Department of Education Sciences

Research Profile

The research activities and interests of the Department of Education Sciences cover a wide spectrum of topics relating to education, learning and teaching, focusing on:

  • New technologies of learning and communication
  • Innovations in European dimensions of education
  • Science and Mathematics Education
  • Innovative educational interventions in school and society
  • Action research for better teaching, and
  • Teacher education and teacher professional development.

The research interests of the Department Faculty focus on, among others: teaching methodology, educational policy, comparative and international education, inclusive education (policies and practices), inter/multicultural integration and learning (including early childhood settings, marginalised cultural groups), school management, applied socio-linguistics, bilingual/multilingual education, social literacy, sociology and anthropology of education, mathematics- and science-teacher education methods, children’s mathematical knowledge, mathematics and statistics education. The Department’s Faculty is involved in individual as well as team works pertaining to various national and international activities and projects.


Faculty Research Interests:

Prof. Maria Meletiou – Mavrotheris, Professor (Mathematics Education)

  • Learning and Statistics, Mathematics and Science Education
  • Learning and teaching via portable devices
  • Open and distance education learning
  • Design, implementation and evaluation of innovative educational technologies
  • Initial and in-service teacher education/training
  • Parent education in Mathematics and in Natural Sciences

Dr Loucas Louca, Associate Professor (Science Education)

  • Pre-school & Elementary School Science Education
  • Modelling-based learning in Science
  • Teacher professional development
  • Pre-service teacher training
  • Teacher cognition
  • Student abilities for scientific thinking

Dr Loizos Symeou, Associate Professor (Sociology of Education)

  • Sociological aspects of education
  • Social justice and diversity in education
  • Educational application of Cultural and Social Capital theories
  • Family-school relationships
  • The school inclusion of Roma children and children from non-dominant cultural backgrounds

Dr Marios Vryonides, Associate Professor (Sociology, Sociology of Education and Research Methods)

  • Educational inequalities
  • Educational choices
  • Gender and Education
  • Theories of Cultural and Social Capital
  • Multiculturalism and Education

Dr Paraskevi Chatzipanagiotou, Assistant Professor (Education Administration)

  • Organization and management of the school unit
  • Total quality management
  • Introduction and management of innovation
  • Professional development training
  • School improvement
  • Human resource management in Education

Dr Anastasia Liasidou, Assistant Professor (Inclusive Education)

  • Inclusive Education (educational policy and practice)
  • Interdisciplinary research in relation to Inclusive Education
  • Social justice and diversity
  • School development and improvement in the context of Inclusive Education
  • Emotional and behavioral problems (sociological and intersectoral analysis)

Dr Katerina Mavrou, Assistant Professor (Inclusive Education and Educational/Assistive Technology)

  • Educational/Assistive Technology (Technology for people with disabilities)
  • Accessibility issues and design environment for all (Universal Design)
  • Technology and Inclusive Education
  • Integrated Education Policy and Practice

Dr Chrystalla Papademetri–Kachrimani, Assistant Professor (Early Childhood Education, Early Childhood Mathematics Education)

  • Creative learning and play in Early Childhood Education
  • Development of participatory processes for the involvement of in-service educators in curriculum development
  • Teacher education/in-service education and action research
  • Modelling-based learning  in Early Childhood Mathematics Education
  • Development of conceptual understanding in Early Childhood Education

Dr Eleni Theodorou, Assistant Professor (Social Foundations of Education)

  • Family involvement in education/Higher education and family involvement
  • Identities of immigrant children/Children of immigrant origin
  • Intercultural education policy/Integration of children from different cultural backgrounds in school
  • Sociological and anthropological approaches in the construction of childhood
  • Teacher professional development and educational reform

Dr Dimitrios Vlachopoulos, Assistant Professor (Distance Learning and Instructional Technology)

  • Distance Education
  • Use of ICT in teaching and learning

Dr Aristotelis Zmas, Assistant Professor (European Educational Policy)

  • Educational Policy
  • Comparative and International Education
  • Lifelong Learning

Dr Constantina Charalambous, Lecturer (Language Education & Literacy)

  • Language Education
  • Literacy
  • Sociolinguistics
  • Bilingualism/Multilingualism
  • Language Ideologies
  • Language and Interculturality  


Research Laboratories

Research and Learning Laboratory in Science, Mathematics & Social Studies Education (R211)

Director: Dr Loucas Louca



The Research and Learning Laboratory in Science, Mathematics and Social Studies Education was established in the Department of Education Sciences in March 2008 with the purpose to contribute towards innovative approaches in research, teaching and learning in Science, Mathematics and Social Studies Education. The Laboratory’s research in learning and instruction follows three major focal areas, particularly important for the education in Cyprus: (a) the need for inter-disciplinary approaches; (b) the need to inform theoretical approaches from everyday practice and vice-versa; and (c) the need for approaches that cover and unify the whole spectrum of the educational system.

