Prof Simon Leonard

Professor of the Learning Sciences

School of Education

College of Education, Behavioural and Social Sciences

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Available For Media Comment.


I am a Professor of the Learning Sciences. I lead a team who—given all we know from multiple domains of research on learning and development—are seeking to understand and implement the school and classroom practices and environments that support students in all areas of their development. 
My team of educational researchers and educational designers are engaged in projects focussed on developing productive learning strategies, social and emotional development, systems of student support, and supportive and inclusive learning environments. We refer to the schools we support as the Education Futures Academy, and we share much of what we learn and design through these collaborations at our website.
Our work is heavily informed by the Science of Learning and Development (SoLD), but is also deeply pragmatic and responsive the very real challenges of everyday schooling. We engage with schools and school systems through collaborative research projects, typically with teachers engaging in the project through our research degree programs; and through smaller consultancy and professional learning projects where we support schools to make evidence-based change. My team also provides a large school outreach and engagement program on behalf of our university, which primarily seeks to help young people from under-represented communities develop the capacity to choose a higher education pathway. 
My 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 my current work is on the development of early career researchers in the Learning Sciences. I supervise and/or mentor numerous doctoral and post-doctoral researchers. I was pleased to win my Academic Unit’s award for Higher Degree supervision and am even more pleased when the people I mentor publish their work or secure the funding needed to pursue their research agenda. 
I have extensive experience in educational leadership and management, including a three-year term as Head of the Teacher Education program at the University of Canberra where my work in curriculum redevelopment was recognised by the Vice Chancellor’s Award for Teaching Excellence. I’ve also worked previously as a secondary school teacher and as a policy officer in Treasury.

Date Position Institution name
2026 - ongoing Professor of the Learning Sciences Adelaide Univeristy
2024 - 2025 Professor of the Learning Sciences Univeristy of South Australia
2023 - 2025 Professorial Lead, Industry Engagement Univeristy of South Australia
2017 - 2023 Associate Professor of STEM Education Univeristy of South Australia
2013 - 2017 Associate Director, INSPIRE Centre Univeristy of Canberra
2010 - 2012 Head of Teacher Education University of Canberra
2008 - 2009 Academic Coordinator Univeristy of Canberra
2003 - 2008 Teacher NSW Department of Education
2000 - 2002 Policy Officer ACT Department of Treasury and Infrastructure
1997 - 1999 Teacher NSW Department of Education

Date Type Title Institution Name Country Amount
2022 Nomination Finalist, Excellence in Research Degree Supervision, University of South Australia Research Awards University of South Australia Australia -
2022 Nomination Finalist, ‘One Team’ Research Team Award University of South Australia Australia -
2021 Nomination Finalist, Senior Researcher of the Year University of South Australia Australia -
2019 Invitation Erasmus+ Visiting Professor University of Bologna Italy -
2012 Award Vice Chancellor’s Award for Teaching Excellence University of Canberra Australia -

Date Institution name Country Title
1998 - 2001 Univeristy of Wollongong Australia Doctor of Philosophy
1995 - 1995 Charles Sturt University Australia Graduate Diploma in Education
1993 - 1996 Univeristy of Wollongong Australia Bachelor of Arts (Hons 1)
1992 - 1994 Univeristy of Wollongong Australia Bachelor of Science

Date Title Institution name Country
1998 Teacher's Certificate NSW Department of Education Australia

