Puclications & Presentations

Publications

Books:

Books in Preparation

  1. Meletiadou, E. Reimagining Transnational Education through Multilingualism and EDI. Multilingualism: Language Policies and Education. Springer Nature.

  2. Meletiadou, E. Inclusive Higher Education: Transforming Learning for Equity, Diversity, Technology, and Intersectionality. Inclusive Learning and Educational Equity Series. Springer Nature.

Edited Books

  1. Meletiadou, E. (2025). Handbook of Research on Generative AI Approaches to Sustainable Development in Higher Education. IGI Global.

  2. Meletiadou, E. (2023a). Handbook of Research on Exploring Gender Diversity, Equity, and Inclusion through an Intersectional Lens. IGI Global.

  3. Meletiadou, E. (2023b). Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. IGI Global.

  4. Meletiadou, E. (2023c). Handbook of Research on Implications of Sustainable Development in Higher Education. IGI Global.

  5. Meletiadou, E. (2022a). Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global.

  6. Meletiadou, E. (2022b). Handbook of Research on Promising Practices for Advancing Diversity and Inclusion in Higher Education. IGI Global.

  7. Meletiadou, E. (2022c). Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication: Pedagogy, Andragogy, and Assessment. IGI Global.

Peer-reviewed Journal articles:

Articles Accepted / In Press

  1. Meletiadou, E. (accepted). Intercultural bridges and barriers: English phraseology in multilingual higher education settings. Espaces Linguistiques (Open Access).
  2. Meletiadou, E. (accepted). “Smart” homes, stressed minds: Gendered academic labour and the digital domestication of higher education work. Polish Sociological Review (Special Issue).

Articles Revise & Resubmit (R&R)

  1. Meletiadou, E. (R&R). Addressing gender-based violence against migrant early career researchers involved in platform work: Lessons learnt and myths dispelled. Gender, Work and Organisation.
  2. Meletiadou, E. (R&R). Precarious work in the academy: Applying an intersectional lens on female academics’ experiences during the Covid-19 pandemic. European Educational Research Journal.
  3. Meletiadou, E. (R&R). Small figures, big ideas: Using Playmobil as a serious play to rethink learning and inclusion in management education. Journal of Management Learning.
  4. Meletiadou, E. (R&R). Dispossession and resistance: Gender-based violence against migrant early career researchers in platform work. Gender, Work and Organisation.
  5. Meletiadou, E. (R&R). Precarity, exhaustion and resistance: Feminised labour, institutional marginalisation, and the case for transformative care in adult education in Greece and Cyprus. Gender, Work and Organisation.
  6. Meletiadou, E. (R&R). Reframing inclusive assessment: A critical exploration of formative assessment literacy in UK higher education. British Educational Research Journal.
  7. Meletiadou, E. (R&R). Flip the frame: Reflective video diaries for critical thinking and emotional support in management education. Journal of Management Education.

Articles Under Review

  1. Meletiadou, E. (under review). Exploring lecturers’ inclusive formative assessment literacy in higher education: An international project. Studies in Higher Education.
  2. Meletiadou, E. (under review). Disrupting invisibility: An intersectional analysis of migrant female academics’ trajectories in higher education. Studies in Higher Education.
  3. Meletiadou, E. (under review). Digital storytelling in management education: Rethinking assessment in the post-COVID-19 era. British Educational Research Journal.

Peer-Reviewed Publications

2025

  1. Meletiadou, E. (2025). Exploring the impact of using LEGO as a Serious Play (LSP) approach as an innovative, inclusive assessment strategy on the academic performance of economically, linguistically, and culturally disadvantaged students: The quest for social justice in management education. British Academy of Management Compendium of Knowledge. https://www.elgaronline.com/edcollchap/book/9781035325733/chapter4.xml

2024

  1. Meletiadou, E. (2024a). Enriching students’ cross-cultural and multilingual communication: The serious play approach utilizing Playmobil Pro figures. IAFOR Journal of Education. https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-1/article-2/
  2. Meletiadou, E. (2024b). Exploring Cypriot female academics’ experiences of precarity through a postcolonial lens: Challenges, hopes and the reality of neoliberal universities in Europe. Postcolonial Directions in Education. https://www.um.edu.mt/library/oar/bitstream/123456789/125018/1/Exploring_Greek_Cypriot_female_academics_experiences_of_precarity_through_a_postcolonial-lens_2024.pdf
  3. Meletiadou, E. (2024c). Enriching students’ cross-cultural and multilingual communication: The serious play approach utilizing Playmobil Pro figures. IAFOR Journal of Education, 12(1), 45-65. https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-1/article-2/

2023

  1. Meletiadou, E. (2023a). Daughters of a lesser God: The impact of COVID-19 on female early career academics’ experiences of precarity. CIPD Applied Research Conference – Open Access. https://www.cipd.org/globalassets/media/comms/get-involved/events/2023-arc-impact-covid-female-early-career-academics-experiences-8415.pdf
  2. Meletiadou, E. (2023b). Let’s break the mold, let’s shake the world: Why women cannot advance in professional roles in finance. CIPD Applied Research Conference – Open Access. https://www.cipd.org/globalassets/media/comms/get-involved/events/2023-arc-women-professional-roles-finance-8415.pdf
  3. Meletiadou, E. (2023c). Transforming multilingual students’ learning experience through the use of LEGO as Serious Play. IAFOR Journal of Education. Language Education Issue. https://iafor.org/journal/iafor-journal-of-education/volume-11-issue-1/article-8/
  4. Meletiadou, E. (2023d). Exploring the impact of digital escape rooms on postgraduate students’ academic achievement and intercultural awareness in management education: A case study in the UK. IAFOR Journal of Education. https://papers.iafor.org/submission75453/

2022

  1. Meletiadou, E. (2022a). Iron fists in velvet gloves: Exploring female leaders’ experiences amidst the COVID-19 pandemic in the UK. CIPD Applied Research Conference Short Research Papers. https://www.cipd.co.uk/learn/events-networks/applied-research-conference/2022-papers#gref
  2. Meletiadou, E. (2022b). Using educational digital storytelling in postgraduate education: Enhancing multilingual students’ writing skills. IAFOR Journal of Education, 10(2). https://doi.org/10.22492/ije.10.2.06
  3. Meletiadou, E. (2022c). Learners’ perceptions of peer assessment: Implications for their willingness to write in an EFL classroom. International Journal of Teacher Education and Professional Development, 5(1), 1-14. http://doi.org/10.4018/IJTEPD.295539
  4. Meletiadou, E., & Tsagari, D. (2022d). Exploring teachers’ perceptions of the use of peer assessment in EFL test-dominated writing classes. Languages, 7(1), 16. https://doi.org/10.3390/languages7010016

2021

  1. Meletiadou, E. (2021a). Opening Pandora’s box: How does peer assessment affect EFL students’ writing quality? Languages, 6(3), 115. https://www.mdpi.com/2226-471X/6/3/115
  2. Meletiadou, E. (2021b). Exploring the impact of peer assessment on EFL students’ writing performance. IAFOR Journal of Education, 9(3), 77-95. https://iafor.org/journal/iafor-journal-of-education/volume-9-issue-3/article-5/
  3. Meletiadou, E. (2021c). Using Padlets as e-portfolios to develop undergraduate students’ writing skills and motivation. IAFOR Journal of Undergraduate Education, 9(4), 67-83. https://iafor.org/journal/iafor-journal-of-education/volume-9-issue-5/article-4/

2015

  1. Tsagari, D., & Meletiadou, E. (2015). Peer assessment of adolescent learners’ writing performance. Writing & Pedagogy, 7(2), 305-328. https://doi.org/10.1558/wap.v7i2-3.26457

2012–2013

  1. Meletiadou, E. (2012). The impact of training adolescent learners on their perceptions of peer assessment of writing. In N. Sifakis, D. Tsagari, & S. Papageorgiou (Eds.), Language Testing and Assessment in the Greek Educational Context. HOU. https://rpltl.eap.gr/images/2012/03-01-240-Meletiadou.pdf
  2. Meletiadou, E., & Tsagari, D. (2013). An exploration of the reliability and validity of peer assessment of writing in secondary education. In N. Lavidas, T. Alexiou, & A. M. Sougari (Eds.), Major Trends in Theoretical and Applied Linguistics (Vol. 3, pp. 235-249). London: Versita de Gruyter. http://www.degruyter.com/viewbooktoc/product/422024
  3. Meletiadou, E. (2013). EFL learners’ attitudes towards peer assessment, teacher assessment and the process approach to writing in secondary education. In D. Tsagari, S. Papadima-Sophocleous, & S. Ioannou-Georgiou (Eds.), Selected Papers in Memory of Dr Pavlos Pavlou: Language Testing and Assessment Around the Globe. Frankfurt: Peter Lang. https://www.whsmith.co.uk/products/international-experiences-in-language-testing-and-assessment-selected-papers-in-memory-of-pavlos-tsagari-salomipapadimasophocleous/hardback/9783631621929.html

