About
I am Senior Lecturer in Digital Education at the University of Edinburgh, and a Co-Director of the Centre for Research in Digital Education. My published work includes critical perspectives on educational technologies, the mobilities of digital education particularly for marginalised groups, and futures educational research. I work often on digital learning in forced displacement contexts.
I am Principal Investigator (PI) on the Mastercard Foundation-funded project Practitioner Networks and Digital Inclusion for Higher Education in Sub-Saharan Africa, PI on the GCRF-funded Digital Education Africa cluster, and PI on the Digital Education for change makers in sub-Saharan Africa project. I am Co-Founder and Chief Digital Education Officer of Panoply Digital, a consultancy dedicated to appropriate use of educational technologies in developing contexts. I am a member of the Education Beyond Borders Operational & Advisory Group. I work with the Connected Learning in Crisis Consortium on forced displacement research throughout Sub-Saharan Africa.
I was PI on the Royal Society of Edinburgh (RSE) funded Connected Policy, Practice and Accreditation: Connected Refugee Education in Ugandan Higher Education project, Co-I on the Mastercard Foundation-funded Foundations for All project, and Co-I on the Universal Secondary Education in Asia Pacific project. I was the PI on the Exploring the Teacher Function: Continuing Interventions in Automated Teaching project and worked on the Near Futures Teaching project, and was formerly part of the NERC Research for Emergency Aftershock Response project. I was an Assistant Professor at Hankuk University of Foreign Studies in Seoul, Korea for many years. I was a core team member of the Future University Lab at Una Europa (2019-2023).
My research focuses on the critical examination of the mobilities exhibited by groups and sectors in flux and how technology is used to both structure and manage these mobilities. Post-Brexit, with greater concentrations of international students, displaced peoples, and refugees, with the unbundling of labour and education, with a global edtech regime emerging in developing contexts that can unmoor local educational expertise and displace higher education as a vehicle for social mobility, this research focuses on frameworks to investigate these movements holistically and to begin to address the larger intractable challenges that may stunt educational progress in development contexts.
Experience
Senior Lecturer 2022-Present, Co-Director of Centre for Research in Digital Education, University of Edinburgh. Lead on Digital Education in the Global South strand of the Centre’s portfolio. Digital education research, teaching and consultancy. Responsibilities include developing the portfolio in digital education for digital development and teaching and supervising on the MSc in Digital Education. Projects include Google funded work on the use of AI in teacher training in contexts of forced displacement; Mastercard Foundation funded work on digital education in sub-Saharan African universities, British Council funded work on educational policy at Ministerial level with ICTs in Ghana, Kenya, Nigeria, and South Africa, and refugee pathways into higher education via UNHCR and the Connected Learning in Crisis Consortium. Current PI on several projects exploring digital education in Sub-Saharan Africa. Current consultancies include two with UNESCO (GEM report; digital education in small island contexts) and UNHCR (evidence reviews for seven refugee-hosting countries for connected learning programming and post-SDG planning).
Member, 2023-Present, Operational & Advisory Group, Education Beyond Borders (EBB), University of Edinburgh. Research and development work on refugee access to higher education at the University of Edinburgh through a programme of funding, support, and collaborative and community-led initiatives to ensure continued access to education for displaced scholars. Co-designing EBB’s research charter, one strand of which is entirely focused on digital education.
Programme Director 2020-2024, MSc in Digital Education, Moray House School of Education and Sport: Directing a long-standing research-led teaching programme in digital education. Course organiser for the Course Design for Digital Environments course and teach on Digital Education in a Global Context and Introduction to Digital Environments for Learning courses. Developed a series of initiatives for the programme, including digital education hackathons, events, and programme specific podcasts. I was an EUSA Teaching Awards Nominee for 2020, 2021, 2022, 2023, 2024, and 2025 in both the Teacher of the Year and Supervisor of the Year categories. I was nominated for the People of CAHSS Award in the Inspiring Colleague Award category (2024).
Lecturer, Digital Education in Development 2018 – 2022. Centre for Research in Digital Education, University of Edinburgh: Digital education research, teaching and consultancy. Responsibilities include developing the portfolio in digital education for international development and teaching and supervising on the MSc in Digital Education. Projects include GCRF funded work on digital education in sub-Saharan Africa, and Mastercard Foundation funded project on refugee pathways into higher education. PI on Expanding the Teacher Function project designed to critically explore the role of automation in teaching.
Co-Founder and Chief Digital Education Officer, 2015 – Present, Panoply Digital: Panoply Digital is a development consultancy currently working in international education and mobile for development in Argentina, Bangladesh, Cambodia, Ghana, Kenya, Lebanon, Nepal, Nigeria, Senegal, Serbia, Venezuela, UK, USA, and Zambia. Client organisations include USAID, DfID, UNESCO, GSMA, GIZ, Higher Education for Development (HED), Praekelt Foundation, UN Habitat, and Center for International Private Enterprise (CIPE).
