Davoud Masoumi
Senior lecturer
Research subject: Curriculum studies
Research area: Educational Science
About the researcher
Masoumi is an Associate Professor at the University of Gävle, where his research examines how information and communication technologies (ICT) reshape the conditions for knowledge, learning, and teaching in contemporary society.
He currently leads ICT4Learn, a research group dedicated to investigating how ICT is utilized in, with, and for learning, with a specific emphasis on critical and inclusive perspectives. In a significant recent development, Dr. Masoumi and his colleagues from several Swedish universities were awarded a prestigious grant from the Swedish Research Council to establish a national research school focused on AI in teacher education. This major initiative aims to shape how the next generation of educators understands and utilizes artificial intelligence in the classroom, ensuring future-ready pedagogical practices. Beyond technological integration, Masoumi maintains a strong research focus on students’ digital well-being. His recent empirical work, based on longitudinal studies, provides critical insights into the “twenty-four-seven” availability of digital violence and the ways in which cyberbullying spills over from social media into classroom contexts, shaping students’ learning experiences and developmental trajectories.
Masoumi’s research interests center on the transformative role of information and communication technologies (ICT) in reshaping the conditions for knowledge, teaching, and learning in contemporary society. Since his 2010 doctoral thesis, he has maintained a dedicated focus on digitalization in educational settings, specifically investigating how digital transformation informs the fundamental conditions of learning and teaching. This line of inquiry includes exploring teacher digital competence, mapping the practical use of digital technologies, and enhancing the quality of digitally mediated learning environments (e-learning).
In addition, Masoumi maintains a strong research focus on students’ digital well-being, recognizing its critical influence on learning and development in an increasingly digitalized society. His work in this area provides insights into the "twenty-four-seven" availability of digital violence and the mechanisms through which cyberbullying spills over from social media into classroom contexts. His current research extends these themes to the integration of generative AI, exploring how it can function as a pedagogical co-agent while navigating the "cognitive paradox"—the tension between immediate efficiency and long-term cognitive retention.
Teacher Education, and teaching and learning linked to Information and Communication Technology (ICTs).
This page was last updated 2024-10-01