Chrissi Nerantzi

Associate Professor in Education

University of Leeds

United Kingdom

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Chrissi Nerantzi is an Associate Professor in Education at the University of Leeds, UK. Her research focuses on critical pedagogies, design thinking, and the implications of generative AI in educational contexts. She has authored several recent articles exploring topics such as collaborative curriculum design, data literacy, and participatory leadership in higher education.

Articles (17)

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2025

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2023

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2021

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2021

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2020

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2020

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2020

Collaborators (14)

Charles Hodges

Professor of Instructional Technology

Georgia Southern University

UNITED STATES

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Dimitra Mitsa

University of Leeds

UNITED KINGDOM

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Leo Havemann

University College London

UNITED KINGDOM

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Jon Dron

Professor

Athabasca University

CANADA

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Gerasimos Chatzidamianos

Senior Lecturer in Psychology

Manchester Metropolitan University

UNITED KINGDOM

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Nathalie Sheridan

University of Glasgow

UNITED KINGDOM

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Ben Harkin

Senior Lecturer

Manchester Metropolitan University

UNITED KINGDOM

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J Simon Rofe

Reader / Associate Professor in International Politics

University of Leeds

UNITED KINGDOM

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Emma Gillaspy

University of Central Lancashire

UNITED KINGDOM

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Harriet Dunbar-Morris

University of Buckingham

UNITED KINGDOM

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Aspasia Eleni Paltoglou

Manchester Metropolitan University

UNITED KINGDOM

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Laura Costelloe

Mary Immaculate College

IRELAND

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Robert Farrow

Open University

UNITED KINGDOM

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Helen Crompton

Professor

Old Dominion University

UNITED STATES

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Chrissi Nerantzi

Research Interests

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Articles (17)

Design thinking as a pedagogical approach for the Jam, a fast-paced cross-institutional programme with a focus on social justice

Freedom to experiment? Design as an impetus for collaboration

Critical and creative pedagogies for artificial intelligence and data literacy: an epistemic data justice approach for academic practice

Venturing into the Unknown

The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future

Like the sea: Living communityship as a form of participatory leadership within the creativity for learning in HE (#creativeHE) community

Exploring the merits of including an optional reflexive writing workshop within a compulsory undergraduate module

Exploring (in)dependent learning in a cross-institutional project about perceptions of learning

The Conceptualisation of the E(ducation)-Pizza Game as a Radical Collaborative Thinking and Curriculum and Learning Design Transformation Tool

Uncovering People Centred Design in the Context of Curriculum and Learning Design in Higher Education

A Conceptual Approach to Transform and Enhance Academic Mentorship: Through Open Educational Practices

The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model

“It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness

Moving to Block Teaching during the COVID-19 Pandemic

Development of a Shared Vision for Flexible Inter-Institutional Professional Development using the OOFAT Model

Effective Use of Visual Representation in Research and Teaching within Higher Education

Collaborators (14)

Charles Hodges

Dimitra Mitsa

Leo Havemann

Jon Dron

Gerasimos Chatzidamianos

Nathalie Sheridan

Ben Harkin

J Simon Rofe

Emma Gillaspy

Harriet Dunbar-Morris

Aspasia Eleni Paltoglou

Laura Costelloe

Robert Farrow

Helen Crompton

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