Advisory Council Member 2012 – Present, Beni American University (BAU), Nigeria: Provide expertise in an advisory capacity to the academic leadership group of BAU on pedagogy, learning design, technology, and academic policies, including developing mobile and online mentoring support applications for’ at-risk’ or underrepresented students.
Research Associate, Near Futures Teaching Project 2017-2018, Centre for Research in Digital Education, University of Edinburgh: RA for the Near Future Teaching project which explored how digital education at The University of Edinburgh might unfold over the coming decades. Former RA on NERC GCRF Research for Emergency Aftershock Forecasting (REAR) project on effective, large-scale user engagement on developing public awareness at scale, designing effective co-learning across multiple stakeholder groups, and building a deep understanding of the social and gender issues in disaster response.
Assistant Professor 2013-2016, Hankuk University of Foreign Studies, Republic of Korea: Faculty in the Department of English Interpretation and Translation. Responsible for curriculum and course design, teacher training, pedagogy, and teaching with technology working groups. Faculty advisor to academic writing group. Academic advisor to twenty students per semester. Editor of International Journal of Foreign Studies.
Outreach & Education Manager, Research & Teaching Environments 2006-2012, ITHAKA: Responsible for education programming for six thousand licensed educational institutions globally. Developed course content and conducted faculty training online and internationally including events in Australia, China, Egypt, Ghana, Korea, Japan, South Africa, Tanzania, Tunisia, and Zambia. Extensive experience managing a global network of environmental organisations and with the digitisation of cultural heritage throughout sub-Saharan Africa. Extensive experience in academic publishing through JSTOR.
Academic Supervisor 2001-2006, YBM SISA, Republic of Korea: Five years of management experience with international staff; developed educational materials and curriculum. Administered a staff of 50 and a student population of ~1500 students. Developed and administered training and orientation for incoming teachers.
TEACHING & EDUCATION PROVISION
Teaching experience: ten years teaching experience on the MSc in Digital Education and more than twenty-eight years of teaching overall. Fellow of the HEA.
Modules taught: Digital Education in the Majority World (Course Creator), Critical Issues in Digital Education, Education and Digital Culture, Course Design for Digital Environments, Information Literacies in Digital Education, and Introduction to Social Science Research Methods.
Course organiser for Digital Education in the Majority World (2023, 2025), Education and Digital Culture (2021, 2023), Course Design for Digital Environments (2019-2021) and Critical Issues in Digital Education (2024, 2025, 2026). Nominated several consecutive years (2018-2026) for EUSA Teaching Awards for teaching on the MSc in Digital Education and for Supervisor of the Year (2022-2026).
External Examiner: Current external advisor for the MA in Teaching Online at Open University, former external examiner (2021-2025) for the MSc Education (Digital and Social Change) at the University of Oxford.
Development in learning and teaching: Former core member of the Digital Education strand of the Curriculum Transformation project ongoing at the university. Convener and academic lead for the Digital Strategy Advisory Committee at Moray House School of Education and Sport. I have worked extensively at the school and the university on hybrid approaches to teaching. I designed and taught several runs (x5) of the Edinburgh Model for Teaching Online course which ran for over 800 staff at the University of Edinburgh from 2019-2022. The course was central to the university’s response to the pandemic and our transition into online teaching. Further, I taught the fundamentals of teaching online alongside the Information Services Group (ISG) to a further 800 staff between April and August 2020. I was the Academic Lead of Strand 2 of the hybrid workstream at Moray House and ran numerous design sessions with course organisers and programmes to redesign their courses and programmes for hybrid delivery. I acted as digital mentor for several programmes as a dedicated liaison for hybrid teaching guidance. Considerable impact from these efforts around university readiness for online teaching for AY 2020/21.
Awards and nominations: Principal’s Medal Winner (2020) largely for the Edinburgh Model for Teaching Online efforts of 2020-2021, a course I co-designed and taught to 800 staff from April to August 2020. I was nominated for a Chancellor’s Award for this same effort. I was nominated for EUSA Teaching Awards for teaching on the MSc in Digital Education over several years (2018-2026). Nominated for People of CAHSS Award in the Inspiring Colleague Award (2024). Nominated for the 2021 Global Advancing Academic Development Good Practice Awards.
RESEARCH
Research Projects
Gallagher, M. (PI) (2023-2030). Practitioner Networks and Digital Inclusion. As one of the three work packages for the larger University of Edinburgh Mastercard Foundation project, this project will create practitioner networks and digital capacity building for universities in Sub-Saharan Africa particularly for greater inclusion of those traditionally underrepresented in higher education: women, forcibly displaced populations, and those with disabilities. Funded by the Mastercard Foundation for £1,047,895.
Gallagher, M. (Co-I) (2024-2026). Responsible Generative AI for Accelerated Competency-Based Teacher Training in Crisis Contexts (GAI-ACT). This initiative aims to build refugee teachers’ capacity under AEP to leverage Generative AI for improved teaching and learning. Our goals include creating an Accelerated Competency-Based Teacher Training programme for curriculum instruction in AEP. This will increase the capacity for utilisation of Generative AI in curriculum delivery, prompt engineering for dynamic and equitable curriculum delivery, and robust digital literacy practices. CODE: £15,500; Google: £78,000.