The Laboratory’s objectives include the development of research infrastructure for addressing issues and needs related to teaching and learning in Science, Mathematics and Social Studies; the support of the Master and PhD programs in the Department of Education Sciences;  organization of professional development courses or seminars for in-service educators in Science, Mathematics and Social Studies Education in kindergarten, primary and secondary education; setting up a knowledgebase for the dissemination of curriculum materials, research findings related to teaching and learning and knowledge related to current trends in teaching and learning in Science, Mathematics and Social Studies.

Dr Loucas Louca, Associate Professor of Science Education at the Department of Education Sciences is the Director of the laboratory.  Members of the Laboratory include faculty members, special teaching personnel, and graduate students from the Department of Education Sciences of the European University Cyprus, as well as collaborators outside the University.

Teaching infrastructure

The laboratory has the necessary room space and equipment for organising courses for up to 30 individuals. Additionally, it has 10 computers, white boards, a digital light projector connected with a sound system, which can be used for watching and reflecting on videotaped lessons.

Also, the laboratory has created and maintains a database of research validated lesson plans in Science education and environmental education, design based on the contemporary principles of teaching and learning in science and environmental education. The lesson plans cover most of  areas of the new curriculum and are freely accessible from here.


Research infrastructure

The Lab also has two sets of videotaping equipment, specially designed for easy transport and videotaping of teaching in regular classes. These include wireless and zoom microphones. It also has the necessary equipment for managing, storing and editing of videotaped data, as well as the necessary software (Adobe Premiere, MagPie), software for video analysis (Videograph, Transana), and software for analyzing qualitative data (Ethnographer, ATLASTi) and quantitative data (SPSS).


Educational Research and Assessment Laboratory

Director: Dr Marios Vryonides

Description:  The Laboratory has four areas of contribution: Research, Education, Community Engagement and the development/adaptation of assessment instruments. These areas mutually reinforce each other, since research supports our education components and this along with deliverables from research are disseminated through the community engagement. The development, evaluation or adaptation of instruments will support all research activities of the Laboratory and will practically enhance its footprint on the educational system of our country.

  • Research – The Laboratory seeks to advance knowledge in the areas of teaching, learning, and assessment in all areas of education.
  • Education – The Laboratory seeks to contribute to the advancement and dissemination of pedagogical and content knowledge in the areas of teaching, learning, instruction and curriculum in all content knowledge areas of education.
  • Development of instruments – The Laboratory seeks to contribute to the educational system of Cyprus (but also of any country) by setting up a research agenda for the translation, adaptation, standardization, development and evaluation of diagnostic instruments to be used by educators and teachers in schools but also by educational psychologists. This may also be a potential source of commercial revenue for the Laboratory, which may fund other not-for-profit research activities.
  • Community Engagement – The Laboratory seeks to provide a forum that would bring together private and public sector interests to advance and disseminate pedagogical and content knowledge


Center of Early Childhood Education (R205)

Director: Chrystalla Papademetri–Kachrimani

Description: The Early Childhood Education Lab (ECE Lab) functions in multiple and dynamic ways which have an undisputable immediate and positive effect on the further development of early childhood educators and particularly the students enrolled in the BA Early Childhood program of the European University Cyprus. More specifically, the ECE Lab:

·         Is used for courses directly related with teaching and learning methodology in various ways. That being the case, students: (a) have the opportunity to use the Lab in order to develop skills/dexterities that have to do with organizing an early childhood education setting, and (b) utilize the Lab for role-playing activities.

·         Is equipped with learning and pedagogical material that is widely used and supports many program courses.

·         Accommodates groups of children through school visits organized by faculty.  The faculty often invites preschools throughout the year to visit the European University Cyprus and participate in creative learning and play activities, in which students enrolled in different courses can observe and discuss with their instructors.

·         Accommodates many lectures, workshops and teacher training courses organized by the faculty.

·         Runs as a curriculum resource, since the students can borrow children’s books (the lab holds a very rich collection of children’s books which is constantly enriched), handbooks concerning early childhood education practice, as well as teaching and pedagogical material. 

