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Peer-reviewed 

  1. Taptamat, N., Slade, Christine, Bowker, Shari, and Brown Wilson, Christine (2024). ePortfolio-based Professional Development: Insights from a Southeast Asian Online Educators’ Community of Practice. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/tets3y82

  2. Dianati B., Taptamat N., Uchiyama A., Akagawa N. (2022). Factors contributing to translation and interpreting technology adoption by instructors utilising the Technology Acceptance Model (TAM). Journal of Translation and Language Studies. 3(1), pp. 1- 17

  3. Slade, C., Lawrie, G., Taptamat, N., Browne, E., Sheppard, K. & Matthews, K. (2021). How academics reframed their assessment during a pandemic: Disciplinary variation and assessment as afterthought. Assessment and Evaluation in Higher Education. 47, 588–605. https://doi.org/10.1080/02602938.2021.1933379

  4. Taptamat, N. (2011). The effect of place-based activities on conceptual understanding and discourse practices of ninth graders in a science classroom in Thailand. The International Journal of Arts and Sciences, 4(8), 361–398.

Peer-reviewed Book Chapters

  1. Taptamat, N., Holt, M., McGrath, D., McElligott, T., Miller, L., & Purwanto, H. (2025). From anxiety to agency: A case study in co-designing an ethical AI guide for science students. In R. Fitzgerald (Ed.), Inquiry in action: Using AI to reimagine learning and teaching. UQ PressBooks. (link)

  2. Taptamat, N. (2023). Changes in students' science concepts and discourse: A case study of place‐based education in rural Thailand. In Indigenous STEM Education: Perspectives from the Pacific Islands, the Americas, and Asia. Springer

  3. Taptamat, N. (2023). Culturally responsive science education for rural students: Connecting school science with local heritages in Thailand. In Indigenous STEM Education: Perspectives from the Pacific Islands, the Americas, and Asia. Springer

Other Peer-reviewed Outputs

  1. ​Taptamat, N. (2025). Authenticity in the age of AI: A framework for ePortfolio assessment based on Process, Provenance, and Persona. Eportfolio Forum: eBook of Shortened Peer Reviewed Papers.

  2. Taptamat, N., Slade, Christine, Bowker, Shari, and Brown Wilson, Christine (2022). Reporting on a series of ePortfolio professional learning opportunities in a South-East Asian educators' online community of practice. Eportfolio Forum: eBook of Shortened Peer Reviewed Papers.

  3. Taptamat, N., Muflichah, S. (2021). Learning together through SEAMEO- AUS EDULINK: Practices and Principles for Collaborative Pedagogy and Assessment using ePortfolios. Eportfolio Forum: eBook of Shortened Peer Reviewed Papers, pp. 30-34

Thesis

Taptamat, N. (2019). Navigation of everyday and scientific discourses: The cases of two chemistry classrooms in Thailand. Doctoral dissertation, The University of Queensland. https://doi.org/10.14264/uql.2019.523

Conference Papers

  • Taptamat, N. (2025). Co-designing Ethical AI Literacy: Student Partnership in Creating Educational Resources for GenAI Use. 2025 AARE Conference. 30 November – 4 December 2025.

  • Taptamat, N. (2025). ‘Authenticity in the age of AI: A framework for ePortfolio assessment based on Process, Provenance, and Persona. ePortfolios Australia's 2025 ePortfolio Forum. 12-13 November 2025.

  • Taptamat, N. Holt, M., McGrath, D. (2025). Co-designing for Integrity: A Theoretically Informed Approach to Developing Ethical AI Literacy in Higher Education. 2025 AI in Higher Education online conference. 25-26 September 2025.

  • Taptamat, N., Slade, C., Bowker, S. and Brown W.C. (2022). Reporting on a series of ePortfolio professional learning opportunities in a South-East Asian educators' online community of practice. Australian ePortfolio Forum, Melbourne, VIC Australia, 26-27 October 2022. 

  • Taptamat, N. (2021). Learning together through SEAMEO- AUS EDULINK: Practices and Principles for Collaborative Pedagogy and Assessment using ePortfolios. Australian ePortfolio Forum, Online with University of New South Wales, 20-21 October 2021. 

  • Taptamat, N. (2021). Learning together through SEAMEO- AUS EDULINK: Practices and Principles for Collaborative Pedagogy and Assessment using ePortfolios. 2021 AARE Conference. 30 November – 2 December 2021. 