Chapters in books:

Forthcoming / In Press

  1. Meletiadou, E. (2026, in press). Digitalization, work inequalities, and the move towards positive and accurate media representation of late-life workers: A quest for social justice. In Older Workers in a Digital Era. Springer.
  2. Meletiadou, E. (accepted). Student engagement and success in multicultural learning contexts. In Reimagining Transnational Education through Multilingualism and EDI. Springer Nature.
  3. Meletiadou, E. (accepted). Digital pedagogy for inclusive classrooms. In Inclusive Higher Education: Transforming Learning for Equity, Diversity, Technology, and Intersectionality. Springer Nature.
  4. Meletiadou, E. (accepted). Educators’ CLIL assessment literacy: Navigating the intersection of language and content. In Transforming Language Assessment Literacy: A Decade of UALTA’s Impact and Achievements. Routledge.
  5. Meletiadou, E. (accepted). The use of social media and gamification as teaching strategies in EMI in higher education. In A Toolkit for English as a Medium of Instruction (EMI) Educators. Routledge.

Submitted / Under Review

  1. Meletiadou, E. (2026, submitted). Investigating mature learning workers’ self-perceived digital literacy competencies: A framework of barriers and drivers. In Older Workers and Digital Literacy. Emerald Publishing.

Published Book Chapters

2025

  1. Meletiadou, E. (2025a). The effective use of generative AI in higher education: Exploring lecturers’ artificial intelligence literacy and unveiling sustainable and ethical AI-powered practices for learning, teaching, and assessment. In Handbook of Research on Generative AI Approaches to Sustainable Development in Higher Education. IGI Global.
    https://www.igi-global.com/chapter/the-effective-use-of-generative-ai-in-higher-education-exploring-lecturers-artificial-intelligence-literacy/379455
  2. Meletiadou, E. (2025b). Generative artificial intelligence for sustainable learning development: Exploring students’ perspectives in higher education. In Handbook of Research on Generative AI Approaches to Sustainable Development in Higher Education. IGI Global.
    https://www.igi-global.com/chapter/generative-artificial-intelligence-for-sustainable-learning-development/379456

2024

  1. Meletiadou, E. (2024). Using translanguaging and English as a lingua franca to promote an inclusive multilingual approach towards comprehension in assessment in higher education in the UK. In K. Vogt & B. Antia (Eds.), Multilingual Assessment: Finding the Nexus. Peter Lang.
    https://www.peterlang.com/document/1453166

2023

  1. Meletiadou, E. (2023a). Ostracized experiences of precarious women in the academy during the COVID-19 pandemic. In Handbook of Research on Exploring Gender Equity, Diversity, and Inclusion Through an Intersectional Lens. IGI Global.
    https://www.igi-global.com/chapter/ostracized-experiences-of-precarious-women-in-the-academy-during-the-covid-19-pandemic/324442
  2. Meletiadou, E. (2023b). Making women in finance count: Not just counting women – exploring female accountants’ experiences in SMEs in Greece during the COVID-19 pandemic. In Handbook of Research on Exploring Gender Equity, Diversity, and Inclusion Through an Intersectional Lens. IGI Global.
    https://www.igi-global.com/chapter/making-women-in-finance-count/324443
  3. Meletiadou, E. (2023c). Applying digital escape rooms infused with cross-cultural management theories in higher education: Academic performance, student engagement and intercultural intelligence development. In Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. IGI Global.
    https://www.igi-global.com/chapter/applying-digital-escape-rooms-infused-with-cross-cultural-management-theories-in-higher-education/323541
  4. Meletiadou, E. (2023d). Experimenting with AI-powered learning tools and mobile-assisted learning to improve student learning performance, autonomy, and metacognitive skills: A case study of Quizlet. In Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. IGI Global.
    https://www.igi-global.com/chapter/experimenting-with-ai-powered-learning-tools-and-mobile-assisted-learning-to-improve-student-learning-performance-autonomy-and-metacognitive-skills/323542

