Amazing Student: Matthew Nyaaba

• Hometown: Zorkor, Upper East Region, Ghana
• Degree objective and graduation date: Ph.D. in educational theory and practice (teacher education and elementary education)
• Degrees and graduation dates: B.S.Ed. in elementary and middle grade education, 2015; M.Phil. in elementary and middle grade education, 2018

Why did you choose to attend UGA for your advanced degree objective?

I chose UGA primarily because of its strong programs in teacher education and elementary education. I wanted a clear, vertical progression in my academic pursuits and experiences. With a bachelor’s and master’s degree in elementary education, along with teaching experience in elementary, middle grades, and teacher education, I was particularly interested in pursuing a Ph.D. in this field. UGA offered the exact program of study I was looking for through the Department of Educational Theory and Practice (ETAP), allowing me to focus on both teacher education and elementary education.

Additionally, I was drawn to the study abroad opportunity in Ghana offered by the department. This program appealed to me because it suggested that the school had a foundational understanding of my background, which would help me relate and feel a sense of belonging. When it came time to choose between the University of South Carolina and UGA, I recalled the warm conversation I had with the graduate coordinator, Dr. Cheryl Field-Smith, which greatly influenced my decision. Choosing UGA is a decision I would make repeatedly if I had to select a school for my graduate studies.

How were you first introduced to AI, and what sparked your interest in pursuing this field?

My focus on AI evolved from my longstanding fascination with emerging technologies in K-12 and teacher education. While exploring potential research areas in my Ph.D. program, I identified two significant emerging technologies: VR and AI. Recognizing my interest in emerging technologies in K-12 science, Dr. Cheryl Field-Smith referred me to Dr. Julie Kittleson, the head of the department and a professor in science education. Dr. Kittleson then connected me with Nicholas Holt, the director of innovation in teaching and technology, to start a VR academy. I thoroughly enjoyed the lessons and gained valuable experience with VR, but I soon realized that it would take time to find a focused research area in VR.

At this point, Dr. Ajay Sharma, my initial advisor, redirected me to a faculty member specializing in AI and machine learning, whom he believed would align well with my research interests. That faculty member was Dr. Xiaoming Zhai, someone I was eager to meet after my encounter with him at a grant proposal writing workshop for the National Science Foundation (NSF). When I first met with Dr. Zhai, I was somewhat skeptical about AI, particularly its potential impact on critical thinking in education. I had several questions, including concerns about how AI could be appropriately regulated for students. Thanks to Dr. Zhai’s encouragement and guidance, he suggested that I read extensively about AI and consider how we might collaborate on research in this area, starting with the National Assessment of Educational Progress (NAEP).

Through extensive reading and my first research project on generative AI and NAEP assessment, I became increasingly aware of both the potential and challenges of AI. I found AI to be incredibly inspiring as I began to consider how we could benefit from its potential while addressing its concerning aspects. This marked the beginning of my journey into exploring AI in education, an area I am truly excited about and eager to learn more. Thanks to the support from ETAP faculty and Dr. Zhai’s mentorship, I feel confident in continuing my research in generative AI in education. 

What do you hope to discover or accomplish with your research on the intersection of AI and education?

In my research on the intersection of AI and education, I aim to identify best practices for the responsible use of AI to support all students and promote inclusive and equitable assessments and achievements. I am particularly interested in exploring how the digital divide can be closed by using AI in education. I aspire to contribute to a framework that helps teachers develop culturally responsive teaching and assessment strategies in K-12 science education, with a focus on automatic assessment generation using generative AI tools. This approach is intended to reduce the workload on teachers, allowing them to concentrate more on other areas of student development, while also addressing the challenges of creating culturally responsive assessments.

Are you involved in any academic or service-oriented organizations? If yes, how do they enhance your academic and/or research endeavors?

I am involved in several organizations and associations, with notable memberships in AERA, ETAP-GSO, ISL-UGA, AGSF, and SITE. As a graduate student member of the American Educational Research Association (AERA), I benefit from access to valuable research resources, including journals, conferences, and publications at discounted rates. I also take advantage of networking opportunities through events and participation in special interest groups, which help me build and enhance my professional connections. Additionally, I engage in professional development activities tailored to graduate students, such as workshops and mentoring, and was the recipient of the 2024 AERA Technology as an Agent of Change in Teaching and Learning SIG Graduate Student Travel Grant.

As an active member of ETAP-GSO, I served as vice president in 2023-24 and remain involved today. During my tenure on the executive committee, I provided support to new members, particularly international students, assisting them in their transition to the department and Athens. Alongside other members, we organized and coordinated activities and social events to create a vibrant social environment for ETAP graduate students.

I am an active member of International Student Life (ISL) at UGA and currently serve as an advisory board member for the 2024-25 academic year. I was the Children’s Corner Committee Chair for the 2023 International Street Festival, where I learned a great deal from other international students; an experience I highly recommend to others. As an ISL Advisory Board member, my duties include providing guidance and input on programs and initiatives that support international students at UGA. I collaborate with other board members to develop strategies that enhance cross-cultural engagement on campus. Additionally, I play a key role in representing the interests and needs of the international student community to the University administration.

Currently, I am an active member of African Graduate Students’ Forum (AGSF), a community that connects me back to Africa and allows me to learn from the diverse experiences of people from different African countries. This membership enriches my understanding of the educational landscape and cultural dynamics across the continent. As a member of Society for Information Technology and Teacher Education (SITE), I participate in a global network of educators and researchers focused on integrating technology in education. I engage in conferences where I can present my research and gain insights from leading experts in the field. Additionally, I capitalize on professional development opportunities, including workshops, mentoring, and staying informed about the latest trends and innovations in educational technology.

What are your future plans after you graduate with your doctoral degree?

While I remain flexible and open to the direction of God in my next steps, my skills, cross-cultural experiences, interests in education, AI in education, and supporting minoritized teachers and students of color position me to pursue one of two potential paths after graduation. I am poised to either continue working toward becoming a professor in teacher education and technology or to take on a role as a researcher for international organizations, government agencies, or non-governmental bodies. These could include entities such as the United Nations, UNESCO, UNICEF, the World Bank Education Global Practice, USAID, the Global Partnership for Education, and more.