Assistant Professor (PhD, OCT, MA, BS)
Department of Educational Studies
Available for Graduate Advisement.
Dr. Mohammed Estaiteyeh is an Assistant Professor of Digital Pedagogies and Technology Literacies in the Faculty of Education at Brock University. He holds the Brock Chancellor’s Chair for Teaching Excellence and is the recipient of the 2025 Faculty of Education Early Career Research Award. Dr. Estaiteyeh serves as the Subject Team Leader for the digital technology courses in the Teacher Education program. He is also the President of Technology and Teacher Education (TATE), a special interest group within the Canadian Society for the Study of Education (CSSE).
Dr. Estaiteyeh earned his PhD (2022) in Curriculum Studies, with a specialization in STEM Education, from Western University. He brings extensive experience across K–12 and post-secondary contexts, having worked as a teacher, academic director, educational consultant, and professional learning facilitator, as well as an instructor, researcher, and program developer and reviewer in higher education.
Dr. Estaiteyeh’s research focuses on educational technologies, including technology-enhanced teaching, online learning, digital transformation, immersive technologies, and artificial intelligence in education; teacher education and professional development; STEM education; differentiated instruction; and innovations in curriculum, pedagogy, and assessment across K–12 and post-secondary settings. He has presented his work at numerous national and international conferences and serves as a reviewer and editorial board member for several education journals. Dr. Estaiteyeh has mentored more than 20 graduate and undergraduate students through graduate supervision, thesis committees, research assistantships, and internship programs.
Dr. Estaiteyeh is actively interested in developing interdisciplinary research collaborations and community partnerships and welcomes inquiries to explore potential opportunities.
Dr. Estaiteyeh’s research agenda focuses on three streams examining digital technologies in education: (1) curriculum and pedagogical practices; (2) teacher education and professional development; and (3) equity, inclusion, and access. His recent and ongoing research projects include:
- Teacher education and professional development in technology-enhanced teaching
- Artificial intelligence (AI) in education, including AI literacy, intelligent tutoring systems, and adaptive assessment
- Immersive technologies in education, including virtual reality (VR), augmented reality (AR), and 360-degree videos
- Online teaching and learning, including instructional design
- Learning management systems (LMS)
- Digital transformation in K–12 and post-secondary contexts
- Equitable access to educational technologies in marginalized and underserved communities
- Inclusive pedagogical practices, such as differentiated instruction
- Digital and technology literacies
- STEM education
- Curriculum studies
- Program design and evaluation in higher education
- CSSE – Canadian Society for the Study of Education (including CACS-Canadian Association for Curriculum Studies, SERG-Science Education Research Group, CATE-Canadian Association for Teacher Education, and TATE-Technology and Teacher Education)
- DPI – Digital Pedagogy Institute
- AERA – American Educational Research Association
- NARST – National Association for Research in Science Teaching
- ASTE – Association for Science Teacher Education
- ESERA – European Science Education Research Association
- Social Justice Research Institute, Brock University
- OCT – Ontario College of Teachers: Intermediate and Senior Divisions, Science and Biology
Click here for an updated list.