2022

  1. Meletiadou, E. (2022a). Leadership for sustainability in higher education amidst the COVID-19 crisis: Exploring female educational leaders’ strategies for transformation. In Handbook of Research on Implications of Sustainable Development in Higher Education. IGI Global.
    https://www.igi-global.com/chapter/leadership-for-sustainability-in-highereducation-amidst-the-covid-19-crisis/314455
  2. Meletiadou, E. (2022b). Using virtual professional learning communities to foster sustainable learning and close the awarding gap in higher education amid the COVID-19 pandemic: HRM students’ perspective. In Handbook of Research on Implications of Sustainable Development in Higher Education. IGI Global.
    https://www.igi-global.com/chapter/using-virtual-professional-learning-communities-to-fostersustainable-learning-and-close-the-awarding-gap-in-higher-education/314456
  3. Meletiadou, E. (2022c). Error treatment in second language writing: Fostering social justice by using active self-correction with multilingual and multicultural students in higher education. In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global.
    https://www.igi-global.com/chapter/error-treatment-in-l2-writing/310952
  4. Meletiadou, E. (2022d). The use of student-generated videos and intercultural group assessment to promote equity, diversity, and inclusion (EDI) in higher education. In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global.
    https://www.igi-global.com/chapter/the-use-ofstudent-generated-videos-and-intercultural-group-assessment-to-promote-equitydiversity-and-inclusion-edi-in-higher-education/310953
  5. Meletiadou, E. (2022e). Profiling the writing competency of BAME undergraduate students: Fostering inclusion and academic success to improve retention in tertiary education. In E. Meletiadou (Ed.), Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education. IGI Global.
    https://www.igi-global.com/chapter/profiling-the-writing-competency-of-bame-undergraduate-students/300592
  6. Meletiadou, E. (2022f). The lived experiences of female educational leaders in higher education in the UK: Academic resilience and gender. In E. Meletiadou (Ed.), Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education. IGI Global.
    https://www.igi-global.com/chapter/the-lived-experiences-of-femaleeducational-leaders-in-higher-education-in-the-uk/300591
  7. Meletiadou, E. (2022g). Nurturing student writing knowledge, self-regulation, and attitudes in higher education: The use of self-assessment as an inclusive practice. In E. Meletiadou (Ed.), Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global.
    https://www.igi-global.com/chapter/nurturing-student-writing-knowledgeself-regulation-and-attitudes-in-higher-education/294223
  8. Meletiadou, E. (2022h). The use of peer assessment as an inclusive learning strategy in higher education institutions: Enhancing student writing skills and motivation. In E. Meletiadou (Ed.), Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global.
    https://www.igi-global.com/chapter/the-use-of-peer-assessment-as-aninclusive-learning-strategy-in-higher-education-institutions/294222

Earlier Chapters

  1. Meletiadou, E., & Tsagari, D. (2016). The washback effect of peer assessment on adolescent EFL learners in Cyprus. In D. Tsagari (Ed.), Classroom-Based Assessment in L2 Contexts (pp. 138–160). Cambridge Scholars Press.
    https://www.cambridgescholars.com/resources/pdfs/978-1-4438-9102-8-sample.pdf
  2. Meletiadou, E., & Tsagari, D. (2013). An exploration of the reliability and validity of peer assessment of writing in secondary education. In N. Lavidas, T. Alexiou & A. M. Sougari (Eds.), Major Trends in Theoretical and Applied Linguistics (Vol. 3, pp. 235–249). De Gruyter.
    http://www.degruyter.com/viewbooktoc/product/422024
  3. Meletiadou, E. (2013). EFL learners’ attitudes towards peer assessment, teacher assessment and the process approach to writing in secondary education. In D. Tsagari, S. Papadima-Sophocleous & S. Ioannou-Georgiou (Eds.), Language Testing and Assessment Around the Globe: Achievement and Experiences. Peter Lang.
  4. Meletiadou, E., & Tsagari, D. (2012). Investigating the attitudes of adolescent EFL learners towards peer assessment of writing. In D. Tsagari (Ed.), Research on English as a Foreign Language in Cyprus (Vol. II, pp. 225–245). University of Nicosia Press.
    https://gnosis.library.ucy.ac.cy/handle/7/52310

Articles in Conference Proceedings:

2025

  1. Meletiadou, E. (2025a). Revolutionizing management education: Exploring undergraduate students’ perceptions of the use of infographics as an assessment method to foster inclusion and boost engagement and academic performance. British Academy of Management (BAM) Conference Proceedings 2025.
  2. Meletiadou, E. (2025b). Developing neurodiversity awareness in management schools: Building supportive and inclusive HEIs for students and academics. British Academy of Management (BAM) Conference Proceedings 2025.
  3. Meletiadou, E. (2025c). Demystifying artificial intelligence (AI): A student-led framework for effective AI integration in higher education leadership development. British Academy of Management (BAM) Conference Proceedings 2025.
  4. Meletiadou, E. (2025d). Investigating mature learners’ experiences of social inequality stemming from digitalisation in higher education. 6th Barcelona Conference on Education, IAFOR.