  • Taptamat, N. (2018). Summer School at Kihilla Retreat and Conference Centre, Australia. Navigation of Everyday and Scientific Discourses and Learning Science. 6-11 December 2018   

  • Taptamat, N. (2018). The 25th International Conference on Chemistry Education (ICCE 2018) at the University of Sydney, Australia. Navigation of Everyday and Chemistry Discourses during Learning Chemical Kinetics. 10-14 June 2018.  

  • Taptamat, N. (2018). The 2018 Australasian Science Education (ASERA) conference, Gold Coast, Australia. Everyday Discourse in Learning Science: Evidence from Two Chemistry Classrooms in Thailand. 27-29 June 2018. 

  • Taptamat, N. (2017). The 12th International Education Research Symposium at the University of Oxford, United Kingdom. Everyday Discourse in Learning Science: Evidence from Two Chemistry Classrooms in Thailand. 6-8 December 2017. 

  • Taptamat, N. (2017). Postgraduate Student Research Conference at the University of Queensland, Australia. Everyday Matters in Learning Science: Evidence from Classroom Discourse in Two Chemistry Classes in Thailand. 15-16 September 2017. 

  • Taptamat, N. (2016). Australian Association for Research in Education (AARE), Melbourne, Australia. Exploring a Discourse of Inquiry of Secondary Students in Thailand. 27 November – 3 December 2016. 

  • Taptamat, N. (2016). The International Conference on Chemistry Education (ICCE), Salawak, Malaysia. Exploring a Discourse of Inquiry of Secondary Students Learning Chemical Equilibrium in Thailand. 15 – 20 August 2016. 

  • Taptamat, N. (2015). Postgraduate Student Research Conference at The University of Queensland, Australia. Exploring a Discourse of Students Who Participated in The Botany Media Club Project. 27 November 2015. 

Selected Research Reports

  1. Taptamat, N., Holt, M & McGrath, D. (2024). Generative AI For Learning Sciences Module Implementation Report. Faculty of Science. Brisbane: University of Queensland

  2. Makar, K. & Taptamat, N. (2022). Advancing innovations in evidencing quality teaching. School of Education. Brisbane: University of Queensland

  3. Matthews, K.E., Lawrie, G & Taptamat, N., (2021). Teaching changes due to COVID-19: UQ survey results and case studies. Institute for Teaching and Learning Innovation Occasional Paper Series. Brisbane: University of Queensland (Link)

  4. Matthews, K.E, & Taptamat, N., (2021). A framework for teaching. Institute for Teaching and Learning Innovation Occasional Paper Series. Brisbane: University of Queensland

  5. Slade, C., Lawrie, G., Taptamat, N., Browne, E., Sheppard, K. & Matthews, K. (2021). Insights into how academics reframed their assessment during a pandemic: Disciplinary variation and assessment as afterthought. Institute for Teaching and Learning Innovation, The University of Queensland (Link).

Conference Papers

  • Taptamat, N. (2025). Co-designing Ethical AI Literacy: Student Partnership in Creating Educational Resources for GenAI Use. 2025 AARE Conference. 30 November – 4 December 2025.

  • Taptamat, N. (2025). ‘Authenticity in the age of AI: A framework for ePortfolio assessment based on Process, Provenance, and Persona. ePortfolios Australia's 2025 ePortfolio Forum. 12-13 November 2025.

  • Taptamat, N., Holt, M., McGrath, D. (2025). Co-designing for Integrity: A Theoretically Informed Approach to Developing Ethical AI Literacy in Higher Education. 2025 AI in Higher Education online conference. 25-26 September 2025.

  • Taptamat, N., Slade, C., Bowker, S. and Brown W.C. (2022). Reporting on a series of ePortfolio professional learning opportunities in a South-East Asian educators' online community of practice. Australian ePortfolio Forum, Melbourne, VIC Australia, 26-27 October 2022. 

  • Taptamat, N. (2021). Learning together through SEAMEO- AUS EDULINK: Practices and Principles for Collaborative Pedagogy and Assessment using ePortfolios. Australian ePortfolio Forum, Online with University of New South Wales, 20-21 October 2021. 

  • Taptamat, N. (2021). Learning together through SEAMEO- AUS EDULINK: Practices and Principles for Collaborative Pedagogy and Assessment using ePortfolios. 2021 AARE Conference. 30 November – 2 December 2021. 

