My dissertation, “Explaining Teacher Professional Well-being through a Critical Realist Framework,” examines the structural and agential factors affecting teachers, using a case study from North India. My broader research interests include teacher education, international education, STEM pedagogy (especially chemistry), and social pedagogy in varied, cross-cultural contexts.
Most important projects and grants
UNESCO Janusz Korczak Chair Fellowship (2025–Ongoing): Program leadership for the 2026 Congress in Düsseldorf, editorial management for Language, Discourse & Society (SCOPUS-indexed journal) and teaching hours.
University of Warsaw IDUB Micro-grant (2023): Undertaking advanced methodological training in qualitative research.
International Baccalaureate Curriculum Redesign (2025–Present): Collaborating on the evaluation and redesign of the IB Chemistry curriculum.
From Stress to Institutions: Rethinking Teacher Well-being Research in India for SDG 16 – Submitted to Discover Education (2026). [Accepted for Publication – A Scopus Journal]
Finch, K. S. (2021). Chemistry-kit as an intervention tool in emergency education in secondary schools. International Journal of Pedagogy, Innovation and New Technologies, 8(1), 72–80. https://doi.org/10.5604/01.3001.0014.9142 – [20 points, Polish Journal]
Conference (Active Participant)
European SociologicalAssociation (ESA RN10, 2025)
European Educational Research Association (EERA, 2024)
