Muhammad Zulfadhli Kamarudin

Profile

I have a background in science education and digital learning, with experience as a primary school science teacher before transitioning into research. My passion for integrating technology into education led me to explore how digital tools can enhance children's learning experiences, particularly in climate change education. Professionally, I have worked as a primary school science teacher in Malaysia, where I developed a keen interest in using technology to support children's learning. This experience led me to transition into research, focusing on participatory methodologies and interdisciplinary approaches to education.

I hold a Master of Education (MEd) in Primary Science from Sultan Idris Education University, where my research focused on digital inquiry-based science learning. I explored how technology-enhanced inquiry methods can improve science teaching and learning, particularly in supporting students' conceptual understanding.

Before that, I earned a Bachelor of Teaching (BTeach) in Science for Primary Education from the Institute of Teacher Education Malaysia, which provided me with a strong foundation in pedagogy, curriculum development and child-centred teaching approaches. During my studies, I gained practical experience in designing engaging science lessons that cater to diverse learning needs, reinforcing my commitment to effective and inclusive education.

My academic journey has been shaped by a commitment to innovative and participatory approaches in education, with a strong focus on technology-enhanced learning to improve science education for young children.

Research interests

My research explores the intersection of spatial computing, climate change education and play-based learning within the primary education context. Specifically, I am co-developing a spatial computing climate change play curriculum and assessing children’s mental models of climate change.

Using participatory action research (PAR), I collaborate with Malaysian children in the UK to co-develop immersive and culturally responsive learning experiences. My work integrates virtual and augmented reality (VR/AR), artificial intelligence (AI), and interactive mapping to make climate science more accessible and engaging. I also employ creative research methods, including the Mosaic approach, to capture children's evolving perceptions through drawings, digital artefacts, interviews and photovoice.

By situating learning within children's lived experiences, my research contributes to interdisciplinary climate education and offers new insights into the role of spatial computing and play-based pedagogies in enhancing young learners’ environmental literacy and agency. Additionally, my work highlights the importance of cultural narratives and participatory design in shaping climate change education, ensuring that learning is both meaningful and reflective of diverse experiences.

ORCiD  /  Researchgate  / Linkedin

Qualifications

• MEd (Primary Sciences)
• BTeach (Science for Primary Education)