University of Wolverhampton | United Kingdom
Dr. Howard Scott is a researcher in technology-enhanced learning, digital literacies, and post-compulsory teacher education. His work critically examines how digital technologies, social media, learning analytics, artificial intelligence, and mobile learning reshape pedagogy, equity, and professional practice, particularly in further and vocational education and in disrupted or marginalised contexts. He has published extensively in international peer-reviewed journals and edited volumes, with contributions to Postdigital Science and Education, Education + Training, Open Learning, Education Sciences, and Asian Journal of Distance Education. His research is characterised by theoretically informed, practitioner-oriented inquiry into networked learning, critical digital pedagogy, and ethical approaches to educational innovation.
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