2024

  1. Meletiadou, E. (2024a). Using dynamic assessment of writing to promote technology-enhanced learning in higher education. ALTE International Conference Proceedings.
  2. Meletiadou, E. (2024b). Inclusive formative assessment practices (IFAP) in higher education: Promoting education for social justice. ALTE International Conference Proceedings.
  3. Meletiadou, E. (2024c). Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: A transformative approach to sustainable self-regulated learning in business schools. BAM Conference Proceedings 2024.
  4. Meletiadou, E. (2024d). Combining student-generated digital videos and intercultural group assessment to foster education for social justice in business and management schools: Transforming student learning experience. BAM Conference Proceedings 2024.
  5. Meletiadou, E. (2024e). Enabling digital transformation and sustainability via the use of AI-powered learning tools and mobile-assisted learning: Towards inclusive education in business and management schools. BAM Conference 2024. Available at: https://www.qaa.ac.uk/docs/qaa/members/paper-enabling-digital-transformation-andsustainability-via-the-use-of-ai-powered-learning-tools-and-mobile-assistedlearning.pdf?sfvrsn=90d1bc81_4
  6. Meletiadou, E. (2024f). “Bullets in their heads”: Reflecting on early career academics’ experiences of sexual harassment and gender-based violence in the UK. 2nd VOICES International Conference, Tirana, Albania.
  7. Meletiadou, E. (2024g). Playmobil Pro as a serious play: Promoting experiential learning through constructivist learning tools which foster collective creativity. LTSE 2024, Birmingham, UK.
  8. Meletiadou, E. (2024h). Exploring the impact of digital escape rooms on postgraduate students’ academic achievement and intercultural awareness in management education: A case study in the UK. Asian International Conference on Education, Tokyo, Japan.

2023

  1. Meletiadou, E. (2023a). Daughters of a lesser God: The impact of Covid-19 on female early career academics’ experiences of precarity with regard to working and life routines. https://www.cipd.co.uk/Images/submissions-2023_tcm18-113620.pdf
  2. Meletiadou, E. (2023b). Let’s break the mould, let’s shake the world: Why women cannot advance in professional roles in finance? https://www.cipd.co.uk/Images/submissions-2023_tcm18-113620.pdf
  3. Meletiadou, E. (2023c). Transforming international students’ learning experience through the use of LEGO as a serious play: A quest for assessment reform in higher education. AEA-Europe Conference 2023.
  4. Meletiadou, E. (2023d). The use of student-generated videos and intercultural group assessment to promote equity, diversity, and inclusion (EDI) in higher education: Reforming assessment practices in management education. AEA-Europe Conference 2023.
  5. Meletiadou, E. (2023e). Inclusive formative assessment practices (IFAP) in higher education: Promoting education for social justice. ALTE Conference 2023.
  6. Meletiadou, E. (2023f). Using dynamic assessment of writing to promote technology-enhanced learning in higher education. ALTE Conference 2023.
  7. Meletiadou, E. (2023g). Exploring lecturers’ inclusive formative assessment practices (IFAP) in higher education (HE). BALEAP Conference 2023.
  8. Meletiadou, E. (2023h). Exploring lecturers’ inclusive formative assessment practices (IFAP) in higher education (HE). EALTA Conference 2023, Classroom-based Assessment SIG Meeting.
  9. Meletiadou, E. (2023i). Unlocking the potential of digital gamified CLIL to facilitate adaptation and inclusion for refugee and migrant secondary school students in the post-Covid-19 era: A European multiple case study. EALTA Conference 2023, Multilingual Language Assessment SIG Meeting.
  10. Meletiadou, E. (2023j). Inclusive formative assessment practices (IFAP) in higher education: Promoting sustainable learning development. EALTA Conference 2023.
  11. Meletiadou, E. (2023k). Daughters of a lesser God: The impact of Covid-19 on female early career academics’ experiences of precarity regarding working and life routines. GWO Conference 2023.
  12. Meletiadou, E. (2023l). In search of the light at the end of the tunnel: The impact of involuntary bogus self-employment on female Greek-Cypriot educators’ job satisfaction and subjective well-being. GWO Conference 2023.
  13. Meletiadou, E. (2023m). Shattering the myths: Investigating female leaders’ crisis management skills and reliance on inclusive leadership during and after the Covid-19 pandemic in higher education institutions in the UK. GWO Conference 2023.
  14. Meletiadou, E. (2023n). Let’s break the mold, let’s shake the world: Why are there so few women academics in finance? GWO Conference 2023.
  15. Meletiadou, E. (2023o). Making women in finance count – not just counting women: Closing gaps in the academy and the industry. London Met PGR Conference 2023.
  16. Meletiadou, E. (2023p). ‘Can you hear me?’: Exploring the minoritized voices of international female students living in transnational families in the post-Covid-19 era. London Met PGR Conference 2023.