Estaiteyeh, M., & Rong, W. (2026). An environmental scan of educational technology courses in teacher education programs in Ontario. Canadian Journal of Learning and Technology, 51(3), 1-20. https://doi.org/10.21432/cjlt29011
Estaiteyeh, M., & Potts, D. (2026). Empowering educators for a digital classroom: The ‘future ready teachers’ program. Journal of Digital Life and Learning, 6(1), 60-80. https://doi.org/10.51357/jdll.v6i1.320
Estaiteyeh, M., DeWaard, H., & DiMuro, M. (2026). Editorial: Technology and teacher education in Canada. Journal of Digital Life and Learning, 6(1), 1-4. https://doi.org/10.51357/jdll.v6i1.413
Estaiteyeh, M. (2025). Is artificial intelligence the catalyst for systemic change in education? Education Canada Magazine. https://www.edcan.ca/articles/is-artificial-intelligence-the-catalyst-for-systemic-change-in-education/
Estaiteyeh, M., & Kumar, R. (2025). How AI is challenging the credibility of some online courses. The Conversation. https://theconversation.com/how-ai-is-challenging-the-credibility-of-some-online-courses-264851
Estaiteyeh, M. (2025). Canada needs a national AI literacy strategy to help students navigate AI. The Conversation. https://theconversation.com/canada-needs-a-national-ai-literacy-strategy-to-help-students-navigate-ai-257513
Estaiteyeh, M., & Mindzak, M. (2025). Building AI literacy in pre-service teacher education in Canada: A case study of two cohorts. Journal of Teaching and Learning, 19(4), 135-153. https://doi.org/10.22329/jtl.v19i4.10041
Estaiteyeh, M., Heenan, J., & Sovegjarto, B. (2025). Listening to teacher candidates and teacher educators: Revising educational technology courses in a Canadian teacher education program. Education Sciences, 15(6), 730. https://doi.org/10.3390/educsci15060730
Estaiteyeh, M., & DeCoito, I. (2025). Promoting STEM teacher candidates’ views and understandings of differentiated instruction. The Teacher Educator, 60(1), 59-79. https://doi.org/10.1080/08878730.2024.2401559
Estaiteyeh, M. (2025). “An artifact of learning we could be proud of”: Guidelines and insights on implementing eportfolios in teacher education. In M. Modise & N. Vaughan (Eds.), Digital resilience of eportfolios during and beyond the COVID-19 pandemic: Lessons for the future (pp. 378–398). Mount Royal University Library. https://pressbooks.openeducationalberta.ca/digital-resilience-eportfolios/chapter/23/
DeCoito, I., Estaiteyeh, M., & Takkouch, M. (2025). Impacting STEM teacher candidates’ views and attitudes toward online teaching: A comparative analysis of two cohorts during the COVID-19 pandemic. International Journal of Science, Math, and Technology Learning, 33(1), 1-26. https://doi.org/10.18848/2327-7971/CGP/v33i01/1-26
Campbell, N., Estaiteyeh, M., DeCoito, I., & Takkouch, M. (2025). Exploring students’ experiences in an innovative interdisciplinary medical sciences master’s program. The International Journal of Learning in Higher Education, 32(2), 67-88. https://doi.org/10.18848/2327-7955/CGP/v32i02/67-88
Estaiteyeh, M., & DeCoito, I. (2024). Differentiated instruction in digital video games: STEM teacher candidates using technology to meet learners’ needs. Interactive Learning Environments, 32(7), 3768–3782. https://doi.org/10.1080/10494820.2023.2190360
Estaiteyeh, M., & DeCoito, I. (2024). Technology-enhanced differentiated instruction in STEM education: Teacher candidates’ development and curation of learning resources. Contemporary Issues in Technology and Teacher Education, 24(3). https://citejournal.org/volume-24/issue-3-24/science/technology-enhanced-differentiated-instruction-in-stem-education-teacher-candidates-development-and-curation-of-learning-resources/
Estaiteyeh, M., Cotnam-Kappel, M., & Vaughan, N. (2024). Editorial: Technology and teacher education in Canada. Canadian Journal of Learning and Technology, 50(4), 1-8.https://doi.org/10.21432/cjlt28820
Estaiteyeh, M., & McQuirter, R. (2024). Generative or degenerative?! Implications of AI tools in pre-service teacher education and reflections on instructors’ professional development. Brock Education Journal, 33(3), 75-98. https://doi.org/10.26522/brocked.v33i3.1176
Estaiteyeh, M., DeCoito, I. & Takkouch, M. (2024). STEM teacher candidates’ preparation for online teaching: Promoting technological and pedagogical knowledge. Canadian Journal of Learning and Technology, 50(4), 1-20. https://doi.org/10.21432/cjlt28594
Estaiteyeh, M., & DeCoito, I. (2024). Curriculum and pedagogy in STEM teacher education: Developing case studies of socio-scientific issues focusing on differentiated instruction. The Electronic Journal for Research in Science & Mathematics Education, 28(2), 18-44. https://ejrsme.icrsme.com/article/view/23642
Campbell, N., Estaiteyeh, M., DeCoito, I., & Robinson, A. (2024). The future is interdisciplinary: Development of a medical sciences master’s program that fosters academic, professional, and personal development. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2), 1-22. https://doi.org/10.5206/cjsotlrcacea.2024.2.16366
Rong, W., & Estaiteyeh, M. (2024). Digital literacy in Canadian classrooms: A systematic review of teachers’ professional development programs. Canadian Journal for New Scholars in Education. 15(2), 230-243. https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/79533
Estaiteyeh, M., & Clancy, B. (2024). No more skimming or skipping: A podcasted course syllabus that speaks to your students, literally! Academica Forum.