Gallagher, M. (PI) (2023-2025). Connected Policy, Practice, and Accreditation: Connected refugee education in Ugandan higher education. This project looks to operationalise the salient findings from recent research on refugee students in higher education in Uganda. It looks to do so by drawing together a network of universities, civil society actors, and refugee students to begin to articulate a shared framework of support for these students particularly as it aligns with the Higher Education Certificate, an accredited body of study offered by five universities designed to widen participation for refugee students. Funded by the Royal Society of Edinburgh for £19,758.
Knox, J. & Gallagher, M (Co-I). (2022-2025). Digital Education for edtech policymakers from Ghana, Kenya, Nigeria, and South Africa. A three-year project to work with 16 policymakers from four African countries on the MSc in Digital Education. Funded by the British Council for £300,000.
Gallagher, M. (PI). Digital Education Research Cluster in Nigeria, Tanzania, and Uganda. GCRF Theme Development Fund. 1/03/19-Present. Core focus in this network is on four themes: integrating marginalised groups into tertiary education, digital pedagogy for faculty; digital education for improving access to tertiary education; refugee education; and education for employability and entrepreneurship in Nigeria, Tanzania, and Uganda. £23,000.
Smith, W. (PI), Gallagher, M. (Co-I), Sabeti, S. (Co-I), & Grek, S. (Co-I). Universal Secondary Education in the Asia Pacific Region. 2020-2021. This cluster brings together academic and non-academic partners, including international organizations and civil society networks, to explore how countries and communities in the Asia Pacific region can best respond to the SDG4 monitoring agenda. £20,000.
Gallagher, M. (PI). Exploring the Teacher Function: Continuing Interventions in Automated Teaching. Internal university funding. 2019-2020. This project builds on the pioneering work of Teacherbot (Bayne 2015) and its model “assemblage of teacher-student-code (that) might be pedagogically generative” (2015), as well as indicative actions emerging from the Near Future Teaching project (2019), specifically for an instigation of “an academic-led programme to scope ways in which transparent, fair, context-sensitive artificial intelligence applications and services could assist and support human-driven teaching.” £18,500.
Falisse, J. (PI), Gallagher, M. (Co-I), Symons, K. (Co-I), and Cole, G. (Co-I). Foundations for All. The overall aim of this action-based research project is to provide insights to the Mastercard Foundation and other key stakeholders on how to effectively facilitate access to and future success in higher education for displaced and refugee young people in resource-poor environments through contextualised online distance learning bridging programs. 2019-2022. Mastercard Foundation fund, £81,000. CAHSS Recognition Awards 2022 Shortlist because of this work.
De Smedt, J. (PI) & Gallagher, M. (Co-I). A Learning Analytics Approach to MicroMasters. 1/09/19-1/09/20. Principal’s Teaching Award Scheme (PTAS) grant. £15,000.
I was a core University of Edinburgh representative on the Future University Lab as part of the Una Europa consortia and co-authored the FUL position paper on the future of European universities: Bayne, S., Gallagher, M., Brozek, B., Capitant, D., Esposti, M. D., Piel, B., Rybowski, R., Salmi, A-M., Sintubin, M. & Villaverde Lopez, G., 4 Jun 2021, UNA Europa. The European University of the Future: Bold, Integrated, Open. 4 Jun 2021, Una Europa.
I routinely (2018-2025) work with the Council for At-Risk Academics (Cara) on developing online teaching capacity for displaced Syrian academics living in Turkey through workshops, seminars, and talks. Topics include using Moodle for teaching, how to find OER for online teaching, video and audio recording techniques, and how to build community online for student cohorts. Impact from these efforts include having several academics from this cohort commence online teaching using the methods presented therein.
Editorships and Guest Editor Roles
Ruiz, N.; Najjuma, R. & Gallagher, M. (2026). Special Issue on Postdigital Science and Education and the Majority World. Postdigital Science and Education.
Charitonos, K., Najjuma, R. & Gallagher, M. (2025). Special issue on Connected Learning in contexts of forced displacement. Journal of Interactive Media in Education (JIME).
Gallagher, M. (2019-Present). Editorial Board. Postdigital Science and Education.
Lamb, J.; Carvalho, L.; Gallagher, M. & Knox, J. (2021). Special issue on the postdigital learning spaces of higher education (2021). Postdigital Science and Education.
Gallagher, M. & Knox, J. (2019). Special Issue on Global technologies, Local Practices: redefining digital education with local, marginalised voices. Learning, Media & Technology, 44 (3).
Knox, J.; Wang, Y.; and Gallagher, M. (eds.) (2019). Artificial Intelligence and Inclusive Education: Speculative Futures and Emerging Practices. AICFE Future Schools 2030 book series. Springer Nature.