2022

  1. Meletiadou, E. (2022a). Using educational digital storytelling with multilingual and multicultural students: Implications for enhancing business school students’ writing skills. CABS LTSE Conference 2022. https://cabs-199e2.kxcdn.com/wp-content/uploads/2022/11/LTSE2022-Conference-Proceedings-FINAL.pdf
  2. Meletiadou, E. (2022b). Exploring the use of Peer Assisted Learning/Mentoring (PALM) and translanguaging as inclusive learning strategies for undergraduate BAME, mature and multilingual students in business and management. CABS LTSE Conference 2022. https://cabs-199e2.kxcdn.com/wp-content/uploads/2022/11/LTSE-2022-Conference-Proceedings-FINAL.pdf
  3. Meletiadou, E. (2022c). Let their voices be heard: Exploring female educational leaders’ crisis management skills and reliance on inclusive leadership amidst the Covid-19 pandemic. British Academy of Management Conference 2022.
  4. Meletiadou, E. (2022d). Navigating an invisible labyrinth: The effect of involuntary bogus self-employment on female Greek-Cypriot educators’ job satisfaction and subjective well-being. British Academy of Management Conference 2022.
  5. Meletiadou, E. (2022e). Light in the midst of chaos: COVID-19, inclusive leadership and female educational leaders’ crisis management styles. London Metropolitan University Conference 2022.
  6. Meletiadou, E. (2022f). Inclusive formative assessment practices in action (IFAP project): Enabling all students to succeed in the post-Covid-19 era. London Metropolitan University Conference 2022.
  7. Meletiadou, E. (2022g). Opening Pandora’s box: How does peer assessment affect EFL students’ writing quality? EALTA Conference 2022.
  8. Meletiadou, E. (2022h). The use of self-assessment as an assessment for sustainable development strategy in higher education. AEA-Europe Conference 2022.
  9. Meletiadou, E. (2022i). The power of peer assessment as an inclusive learning strategy in management education: Fostering social justice at the tertiary level. AEA-Europe Conference 2022.
  10. Meletiadou, E. (2022j). Iron fists in velvet gloves: Exploring female leaders’ experiences amidst the Covid-19 pandemic in the UK. CIPD Applied Research Conference 2022.

2021

  1. Meletiadou, E. (2021a). Using peer assessment as an inclusive learning strategy in higher education institutions: Its impact on students’ writing performance and motivation. LTF 2021 Conference, Lancaster, UK.
  2. Meletiadou, E. (2021b). The impact of participating in a peer assessment activity on subsequent writing performance. Korean International AALA Conference 2021.
  3. Meletiadou, E. (2021c). Peer assessment of writing: A powerful formative tool for improved student learning. AEA-Europe Conference 2021.
  4. Meletiadou, E. (2021d). Multilingualism on my mind: Supporting international foundation year students in HEI in the UK. Foundation Year Conference 2021, UK.
  5. Meletiadou, E. (2021e). Using ELF in terms of online language coaching to develop undergraduate students’ speaking and professional skills: A case study in the UK. 1st International Conference on ELF-Aware Practices for Inclusive Multilingual Classrooms (ENRICH-2021).
  6. Meletiadou, E. (2021f). Using AULA and Padlet to enhance business students’ writing and professional skills in higher education (HE). CABS Conference 2021.
  7. Meletiadou, E. (2021g). Nurturing students’ writing knowledge, self-regulation, and attitudes in higher education: The use of self-assessment as an inclusive practice. AEA-Europe Conference 2021.
  8. Meletiadou, E. (2021h). Using Padlets as e-portfolios and an interactive online platform (AULA) to develop EFL students’ writing and professional skills in HEI in the UK. EALTA CBLA SIG Symposium 2021.
  9. Meletiadou, E. (2021i). Adopting a multilingual approach towards comprehension in assessment in higher education institutions in the UK amidst the Covid-19 pandemic. AEA-Europe Conference 2021.

