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Prof Kalypso Iordanou

PROFESSOR OF PSYCHOLOGY
DIRECTOR OF THE THINKING LAB

[email protected]

+357 24 694087

Qualifications

Ph.D. in Psychology (Columbia University, New York, USA, 2008)

M.Phil., (Columbia University, New York, USA, 2007)

M.Ed., (Columbia University, New York, USA, 2005)

BSc Education (University of Cyprus, 2001)

Fellow of the Higher Education Academy (2021)

Specialization

Argumentation, Metacognition & Epistemic Beliefs

Employment Track

Professor in Psychology, UCLan Cyprus (2022 – present)

Associate Professor in Psychology, UCLan Cyprus (2018 – 2022, Oct)

Assistant Professor in Psychology, UCLan Cyprus (2015 – 2018)

Visiting Faculty – Fulbright Scholar, Department of Psychology, Columbia University, US (2017)

Adjunct Faculty, Open University of Cyprus (2014 – 2017)

Lecturer in Psychology, UCLan Cyprus (2013 – 2015)

Lecturer in Psychology, Neapolis University (2010 – 2013)

Post-doctoral Scientist, University of Cyprus (2008 – 2010)

Memberships (Academic/Professional)

  • European Association for Research on Learning and Instruction (EARLI)
  • Psychonomic Society
  • Society for Text & Discourse
  • American Psychological Association (APA)

 

Research Interests

Argumentation; development of thinking skills; thinking skills in digital society; discourse; using technology to support cognitive and metacognitive development, belief change, ethical challenges and social influence of emerging technologies, public trust in science; misinformation discernment in social media; research integrity

Roles and Responsibilities (including past roles and responsibilities)

Teaching and Course Leadership 

  • Course Leader, BSc (Hons) Psychology (2013 – 2015; 2018 – 2021, 2022, 2024)
  • Module Leadership/Delivery: PS3900: Psychology Final Year Project, PS3050: Applying Psychology to the Educational Setting, PS2020: Social and Developmental Psychology II, PS2010: Psychological Research 1: Design and Quantitative Methods, PS1045: Current Topics in Psychology II, PS1040: Current Topics in Psychology I, PS1720: Understanding Behaviour

Administrative Roles

  • University Lead of Research Environment (2024-present)
  • Deputy Head of the School of Science (2019 – 2024)
  • Chair of the UCLan Cyprus Ethics Committee (2018 – 2021; 2024-present)
  • Director of the Thinking Lab (2023-present)
  • Member of the UCLan Research and KE Governance Sub-Committee (2024 – present)
  • Chair, Research and Innovation Mentoring Team (RIEMT) (2018 – 2021; 2024-present)
  • Coordinator of the PhD student induction programme at UCLan Cyprus (2018 -Present)
  • Member of the School of Science Academic Standards and Quality Assurance Committee (2019 – 2024)
  • Member of the UCLan Course Planning Committee (2019 – 2024)
  • Member of the UCLan Committee for Ethics and Integrity (2020 – 2021; 2024-present)