Year Citation
2025 Fowler, S., Gabriel, F., & Leonard, S. N. (2025). Exploring the effect of teacher ontological and epistemic cognition on engagement with professional development. Professional Development in Education, 51(2), 319-335.
DOI Scopus4 WoS3
2025 Gabriel, F., Kennedy, J. P., Marrone, R., & Leonard, S. (2025). Pragmatic AI in education and its role in mathematics learning and teaching. Npj Science of Learning, 10(1), 7 pages.
DOI Scopus2 WoS2
2025 Vieira, M., Kennedy, J. P., Leonard, S., & Cropley, D. (2025). Creative self-efficacy: why it matters for the future of STEM education. Creativity Research Journal, 37(3), 472-488.
DOI WoS8
2024 Fowler, S., & Leonard, S. N. (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, 50(1), 1-13.
DOI WoS14
2024 Leonard, S. N., 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 Switzerland, 16(1), 16 pages.
DOI Scopus2
2024 Johnson, L., Devis, D., Bacholer, C., & Leonard, S. N. (2024). Closing the loop by expanding the scope: using learning analytics within a pragmatic adaptive engagement with complex learning environments. Frontiers in Education, 9(1379520), 1-14.
DOI Scopus2
2023 Brass, T., Kennedy, J. P., Gabriel, F., Neill, B., Devis, D., & Leonard, S. N. (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, 6(1173099), 10 pages.
DOI Scopus6 WoS5 Europe PMC1
2023 Fowler, S., Kennedy, J. P., Cutting, C., Gabriel, F., & Leonard, S. N. (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, 34(2), 563-584.
DOI Scopus8 WoS5
2023 Fowler, S., Leonard, S. N., & 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, 51(1), 45-57.
DOI Scopus1
2023 Leonard, S. N., Repetto, M., Kennedy, J. P., Tudini, E., & Fowler, S. (2023). Designing maker initiatives for educational inclusion. International Journal of Technology and Design Education, 33(3), 883-899.
DOI WoS6
2023 Fowler, S., Cutting, C., Fiedler, S. H. D., & Leonard, S. N. (2023). Design-based research in mathematics education: trends, challenges and potential. Mathematics Education Research Journal, 35(3), 635-658.
DOI WoS11
2023 Gorman, V., Gabriel, F., & Leonard, S. (2023). Explicit metacognitive questioning: a strategy to reduce mathematics anxiety. Australian Mathematics Education Journal, 5(2), 24-29.
2022 Leonard, S. N. (2022). The arrival of STEM in the science and mathematics curriculum increases the epistemic demands on teachers. Curriculum Perspectives, 42(2), 191-194.
DOI
2022 Fowler, S., Cutting, C., Kennedy, J., Leonard, S. N., Gabriel, F., & Jaeschke, W. (2022). Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study. Mathematics Education Research Journal, 34(4), 887-910.
DOI Scopus34 WoS28
2022 Leonard, S. N., O'Keeffe, L., White, B., O'Leary, M., & Sloan, K. (2022). The STEM crisis and teacher practice: exploring responses to the competing discursive arrangements of education in the sciences in a catholic school setting. Education Sciences, 12(10, article no. 709), 1-14.
DOI Scopus1
2021 Patston, T. J., Kennedy, J. P., Jaeschke, W., Kapoor, H., Leonard, S. N., Cropley, D. H., & Kaufman, J. C. (2021). Secondary education in COVID lockdown: more anxious and less creative-maybe not?. Frontiers in Psychology, 12(391, article no. 613055), 1-14.
DOI WoS7 Europe PMC1
2021 Woolcott, G., Leonard, S., Scott, A., Keast, R., & Chamberlain, D. (2021). Partnered research and emergent variation: developing a set of characteristics for identifying complexity in higher education partnerships. Journal of Higher Education Policy and Management, 43(1), 91-109.
DOI WoS10
2021 Leonard, S. N. (2021). An implicate order to our practice: reflections on the Waterhouse Natural Art Prize exhibition. Teaching Science, 67(2), 31-33.
2020 Thompson, C., Gabriel, F., & Leonard, S. N. (2020). Collaborative assessment design as teacher professional learning: a case study of student fraction knowledge. Australian Primary Mathematics Classroom, 25(1), 27-32.
2019 Fowler, S., O'Keefe, L., Cutting, C., & Leonard, S. (2019). The mathematics proficiencies: A doorway into spatial thinking. Australian primary mathematics classroom, 24(1), 36-40.
2018 Balzaretti, N., Leonard, S. N., Lim, L., Unsworth, P., & Vannini, I. (2018). Innovating methodology through international collaboration: expanding the use of video analysis for understanding learning designs. Italian journal of educational research, (21), 11-30.
2018 Lowrie, T., Leonard, S. N., & Fitzgerald, R. N. (2018). STEM Practices: A translational framework for large-scale STEM education design. EDeR. Educational design research, 2(1, article no. 14), 1-20.
DOI
2018 Leonard, S. N., & Fitzgerald, R. N. (2018). Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school. Research in learning technology, 26(2160), 1-12.
DOI WoS29
2017 Leonard, S. N., Fitzgerald, R. N., Kohlhagen, S., & Johnson, M. W. (2017). Design principles as a bridge between contexts: from innovation in the science museum to transformation in formal education. EDeR: educational design research, 1(1, article no. 02, pp. 1-16), 1-16.
DOI
2017 Leonard, S. N., Belling, S., Morris, A., & Reynolds, E. (2017). Playing with rusty nails: 'conceptual tinkering' for 'next' practice. EDeR: educational design research, 1(1, article no. 05), 1-22.
DOI
2017 Leonard, S. N., Fitzgerald, R. N., Bacon, M., & Munnerley, D. (2017). Mapping next generation learning spaces as a designed quality enhancement process. Quality in higher education, 23(2), 168-182.
DOI
2016 Leonard, S. N., & Roberts, P. (2016). No time to think: policy, pedagogy and professional learning. Journal of education policy, 31(2), 142-160.
DOI
2016 Leonard, S. N., Fitzgerald, R. N., & Riordan, G. (2016). Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education. Higher Education Research and Development, 35(2), 309-321.
DOI
2016 Leonard, S. N., Fitzgerald, R. N., & Bacon, M. (2016). Fold-back: Using emerging technologies to move from quality assurance to quality enhancement. Australasian journal of educational technology, 32(2), 15-31.
DOI
2015 Leonard, S. N. (2015). Stepping outside: collaborative inquiry-based teacher professional learning in a performative policy environment. Professional development in education, 41(1), 5-20.
DOI
2015 Salmona, M., Partlo, M., Kaczynski, D., & Leonard, S. N. (2015). Developing culturally competent teachers: an international student teaching field experience. Australian journal of teacher education, 40(4), 35-53.
DOI
2014 Leonard, S. N., & Roberts, P. (2014). Performers and postulates: the role of evolving socio-historical contexts in shaping new teacher professional identities. Critical studies in education, 55(3), 303-318.
DOI
2012 Leonard, S. N. (2012). Professional conversations: mentor teachers' theories-in-use using the Australian national professional standards for teachers. Australian journal of teacher education, 37(12), 46-62.
DOI

