Professor Simon Leonard

Professor of the Learning Sciences
Simon.Leonard@unisa.edu.au
Staff member headshot

Professor Simon Leonard is a Professor of the Learning Sciences. They lead a team who—given all we know from multiple domains of research on learning and development – seek to understand and implement the school and classroom practices and environments that support students to develop the capabilities of tomorrow.

Their research and design projects have been supported by in excess of $10 million in grants, and have been reported through over 50 scholarly publications. A major focus of their current work is on the development of early career researchers in the Learning Sciences. They supervise and/or mentor numerous doctoral and post-doctoral researchers. They were pleased to win their Academic Unit’s award for Higher Degree supervision and are even more pleased when the people they mentor publish their work or secure the funding needed to pursue their research agenda.

Open Access Research Outputs:

Fowler, S, Gabriel, F & Leonard, SN 2025, ‘Exploring the effect of teacher ontological and epistemic cognition on engagement with professional development’, Professional Development in Education, vol. 51, no. 2, pp. 319-335.

Gabriel, F, Kennedy, JP, Marrone, R & Leonard, S 2025, ‘Pragmatic AI in education and its role in mathematics learning and teaching’, Npj Science of Learning, vol. 10, no. 1, article no. 26, pp. 1-7.

Smith, L, MacGillivray, M, Leaver, M, Devis, D & Leonard, S 2025, The multi-level impacts of university student facilitated programs for widening participation in higher education, University of South Australia, Australia.

Fowler, S & Leonard, SN 2024, ‘Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools’, Professional Development in Education, vol. 50, no. 1, pp. 1-13.

Johnson, L, Devis, D, Bacholer, C & Leonard, SN 2024, ‘Closing the loop by expanding the scope: using learning analytics within a pragmatic adaptive engagement with complex learning environments’, Frontiers in Education, vol. 9, article no. 1379520, pp. 1-14.

Leonard, SN, Devis, D, MacGill, B, Unsworth, P, Colton, J & Fowler, S 2024, ‘Enhancing empathy for justice: a methodology for expansive teacher professional development through creative body-based learning’, Sustainability, vol. 16, no. 95, pp. 1-16.

Brass, T, Kennedy, J, Devis, D & Leonard, S 2024, Launching community space innovation from regional South Australia: a report on teacher self-efficacy, University of South Australia and Andy Thomas Space Foundation, Australia.

Vieira, M, Devis, D, Le Cerf, T, Fowler, S, Kennedy, J & Leonard, S 2024, Design thinking for creative confidence, University of South Australia, Australia.

Vieira, M, Kennedy, JP, Leonard, S & Cropley, D 2024, ‘Creative self-efficacy: why it matters for the future of STEM education’, Creativity Research Journal, online, pp. 1-17.

Vieira, M, Shepley, D, Devis, D & Leonard, S 2024, Creative Challenge Retrospective 2024: A Case Study on Building Creative Confidence in STEM UniSA Catalyst Reports, C3L – Centre for Change and Complexity in Learning, Australia.

Brass, T, Kennedy, JP, Gabriel, F, Neill, B, Devis, D & Leonard, S 2023, ‘Learning analytics for lifelong career development: a framework to support sustainable formative assessment and self-reflection in programs developing career self-efficacy’, Frontiers in Artificial Intelligence, vol. 6, article no. 1173099, pp. 1-10.

Fowler, S, Cutting, C, Fiedler, SHD & Leonard, SN 2023, ‘Design-based research in mathematics education: trends, challenges and potential’, Mathematics Education Research Journal, vol. 35, pp. 635-658.

Fowler, S, Kennedy, J, Cutting, C, Gabriel, F & Leonard, S 2023, ‘Self-determined learning in a virtual makerspace: a pathway to improving spatial reasoning for upper primary students’, International Journal of Technology and Design Education, vol. 34, no. 2, pp. 563-584.

Fowler, S, Leonard, SN & Gabriel, F 2023, ‘Empowering mathematics teachers to meet evolving educational goals: the role of ‘epistemic objects’ in developing actionable practice knowledge in tumultuous times’, Asia-Pacific Journal of Teacher Education, vol. 51, no. 1, pp. 45-57.

Gorman, V, Gabriel, F & Leonard, S 2023, ‘Explicit metacognitive questioning: a strategy to reduce mathematics anxiety’, The Australian Mathematics Education Journal, vol. 5, no. 2, pp. 24-29.

Leonard, SN, Repetto, M, Kennedy, JP, Tudini, E & Fowler, S 2023, ‘Designing maker initiatives for educational inclusion’, International Journal of Technology and Design Education, vol. 33, no. 3, pp. 883-899.

Kennedy, J, Devis, D, Giannoni, K, Reuther, C, Roach-Attard, T & Leonard, SN 2023, ‘Using chatbots as a learning partner to promote student self-awareness and autonomy in an aspirational careers program.’, 13th International Conference on Learning Analytics & Knowledge (LAK23), Society for Learning Analytics Research, pp. 61-64.

Devis, D, Fowler, S, Vieira, M, Giannoni, K, Gabriel, F, Kennedy, J & Leonard, S 2023, From insight to action: strategies for cultivating equity and empowering women in industry, University of South Australia, Australia.

Fowler, S, Gabriel, F & Leonard, SN 2023, Co-designing the translation of the science of learning (Catalyst report #10), University of South Australia, Australia.

Inwood, K, Fowler, S, Devis, D & Leonard, S 2023, Improving music teacher self-efficacy (Catalyst Report #13), Univeristy of South Australia, Australia.