Open doctoral topics | Specialisation in Education
Topics Index
- Educational Technology and AI in Education
- Teacher Learning & Professional Development
- Mathematics Educatio
- Reading Disabilities / Dyslexia
- Education and Sustainability
- Generative AI in Educational Assessment
- Gamification in Learning
- Educational Administration, Leadership and Organization
- Internationalization of Education
- Semantic Hypermedia Learning Environment
- Computer-based assessment
- Early Childhood Education
- Developmental Disabilities (Autism Spectrum Disorders, Intellectual Delay/Disability)
- Language Education
- Communication Disorders
- Assessment for Special Education Needs (SENs)
- Intervention / Implementation Studies for Learners with SENs
- Education Assessments
- Educational Psychology
- Teacher Education in the Context of Special/Inclusive Education
- School, Family and Community
- Special and Inclusive education
GeneralDOCSE-2026-05: Educational Technology and AI in Education
Educational Technology and AI in Education is an interdisciplinary field that explores the integration of digital technologies and artificial intelligence to enhance teaching and learning. This area focuses on the design, implementation, and evaluation of technology-enhanced learning environments, with particular attention to AI-supported learning processes, data-informed decision-making, and the development of students’ cognitive and problem-solving abilities. It also examines emerging issues such as AI literacy and ethical considerations in educational contexts. Furthermore, this field encourages research on innovative pedagogical approaches, including generative AI and learning analytics, to improve educational effectiveness and engagement
Supervisor(s): Hao Wu (hao.wu@usj.edu.mo)
Academic Unit: School of Education
Keywords: Educational Technology, Artificial Intelligence in Education, Learning Analytics, Personalised Learning, AI Literacy
GeneralDOCSE-2026-04: Teacher Learning & Professional Development
This PhD supervision area focuses on the design, facilitation, and impact of high-quality teacher education or teacher professional development (PD). Research in this field examines how teachers learn to enact reform-oriented instructional practices and how PD programs can be scaled sustainably. Key areas of supervision include: • Professional Development Models: Investigating the effectiveness of structured PD frameworks. • Teacher Learning and Cognition: Exploring how teachers' pedagogical content knowledge (PCK) and content knowledge (CK) evolve through collaborative inquiry and how these changes influence classroom instruction. • Facilitation of Professional Learning: Analyzing the role of PD facilitators and "teacher leaders" in guiding productive discussions, including the specific moves they use to support teacher noticing and reflection. • Video-Based Professional Development: Studying how the strategic use of classroom video recordings can help teachers decompose practice, identify student thinking, and develop a shared professional vision. • Scalability and Sustainability: Researching the challenges of adapting and implementing research-based PD models in diverse school districts and systems without losing fidelity.
Supervisor(s): Wenmin Zhao (zhao.wenmin@usj.edu.mo)
Academic Unit: School of Education
Keywords: Teacher Education, Professional Development, Teacher Learning, Video-based PD, Scalability
GeneralDOCSE-2026-03: Mathematics Educatio
This PhD supervision area focuses on mathematics education, with a particular emphasis on instructional innovation, classroom interaction, and student reasoning. Research in this field employs both qualitative and quantitative methods to examine how teaching structures and classroom discourse influence student learning opportunities. Key areas of supervision include:
• Student Engagement and Motivation: Examining the relationship between classroom instructional practices and students' engagement, focusing on how to support students' identity development and interest in mathematics. Classroom Discourse and Participation: Analyzing verbal and non-verbal interactions in mathematics classrooms to understand issues of authority, student agency, and how learners participate in mathematical practices.
• Reasoning and Proof: Exploring how students learn to construct mathematical arguments.
• Teacher Professional Development: Designing and studying practice-driven professional development programs that support teachers in implementing high-quality instruction and navigating curriculum changes.
Supervisor(s): Wenmin Zhao (zhao.wenmin@usj.edu.mo)
Academic Unit: School of Education
Keywords: Mathematics Education, Engagement and Motivation, Classroom Discourse, Reasoning and Proof, Mathematical Practices, Mathematics Curriculum
GeneralDOCSE-2026-02: Reading Disabilities / Dyslexia
Reading disabilities / Dyslexia is structured around three core pillars that reflect the current landscape of the field. First, the Triangle Model of Reading (Seidenberg & McClelland, 1989). This influential framework posits that skilled reading depends on the seamless interaction of three core components — Orthography: The system of visual word forms (spelling patterns, letter sequences); Phonology: The system of speech sounds (phonemes, phonological awareness); Semantics: The system of word meanings and conceptual knowledge. The second pillar focuses on early diagnosis and assessment, where we will analyze the latest screening tools and the role of early linguistic precursors (e.g., phonological awareness, letter knowledge). The final pillar investigates evidence-based reading interventions, with a focus on structured literacy approaches, the science of scaling interventions, and the integration of assistive technology.
