1. Biography

Dr Daniel Kangwa is a lecturer, researcher and education consultant whose scholarship sits at the intersection of comparative education, digital technology and equity in education. He is currently a Lecturer and Researcher at Zhejiang Normal University (ZJNU), China, where he contributes to teaching, postgraduate research training and an active research programme in international and comparative education.

He earned both his Doctorate and Master's degrees in International and Comparative Education from Zhejiang Normal University, and his career reflects a distinctive dual-hemisphere trajectory. From 2013 to 2025 he served as a full-time lecturer at Evelyn Hone College in Lusaka, Zambia, following earlier school leadership and teaching positions in Zambia's secondary system, including Head of Civic Education at Nchelenge High School and a teaching post at T.J. Kankasa School. He also held institutional and national examination leadership roles — as Team Leader of the Panel of Examiners (TEVETA) and as Coordinator of Evelyn Hone College Internal Examiners for the University of Zambia's affiliate programmes — combining classroom expertise with examination governance and quality assurance.

His research addresses consequential questions in contemporary education: how universities internationalise inclusively, how generative AI can be adopted with academic integrity, how ICT transforms teaching and learning, why girls remain under-represented in STEM, and how education systems can advance sustainable development goals. His recent output includes mixed-methods studies of the integration of international postgraduate students in Chinese universities, systematic reviews of academic integrity in the generative-AI era, and multi-country analyses of ICT integration and girls' STEM participation in African education systems.

He has published one academic monograph and more than 30 English-language papers, many in top-tier SSCI journals — including Higher Education, Journal of Computer Assisted Learning, Distance Education, the European Journal of Education and Sustainable Development — with work spanning systematic reviews, mixed-methods and quantitative studies. He is fluent in English, Bemba and Nyanja, with basic knowledge of Mandarin Chinese and Zulu.

He is committed to rigorous comparative education research that bridges global theories and African educational realities, and to supporting the next generation of scholars in both China and Africa.

2. Research Interests

Comparative and international higher education; international student experience and inclusive internationalisation

Academic integrity and the ethical use of generative AI in higher education

ICT integration and digital transformation in teaching and learning

Equity, gender and participation in STEM education (SDGs 4 & 5)

Student learning engagement, self-regulation, and blended and online learning

3. Selected Publications

Selected publications; a full list of publications is available via ORCID: 0000-0002-3434-5184.

• Kangwa, D (1/3). A mixed-methods study of inclusive internationalization and the integration of international postgraduate students in China. Higher Education. 2026. https://doi.org/10.1007/s10734-026-01721-2. (Top Tier 1, SSCI)

• Kangwa, D (1/3). Ecological drivers of academic success among African postgraduates in Chinese Universities. Higher Education. 2026-07. https://doi.org/10.1007/s10734-026-01699-x. (Top Tier 1, SSCI)

• Kangwa, D (1/3). Academic Expectations and Experiences of International Postgraduate Students in China. European Journal of Education. 2026-05. https://doi.org/10.1111/ejed.70674. (Tier 2, SSCI)

• Kangwa, D (1/4). Advancing Sustainable Development Goal 4 Through Systemic Digital Transformation in African Higher Education. Sustainable Development. 2026‑05. https://doi.org/10.1002/sd.71178.  (Tier 2, SSCI)

• Kangwa, D (1/3). Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review. Journal of Computer Assisted Learning. 2025‑08. https://doi.org/10.1111/jcal.70109.  (Top Tier 1, SSCI)

• Kangwa, D. (1/3). Balancing Innovation and Ethics: Promoting Academic Integrity Through Support and Effective Use of GenAI Tools. AI and Ethics. 2025‑03. https://doi.org/10.1007/s43681-025-00689-6.

• Kangwa, D (1/3). Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review. European Journal of Education. 2025‑02. https://doi.org/10.1111/ejed.70036.  (Tier 2, SSCI)

• Kangwa, D (1/4). Enhanced Learning Engagement Through Teaching Presence in Online Distance Education. Distance Education. 2024‑10. https://doi.org/10.1080/01587919.2024.2347998. (Tier 1, SSCI)

• Kangwa, D (1/4). Self‑Doubt and Self‑Regulation: A Systematic Review of Factors Affecting Academic Cheating in Online Learning. Social Psychology of Education. 2024‑10. https://doi.org/10.1007/s11218-024-09939-7.  (Tier 2, SSCI)

