I specialize in the connections between sociology, education and technology, particularly of migrant learners and those from racial, ethnic and cultural minorities in conflict-affected societies with an emphasis on the social psychology of conflict resolution, peacebuilding education, global citizenship education, human rights education, civic identity, social justice education, migration studies, critical racism, decolonization, international development, higher education and technology-enhanced pedagogy, as well as innovative research methodologies—Survey, Observation, Delphi, Case Studies, Interview, Auto/Biographical Narrative Inquiry, Netnography, Policy Analysis, Q methodology, Interpretative Phenomenological Analysis (IPA) and Social Semiotic Multimodal Analysis. 

As a researcher and educational technologist, my scholarship attends to the technology-enhanced pedagogy and educational technology policy that contributes to ensuring social change and tackling social inequality within the national curriculum in schools and higher education institutions. By participating in a number of research projects, including the ODA projects, the development of the Cyber Home Learning System (CHLS), the development of a digital textbook, using Augmented Reality (AR) technology, a Gamification, AI-driven adaptive learning where I was in charge of designing instructional models and assessments tools related content to improve education quality and curriculum reforms in low- and middle-income countries. Through empirical and critical research of adaptive and blended learning approaches and learning analytics, my research agenda extends implementations of the instructional models, revealing how and to what extent technology mediates education stakeholders’ and educators' ability to advance (or not) the educational practices that allow me to develop educational policies.

My doctoral research aims to investigate the possibility of peacebuilding citizenship education as an appropriate educational model to prepare for successful reunification, and further, social change in the Korean peninsula, drawing on critical sociology theories such as Peace and Conflict Studies, Critical Peace Education, Education for Cosmopolitan Citizenship and Capability Approach, using Auto/biographical Narrative Inquiry. Such education needs to be informed by those whose experience includes living in the North and the South, or other liberal democratic destinations such as England and who have successfully made a transition between the two, as well as those who experienced significant discrimination and alienation due to their origin. In this sense, this research pays particular attention to North Korean migrants’ transnational migration and acculturation experience and North Korean migrants' strategies against division habitus and racial and ethnic conflict. Looking into the shift in North Korean migrants' civic identities and their adaptation strategies through their transnational migration experiences, the process of transforming their identification develops and results from new capacities for peacebuilding including realizing, enabling, reflecting, reconciling, thriving, transforming, and bridge-building. Drawing from these seven capacities for peacebuilding, I devised a peacebuilding capacity creation framework (PCCF).