Supervisor(s): Jana Ho (jana.ho@usj.edu.mo)
Academic Unit: School of Education
Keywords: reading disability, reading ability, reading skills, dylexia, second language learning
↑ Return to Topics IndexGeneralDOCSE-2026-01: Education and Sustainability
Education for Sustainable Development (ESD) empowers learners to tackle global challenges like climate change and inequality through the UN Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education). This vital field equips future educators with skills to foster critical thinking, resilience, and empowerment, transforming classrooms into hubs of innovation and equity. Dive into research on culturally responsive curricula, emotional literacy for Z/Alpha generations, and digital tools for inclusive learning—shaping leaders who bridge education with planetary well-being.
Supervisor(s): Iris Mak (iris.mak@usj.edu.mo)
Academic Unit: School of Education
Keywords: Education for Sustainability, Sustainable Development Goal, Education Empowerment
GeneralDOCSE-2025-05: Generative AI in Educational Assessment
Recent research highlights the growing impact of generative AI (GenAI) on educational assessment, emphasizing both its potential and challenges. Studies have raised ethical concerns regarding fairness, transparency, and academic integrity of educational assessments since the availability of generative AI tools. When students can get answers from generative AI tools easily, how to assess their learning and be fair in the process of assessment. As AI continues to transform assessment practices, ongoing research is crucial to address these ethical considerations and develop effective strategies for its integration in education. The importance of AI literacy will be addressed. Research in generative AI in educational assessment underscores the need for frameworks that balance innovation with fairness and integrity in assessment.
Supervisor(s): Jana Ho (jana.ho@usj.edu.mo)
Academic Unit: School of Education
Keywords: Generative AI, Educational Assessment, Fair Assessment, Academic Integrity, AI in Education
↑ Return to Topics IndexGeneralDOCSE-2025-04: Gamification in Learning
Gamification, as defined by Deterding et al. (2011, p. 9), refers to "the use of game design elements in non-game contexts", usually to engage people in various tasks. As the application of gamification has gained popularity in educational settings, a great deal of research has investigated the effectiveness of gamification in learning and the effects of different game mechanics. One of the most common game elements is peer interaction which includes peer competition and peer collaboration. As sociocultural theories advocate the positive effects of peer involvement in learning performance (e.g., Vygotsky, 1978), some recent research has been conducted to investigate the effects of competitive games, collaborative games and individual games in learning (e.g., Ke & Grabowski, 2007; Plass et al., 2013; ter Vrugte et al., 2015). These games vary in terms of the interdependence or independence of goal structures in relation to peers. Existing research is inconclusive regarding the effectiveness of different types of gameplay modes in improving learning performance. The research on this topic explores the factors that are in play in the gamified learning context.
Supervisor(s): Jana Ho (jana.ho@usj.edu.mo)
Academic Unit: School of Education
Keywords: Gamification, Gamified Learning, Game-Based Assessment, Learning Performance, Knowledge Acquisition
↑ Return to Topics IndexGeneralDOCSE-2025-03: Educational Administration, Leadership and Organization
This PhD supervision area focuses on the critical dimensions of educational administration, leadership, and organizational development within diverse educational contexts. Research in this field explores how educational institutions are structured, managed, and led to enhance effectiveness, equity, and innovation.
Key areas of supervision include:
• Educational Leadership: Examining leadership theories, styles, and practices in schools and higher education institutions, with an emphasis on transformational, instructional, and distributed leadership.
• Teacher Education and Professional Development – This area focuses on pre-service and in-service teacher training, pedagogical competencies, mentoring, and continuous professional learning.
• Organizational Change and Innovation: Investigating strategies for implementing change in education systems, including policy reforms, digital transformation, and the role of leadership in fostering a culture of innovation.
• Governance and Policy in Education: Analyzing the impact of governance models, policy frameworks, and regulatory environments on educational outcomes at local, national, and international levels.
