Rillero, P., Avarzamani, F., Librea-Carden, M.L., Golshani, S. (in-press) Unraveling the Fictionalized Ideal: The Rise of "The" Scientific Method in the 19th Century. Science & Education.
Anderson, K., Avarzamani, F. (in-press). Framing Educators' Orientations to Standardized English via Language Ideological Justifications. Research in the Teaching of English.
Librea-Carden, M.R., Avarzamani, F., Rillero, P., Hamel, F. (2024). A Virtual, Synchronous Nature of Science Activity Sequence Within a Professional Development Workshop. Innovations in Science Teacher Education, 9(4).
Librea-Carden, M.L., Avarzamani, F., Rillero, P., & Hamel, F (2023). Nature of Science Understandings and Instructional Perceptions: Moroccan Preservice Primary Science Teacher Educators' Responding Variables to a Professional Development Series. Electronic Journal for Research in Science and Mathematics Education, 26(4), 1-16.
Farahian, M., Avarzamani, F., & Rajabi, Y. (2020). Reflective thinking in an EFL Writing Course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39 100759.
Avarzamani, F., & Farahian, M. (2019). An investigation into EFL learners' reflection in writing and the inhibitors to their reflection. Cogent Psychology, 6(1), 1-13.
Farahian, M., Parhamnia, F., Avarzamani, F. (2023). Developing and Validating a Questionnaire to Measure University Professors' Beliefs Regarding Plagiarism in Thesis Writing. Education Strategies in Medical Sciences, 16(4), 378-388.
Farahian, M., Avarzamani, F., & Rezaee, M. (2021). Plagiarism in higher education across nations: a case of language students. Journal of Applied Research in Higher Education.
Farahian, M., Parhamnia, F., Avarzamani, F. (2020). Plagiarism in theses: A nationwide concern from the perspective of university instructors. Cogent Social Sciences, 6(1), 1-17.
Farahian, M., & Avarzamani, F. (2019). Processing Instruction revisited: Does it lead to a superior performance in interpretation and production? Eurasian Journal of Applied Linguistics, 5(1) 89-111.
Farahian, M., & Avarzamani, F. (2018). Metacognitive awareness of skilled and less-skilled EFL writers. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 1-17.
Farahian, M., & Avarzamani, F. (2018). The impact of portfolio on EFL learners' metacognition and writing performance. Cogent Education, 5(1), 1-21.
Beghetto, R. A., Pont-Niclos, I., Avarzamani, F. (submitted). Creativity in Higher Education at a Crossroad: Two Divergent Futures in the Age of Generative Artificial Intelligence. Handbook of Creativity in Higher Education.
The traditional role of universities has long been defined by the advancement of knowledge through teaching and research. The rapid emergence of generative artificial intelligence (GenAI) disrupts this paradigm, raising fundamental questions about the continuing relevance of higher education institutions. Sustained relevance requires universities to embrace creative imagination and reimagine more promising educational futures by blending rigorous academic knowledge with visionary thinking. Speculative educational futures scenarios offer a powerful method for shifting discourse from reactive fear toward principled, constructive action. A conceptual case example illustrates how the build-to-learn, learn-to-create (BL-LC) approach can be employed to co-develop custom GenAI tools, enabling higher education communities to cultivate creative agency and actively shape their trajectories. Related scholarship on co-creation with GenAI further reinforces these efforts. The chapter closes by outlining implications for research, policy, and practice.
Beghetto, R. A., Avarzamani, F., Islam, R., Kreiser, K., Kwarase, P. K. … et al. (submitted). Build to learn, learn to create: A creative approach to GenAI learning in education. In Beghetto, R. A. (Ed.). Oxford Handbook of Human Creativity and GenAI in Education. Oxford, UK: Oxford University Press.
Generative artificial intelligence (GenAI) represents a qualitatively distinct technology that introduces both unprecedented affordances and profound challenges, necessitating a fundamental reconceptualization of its role in human learning and creativity. Rather than treating GenAI literacy as an additional subject within existing curricula, meaningful integration requires providing learners with opportunities to exercise creative agency through the responsible development of custom solutions. The Build to Learn, Learn to Create (BL-LC) approach exemplifies this shift by positioning students as co-creators of GenAI tools that expand the possibilities of educational practice. A university course structured around this approach demonstrates how designing with GenAI can cultivate creativity, agency, and deeper engagement with emerging technologies. The chapter concludes with implications for future directions in research, policy, and practice.
Beghetto, R. A., & Avarzamani, F. (in press). Augmenting creative lesson design with generative artificial intelligence. In B. Lucas, P. Sowden, E. Spencer, & M. Seymour (Eds.). Handbook of creativity in Schools. Cheltenham, UK: Edward Elgar
Will the growing use of Generative Artificial Intelligence (GenAI) tools enhance or hinder teachers’ capacity to create imaginative classroom lessons? This chapter sets out to examine that question. It begins by highlighting the role of teacher agency in shaping creative lesson design. The discussion then introduces the CHOICE framework, which aims to support teachers in making thoughtful decisions about incorporating GenAI into their teaching. The chapter goes on to illustrate the use of the CHOICE method through two practical examples. Finally, it considers the limitations of this approach and suggests directions for future classroom practice and research.