Blog Posts / Digital Presentations

2025

  1. Meletiadou, E. (submitted). Making AI work for all students: Inclusive teaching strategies for higher education classrooms. Harvard Business Review – Inspiring Minds.
  2. Meletiadou, E. (2025a). Leading change through Principal Fellowship (Advance HE). https://www.advance-he.ac.uk/news-and-views/leading-change-through-principal-fellowship
  3. Meletiadou, E. (2025b). Impact case study: Enhancing access and inclusion through AI-driven pedagogies (CABS). https://charteredabs.org/insights/impact-case-studies/enhancing_access_and_inclusion_through_ai-driven_pedagogies
  4. Meletiadou, E. (2025c). How educators can use Gen AI to promote inclusion and widen access (SRHE). https://srheblog.com/2025/05/16/how-educators-can-use-gen-ai-to-promote-inclusion-and-widen-access/
  5. Meletiadou, E. (2025d). Empowering mature students through inclusive AI literacy: Advancing digital equity and social justice in higher education (HEPI). https://www.hepi.ac.uk/2025/06/09/empowering-mature-students-through-inclusive-ai-literacy-advancing-digital-equity-and-social-justice-in-higher-education/
  6. Meletiadou, E. (2025e). Multilingual and multicultural students, AI literacy, and the missing link: Why inclusion must come first (SEDA). https://thesedablog.wordpress.com/2025/05/22/multilingual-and-multicultural-students-ai-literacy-and-the-missing-link-why-inclusion-must-come-first/comment-page-1/
  7. Meletiadou, E. (2025f). Co-creating a future-focused higher education: Why you should join us in Sheffield (Advance HE). https://www.advance-he.ac.uk/news-and-views/co-creating-future-focused-he-why-you-should-join-us-teaching-and-learning
  8. Meletiadou, E. (2025g). Inclusive AI literacy in business education. Association to Advance Collegiate Schools of Business (AACSB). https://www.aacsb.edu/insights/articles/2025/07/inclusive-ai-literacy-in-business-education
  9. Meletiadou, E. (2025h). Widening access to HE: How AI can be a force for inclusion. Chartered Association of Business Schools (CABS). https://charteredabs.org/insights/knowledge-sharing/how-ai-ca-be-a-force-for-inclusion-in-he

2024

  1. Meletiadou, E. (2024a). «Γηράσκω αεί διδασκόμενη» (Ancient Greek) – ‘I grow old always learning’. https://www.advance-he.ac.uk/person/associate-professor-dr-eleni-meletiadou
  2. Meletiadou, E. (2024b). Using artificial intelligence (AI) to promote education for sustainable development (ESD) and widen access to digital skills. QAA’s website. https://www.qaa.ac.uk/en/news-events/blog/using-ai-to-promote-education-for-sustainable-development-(esd)-and-widen-access-to-digital-skills#
  3. Meletiadou, E. (2024c). Using AI to promote education for sustainable development (ESD) and widen access to digital skills: Annotated list of resources. https://www.qaa.ac.uk/docs/qaa/members/annotated-list-of-resources-using-ai-to-promote-education-for-sustainable-development-esd-and-widen-access-to-digital-skills.pdf?sfvrsn=66f7bc81_11
  4. Meletiadou, E. (2024d). Using AI to promote education for sustainable development (ESD) and widen access to digital skills: List of case studies. https://www.qaa.ac.uk/docs/qaa/members/list-of-case-studies-using-ai-to-promote-education-for-sustainable-development-esd-and-widen-access-to-digital-skills.pdf?sfvrsn=74f7bc81_6
  5. Meletiadou, E. (2024e). QAA-funded collaborative enhancement project. https://www.youtube.com/watch?v=1y3e-KMwbrI
  6. Meletiadou, E. (2024f). Flipgrid project. https://www.youtube.com/watch?v=wPlhxP-g1Bo

