Haozhe Jiang is a ZJU100 Young Professor and doctoral supervisor at College of Education, Zhejiang University. He leads research in STEM education with a focus on technology-enhanced STEM teaching and learning. His work has been published in many prestigious education journals, including the International Journal of STEM Education, Journal of Research in Science Teaching, Teaching and Teacher Education, International Journal of Science and Mathematics Education, Interactive Learning Environments, Education and Information Technologies, European Journal of Education, and International Journal of Educational Research. Notably, three of his papers are recognised as ESI Highly Cited Papers by Web of Science, with one additionally recognised as an ESI Hot Paper.

• 1. Understanding a STEM Teacher’s Emotions and Professional Identities: A Three-Year Longitudinal Case Study.  2. Longitudinal Analysis of Teacher Self-Efficacy Evolution during a STEAM Professional Development Program: A Qualitative Case Study.  3. Virtual Reality and Augmented Reality-Supported K-12 STEM Learning: Trends, Advantages, and Challenges.  4. Modeling the Impact of Intrinsic Coding Interest on STEM Career Interest: Evidence from Senior High School Students in Two Large Chinese Cities.  5. Bridging Disciplines: A Structural Equation Model of How Mathematics Motivations Shape Coding Motivations.  6. Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis.  7. Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic.

Haozhe Jiang is a ZJU100 Young Professor and doctoral supervisor at College of Education, Zhejiang University. He leads research in STEM education with a focus on technology-enhanced STEM teaching and learning. His work has been published in many prestigious education journals, including the International Journal of STEM Education, Journal of Research in Science Teaching, Teaching and Teacher Education, International Journal of Science and Mathematics Education, Interactive Learning Environments, Education and Information Technologies, European Journal of Education, and International Journal of Educational Research. Notably, three of his papers are recognised as ESI Highly Cited Papers by Web of Science, with one additionally recognised as an ESI Hot Paper.

• 1. Understanding a STEM Teacher’s Emotions and Professional Identities: A Three-Year Longitudinal Case Study.  2. Longitudinal Analysis of Teacher Self-Efficacy Evolution during a STEAM Professional Development Program: A Qualitative Case Study.  3. Virtual Reality and Augmented Reality-Supported K-12 STEM Learning: Trends, Advantages, and Challenges.  4. Modeling the Impact of Intrinsic Coding Interest on STEM Career Interest: Evidence from Senior High School Students in Two Large Chinese Cities.  5. Bridging Disciplines: A Structural Equation Model of How Mathematics Motivations Shape Coding Motivations.  6. Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis.  7. Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic.

Haozhe Jiang is a ZJU100 Young Professor and doctoral supervisor at College of Education, Zhejiang University. He leads research in STEM education with a focus on technology-enhanced STEM teaching and learning. His work has been published in many prestigious education journals, including the International Journal of STEM Education, Journal of Research in Science Teaching, Teaching and Teacher Education, International Journal of Science and Mathematics Education, Interactive Learning Environments, Education and Information Technologies, European Journal of Education, and International Journal of Educational Research. Notably, three of his papers are recognised as ESI Highly Cited Papers by Web of Science, with one additionally recognised as an ESI Hot Paper.

• 1. Understanding a STEM Teacher’s Emotions and Professional Identities: A Three-Year Longitudinal Case Study.  2. Longitudinal Analysis of Teacher Self-Efficacy Evolution during a STEAM Professional Development Program: A Qualitative Case Study.  3. Virtual Reality and Augmented Reality-Supported K-12 STEM Learning: Trends, Advantages, and Challenges.  4. Modeling the Impact of Intrinsic Coding Interest on STEM Career Interest: Evidence from Senior High School Students in Two Large Chinese Cities.  5. Bridging Disciplines: A Structural Equation Model of How Mathematics Motivations Shape Coding Motivations.  6. Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis.  7. Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic.