Dr. Segun Ojetunde is an accomplished scholar and educator whose work bridges the fields of educational evaluation, science pedagogy, and technology-enhanced learning. He holds advanced degrees in Educational Evaluation, including a Ph.D. and a Master’s degree, complemented by a Bachelor’s degree in Biology Education. His academic and research journey has been marked by a dedication to advancing innovative teaching and learning practices that respond to the evolving demands of the Fourth Industrial Revolution. With professional experience spanning teaching, research, and educational development across several institutions and international projects, Dr. Segun Ojetunde has contributed significantly to the discourse on science education reform, inquiry-based learning, and the integration of digital technologies in education. He has served as a research associate and collaborator on national and international projects funded by organizations such as the Universal Basic Education Commission (UBEC), the International Fund for Agricultural Development (IFAD), and the Tertiary Education Trust Fund (TETFUND). His research interests focus on inquiry-based learning, artificial intelligence in education, virtual laboratories, and digital inclusion in science and technology pedagogy. Dr. Segun Ojetunde has published in high-impact international journals, including Research in Science Education, Smart Learning Environments, and the Journal of Pedagogical Research, where his studies explore teacher instructional knowledge, student engagement with educational technologies, and the application of technology acceptance models in education. He has participated in numerous international conferences and contributed to scholarly book chapters addressing critical challenges in education management and digital learning. His academic impact is reflected in his 25 citations by 25 documents, 5 published works, and an h-index of 3, underscoring his growing influence in the global research community. Through his research and professional activities, Dr. Segun Ojetunde continues to promote quality education, digital equity, and evidence-based instructional design. His commitment to improving learning outcomes through educational innovation and data-driven evaluation establishes him as a forward-thinking researcher whose work contributes meaningfully to shaping the future of science and technology education in Africa and beyond.
Profile: Scopus | Orcid | Google Scholar
Featured Publications:
-
Ojetunde, S. M., & Ramnarain, U. (2025). Like objects or like subjects? Effects of student–robot interaction (SRI) and mathematical ability on students’ learning outcomes. Smart Learning Environments, 12(1), 9.
-
Ojetunde, S. M., & Ramnarain, U. (2023). Applying 4IRs in education technology to science pedagogy: Effects and students’ experience. Smart Learning Environments, 10(1), 32.
-
Ojetunde, S. M., Ramnarain, U., & Teo, T. (2025). Task-technology fit of Fourth Industrial Revolution (4IR) education technology for inquiry-based learning (IBL). Educational Media International, 62(1), 29-53.
-
Ojetunde, S. M. (2024). Learning from learners: A mixed-methods assessment of implementation of artificial intelligence curriculum at secondary schools. EUREKA: Social and Humanities, (5), 35-49.
-
Akinyemi, A. L., & Ojetunde, S. M. (2023). Modeling higher institutions’ response to the adoption of online teaching-learning platforms in Nigeria. Nigerian Open, Distance and e-Learning Journal (NODeLJ), 1, 1-12.
-
Ojetunde, S. M., Ramnarain, U., & Teo, T. (2025). Task-technology fit of Fourth Industrial Revolution (4IR) education technology for inquiry-based learning (IBL). Educational Media International.
-
Ojetunde, S. M. (2025). Like objects or like subjects? Effects of student–robot interaction (SRI) and mathematical ability on students’ learning outcomes. Smart Learning Environments.