• School and System Administration: Studying the management of educational institutions, resource allocation, teacher professional development, and strategic planning for institutional growth.
• Ethical and Culturally Responsive Leadership: Exploring how leaders navigate ethical dilemmas, diversity, and inclusion in educational settings to promote equitable learning opportunities.
Supervisor(s): Rochelle Ge (rochelle.ge@usj.edu.mo)
Academic Unit: School of Education
Keywords: School Administration Higher Education, Management Organizational, Development in Education, Policy Reform in Education, Institutional Effectiveness, Strategic Planning in Education, Digital Transformation in Schools
GeneralDOCSE-2025-02: Internationalization of Education
The internationalization of education is a critical area of research that explores how global influences shape educational policies, curricula, pedagogy, and institutional practices across different contexts. This supervision area focuses on examining the drivers, challenges, and impacts of internationalization in primary, secondary, and higher education settings.
Key themes within this area could include:
• Curriculum and Pedagogical Reforms: Exploring how international perspectives are integrated into curricula and teaching methodologies, including bilingual/multilingual education and global citizenship education.
• Student and Teacher Mobility: Assessing the academic, cultural, and socio-economic impacts of international student recruitment, exchange programs, and faculty mobility.
• Comparative and Transnational Education Models: Analyzing case studies of international schooling, transnational higher education, and cross-border collaborations.
• Higher Education Internationalization Strategies: Evaluating institutional approaches to global engagement, partnerships, and rankings.
• Equity and Inclusion in Internationalization: Investigating issues of access, affordability, and cultural adaptation for diverse student populations.
• Technology and Virtual Internationalization: Examining the role of digital learning, virtual exchanges, and online transnational education in fostering global learning.
Supervisor(s): Rochelle Ge (rochelle.ge@usj.edu.mo)
Academic Unit: School of Education
Keywords: Globalization and Education, Higher Education Internationalization, Education Policy and Globalization, Student and Faculty Mobility, Comparative Education, Transnational Education
GeneralDOCSE-2025-01: Semantic Hypermedia Learning Environment
Semantic web and adaptive hypermedia frameworks have already demonstrated great potential to create personalised learning experiences. Hypermedia learning environments can support and enhance teaching and learning activities that contribute to developing digital and media literacy skills. Storytelling within these learning environments has also been explored with students who benefit from active learning and student-centred methodologies. Research in this field generally drives from exploring new digital technologies or through innovative learning environment design.
At USJ, we primarily address the challenge in this field of devising these learning environments while assessing their potential to support effective and efficient meaningful learning experiences.
Supervisor(s): António Carvalho Maneira (antonio.maneira@usj.edu.mo), Adérito Marcos (aderito.marcos@usj.edu.mo)
Academic Unit: School of Education
Keywords: Semantic Hypermedia Learning Environment, Adaptive Hypermedia Frameworks, Digital and Media Literacy Skills, Meaningful Learning Experiences
↑ Return to Topics IndexGeneralDOCSE-2024-02: Computer-based assessment
Computer-based assessment is a comprehensive concept that involves various technologies. The integration of technologies aims to enhance the effectiveness, feasibility, flexibility, reliability, and validity of educational assessments, and promotes the exploration of students’ academic achievement and cognitive development through data-based analysis and modeling. Furthermore, log file data analysis is another emphasis of the area, providing the opportunity to analyze the assessments from different perspectives and in a more objective manner.
Supervisor(s): Hao Wu (hao.wu@usj.edu.mo)
Academic Unit: School of Education
Keywords: Computer-Based Assessment, Log File Analysis, Educational Data Mining
GeneralDOCSE-2024-09: Early Childhood Education
Numerous studies have revealed that children who get an excellent education early are likely to be successful as adults. Early Childhood Education is an interdisciplinary discipline focusing on preschool-aged children’s cognitive, social, emotional, language, and physical development and children's lives, play, and learning in and outside preschool institutions (nurseries, kindergartens, and all the different kinds of early learning centres). Research topics in Early Childhood Education include but are not limited to children's language, social, emotional, and behavioural development, the qualities of early childhood education institutions, the effectiveness of classroom practices and early childhood curricula and instructional strategies, children's transition to school, as well as the professional development and training for early childhood practitioners. Studies in early childhood education allow you to work with issues related to preschool institutions and preschool-aged children as a researcher, educator, or officer in educational organisations.
