Practice tests: Do they work? Can they work better? CLEAR Exam Review, 27(1), 12–16. |
| 2016 | Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece. International Journal of Educational Research, 79, 106–115. |
| 2016 | Mathematics low achievement in Greece: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Mathematics low achievement in Greece: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012. Themes in Science and Technology Education, 9(1), 3–24. |
| 2016 | Επιχειρώντας διαθεματικές προσεγγίσεις με τη βοήθεια του Google Earth Πίτσια, Β., Καρακολίδης, Α., & Εμβαλωτής, Α. (2016). Επιχειρώντας διαθεματικές προσεγγίσεις με τη βοήθεια του Google Earth. Επιστήμες Αγωγής, (3), 177-197. |
Παρουσιάσεις και δημοσιεύσεις σε συνέδρια με κριτές
| 2025 | Which factors predict STEM career expectations of Greek 15-year-old students? Michaelides, M., Pagkratidou, M., Pitsia, V., & Karakolidis, A. (2025). Which factors predict STEM career expectations of Greek 15-year-old students? Paper presented at the 19th European Congress of Psychology, 84(1), 17. https://doi.org/10.1024/2673-8627/a000085 |
| 2023 | Patterns of educational inequalities in reading: An analysis using three cycles of PIRLS in Ireland Karakolidis, A., Duggan, A., Clerkin, A., Gilleece, L., Perkins, R., Delaney, E. (2023). Patterns of educational inequalities in reading: An analysis using three cycles of PIRLS in Ireland. Poster presented at the 10th International Association for the Evaluation of Educational Achievement International Research Conference (IEA IRC). Dublin, Ireland. |
| 2022 | Patterns of educational inequalities in mathematics and science: An analysis using three cycles of TIMSS in Ireland Duggan, A., Karakolidis, A., Clerkin, A., Gilleece, L., & Perkins, R. (2022). Patterns of educational inequalities in mathematics and science: An analysis using three cycles of TIMSS in Ireland. Paper presented at the 23rd annual Association for Educational Assessment – Europe (AEA-Europe) conference. Dublin, Ireland. |
| 2022 | Παράγοντες που συσχετίζονται με τις προθέσεις μαθητών να ακολουθήσουν επαγγέλματα STEM από την έρευνα PISA στην Ελλάδα Παγκρατίδου, M., Μιχαηλίδης, M., Πίτσια, V., & Kαρακολίδης, A. (2022). Παράγοντες που συσχετίζονται με τις προθέσεις μαθητών να ακολουθήσουν επαγγέλματα STEM από την έρευνα PISA στην Ελλάδα. Η ανακοίνωση αναρτήθηκε στο 18ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας της Ελληνικής Ψυχολογικής Εταιρείας. Αθήνα, Ελλάδα. |
| 2021 | Exploring primary school teachers’ use of assessment data in an Irish context Lehane, P., Pitsia, V., & Karakolidis, A. (2021). Exploring primary school teachers’ use of assessment data in an Irish context. Paper presented at the 22nd annual Association for Educational Assessment – Europe (AEA-Europe) conference. Online conference. |
| 2021 | Identifying factors predicting teachers’ use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland Lehane, P., Pitsia, V., & Karakolidis, A. (2021). Identifying factors predicting teachers’ use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland. Paper presented at the European Conference on Educational Research (ECER). Online conference. |
| 2021 | Who benefits from improved outcomes in reading literacy in Ireland? An investigation of equality using national and international assessment data Karakolidis, A., Duggan, A., Kiniry, J., & Shiel, G. (2021). Who benefits from improved outcomes in reading literacy in Ireland? An investigation of equality using national and international assessment data. Paper presented at the 22nd annual Association for Educational Assessment – Europe (AEA-Europe) conference. Online conference. |
| 2021 | Educational inequalities in mathematics: An analysis of national and international assessment data for Ireland Karakolidis, A., Duggan, A., Kiniry, J., & Shiel, G. (2021). Educational inequalities in mathematics: An analysis of national and international assessment data for Ireland. Paper presented at the 9th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC). Dubai, United Arab Emirates. |
| 2021 | Examining inequalities in reading performance: An analysis of national and international assessment data for Ireland Karakolidis, A., Duggan, A., Kiniry, J., & Shiel, G. (2021). Examining inequalities in reading performance: An analysis of national and international assessment data for Ireland. Paper presented at the British Educational Research Association (BERA) annual conference. Online conference. |