Editor, Current Issues in Emerging eLearning (CIEE): Volume 2, Issue 1 (2015) MOOC Theoretical Perspectives and Pedagogical Applications.
Consultancies
I have performed many consultancies to further my research and development work in non-academic spaces, mostly around digital education design and development. The impact of these efforts largely pertains to two core areas. The first is to embed the leading edge of research and pedagogy of digital education into non-academic contexts to inform regional responses to pressing development needs in the Global South. The second is the funds gifted to the Centre for Research in Digital Education for the development of research activities, such as writing retreats. My most recent consultancies are listed as follows.
Consultant, Connected Learning in Crisis Consortium (2022-2025). Researching conditions for refugee education in 12 countries (Chad, Niger, Iraq, Mexico, Ecuador, Rwanda, Ethiopia, South Sudan, South Africa, Cameroon, Zambia, Lebanon, Pakistan) including policy contexts, infrastructure, initiatives, TVET programming, and pathways into higher education.
Educational Consultant (2020-2021) End Violence Lab: Consulted and co-designed an online course for enacting the mandates of the National Action Plan of Colombia towards the prevention of violence towards children which was launched in 2021 to ~130 participants.
Academic Lead and Consultant (2019-2020) DigiEduHack: I have organised and executed a Digital Education Hackathon as part of a global series of events for two consecutive years (2019 and 2020) which was awarded a total of £8500.
Educational Consultant, UN Habitat (2019-2021): developed digital education programming for municipal workers in sub-Saharan Africa for disaster preparedness.
Educational Consultant (2014-2019). Open Learning Campus, The World Bank Group: Advisor to the Open Learning Campus on online education for international development: risk management, climate change, citizen engagement, public private partnerships, development finance, and more. Responsibilities included research on pedagogical approaches and sociopolitical issues surrounding digital education, teacher training, communications, learning analytics, and overall course design. Designed courses have had over 10,000 enrolled students.
Educational Consultant (2016-2017), mStar, USAID: Conducted extensive research on digital gender equity programmes and designed an online course on gender empowerment for USAID as part of the mStar project (Mobile Solutions Technical Assistance and Research). This online course is designed to allow the development sector to incorporate more gender programming into their work to offset the digital gender divide.
Educational Consultant (2015-2017), GSMA: Co-designed a series of online courses related to mobile regulatory practices specific to mobile operators working globally. To support the work of policymakers and regulators, the GSMA offers free training courses through their Capacity Building programme. Courses include mobile regulation, children & mobile technology, privacy, taxation, health, universal service funds, mobile spectrum, and more.
Keynotes, invited talks, and invited seminars
Gallagher, M. & Nanyunja, S. (2024). Refugee inclusion in higher education in Uganda: discourses, digital technologies, and complexity. Refugee Week 2024: Sanctuary Advisory Network at the Open University.
Gallagher, M. (2024). Regional responses to educational challenges in the wake of digital development. Open, Distance, and eLearning Association of Nigeria (ODeLAN) Annual Conference. Keynote speaker. Zaria, Nigeria.
Gallagher, M. (2023). Digital Transformation in Higher Education in the Changing World. Keynote speaker. Reinventing Education Post-Pandemic Conference. Jakarta, Indonesia.
Gallagher, M. (2021). Anticipating the near future of education. Keynote at UWC Atlantic College as part of the EU Conference on the Future of Europe Series, Wales.
Gallagher, M. (2021). Revisiting the future with criticality and creativity: making sense of teaching. Keynote at Dublin City University Learning and Teaching Conference. Dublin, Ireland.
Gallagher, M. (2021). Digital education and secondary access in the Asia Pacific region. Universal Secondary School Access in the Asia Pacific Seminar Series, the University of Edinburgh.
Gallagher, M. (2021). The Future of Digital Education: Imaginaries and Narratives. Invited talk. Vrije Universiteit Brussels. Brussels, Belgium.
Gallagher, M., Breines, M. & Blaney, M. (2020). Reconceptualising the teacher function through automation. Invited talk. Centre for Research in Digital Education Seminar Series, University of Edinburgh.
Gallagher, M. (2020). Revisiting the near future of digital education: anticipation and acceleration. Invited talk. Centre for Research in Digital Education Research Symposium: Digital Transformation of Higher Education, Leeds University. Leeds, UK.
Gallagher, M. (2020). Foundations for All (FFA): Bridging Programmes for Refugees into HE in Lebanon and Uganda. Invited talk. Senatus Academicus, University of Edinburgh.
Gallagher, M. (2019). The Near Future of Digital Education. Invited talk. University of Stockholm, Sweden.
Gallagher, M. (2019). Digital Education Theme Development. Invited talk. University of Dar es Salaam, Tanzania.
Gallagher, M. (2019). Digital Education in a Postdigital World. Keynote. University of Derby Teaching and Learning Conference. Derby, UK.
Gallagher, M. (2019). The Near Future of Digital Education in a Postdigital World. Keynote. University of Exeter Teaching and Learning Conference. Exeter, UK.