Year Citation
2023 Kennedy, J., Devis, D., Giannoni, K., Reuther, C., Roach Attard, T., & Leonard, S. N. (2023). Using chatbots as a learning partner to promote student self-awareness and autonomy in an aspirational careers program.. In Companion Proceedings 13th International Conference on Learning Analytics & Knowledge (LAK23) (pp. 61-64). US: Society for Learning Analytics Research.
2022 Fowler, S., Cutting, C., Devis, D., & Leonard, S. N. (2022). Methodological choices made when using design based research to explore mathematics education: an updated analysis. In N. Fitzallen (Ed.), Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 194-201). Australia: Mathematics Education Research Group of Australasia.
2020 Fowler, S., Leonard, S. N., & Fiedler, S. H. D. (2020). Visualising the field: reviewing trends in educational design research in mathematics. In Proceedings of the International Conference of the Learning Sciences (ICLS) Vol. 5 (pp. 2609-2610). US: ICLS.
DOI
2019 Leonard, S. N., MacGregor, D., & White, B. (2019). Teaching for tomorrow: teacher education for an uncertain future. In Proceedings of the 1st International Conference of the Journal Scuola Democratica: Education and Post Democracy Volume 1 Politics, Citizenship, Diversity and Inclusion (pp. 58-62). Italy: Associazione Per Scuola Democratica.
2019 Thompson, K., Leonard, S., Adams, D., deLaat, M., Gabriel, F., Howard, S., . . . Vasco, D. (2019). Educational research data: linking data for collaborative research about learning and teaching. In Australian Learning Analytics Summer Institute 2019 (pp. 1-2). Australia: University of Wollongong.
2017 Oberprieler, K., Leonard, S. N., & Fitzgerald, R. (2017). Gamifying design education. In E. Bohemia, C. Bont, & L. Holm (Eds.), Conference proceedings of the Design Management Academy 2017: research perspectives on creative intersections Vol. 5 (pp. 1613-1631). UK: Design Research Society.
DOI
2015 Oberprieler, K., & Leonard, S. N. (2015). A model for using activity theory in education design: a gamificaiton example. In AARE conference papers Vol. 2015 (pp. 1-11). Australia: Australian Association for Research in Education Conference.
2014 Salmona, M., Partlo, M., Kaczynski, D., & Leonard, S. (2014). Promoting cultural skills acquisition through an international student teaching field experience. In AERA 2014 annual meeting papers (pp. 1-18). US: American Educational Research Association.
2010 Cooke, L., & Leonard, S. (2010). Education for sustainability in schools: the flow on effects to health and well-being. In Leading change: living for one planet: 16th Biennial Conference: conference journal (pp. 52-57). Australia: AAEE National Conference Committee.