Estaiteyeh, M., Clare, M., & Elliott, M. (2024). Eight lessons learned while transitioning learning management systems. Academica Forum.
Estaiteyeh, M., & DeCoito, I. (2023). The long-term impact of training on equity, diversity, and inclusion practices: Teacher candidates’ knowledge retention and future aspirations. The International Journal of Diversity in Education, 24(1), 65-88. https://doi.org/10.18848/2327-0020/CGP/v24i01/65-88
Estaiteyeh, M., Campbell, N., DeCoito, I., & Takkouch, M. (2023). Setting students up for success: Developing interdisciplinary skills in a medical sciences graduate program. GiLE Journal of Skills Development, 3(2), 66-84. https://doi.org/10.52398/gjsd.2023.v3.i2.pp66-84
Estaiteyeh, M., & DeCoito, I. (2023). Planning for differentiated instruction: Empowering teacher candidates in STEM education. Canadian Journal of Science, Mathematics and Technology Education, 23(1), 5-26. https://doi.org/10.1007/s42330-023-00270-5
Szwarczewski, M., & Estaiteyeh, M. (2023). Netflix-themed presentations to promote secondary students’ engagement in science. Canadian Teacher Magazine.
DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: Exploring STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4(8). https://doi.org/10.1186/s43031-022-00048-z
DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the COVID-19 pandemic: An exploration of STEM teachers’ views, successes, and challenges. Journal of Science Education and Technology, 31(3), 340–356. https://doi.org/10.1007/s10956-022-09958-z
DeCoito, I., & Estaiteyeh, M. (2022). STEM teachers’ experiences with online teaching during the COVID-19 pandemic: A Canadian context. In H. Burgsteiner & G. Krammer (Eds.), Impacts of COVID-19 pandemic’s distance learning on students and teachers in schools and in higher education – international perspectives (pp. 421–444). Leykam Buchverlag. https://doi.org/10.56560/isbn.978-3-7011-0496-3_20
- Mitacs Globalink Research Internship program, May-September 2025. (Two internship positions ~$30,000)
- Explore Grant, Office of Research Services, Brock University, January-December 2025. ($7,000)
- Mitacs Globalink Research Internship program, May-September 2024. (Two internship positions ~$30,000)
- Interdisciplinary Development Initiatives Grant (Co-applicant), Western University, May 2024-April 2025. ($34,915)
- Chancellor’s Chair for Teaching Excellence Award, Centre for Pedagogical Innovation, Brock University, July 2023-June 2026. ($15,000)
- Match of Minds Grant, Office of Research Services, Brock University, May-December 2023. ($5,000)
- Graduate Research Assistant Development Fund, Faculty of Education, Brock University, 2022-2024. (Four grants totaling $6,000)
- Ontario Graduate Scholarship (OGS), May 2021-April 2022. ($15,000)
- EDUC 5P56: Technology in the Curriculum (MEd Program)
- EDUC 5P44: Curriculum Design, Implementation & Evaluation (MEd Program)
- EDUC 7P51: Directed Study on Educational Technologies (PhD Program)
- EDBE 8P73: ICT for Teaching & Learning (Teacher Education Program, I/S Division)
- EDBE 8Y08: Teaching Digital Learners in Digital Age (Teacher Education Program, P/J/I Division)