Gallagher, M. (2019). Course Design in Low Resource Environments. Invited talk. UN Habitat. Nairobi, Kenya.
Gallagher, M. (2019). Teaching flows and technology. Workshop with visiting Marshall Islands Teaching Delegation. University of Edinburgh.
Gallagher, M. (2018). OER and Creative Commons Licenses. Invited talk. Council for At-Risk Academics (Cara) Online Seminar. Istanbul, Turkey.
Gallagher, M. (2018). Teaching, technology, and scale. Workshop with visiting Ukranian Teaching Delegation. University of Edinburgh.
Gallagher, M.; Ross, J. & Macleod, H. (2018). Digital Education Workshop. Invited talk and workshop for Council for At-Risk Academics (Cara). Istanbul, Turkey.
Gallagher, M. (2018). Disconnects and Scale: Digital Education in Development Contexts. Invited seminar at the Centre for Research in Digital Education, University of Edinburgh, Edinburgh.
Gallagher, M. (2018). Thinking about the Future of Digital Education at the University of Edinburgh: Speculative Design. Invited talk. Institute for Academic Development (IAD); Seminar for the Postgraduate Certificate in Academic Practice (PgCAP). University of Edinburgh.
Gallagher, M. (2018). Equity not Equality: How ICT4D Might Inspire Digital Education at the University of Edinburgh. Invited talk. Oxford University Department of Education Seminar Series, Oxford, UK.
Gallagher, M. (2017). Equity & Equality: SMS, MMS, and Digital Education. Invited talk. EngTalks, University of Edinburgh.
Gallagher, M. & Lamb, J. (2017). Multimodal pedagogy and mobile learning for refugees. When Education Becomes Possible. Scottish International Storytelling Festival, University Chaplaincy Centre, University of Edinburgh.
Gallagher, M. (2017). South Asia Regional Network of Women’s Business Associations: ICT in Monitoring & Evaluation (M&E). Center for International Private Enterprise (CIPE), Kathmandu, Nepal.
Books Edited
Knox, J.; Wang, Y. & Gallagher, M. (2019). Artificial Intelligence and Inclusive Education, London: Springer. https://doi.org/10.1007/978-981-13-8161-4_1
Articles Published as Sole Author
Gallagher, M. (2019). Educational unsustainability in sub-Saharan Africa: in search of counter-narratives to policy pressures and exponential tech growth. Visions for Sustainability (12), 40-51. https://doi.org/10.13135/2384-8677/4040 *
Gallagher, M. S. (2017). Mobile learning in an age of surveillance: the urban subversive as pedagogical position. Continuum, 31(2): 177-188. https://doi.org/10.1080/10304312.2016.1265095
Gallagher, M. (2015). Artfully Converting Open (Urban) Space to Learning Space: Mobile Learning and Korean Literature. Media Education: Studi, Ricerche, Buone Pratiche 6(2), 294-307. https://oaj.fupress.net/index.php/med/article/view/8732
Joint Articles Published
Tekle Yacob, E., Alemayehu, Y. A., Mersha, G. T., Demissie, E. A., & Gallagher, M. (2026). Education Obstructionism in the Postdigital Majority World: Social Media and the Devaluation of Schooling in Ethiopia. Postdigital Science and Education, 1-20. https://doi.org/10.1007/s42438-026-00675-z
Najjuma, R., Ruiz, N., & Gallagher, M. (2026). Postdigital Science and Education and the Majority World: Advancing Pluriversal Perspectives in the Polycrisis. Postdigital Science and Education, 1-15. https://doi.org/10.1007/s42438-026-00691-z
Ruiz, N & Gallagher, M. (2025). Rural education imaginaries in digital education policy: An analysis of CONPES 3988 in Colombia. International Journal of Educational Development, vol. 113, 103222, 1-11. https://doi.org/10.1016/j.ijedudev.2025.103222
Moore, D, Gallagher, M & Prinsloo, P. (2025 Forthcoming). Postdigital privilege: Notes from the rig. in MA Peters, B Green, O Kamenarac, P Jandric & T Besley (eds), The Geopolitics of Postdigital Educational Development. Postdigital Science and Education, Springer.
Charitonos, K, Najjuma, R & Gallagher, M. (2025). Editorial – Connected Learning in Contexts of Forced Displacement. Journal of Interactive Media in Education. https://doi.org/10.5334/jime.1005
Ruiz, N, Kumari, S & Gallagher, M. (2025). Geopolitics of the Fictional: Vernacular and Neocolonial Imaginaries in Colombian and Indian Science Fiction. in M Peters, B Green, O Kamenarac, P Jandric & T Besley (eds), The Geopolitics of Postdigital Educational Development. Postdigital Science and Education, Springer.