Year Citation
2025 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. Australia: University of South Australia.
DOI
2025 Smith, L., Adnett, K., & Leonard, S. (2025). Improving Teacher Capability Through Employment-Based Pathways to Teaching: Establishing South Australia's Teaching Futures Pathway Project. Australia: University of South Australia.
DOI
2025 Devis, D., Smith, L., MacGillivray, M., & Leonard, S. N. (2025). A developmental evaluation of the University of South Australia's STEM Showdown program: Report no. 1. Australia: University of South Australia.
DOI
2025 MacGillivray, M., Smith, L., Weiler, T., Devis, D., & Leonard, S. N. (2025). A developmental evaluation of the University of South Australia's Starting Strong program: Report no. 1. Australia: University of South Australia.
DOI
2025 Smith, L., Devis, D., MacGillivray, M., Weiler, T., & Leonard, S. N. (2025). A developmental evaluation of the University of South Australia's University Makes a Difference Outreach Program: Report no. 1. Australia: University of South Australia.
DOI
2024 Brass, T., Kennedy, J., Devis, D., & Leonard, S. (2024). Launching community space innovation from regional South Australia: a report on teacher self-efficacy. Australia: University of South Australia and Andy Thomas Space Foundation.
DOI
2024 Vieira, M., Devis, D., Le Cerf, T., Fowler, S., Kennedy, J., & Leonard, S. (2024). Design thinking for creative confidence. Australia: University of South Australia.
DOI
2024 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. Australia: C3L - Centre for Change and Complexity in Learning.
DOI
2024 Pasenidou, F., MacGillivray, M., Devis, D., Smith, L., & Leonard, S. (2024). Trinity College learning inclusion practices review. Australia: Univeristy of South Australia.
DOI
2023 Fowler, S., Gabriel, F., & Leonard, S. N. (2023). Co-designing the translation of the science of learning (Catalyst report #10). Australia: University of South Australia.
DOI
2023 Inwood, K., Fowler, S., Devis, D., & Leonard, S. (2023). Improving music teacher self-efficacy (Catalyst Report #13). Australia: Univeristy of South Australia.
DOI
2023 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. Australia: University of South Australia.
DOI
2022 Fowler, S., Kennedy, J., Cutting, C., Devis, D., & Leonard, S. (2022). A data summary report on the impact of a computer aided design program on the spatial reasoning and attitudes of primary school students (Catalyst report #7). Australia: University of South Australia.
DOI
2021 Kennedy, J. P., & Leonard, S. N. (2021). A data summary report for secondary academic leaders at 'Corroboree Frog College'. Australia: University of South Australia.
2021 Kennedy, J., Thompson, K., Fowler, S., & Leonard, S. N. (2021). A novel approach to mapping changes in student attitudes towards science and mathematics in reaction to changes to their learning environment. Australia: Curtin University.
2020 Kennedy, J. P., Fowler, S., Cutting, C., & Leonard, S. N. (2020). The foldback project data report no. 1: preliminary report following activities at Corroboree Innovation and creativity school June 2020. Australia: University of South Australia.
2019 Leonard, S. N., & Fitzgerald, R. (2019). Questacon mathematics tour: evidence base and concept plan. Australia: University of Canberra.
2018 Unsworth, P., Tippett, N., Buckskin, P., & Leonard, S. (2018). Excellence & equity in mathematics (XE) project: Aboriginal and Torres Strait Islander student achievement and tertiary aspirations in mathematics and STEM. Australia: Australian Government.
2017 Lowrie, T., Downes, N., & Leonard, S. (2017). STEM education for all young Australians: a Bright Spots STEM Learning Hub Foundation Paper, for SVA, in partnership with Samsung. Australia: Social Ventures Australia & University of Canberra STEM Education Research Centre.
2017 Fitzgerald, R., Leonard, S. N., & Bacon, M. (2017). Canberra Grammar School Pearson Hololens trial evaluation report: Corporate body:INSPIRE Centre for Innovation in Education and Training, University of Canberra author. Australia: University of Canberra.
  • A Complexity Approach to Empowering Local Leaders, Trinity College Gawler, 11/11/2025 - 31/01/2029