Supervisor(s): Susannah Sun (susannah.sun@usj.edu.mo)
Academic Unit: School of Education
Keywords: Kindergarten Curriculum Development, Early STEM/STEAM Education, Play-Based Learning, Early Language Development, Early Literacy Development, Assessment in ECE, Inclusive Practices in ECE
GeneralDOCSE-2024-04: Developmental Disabilities (Autism Spectrum Disorders, Intellectual Delay/Disability)
Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. In particular, developmental disabilities encompasses two main types of disabilities, that is, intellectual delay/disability (ID) or intellectual developmental disability (IDD), and autism spectrum disorders (ASDs). ID is defined as having significant limitations in both intellectual functioning and adaptive functioning, with the disability originating before the age of 18 years old. ASD is charaterized by persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities, with the symptoms present in the early developmental period. Understanding issues surrounding learners with ID/IDD and/or ASD and their families will help us better understand how to better support the different aspects of their life across their lifespan.
Supervisor(s): Mo Chen (mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: Developmental Disability, Autism, Intellectual Disability
↑ Return to Topics IndexGeneralDOCSE-2024-03: Language Education
Language education refers to the process of teaching and learning a language, with the goal of developing proficiency in that language. It encompasses various aspects, including the acquisition of vocabulary, grammar, pronunciation, listening, speaking, reading, and writing skills. The research spectrum is not limited to the instruction of foreign or second languages but also includes the teaching of native languages, such as promoting language maintenance and revitalization efforts for indigenous or minority languages. Students who are interested in this field should be notified that language education is a dynamic field which continuously evolves in response to societal, technological, and educational developments. It plays a crucial role in promoting intercultural understanding, facilitating communication, and fostering global citizenship in an increasingly interconnected world.
Supervisor(s): Iris Mak (iris.mak@usj.edu.mo)
Academic Unit: School of Education
Keywords: Second Language Acquisition, Language Learning and Teaching, Language Instruction
GeneralDOCSE-2024-05: Communication Disorders
A communication disorder is an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. A communication disorder may be evidence in the processes of hearing, language, and/or speech. A communication disorder may range in severity from mild to profound. It may be developmental or acquired. Individuals may demonstrate one or any combination of communication disorders. A communication disorder may result in a primary disability or it may be secondary to other disabilities (American Speech-Language-Hearing Association, ASHA, 1993, p. 40). Under this research topic, areas of my expertise may involve language disorder (i.e., receptive language disorder, expressive language disorder), and hearing disorder (i.e., deaf, hard of hearing), as well as the use of Augmentative and Alternative Communication (AAC) to support individuals with complex communication needs due to developmental disabilities or acquired conditions (e.g., dementia).
Supervisor(s): Mo Chen (mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: Communication Disability, Augmentative and Alternative Communication, Speech-Generating Devices, Speech Therapy
↑ Return to Topics IndexGeneralDOCSE-2024-06: Assessment for Special Education Needs (SENs)
Assessment for learners with special education needs (SENs) can be used to inform different types of decision-making, such as classification, placement, intervention, and instruction. Different types of assessment, formal or informal, summative or formative, standardized or criterion-referenced, etc., play an important role in the education for students with SEN, especially in the increasing advocacy for accountability in the educational settings. The issues surrounding modifications and accommodations in the assessment for learners with SENs remain theoretically and practically relevant and important. Under this research topic, areas to be explored may include, but not limited to, the assessment of the academic, behavioral, social-emotional, adatptive skills in learners with SENs, inclusive assessment practices, authentic assessment, culturally reliable and valid assessment, etc.
Supervisor(s): Mo Chen (mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: Special Educational Needs, Assessment, Reliability, Validity
↑ Return to Topics IndexGeneralDOCSE-2024-07: Intervention / Implementation Studies for Learners with SENs
Evidence-based interventions are critical in ensuring quality, equitable and inclusive education for students with SENs, and implementation of intervention programs with fidelity (schoolwide, classwide, or individualized) is the key feature of the education for students with SENs. Under this research topic, areas to be explored may include, but not limited to, evidence-based interventions, behavioral interventions (e.g., applied behavior analysis, positive behavior supports and interventions, functional behavior assessment and function-based interventions), program evaluation, the use of single case experimental designs for progress monitoring, etc.