Ruiz, N, Gallagher, M & Najjuma, R. (2025). Postdigital Science and Education and The Majority World. Postdigital Science and Education. https://doi.org/10.1007/s42438-025-00545-0
Reynolds, A.; Boateng, S.; Akello, M.; Atherton El-Amine, B.; Nanyunja, S.; Mulondo, A. & Gallagher, M. (2025). Connected learning as collaboration and psychosocial support: a critical evaluation of a bridge programme for refugees in Uganda. Journal of Interactive Media in Education (JIME).
Ruiz, N. and Gallagher, M. (2025). Digital imaginaries in educational governance and policy of rural schools in Colombia. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2025.103222
Gallagher, M, Evans, P. and Sarpong-Duah, J. (2024). Radiating out, scaling up, human capital, and horizontalism: the digital tensions in educational governance in Ghana. International Journal of Educational Development. * https://doi.org/10.1016/j.ijedudev.2024.103168
Akello, M.; Gallagher, M.; Nanyunja, S.; Mulondo, A.; Cole, G.; Falisse, JB; and Miranda, JJ. (2024). Minimal computing for the forcibly displaced in Uganda: economies of digital use and non-use, and bespoke alternatives. Learning, Media and Technology. * https://doi.org/10.1080/17439884.2024.2405128
Gallagher, M.; Nanyunja, S.; Akello, M.; Mulondo, A. & Miranda, J.J. (2024). Hopeful futures for refugees in higher education: cultivation, activation, and technology. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-024-00470-5 *
Rohani, N., Gal, K., Gallagher, M., & Manataki, A. (2024). Providing insights into health data science education through artificial intelligence. BMC Medical Education, 24(1), 564. https://doi.org/10.1186/s12909-024-05555-3
Rohani, N.; Gallagher, M.; Gal, K. & Manataki, A. (2024). Educational challenges among early career researchers in medical informatics. Studies in Health Technology and Informatics, 316, 1510-1514. https://doi.org/10.3233/SHTI240701
Rohani, N.; Gallagher, M.; Gal, K.; Banas, K. & Manataki, A. (2024). Self-reported learning strategies and preferences in health informatics. In J Mantas, A Hasman, G Demiris, K Saranto, M Marschollek, TN Arvanitis, I Ognjanović, A Benis, P Gallos, E Zoulias & E Andrikopoulou (eds), Digital Health and Informatics Innovations for Sustainable Health Care Systems: Proceedings of MIE 2024. vol. 316, Studies in Health Technology and Informatics, vol. 316, IOS Press, pp. 1540-1544. https://doi.org/10.3233/SHTI240710
Gallagher, M.; Najjuma, R. & Nambi, R. (2023). Bidi Bidi kind of creativity: the liminality of digital inclusion for displaced populations in Uganda. Social Inclusion. https://doi.org/10.17645/si.v11i3.6686 *
Gallagher, M., & Lamb, J. (2023). Open education in closed-loop systems: Enabling closures and open loops. Distance Education, 44(4), 620-636. https://doi.org/10.1080/01587919.2023.2267475 *
Nambi, R., Najjuma, R., & Gallagher, M. (2023). Integrating refugee students into Ugandan higher education: Language, othering and everyday enactments of participation. Research in Comparative and International Education. https://doi.org/10.1177/17454999231185647
Gallagher, M. & Breines, M. (2022). Unpacking the hidden curriculum in educational automation: a methodology for ethical praxis. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00342-z *
Gallagher, M.; Nicol, S. & Breines, M. (2022). Ghost hunting in the broken archives: re-historicizing digital education. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00330-3
Najjuma, R.; Gallagher, M. & Nambi, R. (2022). Institutional practice and the role of non-educational actors in shaping refugee student lifeworlds in Ugandan higher education. Transformation in Higher Education. https://hdl.handle.net/10520/ejc-thed_v7_n1_a184
Mtebe, J. & Gallagher, M. (2022). Continued usage intentions of digital technologies post-pandemic through the Expectation-Confirmation Model: the case of a Tanzanian university. International Journal of Education and Development using Information and Communication Technology (IJEDICT) 18(1). https://www.proquest.com/scholarly-journals/continued-usage-intentions-digital-technologies/docview/2665652620/se-2?accountid=10673
Lamb, J., Carvalho, L., Gallagher, M., & Knox, J. (2021). The Postdigital Learning Spaces of Higher Education. Postdigital Science and Education, 1-12. https://doi.org/10.1007/s42438-021-00279-9
Bayne, S., & Gallagher, M. (2021). Near Future Teaching: Practice, policy and digital education futures. Policy Futures in Education, 19(5), 607-625. https://doi.org/10.1177/14782103211026446
Mtebe, J.; Fulgence, K. & Gallagher, M. (2021). COVID-19 and technology enhanced teaching in higher education in sub-Saharan Africa: A Case of the university of Dar es Salaam, Tanzania. Journal of Learning for Development, 8(2). https://doi.org/10.56059/jl4d.v8i2.483
Gallagher, M., & Breines, M. (2021). Surfacing knowledge mobilities in higher education: Reconfiguring the teacher function through automation. Learning, Media and Technology, 46(1), 78-90. https://doi.org/10.1080/17439884.2021.1823411
Breines, M. & Gallagher, M. (2020). A return to Teacherbot: Rethinking the Development of Educational Technology at the University of Edinburgh. Teaching in Higher Education, 1-15. https://doi.org/10.1080/13562517.2020.1825373
Gallagher, M., Breines, M. & Blaney, M. (2021). Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech. Postdigital Science and Education, 3, 425–443. https://doi.org/10.1007/s42438-020-00198-1
Gallagher, M. & Knox, J. (2019). Global technologies, local practices. Learning, Media and Technology, 44(3), 225-234. https://doi.org/10.1080/17439884.2019.1640741
Lamb, J., Gallagher, M. S., & Knox, J. (2019). On an excursion through EC1: multimodality, ethnography and urban walking. Qualitative Research, 19(1), 55-70. https://doi.org/10.1177/1468794118773294
Gallagher, M. & Ihanainen, P. (2015). Aesthetic literacy: observable phenomena and pedagogical applications for (mobile) lifelong learning. European Journal of Open, Distance, and E-Learning, 2014(1). https://doi.org/10.1515/eurodl-2015-0002
Ihanainen, P. & Gallagher, M. (2015). Learning in the Open. Futura, Finnish Society for Future Studies, 2015 (1).