  • High Achieving Teachers (HAT) Program: Phase 2 Expansion Pilots, Cwth Dept of Education, Skills & Employment, 12/09/2024 - 31/12/2028

  • Closing the loop in authentic assessment: An EFA collaborative project, Seaview High School, 03/07/2024 - 03/07/2027

  • Extending workplace learning through a Univeristy-school partnership., Pulteney Grammar School, 22/02/2024 - 21/02/2027

  • Understanding the Impact of Sustainability Education Programmes on School Environments, Keep South Australia Beautiful Inc, 15/08/2025 - 31/07/2026

  • Chartering Change: Building Developmental Evaluation Capacity for Equity Initiatives, Cwth Dept of Education, Skills & Employment, 27/08/2025 - 27/02/2026

  • SA Academy for Gender Equity in STEM - Careers & Mentoring, DISER-National Careers Institute Partnership Grants, 02/05/2022 - 05/10/2023

  • National Careers Institute Partnership Grants Round 2, Cwth Dept of Industry, Science, Energy and Resources, 07/11/2021 - 07/08/2023

  • Investigating the impact of a multi-level multi-scale model of data informed professional learning to support whole-of-college change: An establishment project, Trinity College Gawler, 28/02/2020 - 28/02/2021

  • Excellence and Equity in Maths: Aboriginal and Torres Strait Islander Student Achievement and Tertiary Aspirations in Mathematics, Cwth Dept of Education, Skills & Employment, 05/11/2014 - 31/05/2018

Courses I teach

  • EDUC 5228 Developing Future Oriented Learning and Assessment Practices (2025)
  • EDUC 5228 Developing Future Oriented Learning and Assessment Practices (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Katherine Adnett
2024 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Mr Cameron Richard Bacholer
2024 Co-Supervisor - - Master Full Time Mr Tom Linnell
2023 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Mrs Allyce Caitlyn Cole
2023 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Mr Justin Paul Simmonds
2023 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Miss Simone Hobbs
2022 Co-Supervisor - Doctor of Philosophy Doctorate Full Time Miss Tamishka Brass
2020 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Ms Lesley-Anne Johnson
  • Position: Professor of the Learning Sciences
  • Email: simon.leonard@adelaide.edu.au
  • Alternative Contact: UniSA Education Futures Academy +61 830 26388

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