• Kangwa, D (1/4). Motivate Students for Better Academic Achievement: A Systematic Review of Blended Innovative Teaching. Computer Applications in Engineering Education. 2024‑07. https://doi.org/10.1002/cae.22733.  (Tier 2, SCIE)

• Kangwa, D (1/4). Enhancing Student Engagement in Online Education: The Role of Self‑Regulation and Teacher Support in Zambia. Discover Education. 2024‑09. https://doi.org/10.1007/s44217-024-00216-5. (ESCI)

• Kangwa, D (2/3). A Systematic Literature Review on ICT Integration in Teaching and Learning: Lessons for Tanzania. European Journal of Education. 2024‑12. https://doi.org/10.1111/ejed.12696. (Tier 2, SSCI)

• Kangwa, D (3/4). Pathways and Barriers to Achieving SDGs 4 & 5: Social Cognitive Influences on Girls’ Involvement in Science Education in Tanzania. Sustainable Development. 2026‑01. https://doi.org/10.1002/sd.70646. (Tier 2, SSCI)

• Kangwa, D (2/3). Media Illiteracy and Its Implications on Sexual Permissiveness and Unrealistic Couple Goals. Journal of Human Behavior in the Social Environment. 2024‑10. https://doi.org/10.1080/10911359.2024.2302518. (Tier 4, ESCI)

• Kangwa, D (2/3). Integration of ICT in Secondary Education for Better Learning: A Systematic Review. Social Sciences & Humanities Open. 2024-10. 10.1016/j.ssaho.2024.101203.

• Kangwa, D (2/4). A Systematic Review Using Feminist Perspectives on Factors Affecting Girls’ Participation in STEM. Science & Education. 2024‑05. https://doi.org/10.1007/s11191-024-00524-0.  (Tier 3, SSCI)

• Kangwa, D (2/4). A Systematic Review of Factors Affecting Girls’ Participation in STEM. Computer Applications in Engineering Education. 2024‑03. https://doi.org/10.1002/cae.22707.  (Tier 2, SCIE)

• Kangwa, D (2/2). ICT Integration in Secondary Education: What Works and What Does Not. Discover Education. 2023‑11. https://doi.org/10.1007/s44217-023-00070-x.

• Kangwa, D (3/3). A Qualitative Study on Factors for Freshmen’s Mobile Phone Addiction and Its Influence on Classroom Learning. Discover Education. 2025‑06. https://doi.org/10.1007/s44217-025-00644-x.

• Kangwa, D (3/3). Beyond the Classroom: Examining the Varied Impact of Family Dynamics on Students’ Academic Success. Acta Psychologica. 2025‑03. 10.1016/j.actpsy.2025.104895. (Tier 3, SSCI)

• Kangwa, D (3/3). Exploring the Impact of Integrating AI Tools in Higher Education Using the Zone of Proximal Development. Education and Information Technologies. 2024‑10. https://doi.org/10.1007/s10639-024-13112-0. (Tier 2, SSCI)

• Kangwa, D (3/3). Combating Youth Unemployment by Integrating Entrepreneurship in Middle School Education. Discover Education. 2024‑04. https://doi.org/10.1007/s44217-024-00124-8.

• Kangwa, D (3/3). Exploring the Influence of Family Socio‑Cultural Factors on Students’ Learning Engagement. Journal of Human Behavior in the Social Environment. 2024‑01. https://doi.org/10.1080/10911359.2024.2302518. (Tier 4, ESCI)

• Kangwa, D (4/4). If no one in my family has ever excelled academically, who am I? Examining interventions to socio‑cultural reproduction. International Journal of Educational Development. 2026‑05. https://doi.org/10.1016/j.ijedudev.2026.103591 (Tier 3, SSCI)

• Kangwa, D (4/4). Institutional Support for Ethical AI Adoption in Higher Education Amid Rising Manuscript Retractions. Humanities & Social Sciences Communications. 2026‑04. https://doi.org/10.1057/s41599-026-07235-7. (Tier 2, SSCI)

4. Teaching and Professional Service

• Lecturer and Researcher, Zhejiang Normal University, China (current)

• Full-time Lecturer, Evelyn Hone College, Lusaka, Zambia (2013–2025)

• Team Leader, Panel of Examiners, TEVETA, Zambia

• Coordinator of Internal Examiners, Evelyn Hone College — University of Zambia affiliate programmes

• Head of Civic Education, Nchelenge High School; Teacher, T.J. Kankasa School, Lusaka