The ECE Lab is separated in two sections. The first section is furnished and equipped as a regular classroom for teaching purposes. The furniture allows the room to be flexible and accommodate lectures, whole classroom discussions, group-work and workshops for adults. The second section of the lab is arranged and equipped as a customized early childhood education setting that can accommodate young children and facilitate their participation in productive, creative and playful learning activities, based on contemporary literature and research. This part of the Lab is divided into well-defined learning areas (e.g. pretend play/house area, book area, building block area, arts area, construction play area, music area) and is constantly upgraded with the addition of new furniture, toys and pedagogical material. Apart from the well-defined learning areas, this section of the Lab has furniture (tables and chairs for young children, magnetic, white and felt boards) and carpets that can be used for organizing and implementing whole group activities play activities and group work with young children.


Research Highlights

Selected Recent Peer Reviewed Faculty Publications

  • Zembylas, M., Charalambous, C., & Charalambous, P. (in preparation). Peace Education in a Conflict-Troubled Society: An Ethnographic Journey. Cambridge: Cambridge University Press
  • Zembylas, M., Charalambous, C., & Charalambous, P. (2014). The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices. Teaching and Teacher Education, 44, 69-80. DOI: 10.1016/j.tate.2014.08.001
  • Charalambous, C. (2013). The Burden of Emotions in Language Teaching: renegotiating a troubled past in the language classroom. Language and Intercultural communication Journal, 13 (3), 310-220, DOI: 10.1080/14708477.2013.804535 
  • ​Charalambous, C. (2012). “‘Republica de Kubros’: transgression and collusion in Greek-Cypriot adolescents’ classroom ‘silly-talk’”. Linguistics and Education 23, 334-349
  • Liasidou, A. (2014): Disabling discourses and human rights law: a case study based on the implementation of the UN Convention on the Rights of People with Disabilities, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2014.936928 
  • Liasidou, A. (2014) Critical Disability Studies and Socially Just Change in Higher Education. British Journal of Special Education, 41 (2), pages 120–135
  • Liasidou, A. (2013): Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice, Disability & Society, 28(3) 299-312Liasidou, A. (2012) Inclusive Education, Politics and Policymaking. London: Continuum
  • Louca, T. L., Elby, A., Hammer, D. & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist 39(1), 57-68.
  • Louca, T. L. & Zacharia, C. Z. (2008). The use of computer-based programming environments as computer modeling tools in early science education: the cases of textual and graphical program languages. International Journal of Science Education, 30 (3), 1-37.
  • Tzialli, D., Louca, T. L. & Zacharia, C. Z. (2010). A study of pre-service elementary teachers’ views about the Nature of Science. [In Greek, Μελέτη των απόψεων προπτυχιακών εκπαιδευτικών δημοτικής εκπαίδευσης για τα χαρακτηριστικά και τη φύση της Επιστήμης]. The Journal of Teaching in Science Education: Research and Praxis, 34-35, 58-68 [In Greek, Διδασκαλία των Φυσικών Επιστημών: Έρευνα και Πράξη].
  • Louca, T. L., Zacharia, Z., Michael, M., & Constantinou, P. C. (2011). Objects, entities, behaviors and interactions: A typology of student-constructed computer-based models of physical phenomena. Journal of Educational Computing Research, 44(2), 173-201.
  • Louca, T. L., Zacharia, C. Z., & Constantinou, P. C. (2011). In Quest of Productive Modeling-Based Learning Discourse in Elementary School Science. Journal of Research in Science Teaching, 48(8), 919-951.
  • Louca, T. L., Tzialli, D., & Zacharia, Z. (2012). Identification, Interpretation – Evaluation, Response: A framework for analyzing classroom-based teacher discourse in science. International Journal of Science Education, 34(12), 1823-1856.
  • Louca, T.L. & Zacharia, C. Z. (2012). Modeling-based Learning in Science Education: A Review. Educational Review, 64(1), 471-492.
  • Louca, L., Tzialli, D., Skoulia, T. & Constantinou, C. P. (2013). Developing teaching responsiveness to children inquiry in science: A case study of professional development for pre-school teachers. Journal of Nordic Studies in Science Education, 9(1), 66-81.