Bayne, S.; Gallagher, M.S. & Lamb, J. (2014). Being ‘at’ university: the social topologies of distance students. Higher Education, 67(5), 569-583. https://doi.org/10.1007/s10734-013-9662-4
Ross, J.; Gallagher, M.; Macleod, H. (2013). Making distance visible: assembling nearness in an online distance learning programme. The International Review of Research in Open and Distance Education (IRRODL), 14(4). https://doi.org/10.19173/irrodl.v14i4.1545
De Waard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. Ö., Rodriguez, C. O., & Gallagher, M. S. (2012). Merging MOOC and mLearning for increased learner interactions. International Journal of Mobile and Blended Learning (IJMBL), 4(4), 34-46. https://doi.org/10.4018/jmbl.2012100103
Edited Book Chapters
Gallagher, M. & Najjuma, R. (2025 Forthcoming). The geopolitical arrays of digital and educational development in Uganda: discourses, homogeneity, and domestic alternatives. In Peters, M. A., Green, B. J., Kamenarac, O., Jandrić, P., & Besley, T. (Eds.) The Geopolitics of Postdigital Educational Development. Cham: Springer.
Moore, D.; Muzite, P.; Prinsloo, P. & Gallagher, M. (2025 Forthcoming) Postdigital privilege: notes from the rig. In Peters, M. A., Green, B. J., Kamenarac, O., Jandrić, P., & Besley, T. (Eds.) The Geopolitics of Postdigital Educational Development. Cham: Springer.
Ruiz, N.; Kumari, S. & Gallagher, M. (2025 Forthcoming). Postdigital learning fictions in Colombia and India: the geopolitics of southern imagination. In Peters, M. A., Green, B. J., Kamenarac, O., Jandrić, P., & Besley, T. (Eds.) The Geopolitics of Postdigital Educational Development. Cham: Springer.
Ismail, M.; Yunus, S.; and Gallagher, M. (2023). Post-pandemic expressions of (digital) ujamaa: the case of the State University of Zanzibar (SUZA). In H. Moscovitz, M. Martini and S. Robertson (eds.) Building the Post-Pandemic University. Cheltenham: Edward Elgar. https://doi.org/10.4337/9781802204575.00023
Fawns, T; Gallagher, M.; and Bayne, S. (2021). Institutional contexts in supporting quality online postgraduate education: lessons learned from two initiatives at the University of Edinburgh. In T. Fawns, G. Aitken, and D. Ford (eds.) Online Postgraduate Education in a Postdigital World: Beyond Technology. London: Springer. https://doi.org/10.1007/978-3-030-77673-2_11
Gallagher, M. (2020). Distilling complexity through metastability and mobility: the networked learning spaces of Amara. In N. Bonderup Dohn, P. Jandric, M. de Laat & T. Ryberg Politics (Eds.), Mobility, Agency and Data in Networked Learning. London: Springer. https://doi.org/10.1007/978-3-030-36911-8_3
Gallagher, M. (2019). Artificial intelligence and the mobilities of inclusion: the accumulated advantages of 5G networks, machine learning, and surfacing outliers. In J. Knox, Y. Wang, M. Gallagher (Eds.) Inclusive Education, ICT, and Artificial Intelligence, London: Springer.
Knox, J.; Wang, Y. & Gallagher, M. (2019). AI, Inclusion, and ‘Everyone Learning Everything’. In Artificial Intelligence and Inclusive Education, London: Springer. https://doi.org/10.1007/978-981-13-8161-4_1
Gallagher, M. (2019). Moving Beyond Microwork: Rebundling Digital Education and Reterritorialising Digital Labour. In Peters, M. A.; Jandrić, P.; & Means, A. J. (Eds.). Education and Technological Unemployment. London: Springer. https://doi.org/10.1007/978-981-13-6225-5_18
Gallagher, M. (2019). AI, Chatbots, and Disconnects with Neo-Confucianism in South Korea. In M. Pegrum (Ed.) Mobile Lenses on Learning: Languages and Literacies on the Move. London: Springer.
