Lecturer · PhD Candidate · Educational Designer
Amer Jaganjac is an educator, researcher, and ICT professional specializing in inclusive design and technology-enhanced learning in higher education. He currently serves as a lecturer at Fontys Hogeschool ICT, where he teaches and mentors students in computer science and information technology. His work bridges technical expertise with educational innovation, focusing on preparing future ICT professionals to design inclusive and socially responsible digital solutions.
In addition to his teaching role, Amer is a PhD candidate at Leiden University, affiliated with the ICLON Graduate School of Teaching. His doctoral research centers on developing and evaluating pedagogical approaches that help computer science students acquire inclusive design competences. By combining educational theory, curriculum development, and applied research, he contributes to the advancement of inclusive practices within computing education.Amer’s professional mission is to integrate technology, pedagogy, and inclusion in meaningful ways. Through teaching, research, and collaboration with academic and industry partners, he works toward strengthening digital skills while fostering diversity, accessibility, and equity in ICT education.
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February 26, 2026
Amid rising polarization, conspiracy narratives, and renewed debates about equality, tertiary education institutions are increasingly positioned as key sites for cultivating social justice awareness. This essay explores how relationships between institutions, teachers, and students shape social justice development and how these dynamics extend beyond campus into society at large.
February 26, 2026
Artificial intelligence is no longer just a classroom tool; it is increasingly positioned as a dialogic partner in learning. While large language models and chatbots have been shown to enhance engagement, creativity, and self-regulated learning, their impact depends on pedagogical design, ethical framing, and critical reflection. This post explores how AI can cultivate inclusive design competences when structured as a reflective collaborator rather than an unquestioned authority.
February 26, 2026
Recent research suggests that artificial intelligence can improve efficiency, personalization, and even student performance in higher education. However, growing evidence also indicates that reliance on AI support may weaken learner agency and self-regulation if systems are not carefully designed. This review argues that the future of AI in education will depend less on technological sophistication and more on human-centered design, institutional capability, and ethical governance.