Supervisor(s): Mo Chen (mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: Early Intervention, Evidence-Based Intervention, Single-Case Experimental Design, Experimental Design
↑ Return to Topics IndexGeneralDOCSE-2024-13: Education Assessments
The use of different assessments is critical to students’ learning. Exploring the effectiveness of various assessment methods, such as formative, summative, and multiple assessments, could enhance student learning outcomes. It is also important to investigate the role of technology in assessment. With the increasing use of technology in education, this research topic aims to explore the effectiveness of technology-based assessment methods, such as online quizzes, in comparison to traditional assessment methods. Additionally, it is important to investigate the impact of assessment on student motivation. This research topic aims to investigate the relationship between assessment and student motivation and explore ways to enhance student motivation through assessment.
Supervisor(s): Isabel Tchiang (isabel.tchiang@usj.edu.mo)
Academic Unit: School of Education
Keywords: Assessment Methods, Formative Assessment, Technology in Education, Student Motivation
GeneralDOCSE-2024-14: Educational Psychology
Parent-child relationships and interaction are associated with children's developmental outcomes, e.g., academic, socioemotional, cognitive outcomes, etc. We are interested in exploring the connection among parenting, academic achievement, socio-emotional development, behavioural outcomes, home environment, and children’s language development. For instance, during the early years, children acquire language and socioemotional skills rapidly. Research on child development has shown that early language skill is positively associated with social skills and early school success (Brooks-Gunn & Markman, 2005). Parents and the home environment play important roles in supporting their children’s early language and socioemotional development. Findings in the abovementioned areas could be relevant to practical applications and policy making.
Supervisor(s): Miranda Mak (miranda.mak@usj.edu.mo)
Academic Unit: School of Education
Keywords: Parent-Child Relationships, Child Development, Parenting Styles, Attachment Styles, Interpersonal Relationship, Socioemotional Development, Language Development
GeneralDOCSE-2024-08: Teacher Education in the Context of Special/Inclusive Education
Teacher education in the context of special/inclusive education refers to pre-service teacher preparation and in-service teacher training for professionals who work with students with special education needs in different educational settings such as special education schools/classes, mainstream classrooms, early intervention centres etc. Under this research topic, we hope to explore issues related to teacher development on the individual-, school-, and broader society-levels, and explore approaches to develop and maintain teachers of adequate attitudes, knowledge, and skills at working with students with SENs.
Supervisor(s): Mo Chen (mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: Teacher Education, Special Education Teacher, Resource Teacher, Mainstream Teacher
↑ Return to Topics IndexGeneralDOCSE-2024-12: School, Family and Community
Different parental and community involvement models in education and the principles on which they are based are critical to the children's education process. It is important to investigate research on the nature of the home school and community liaison, communication and development that could be addressed for further exploration, as is classroom practice and feedback. Research topics related to parents’ rights and obligations could be focused on, as are teachers’ commitments and responsibilities to parents, within a legal and broader moral context. Difficulties in parental and community involvement could be surveyed, and community development practices could be considered, making the boundaries between schools, community and home permeable.
In addition, based on the Macao context, Macao has experienced rapid social development after returning to China for twenty years. The Macau government has determined to improve the education system by supporting students’ development. The Macau SAR government encouraged home-school cooperation during the first phase of the “Ten Year Plan,” and one remarkable move was to encourage parent-teacher associations to be formed in each school. More work and research could focus on the second phase of the education development plan; it would be essential to find out how teachers and parents think about home-school cooperation and how it relates to the student's development.
Supervisor(s): Isabel Tchiang (isabel.tchiang@usj.edu.mo)
Academic Unit: School of Education
Keywords: Parental Involvement, Community Engagement, Home-School Liaison, Education Development, Macau Education Policy
GeneralDOCSE-2024-01: Special and Inclusive education
Special and inclusive education aims to provide high-quality education for learners with diverse needs and to ensure the implementation of equal education principles. Inclusive education welcomes and celebrates diversity and improves the quality of education for all learners, where everyone receives support from the education system. It emphasizes the importance of full participation for all students, both special and regular students in different education settings, and supports individual needs. Inclusive education is also a means of creating effective classrooms where the educational needs of all students are addressed.
Supervisor(s): Frances Lee Lai Mui (frances.mui@usj.edu.mo)
Academic Unit: School of Education
Keywords: Inclusive Education, Special Need Education, Learning Diversity, Gifted Education
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