  • Χατζηπαναγιώτου, Π. & Μαρμαρά, Χ. (2014). «Πρακτικές δικτύωσης σχολείων: τα δίκτυα μάθησης ως μηχανισμός για την ενθάρρυνση της συνεχιζόμενης επαγγελματικής ανάπτυξης εκπαιδευτικών και διευθυντών» στο Παπαναούμ, Ζ. & Μ. Λιακοπούλου (επιμ.) Υποστηρίζοντας την επαγγελματική ανάπτυξη των εκπαιδευτικών. Θεσσαλονίκη: Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, σσ. 151-160
  • Χατζηπαναγιώτου, Π. (2014) Η Διαχείριση της Καινοτομίας στην Εκπαίδευσης. Θεσσαλονίκη: Σοφία.
  • Chatzipanagiotou, P. & Marmara, C. (2012). DiapolisNet: Planning a Network for Greek schools with Diverse Student Population. 5th International Conference on Education, Research and Innovation (ICERI), Madrid, Spain, 19-21 November 2012.
  • Χατζηπαναγιώτου, Π. (2012) «Διαμόρφωση και διατήρηση θετικού σχολικού κλίματος μέσω της επαγγελματικής ανάπτυξης των εκπαιδευτικών: ο ρόλος της σχολικής ηγεσίας» στο Παπαδιαμαντάκη, Γ. & Δ. Καρακατσάνη (επιμ.) Ζητήματα εκπαιδευτικής πολιτικής. Αναζητώντας το νέο σχολείο. Αθήνα: Επίκεντρο, σσ 201-210.
  • Mavrou, K., & Symeonidou, S. (2014). Employing the principles of Universal Design for Learning to deconstruct the Greek-Cypriot new national curriculum. International Journal of Inclusive Education, 18(9), 918-933.
  • Symeonidou, S., & Mavrou, K. (2014). Deconstructing the Greek-Cypriot new national curriculum: to what extent are disabled children considered in the ‘humane and democratic school’ of Cyprus? Disability and Society, 29(2), 303–316. DOI:10.1080/09687599.2013.796879
  • Mavrou, K., Charalambous, E. & Michaelides, M. (2013). Graphic Symbols for All: Using symbols in developing the ability of questioning in young children. Journal of Assistive Technologies. 7(1), 22-34 (Winner of the 2014 Highly Commended Paper Award)
  • Mavrou, K. (2012) Examining peer acceptance in verbal and non-verbal interaction during computer supported collaborative learning: Implications for Inclusion. International Journal of Inclusive Education, 16(2), 119-138.
  • Meletiou-Mavrotheris, M., Mavrou, K., and Paparistodemou, E. (Eds.) (in press).  Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education. Hershey, PA: IGI Global.
  • Meletiou-Mavrotheris, M., and Paparistodemou, E. (2014). Young Learners’ Reasoning about Samples and Sampling in the Context of Informal Inferences. Educational Studies in Mathematics: Special Issue on Learning to Make Informal Statistical Inferences from Samples. DOI 10.1007/s10649-014-9551-5.
  • Meletiou-Mavrotheris, M., (2013). Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers.  In S. de Freitas, M. Ott, M. Popescu, and I.Stanescu (Eds), New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration (pp. 142-166). Hershey, PA: IGI Global.
  • Konstantinou, P., Koutselini, M., Meletiou-Mavrotheris, M., and Tsolaki E. (2013). Differentiation of Teaching and Learning Mathematics in a Mixed Ability Classroom: An Action Research Study in Tertiary Education, International Journal of Mathematics Education in Science and Technology, 44(3), 332-349.
  • Παπαδημήτρη-Καχριμάνη, Χ. & Λουκά, Θ. Λ. (2014). Η ανάπτυξη ενός Ενιαίου Πλαισίου Γραμματισμού για τα Μαθηματικά και τις Φυσικές Επιστήμες στο νηπιαγωγείο: η μετάβαση από ένα Πρόγραμμα Δεξιοτήτων Επιστημονικής Μεθόδου σε ένα Πρόγραμμα Διεργασιών. Στο Π. Καριώτογλου & Π. Παπαδοπούλου (Επιμ.), Φυσικές Επιστήμες και Περιβάλλον στην Προσχολική Εκπαίδευση, Αθήνα: Gutenberg, 99-112.
  • Papademetri, C. (2014). How many circles are in the shape? Defining modelling-based learning (MBL) through the iterative implementation of a specific activity to groups of early childhood teachers. In G. Futschek & C. Kynigos, Constructionism and Creativity. Proceedings of the 3rd International Constructionism Conference 2014, Vienna: Austrian Computer Society, 156-166.
  • Papademetri-Kachrimani, C. (2012). Revisiting van Hiele. For the Learning of Mathematics, 32(3), 2-7.
  • Papademetri-Kachrimani, C. (2012). Is this Constructionism? A case of Young Children, Mathematics and Powerful Ideas. In C. Kynigos, M. Berland, J. E. Clayson, & N. Yiannoutsou, Constructionism: Theory Practice and Impact. Proceedings of the 2rd International Constructionism Conference 2012, Athens: Educational Technology Lab, National & Kapodistrian University of Athens, 94-103.
