Daniel Kangwa (Ph.D., International and Comparative Education) is a Zambian lecturer, researcher, and education consultant with over a decade of experience in education planning, curriculum reform, and policy design across Africa and internationally. He is currently a Lecturer and Researcher at Zhejiang Normal University, China, where he conducts comparative education research on higher education, curriculum innovation, and the integration of ICT in learning, aligned with Sustainable Development Goal 4 (Quality Education).

From 2013 to 2025, Daniel served as a Full-Time Lecturer at Evelyn Hone College, Lusaka, teaching courses in Education Management, History and Philosophy of Education, Educational Psychology, and Research Methods, while supervising numerous student research projects. He has also held leadership roles as Team Leader for the Panel of Examiners (TEVETA) and Coordinator of Evelyn Hone College Internal Examiners for the University of Zambia’s affiliate programs, ensuring the quality, confidentiality, and integrity of national examination processes. Earlier in his career, he contributed to curriculum development and strategic planning as Head of Civic Education at Nchelenge High School and taught at T.J. Kankasa School in Lusaka.

Daniel holds a Doctorate and Master’s in International and Comparative Education from Zhejiang Normal University. His doctoral dissertation was a quasi-experimental study on the impact of online instructors’ social presence on student achievement in higher education, earning him the academic title of Star of Academic Research.

He has published widely on topics including ICT integration in education, teacher education, academic integrity in the age of AI, and equity in STEM participation, with works appearing in journals such as the Journal of Computer Assisted Learning, Distance Education, Social Psychology of Education, Computer Applications in Engineering Education, and others. He is also the author of Teaching Practice: Unifying Theory and Practice in Teacher Education. He is fluent in English, Bemba, and Nyanja, with basic knowledge of Mandarin Chinese and Zulu, which enables him to combine global perspectives with African educational realities. His long-term vision is to influence education policy and practice across Africa and beyond through rigorous comparative research, innovative teaching, and advocating for evidence-based curriculum reform.