Selective Publications

  • Iordanou, K. & Kuhn, D. (in press). Investigating climate change through argumentation:
  • Purposeful questioning supports argumentation and knowledge acquisition. Journal of Experimental Psychology:  Applied.
  • Bächtold, M., Iordanou, K., & Christodoulou, V. (in press). Engagement in a dialogic activity after watching a video on climate change has an effect on students’ mitigation action beliefs. International Journal of Science Education.
  • Iordanou, K., & Fotiou, C. (2025). Supporting Integration of Multiple Source Perspectives Through Dialogic Argumentation.Frontline Learning Research, 13(1), 22–44. https://doi.org/10.14786/flr.v13i1.1241
  • Shi, Y., & Iordanou, K. (2025). A dialogic approach to enhancing argumentative writing from multiple texts.ECNU Review of Education, 20965311241310884.
  • Varda, C., Iordanou, K., Antoniou, J. et al.The Role of Stewards of Trust in Facilitating Trust in Science: A Multistakeholder View. J Acad Ethics (2024). https://doi.org/10.1007/s10805-024-09583-y
  • Ryan, M., Christodoulou, E., Antoniou, J., & Iordanou, K. (2024). An AI ethics ‘David and Goliath’: value conflicts between large tech companies and their employees. AI & SOCIETY, 39(2), 557-572.
  • Chinn, C. & Iordanou, K. (2023). Learning Theories. In D. Zeidler & J. Lederman, (Eds). Handbook of Research on Science Education, Volume III. Taylor & Francis.
  • Iordanou, K. (2022). Supporting strategic and meta-strategic development of argument skill: the role of reflection. Metacognition and Learning, 1-27.
  • Kuhn, D. & Iordanou, K. (2022). Why do people argue past one another rather than with one another? In Dunning & N. Ballantyne. Reason, Bias, and Inquiry: New Perspectives from the Crossroads of Epistemology and Psychology. Oxford University Press.
  • Iordanou, K., & Rapanta, C. (2021). “Argue with me”: A method for developing argument skills. Frontiers in Psychology, 12.
  • Hendriks, F., Mayweg-Paus, E., Felton, M., Iordanou, K., Jucks, R., & Zimmermann, M. (2020). Constraints and affordances of online engagement with scientific information—A Literature review. Frontiers in Psychology, 11, 3458.
  • Iordanou, K. & Kuhn, D. (2020). Contemplating the Opposition: Does a Personal Touch Matter? Discourse Processes. 57(4), 343-359. DOI:10.1080/0163853X.2019.1701918
  • Iordanou, K., Kendeou, P., Michalinos, Z. (2020). Examining My-Side Bias During and After Reading Controversial Historical Accounts. Metacognition & Learning.
  • Baytelman, A., Iordanou, K., & Constantinou, C. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socio-scientific issues. Journal of Research in Science Teaching, 57(8), 1199-1227.
  • Lytzerinou, E., & Iordanou, K. (2020). Teachers’ ability to construct arguments, but not their perceived self-efficacy of teaching, predicts their ability to evaluate arguments. International Journal of Science Education, 42(4), 617-634.
  • Iordanou, K., Kuhn, D., Flora Matos, Yuchen Shi, & Laura Hemberger. (2019). Learning by Arguing. Learning and Instruction. 63, 101-207.
  • Ioannou, K., & Iordanou, K. (2019). Elementary school students’ epistemic perspective and learning strategies in history. Learning: Research and Practice, 1-17.
  • Iordanou, K. (2019). Involving Patients in Research? Responsible research and innovation in European Healthcare SMEs. Cambridge Quarterly of Healthcare 28(1), 144-152.
  • Iordanou, K., Muis, K. R., & Kendeou, P. (2019). Epistemic perspective and online epistemic processing of evidence: Developmental and domain differences. The Journal of Experimental Education, 87(4), 531-551.
  • Iordanou, K. (2016). From theory of mind to epistemic cognition. A Lifespan perspective. Frontline Learning Research, 4(5), 106 – 119.
  • Iordanou, K., Kendeou., P., & Beker, K. (2016). Argumentative Reasoning. In W. Sandoval, J. Greene, & I., Bråten. (Eds). Handbook of Epistemic Cognition. Routledge.
  • Iordanou, K. (2016). Developing Epistemological understanding through argumentation in scientific and social domains. Special Issue: Learning through Argumentation: How arguing about scientific information contributes to learning. Zeitschrift für Pädagogische Psychologie.
  • Iordanou, K. & Constantinou. C. P. (2015). Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment. Science Education. 99, 282–311.
  • Iordanou, K., & Constantinou, C. P. (2014). Developing pre-service teachers’ evidence-based argumentation skills on socio-scientific issues. Learning and Instruction, 34, 42-57.
  • Iordanou, K. (2013). Developing face-to-face argumentation skills: Does arguing on the computer help? Journal of Cognition and Development, 14(2), 292-320.
  • Iordanou, K. (2010). Developing argument skills across scientific and social domains. Journal of Cognition and Development, 11(3), 293-327.
  • Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the Computer: A Microgenetic Study of Developing Argument Skills in a Computer-Supported Environment. Child Development, 79(1), 233-234.
  • Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23, 435–451.