Churchill, D.; Pegrum, M.; Churchill, N.; Gallagher, M… (2018). The Implementation of Mobile Learning in Asia: Key Trends in Practices and Research. In J. Voogt et al. (eds.), Second Handbook of Information Technology in Primary and Secondary Education, Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-53803-7_54-1
Gallagher, M. (2017). KakaoTalk meets the Ministry of Education: Mobile Learning in South Korean Higher Education. In J. Traxler & H. Crompton (Eds.) Mobile Learning and Higher Education: Case Studies in Practice. London: Routledge.
Keskin, N.; Koutropoulos, A.; Metcalf, D., de Waard, I., Gallagher, M.; Y. Anzai, & Büyük, K. (2017). National Strategies for OER and MOOC from 2010 to 2020: USA, UK, Canada, China, South Korea, Turkey. In K. Buyuk, S. Kocdar & A. Bozkurt (Eds.) Handbook of Research on Administrative Leadership in Open and Distance Learning Programs. Hershey: IGI Global
Gallagher, M.; Lamb, J. & Bayne, S. (2017). The sound spaces of online, distance learners. In L. Carvalho, P. Goodyear & M. de Laat (Eds.) Place-based Spaces for Networked Learning. Sydney: Routledge.
Gallagher, M., Lamb, J., & Bayne, S. (2016). The sonic spaces of online distance learners. Place-based Spaces for Networked Learning. Sydney: Routledge.
Gallagher, M. & Ihanainen, P. (2016). Towards an Auditory Pedagogy. SeOppi, The Association of the Finnish eLearning Centre.
External Reports
Smith, W. C., Gallagher, M., Reynolds, A., Aktas, F., Shephard, D., Matsui, R., … & Cairney, M. (2026). Access and completion in primary and secondary education: a global systematic review. Global Education Monitoring (GEM) Report Background Paper. https://doi.org/10.54676/WKJK8912
Charitonos, K., Najjuma, R., Akinwoya, S., & Gallagher, M. (2026). The right to education for forcibly displaced people: exploring ideas on participation, connectedness, and technology. Part of special issue: The right to education for forcibly displaced people: Exploring ideas on participation, connectedness and technology. https://www.bera.ac.uk/blog/editorial-the-right-to-education-for-forcibly-displaced-people-exploring-ideas-on-participation-connectedness-and-technology
Akello, M, Cole, G, Mulondo, A, Gallagher, M, Falisse, J-B & Atherton El-Amine, B. (2023). Foundations for All Toolkit. The Toolkit is designed for those who are interested in learning more about the barriers and facilitators experienced by refugees seeking to access higher education and exploring the possibility of setting up a bridging programme for refugees and marginalised learners. https://ffa.cahss.ed.ac.uk/toolkit/
Bayne, S.; Gallagher, M. Grek, S.; Miranda, JJ; Smith, W.; Zu, J. & Williamson, B. (2021). The 2023 Global Education Monitoring (GEM) Report Concept Note on Technology and Education: A Joint Response from the University of Edinburgh’s Centre for Research in Digital Education and Comparative Education and International Development (CEID) Research Group. https://www.research.ed.ac.uk/en/publications/the-2023-global-education-monitoring-gem-report-concept-note-on-t
Grek, S, Zhang, S, Sabeti, S & Gallagher, M. (2021). Complex and intersecting barriers to access: some concluding thoughts. in W Smith, A Voight & Y Zhang (eds), In Smith, W.C., Voigt, A. & Zhang, Y. (Eds.), Barriers to Secondary Education in the Asia Pacific Region: A Scoping Review of Four Countries. : Final report of the Scotland Funding Council GCRF project Universal Secondary Education in the Asia Pacific Region.. pp. 65-69. https://www.research.ed.ac.uk/en/publications/complex-and-intersecting-barriers-to-access-some-concluding-thoug
Bayne, S, Abaci, S, Choi, S, Davies, HC, Doonan, J, Evans, P, Ewins, R, Farrell, K, Gallagher, M, Knox, J, Lamb, J, Lawson, T, Manches, A, Miltner, KM, Nisbet, P, O’shea, C, Plowman, L, Robertson, J, Ross, J, Sheail, P, Spiller, J, Sowton, C & Williamson, B 2021, Centre Report 2021: Centre for Research in Digital Education. The Centre for Research in Digital Education.
Bayne, S, Gallagher, M, Brozek, B, Capitant, D, Esposti, MD, Piel, B, Rybowski, R, Salmi, A-M, Sintubin, M & Villaverde Lopez, G. (2021). The European University of the Future: Bold, Integrated, Open. UNA Europa. https://una-europa.imgix.net/resources/position-paper-scroll-final_2021-06-02-140658.pdf