| 2021 | Bullying among teachers and school leaders: Implications for school climate and student learning Mazzone, A., Pitsia, V., Karakolidis, A., & O’Higgins Norman, J. (2021). Bullying among teachers and school leaders: Implications for school climate and student learning. Paper presented at the World Anti-Bullying Forum. |
| 2019 | The use of animations in assessment: Comparing an animated and a text-based situational judgment test Karakolidis, A. (2019). The use of animations in assessment: Comparing an animated and a text-based situational judgment test. Paper presented at the American Education Research Association (AERA) annual meeting. Toronto, Canada. https://doi.org/10.3102/1438022 |
| 2019 | High achievement in mathematics and science: A multilevel analysis of TIMSS 2015 data for Ireland Pitsia, V., Karakolidis, A., & Shiel, G. (2019). High achievement in mathematics and science: A multilevel analysis of TIMSS 2015 data for Ireland. Paper presented at the 8th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC). Copenhagen, Denmark. |
| 2019 | Enhancing assessment validity through the use of animated videos: An experimental study comparing text-based and animated situational judgements tests Karakolidis, A., O’Leary, M., & Scully, D. (2019). Enhancing assessment validity through the use of animated videos: An experimental study comparing text-based and animated situational judgements tests. Paper presented at the 20th annual Association for Educational Assessment – Europe (AEA-Europe) conference. Lisbon, Portugal. |
| 2019 | The challenges and opportunities of including animated items in licensure examinations: Insights from two research studies Clifford, I., & Karakolidis, A. (2019). The challenges and opportunities of including animated items in licensure examinations: Insights from two research studies. Paper presented at the Association of Test Publishers – Europe (eATP) conference. Madrid, Spain. |
| 2019 | Alternative and high fidelity item types: Where are we now with technology-based items? Champagne, K., O’Leary, M., Lehane, P., & Karakolidis, A. (2019). Alternative and high fidelity item types: Where are we now with technology-based items? Paper presented at the Association of Test Publishers (ATP): Innovations in Testing conference. Orlando, FL. |
| 2018 | Is a picture worth a thousand words? Using animation in certification testing Corrigan, R., Karakolidis, A., & Waters, L. (2018). Is a picture worth a thousand words? Using animation in certification testing. Paper presented at the Association of Test Publishers (ATP): Innovations in Testing conference. San Antonio, TX. |
| 2018 | Transforming situational judgement tests through the use of animated simulations Karakolidis, A., & Pitsia, V. (2018). Transforming situational judgement tests through the use of animated simulations. Paper presented at the Association of Test Publishers – Europe (eATP) conference. Athens, Greece. |
| 2018 | Risk factors for early school leaving in Greece Pitsia, V., Karakolidis, A., Sofianopoulou, C. & Emvalotis, A. (2018). Risk factors for early school leaving in Greece. Paper presented at the European Sociological Association/Research Network 27 (ESA/RN27) mid-term conference. Catania, Italy. |
| 2018 | A cross-cultural study of high school teachers’ tacit knowledge of interpersonal skills Stemler, S. E., Elliott, J. G., O’Leary, M., Scully, D., Karakolidis, A., & Pitsia, V. (2018). A cross-cultural study of high school teachers’ tacit knowledge of interpersonal skills. Paper presented at the American Education Research Association (AERA) annual meeting. New York, NY. https://doi.org/10.3102/1304486 |
| 2017 | Simulations in assessment and the uncanny valley: Too true to be good? Karakolidis, A., Scully, D., & O’Leary, M. (2017). Simulations in assessment and the uncanny valley: Too true to be good? Paper presented at the 11th annual International Technology, Education and Development (INTED) conference. Valencia, Spain. https://doi.org/10.21125/inted.2017.0883 |