  • Taptamat, N. (2018). Summer School at Kihilla Retreat and Conference Centre, Australia. Navigation of Everyday and Scientific Discourses and Learning Science. 6-11 December 2018   

  • Taptamat, N. (2018). The 25th International Conference on Chemistry Education (ICCE 2018) at the University of Sydney, Australia. Navigation of Everyday and Chemistry Discourses during Learning Chemical Kinetics. 10-14 June 2018.  

  • Taptamat, N. (2018). The 2018 Australasian Science Education (ASERA) conference, Gold Coast, Australia. Everyday Discourse in Learning Science: Evidence from Two Chemistry Classrooms in Thailand. 27-29 June 2018. 

  • Taptamat, N. (2017). The 12th International Education Research Symposium at the University of Oxford, United Kingdom. Everyday Discourse in Learning Science: Evidence from Two Chemistry Classrooms in Thailand. 6-8 December 2017. 

  • Taptamat, N. (2017). Postgraduate Student Research Conference at the University of Queensland, Australia. Everyday Matters in Learning Science: Evidence from Classroom Discourse in Two Chemistry Classes in Thailand. 15-16 September 2017. 

  • Taptamat, N. (2016). Australian Association for Research in Education (AARE), Melbourne, Australia. Exploring a Discourse of Inquiry of Secondary Students in Thailand. 27 November – 3 December 2016. 

  • Taptamat, N. (2016). The International Conference on Chemistry Education (ICCE), Salawak, Malaysia. Exploring a Discourse of Inquiry of Secondary Students Learning Chemical Equilibrium in Thailand. 15 – 20 August 2016. 

  • Taptamat, N. (2015). Postgraduate Student Research Conference at The University of Queensland, Australia. Exploring a Discourse of Students Who Participated in The Botany Media Club Project. 27 November 2015. 

Methods, materials, guides and tools developed (Selected)

  • (2024-2025) Five Generative-AI modules, embedded across multiple Faculty of Science programs (UQ).

  • (2023-Present) 23 accredited vocational online courses (VET) for UQSkills (e.g., Certificate IV in Environmentally Sustainable Management; Autonomous Mining Operations).

  • (2022-2023) 27 Curriculum-embedded employability online modules, implemented in 23 academic courses (UQ).

  • (2023-Present) 13 Veterinary science online resources (including 10 clinical practice modules) (UQ).

  • (2022) Five frameworks for designing learning experiences and assessing student outcomes in employability (UQ).

  • (2024-2025) 13 SLOCI project reports (UQ).

  • (2006-2014) 29 internal reports and guides on The School Botanical Project, Place-based education strategies, local resources library, selected technologies guides for teaching sciences.

Public Engagement

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English Channel: Dr Nantana Taptamat
​

This channel bridges the gap between cutting-edge educational research and pedagogical practice, focusing on the evolving landscape of Technology Enhanced Learning (TEL) and Generative AI. Drawing on 15+ years of experience in AI-enhanced pedagogy, scalable curriculum design, and the Science of Learning, I provide evidence-based strategies for educators, learning designers, and academic leaders globally. Content delves into critical AI literacy, innovative assessment design (including Process, Provenance, and Persona frameworks), and fostering student agency in the age of AI. This platform serves as an international resource hub for the responsible and effective implementation of digital and AI technologies in K-12 and higher education.

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Thai Channel: เปิดโลกเอไอกับ ดร. นันท์

 

Dedicated to democratizing access to emerging technologies, this Thai-language channel focuses on enhancing digital and AI literacy within the local community. Recognizing the critical importance of localized context and educational equity—themes central to my extensive work in Thailand and the SEAMEO region—I provide accessible, step-by-step tutorials and practical use-cases for Generative AI tools. This initiative aims to empower Thai educators, students, and professionals by translating complex AI workflows into practical skills, fostering responsible digital citizenship and innovation.

Blog

This blog serves as a nexus for translating rigorous academic inquiry into actionable strategies for the evolving educational landscape. Focused on the critical intersection of the Science of Learning, Generative AI, and educational equity, I provide in-depth analysis and evidence-based frameworks derived from 15+ years of practice-based research and leadership in large-scale digital transformation. Posts offer nuanced perspectives on developing ethical AI literacy, implementing innovative pedagogies, designing authentic assessments for the AI era (e.g., the Process, Provenance, and Persona model), and fostering student agency. It is a resource for educators, researchers, and policymakers dedicated to shaping responsible and transformative educational futures.

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