  • Philippou, S. & Symeou, L. (2013). Students’ identifications with Cyprus and Europe and their attitudes towards national groups: exploring the links. In A. Klonari & T. Resnick (Eds.) European identity at the crossroads (Ch. 3, pp.30-52). Münster: LIT-Verlag.
  • Symeou, L. (2012). "Cultural capital and family involvement in children’s education: tales from two primary schools in Cyprus”. In M. Murphy (Ed.) Social theory and educational research, Vol. 1, Inequality, inclusion and education (Ch. 16, pp. 285-301). London: Sage. ISBN 978-1-4462-5312-0 
  • Symeou, L., Martínez-González, R-A., & Blanco, L.A. (2012). Dropping-out from high school in Cyprus: Do parents and the family matter? International Journal of Adolescence and Youth, 19(1), 113-131. DOI: 10.1080/02673843.2012.717899
  • Symeou, L., Roussounidou, E., & Michaelides, M. (2012). “I feel much more confident now to talk with parents”: An evaluation of in-service training on teacher-parent communication. School Community Journal, 22(1), 65-88.
  • Theodorou, E. (2014). Η εισβολή του Δούρειου Ίππου: Σχέσεις μεταναστευτικής οικογένειας και σχολείου — ζητήματα, προκλήσεις και δυνατότητες [The invasion of the Trojan Horse: Immigrant family and school relationships—issues, challenges, and possibilities]. In Hadjisoteriou, Ch. And Xenofontos, C. (Eds), Intercultural Education: Challenges, Pedagogical considerations and suggestions [Διαπολιτισμική Εκπαίδευση: Προκλήσεις, Παιδαγωγικές θεωρήσεις και εισηγήσεις], pp. 134-152. Kavala: Saita Publications. Available here. ​
  • Philippou, S., Kontovourki, S., & Theodorou. E. (2013). Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus. Journal of Curriculum Studies, DOI: 10.1080/00220272.2013.856033
  • Philippou, S. & Theodorou, E. (2013). The ‘europeanisation’ of othering: Children using ‘Europe’ to construct ‘others’ in Cyprus. Race Ethnicity and Education, DOI:10.1080/13613324.2012.759923
  • Theodorou, E. & Symeou, L.  (2013). Experiencing the same but differently: A comparison of indigenous minority and immigrant children’s experiences in the Greek-Cypriot educational system. British Journal of Sociology of Education, 34(3), 354-372​
  • Vlachopoulos, D. & Gómez, P. (2013). Web 2.0 in Classics: The use of blogs for monitoring students’ knowledge of ancient Greek grammar. Agora. Estudos Classicos em Debate.15, 313-327.
  • Mateo, J. & Vlachopoulos, D. (2013). Reflexiones en torno el aprendizaje y evaluación en la universidad en el contexto de un nuevo paradigma para la educación superior. Educación XX1, 16(2), 183-208.
  • Vlachopoulos, D. (2013). “Digital Classics”: a new scientific field that offers new teaching and learning opportunities for the study of the ancient Greece. The International Journal of the Humanities Education 10(1), 15-24.
  • Sangrà, A., Vlachopoulos, D. & Cabrera, N. (2012). Building an inclusive definition for e-learning: an approach to its conceptual framework. The International Review of Research in Open and Distance Learning. 13(2), 145-159.
  • Vryonides, M. (2014) The Effects of the Economic Crisis on Inter-Ethnic Relations in Cypriot Schools, Journal of Social Science Education, Vol13 (3), DOI 10.2390/jsse‐v14‐i2‐1306
  • Vryonides, M. and Spyrou, S. (2014) Cyprus, in Stevens, P. and Dworkin, G.A.(eds) (2014) The Palgrave Handbook of Race and Ethnic Inequalities in Education, New York: Palgrave Macmillan.
  • Vryonides, M. (2014) Interethnic violence in Cypriot public schools: A dormant problem with explosive potentials, in Zorana Medaric, Mateja Sedmak and Sarah Walker (eds) (2014) Children’s Voices: Studies of interethnic conflict and violence in European schools, London and New York: Routledge
  • Vryonides, M. and Lambrianou, I. (2013) Education and social stratification across Europe, International Journal of Sociology and Social Policy Vol.33 (1) pp.87-99
  • Zmas, A. (in press). Financial crisis and higher education policies in Greece: between intra- and supranational pressures. Higher Education. DOI 10.1007/s10734-014-9787-0
  • Zmas, A. (in press). Global Impacts of the Bologna Process: International Perspectives, Local Particularities. Compare. DOI 10.1080/03057925.2014.899725
  • Zmas, A. (2012). The Transformation of European educational discourse in the Balkans. In: European Journal of Education, 47(3), 364-378.

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