(https://www.researchgate.net/profile/Kalypso_Iordanou)

 

Selective Conference and Seminar Presentations

  • Key note Speaker EARLI SIG26 Argumentation, Dialogue and Reasoning, Berlin, (September, 2024).
  • Iordanou, K., Manoli, A., Fotiou, C., Zembylas, M. (June 2024). An intervention for tackling ethnic my-side bias and promoting DEI. Society for Psychological Study of Social Issues (SPSSI) conference, Philadelphia, Pennsylvania, USA
  • Iordanou, K., Manoli, A., Fotiou, C., Zembylas, M. (June 2024). Does putting yourself in other’s shoes promote Diversity, Equity, Inclusion (DEI) reasoning? Society for Psychological Study of Social Issues (SPSSI) conference, Philadelphia, Pennsylvania, USA
  • Iordanou, K., Manoli, A., Fotiou, C., Zembylas, M. (June 2024). Developing students argumentative writing skills on a controversial social topic. 20th biennial EARLI SIG Writing conference. Paris Nanterre University, Nanterre, France
  • Iordanou, K., & Christodoulou, V. (May 2024). The Hybridization of Conspiracy Theories, Misinformation and Extremism on Social Media, Copenhagen, Denmark.
  • Iordanou, K. (Aug 2023). Promoting Knowledge Acquisition through Argumentation. Thessaloniki, Greece.
  • Iordanou, K., Varda, C., & Antoniou, J. (May 2024). Journalists’ perspective on the challenges for promoting trust in science and fighting misinformation and conspiracy theories. The Hybridization of Conspiracy Theories, Misinformation and Extremism on Social Media. University of Copenhagen, Denmark.
  • Iordanou, K. (June 2023). Developing Argument skills through engagement in Discourse: The Effect of Different Forms of Presentation of Information. Society for Text and Discourse. Oslo, Norway.
  • Invited Speaker 36th annual European Federation of Psychology Students’ Association (EFPSA) Congress, (April 2022).
  • Iordanou, K., & Kuhn, D. (August, 2019). Contemplating the Opposition. ESERA 2019, Bologna, Italy.
  • Iordanou, K. (August 2019). Discussion in the Symposium “Argumentation as an Epistemic Practice”, ESERA 2019, Bologna, Italy.
  • Lytzerinou, K., & Iordanou, K. (August, 2019). Examining Science and Non-Science Teachers’ Skills for Constructing Arguments, Evaluating Arguments and Their Perceived Self-Efficacy of Teaching Argumentation. ESERA 2019, Bologna, Italy.
  • Iordanou, K. (August 2019). Supporting Comprehension of Multiple Texts through Engagement in Dialogic Argumentation, EARLI 2019, Aachen, Germany.
  • Iordanou, K., & Kuhn, D. (2019). Learning by arguing, EARLI 2019, Aachen, Germany.
  • Iordanou, K., & Kuhn, D. (April 2018). Supporting students’ ability to argue from evidence: Comparing encountering evidence in text vs. short Q&A format AERA, New York, USA.
  • Iordanou, K., & Kuhn, D. (2018). Supporting Evidence Use and Knowledge Acquisition through Engagement in Argumentation. EARLI SIG 26. Jerusalem, Israel.
  • Iordanou, K., & Kuhn, D. (August, 2017). The effect of an argumentive-based intervention on how learners deal with disagreement, EARLI 2017, Tampere, Finland.