| 2017 | Challenging a tenet of multiple choice testing: Are four response options really necessary? Scully, D., Karakolidis, A., & O’Leary, M. (2017). Challenging a tenet of multiple choice testing: Are four response options really necessary? Paper presented at the Association of Test Publishers – Europe (eATP) conference. Noordwijk, Netherlands. |
| 2017 | Refining situational judgement tests: A perspective on various dilemmas associated with SJT development and how these may be addressed Scully, D., O’Leary, M., & Karakolidis, A. (2017). Refining situational judgement tests: A perspective on various dilemmas associated with SJT development and how these may be addressed. Paper presented at the Association of Test Publishers – Europe (eATP) conference. Noordwijk, Netherlands. |
| 2017 | Analysing performance in mathematics: The case of immigrant students Pitsia, V., Karakolidis, A., Emvalotis, A., & Sofianopoulou, C. (2017). Analysing performance in mathematics: The case of immigrant students. Paper presented at the 11th annual International Technology, Education and Development (INTED) conference. Valencia, Spain. https://doi.org/10.1016/j.ijer.2016.05.013 |
Λοιπές Δημοσιεύσεις & συνεισφορές
| 2025 | Shaping Education Policy: The Programme for International Student Assessment (PISA) 2025 in Ireland Karakolidis, A., Perkins, P., Fitzgerald, C., Toole, N., Keating, A., & Cherry, G. (2024). Shaping Education Policy: The Programme for International Student Assessment (PISA) 2025 in Ireland. Leader, Autumn, 88-89. |
| 2023 | PISA 2022: Non-Response Bias Analysis for Ireland (with A. Karakolidis, & K. Taylor) Donohue, B., Perkins, R., Millar, D., Walsh, T., & Delaney, M. (2023). PISA 2022: Non-Response Bias Analysis for Ireland (with A. Karakolidis, & K. Taylor). Educational Research Centre. https://www.erc.ie/wp-content/uploads/2023/12/NRBA-IRL_Final.pdf |
| 2021 | Investigating educational inequality using national assessment data Duggan, A., Karakolidis, A., Kiniry, J., & Shiel, G. (2021). Investigating educational inequality using national assessment data. Intouch, May, Issue No. 200. |
| 2019 | Standardised Testing in English Reading and Mathematics in the Irish Primary School: A Survey of Irish Primary Teachers (with A. Karakolidis, P. Lehane, M. McCafferty, & V. Pitsia) O’Leary, M., Lysaght, Z., Nic Craith, D., & Scully, D. (2019). Standardised Testing in English Reading and Mathematics in the Irish Primary School: A Survey of Irish Primary Teachers (with A. Karakolidis, P. Lehane, M. McCafferty, & V. Pitsia). Dublin City University, Centre for Assessment Research, Policy and Practice in Education & Irish National Teachers’ Organisation. https://www.dcu.ie/sites/default/files/inline-files/CARPE-INTO-Standardised-Testing-Survey-2019.pdf. |
| 2025 – σήμερα | Ανώτερος ερευνητής, Educational Research Centre, Ιρλανδία |
| 2025 – σήμερα | Ερευνητής, Πανεπιστήμιο Ιωαννίνων, Ελλάδα |
| 2021 – 2024 | Ερευνητής, Educational Research Centre, Ιρλανδία |
| 2020 | Ερευνητής, Οργανισμός Έρευνας και Ανάλυσης «διαΝΕΟσις» & Χαροκόπειο Πανεπιστήμιο, Ελλάδα |
| 2019 – 2021 | Βοηθός έρευνας, Educational Research Centre, Ιρλανδία |
| 2017 – 2024 | Ερευνητής, Institute of Education, Dublin City University, Ιρλανδία Ενδεικτικά ερευνητικά έργα: Initial Teacher Education – Knowledge and Attitudes (ITE-KAM) Artificial Intelligence for and by teachers (AI4T) Maths4all Investigating the mathematics teaching efficacy beliefs of prospective primary school teachers Write to Read |
| 2017 | Ερευνητής, Ινστιτούτο Εκπαιδευτικής Πολιτικής (ΙΕΠ), Ελλάδα |
| 2014 | Βοηθός έρευνας, Ερευνητικό Πανεπιστημιακό Ινστιτούτο Ψυχικής Υγιεινής (ΕΠΙΨΥ), Ελλάδα |
| 2019 – σήμερα | Λέκτορας, Graduate Studies Office, Dublin City University, Ιρλανδία |
| 2023 – 2024 | Καθηγητής-Σύμβουλος (Συνεργαζόμενο Εκπαιδευτικό Προσωπικό, ΣΕΠ), Σχολή Ανθρωπιστικών Επιστημών, Ελληνικό Ανοικτό Πανεπιστήμιο, Ελλάδα |
| 2022 – 2023 | Καθηγητής-Σύμβουλος (ΣΕΠ), Σχολή Ανθρωπιστικών Επιστημών, Ελληνικό Ανοικτό Πανεπιστήμιο, Ελλάδα |
| 2020 – 2021 | Καθηγητής-Σύμβουλος (ΣΕΠ), Τμήμα Παιδαγωγικών Σπουδών,Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Λευκωσίας, Κύπρος |
| 2017 – 2019 | Διδάσκοντας, Institute of Education, Dublin City University, Ιρλανδία |
| 2017 – 2018 | Βοηθός διδάσκοντος, ΠΤΔΕ, Πανεπιστήμιο Πατρών & Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, Ελλάδα |
| 2015 – 2016 | Βοηθός διδάσκοντος, ΠΤΔΕ, Πανεπιστήμιο Ιωαννίνων, Ελλάδα |