Andy Nguyen

Assistant Professor at University of Oulu

University of Oulu
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Finland

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Dr. Andy Nguyen is an Assistant Professor at the University of Oulu, Finland. His research areas include collaborative learning, digital transformation in higher education, and the ethical implications of artificial intelligence in education. He has recently published articles examining social interaction in collaborative tasks, teachers' online teaching intentions post-COVID-19, and the role of innovative behavior in crisis management self-efficacy.

Positions (1)

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Andy Nguyen

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University of Oulu

Doctoral Researcher in Educational Sciences (Human-AI Shared Regulation of Learning)

The University of Oulu, a leading multidisciplinary and international research university in Finland, is seeking a Doctoral Researcher to join the Learning and Learning Processes Research Unit (LLP) at the Faculty of Education and Psychology. This position is part of the Research Council of Finland funded project 'Human-AI Shared Regulation of Learning: Preparing Higher Education Students to Learn and Work with AI (HAI-Learning)'. The successful candidate will conduct multidisciplinary research using advanced analytical methods, including multimodal and AI-driven learning analytics, to better understand human learning processes and develop socio-technical systems for hybrid intelligence. The role involves working collaboratively within a research team, managing project-related tasks, and publishing findings in leading international journals. The university offers a supportive and enthusiastic team environment, wellness benefits, career development opportunities, and a flexible workplace culture. The Buddy Programme and Spouse Network help newcomers settle in Oulu, and the institution holds the HR Excellence in Research label from the European Commission. Finland is renowned for its high quality of life, safety, excellent education system, and competitive economy. Applicants must have a Master's degree in learning sciences, computer science, or a related field, with a transdisciplinary research orientation and demonstrated research experience or interest. Strong research and development skills, experience in data collection, and excellent English communication skills are required. Finnish language skills and experience with educational technology or software design are advantageous. The position is full-time, fixed-term for three years, with a starting gross salary of approximately 2500-2900 € per month, plus a performance-based component. A six-month trial period applies. Applications should be submitted online by 20 November 2025 and must include a cover letter, CV, certificates/diplomas, and contact information for two referees. The selection process includes interviews for shortlisted candidates, and the university encourages applicants from diverse backgrounds.

9 months ago

Articles (10)

Examining effects of students’ innovative behaviour and problem-solving skills on crisis management self-efficacy: Policy implications for higher education

COVID-19 has caused unprecedented challenges for the higher education community worldwide, one of which is that students have had to maintain their learning while dealing with the crisis conditions. However, a systematic understanding of students’ individual crisis management still remains absent despite its importance. The newly emerged and ongoing phenomenon has leveraged the role of crisis management in the context of education, which is even more essential with the forthcoming uncertain future. This study investigates factors related to students’ crisis management self-efficacy in higher education during the pandemic. Particularly, survey data were collected from 387 undergraduate students to investigate the effects of innovative behaviour and problem-solving skills on crisis self-efficacy. Structural Equation Modelling was applied to conceptualise and empirically test a model that examines the relationship between crisis self-efficacy and related factors. Moreover, the study aimed to assess the role of technology abilities in students’ crisis management self-efficacy and academic performance during the COVID-19 pandemic. The research results provided some compelling evidence for the positive effects of innovative behaviour and problem-solving skills on crisis management self-efficacy. This study also discusses some feasible implications for higher education policy and future research directions.

Year:

2022

Collaborators (7)

Ha Ngan Ngo

Victoria University of Wellington

NEW ZEALAND

Sanna Järvelä

-

FINLAND

Muhterem Dindar

Assistant Professor

University of Oulu

FINLAND

Jonna Malmberg

-

FINLAND

Thi Diem Hang Khong

Teaching Associate

MONASH UNIVERSITY

AUSTRALIA

Yvonne Hong

-

NEW ZEALAND

Carolyn Rose

Professor

Carnegie Mellon University

UNITED STATES
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