  • Iordanou, K., & Kuhn, D. (2017). Examining Collaborative and Adversarial Argumentation on the Computer in Supporting Students’ Ability to Construct Evidence-based Arguments. EISTA 2017, Florida, US.
  • Iordanou, K. & Goh, W. (June, 2016). Developing Argument Skills through the SOCRATES Learning Environment, International Conference of the Learning Sciences (ICLS), Singapore.
  • Iordanou, K. (2015). Supporting appreciation of evidence through argumentation in the social and science domains. In Iordanou, K. (Chair). Contextual factors in using and understanding evidence, Symposium, 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
  • Iordanou, K., Kendeou, P., Zembylas, M. (2015). The effect of epistemic beliefs and emotions in the reading of a controversial historical account. In Chinn, C. (Chair). Epistemic Emotions: Examining their causes and role when processing controversial information, Symposium, 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.
  • Iordanou, K., Kendeou, P., & Muis, K. (2014, August). Epistemic understanding and meta-level processing of evidence when reading a text. Paper presented at the EARLI SIG2 conference. Amsterdam, The Netherlands.
  • Iordanou, K., Kendeou, P., & Muis, K. (2013). Epistemological Understanding and Metacognitive Processing in Science and Social Domains. 43rd Annual Meeting of the Jean Piaget Society, Chicago, Illinois, USA.
  • Iordanou, K., & Constantinou, C. P. (2013). Promoting students’ evidence-based argumentation skills. A comparison of a dialogic argumentation vs. a non-dialogic intervention. ESERA, Nicosia, Cyprus.
  • Iordanou, K., & Constantinou, C. P. (2013). Developing Pre-Service Teachers’ Evidence-Based Argumentation Skills on Socio-Scientific Issues. EARLI, Munich, Germany.
  • Iordanou, K. & Constantinou, C. P. (2009). Exploring Possible Connections between Adolescents’ Epistemological Understanding, Argumentation and Decision-Making Skills. Presented at the 30th Annual Conference of the Society of Judgment and Decision Making, Psychonomic Society, Boston, MA.
  • Iordanou, K. & Kuhn, D. (2009). Arguing on the Computer in Scientific and Non-Scientific Domains. Paper presented at the 8th International Conference on Computer Supported Collaborative Learning, University of Aegean, Rhodes, Greece.
  • Iordanou, K. (2009). Developing epistemological understanding in scientific and social domains. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
  • Iordanou, K., Constantinou, C. P., & Michael, G. (2009). Interaction between researchers and teachers in a collaborative design for promoting argumentation skills in a Socio-scientific issue. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
  • Iordanou, K., Michael, G., &. Constantinou, C. P. (2009). Inquiry, Reflection and Collaboration in web-based learning environments on Socio-Scientific issues: Examples from three countries. Paper presented at the biannual conference of the European Science Education Research Association, Istanbul, Turkey.
  • Iordanou, K. (2005). Epistemological Understanding and Intellectual Values in Greek Cypriots. 11th Biennial Conference of the European Association for Research on Learning and Instruction. University of Cyprus.

Selective Research Funding/Grant Capture

  • European Commission, HORIZON-WIDERA-2022-ERA-01. 2023-25. Title: BEYOND – Beyond Bad Apples: Towards a Behavioral and Evidence-Based Approach to Promote Research Ethics and Research Integrity in Europe. Budget: €3,000,000. (Team Leader at UCLan Cyprus)
  • European Commission, HORIZON WIDERA 44. 2022-2025 Title: VERITY – Developing Scientific Research with ethIcs and inTegrity for shared benefits. Budget: €1,847,562. (Team Leader at UCLan Cyprus)
  • European Commission, HORIZON-CL2-2022 DEMOCRACY-01. 2023-2026 Title: SMIDGE – How Social Media influences democratic outcomes and individual decision-making: A focus on those in middle-age. Budget: €2,795,144. (Team Leader at UCLan Cyprus)
  • Erasmus+. Title: Be The Change – Innovative Higher Education for Environmental Sustainability. Budget: €400,000. (Team Leader at UCLan Cyprus)
  • Erasmus+ KA220-SCH. Title: Promoting the Development of Teachers’ and Students’ Metacognitive and Theory of Mind Skills (Pro-Me-ToM). Budget: €400,000. (Team Leader at UCLan Cyprus)
  • RPF Restart. Excellence Hubs: ARE-PRED. Budget: 149,960. (PI) 2020 – 2023.
  • European Commission, HORIZO2020, Swafs-22-2017. Title: Shaping the ethical dimensions of smart information systems– a European perspective (SHERPA). Budget: 3 million (UCLan Cyprus: € 327,963.75). (Researcher) 2018 – 2021.
  • Research Promotion Foundation. Title: Developing argument skills and epistemic cognition in different domains. Budget: 35,000 euros, (PI) 2016 – 2018.
  • United States Department of State Bureau of Educational and Cultural Affairs Title: Epistemic Cognition and Metacognition (PI) 2016 – 2017.
  • COST Action CA15212 Citizen Science to Promote Creativity, Scientific Literacy, and Innovation Throughout Europe. Position in Project: Cyprus Representative, Member of Management Committee (MC), 2016 – 2020.
  • Horizon 2020, Title: COMPASS. Evidence and Opportunities for Responsible Innovation in SMEs. Budget: €1,499,945.63, (Researcher) 2016 – 2019.
  • Cyprus Fulbright Commission, Title: The Effect of Epistemological Beliefs and Bi-Communal Interaction on Prejudice (Myside Bias) in Cyprus. Budget: $4200. (PI), 2013 – 2014.
  • University of Cyprus Research Program Grants, 8037P-16019. Collaborator, Title: Comprehension of Argumentative Text and the Evaluation of Arguments, 2010 – 2012.
  • Research Promotion Foundation. Title: A Web-based Learning Environment for Promoting Students’ Argumentation Skills and Epistemological Understanding Across Scientific and Social Domains. Budget: €134 841. (PI) 2008 – 2010.

Supervision of Projects/PhDs

  • M. D. (PhD) (2024 – Present)
  • V. H. (PhD) (2024 – Present)

Scholarships/Awards

  • Fulbright Award. J. William Fulbright Foreign Scholarship Board, United States Department of State Bureau of Educational and Cultural Affairs, 2017.
  • Outreach Lecturing Fund Award. United States Department of State Bureau of Educational and Cultural Affairs, 2017.
  • Cyprus Research Award – Young Researcher https://www.youtube.com/watch?v=coiYwfL8T1w , Research Promotion Foundation, 2015.
  • Cyprus Fulbright Alumni Small Grants Award, 2013.
  • Theodore & Wally Lappas Award (2005, 2006 & 2007).
  • Teachers College, Columbia University, International Scholarship (2007).
  • Teachers College, Columbia University, General Scholarship (2005).
  • CASP Scholarship, US Bureau of Educational and Cultural Affairs (2003 – 2005).

Other Scholarly and Outreach Activities

  • Associate Editor of the Journal of Educational Psychology of the American Psychological Association (APA) (2025-present)
  • External Reviewer. H2020-Marie Skłodowska-Curie Programme (LEaDing Fellows programme).
  • Member of the Evaluation Committee for Psychology programmes in three universities in Lithuania, Centre for Quality Assessment in Higher Education (SKVC) (2017).
  • Member of the Cyprus National Bioethics Committee: The Review Bioethics Committee for Biomedical Research on Human Beings (1/12/2015 – 2018).
  • Member of the Editorial Board of the (EARLI) journal Frontline Learning Research. (2015-present).
  • Representative of Cyprus in the Management Committee of the COST Action “Citizen Science to Promote Creativity, Scientific Literacy, and Innovation Throughout Europe”, funded by the European Commission.
  • Co-Chair of the strand “Discourse and Argumentation in Science Education”, ESERA Conference (2013; 2019; 2021).
  • Scientific Advisor. Project TechYourFuture: Working together towards Scientific Citizenship, 2015.
  • Visiting Editor. Sage Open Journal, 2018.

Study

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Contact Info

12 – 14 University Avenue Pyla, 7080 Larnaka, Cyprus

T: + 357 24 69 40 00

F: + 357 24 81 21 20

E: [email protected]

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