2023

  1. Meletiadou, E. (2023a). Integrating educational digital storytelling in the writing class. https://www.youtube.com/watch?v=p-g1d_dW4_Y
  2. Meletiadou, E. (2023b). Light in the midst of chaos: COVID-19, inclusive leadership, and crisis management styles. https://www.youtube.com/watch?v=DOfXWS7H2tw

2022

  1. Meletiadou, E. (2022a). Inclusive assessment: Fostering social justice in education. AEA-Europe blog. https://www.aea-europe.net/inclusive-assessment-fostering-social-justice-in-education/
  2. Meletiadou, E. (2022b). Female leadership in higher education institutions: Exploring female leaders’ experiences amid the COVID-19 pandemic in the UK. https://www.cipd.co.uk/news-views/nutshell/issue118/female-leadership

Selected Conference
Presentations

Selected Conference Presentations:

2025

  • Exploring educators’ game-based learning literacy and its impact on developing students’ intercultural competence. GAMETABLE International Conference, Rome, Italy

  • Developing a European Framework to Combat Religion-Based Bullying, Cyberbullying, and Discrimination: Promoting Wellbeing, Inclusion, and Democratic Resilience in Educational Institutions Through AI and Digital Social Media – ORBIT International Conference, Seville, Spain

  • Reclaimed Spaces: Empowering Migrant Female Students through Temporary Public Installations. CIRCULART International Conference, Paris, France

  • “Mind the Gap”: Exploring International Female Students’ Challenges and Experiences Associated with Transnational Intergenerational Care and Minority Language Revitalisation via Social Media in the Post-COVID-19 Era. European Society on Family Relations (ESFR) International Conference, Madeira, Portugal

  • Reimagining Resilience through Living Laboratories: Integrating Transdisciplinary Approaches in Northern Greece’s Biosphere Reserves and Geoparks. SHIFT International Conference, Chania, Greece

  • Surviving in the Ableist Ivory Towers: Exploring Neurodiverse Precarious Female Early Career Academics’ Experiences through an Intersectional Lens. Voices International Conference, Paris, France

  • Intersectional Approaches to Educational Research through a Gendered Lens. Voices International Conference, Paris, France

  • Academic Precarity during Covid-19: How Intersectionality Reveals the Uneven Impact of Crises. Voices International Conference, Paris, France

  • Social inequalities, gender, and International Student Mobility (ISM): Exploring the minoritized voices of international female students living in transnational families in the post-COVID-19 era. European International Network on International Student Mobility International Conference, Iasi, Romania

  • “Bullets in their heads”: Reflecting on Early Career Academics’ Experiences of Sexual Harassment and Gender-Based Violence in the UK. Voices International Conference, Tirana, Albania

2024

  • Exploring the Impact of Digital Escape Rooms on Postgraduate Students’ Academic Achievement and Intercultural Awareness in Management Education: A Case Study in the UK. IAFOR Asian Conference of Education, Tokyo, Japan

  • Playmobil Pro as a Serious Play: Promoting experiential learning through constructivist learning tools which foster collective creativity. CABS LTSE Conference, Birmingham, UK

  • Proposing the creation of reflective video diaries via the Microsoft Flipgrid app to enhance diverse students’ academic and socio-emotional development. Cost Action LITHME 4th International Conference, Belgium

  • “Bullets in their heads”: Reflecting on Early Career Academics’ Experiences of Sexual Harassment and Gender-Based Violence. London Met Student and Staff Research Conference

  • Enabling digital transformation and sustainability via the use of Artificial Intelligence (AI)-powered learning tools and mobile-assisted learning: Towards inclusive education in business and management schools. London Met Student and Staff Research Conference

  • Using Gen AI to promote Education for Sustainable Development (ESD) and widen access to digital skills. London Met L&T Conference

  • Using the Microsoft Flipgrid app to enhance the academic and socio-emotional development of diverse student cohorts through the creation of reflective video diaries. London Met L&T Conference

  • ‘Mind the gap’: Exploring international female students’ challenges and experiences associated with transnational intergenerational care in the post-COVID-19 era. 2nd TraFaDy International Conference, Berlin, Germany

  • Enriching Students’ Cross-Cultural and Multilingual Communication: The Serious Play Approach Utilizing Playmobil Pro Figures regarding Table Games in Higher Education. 2nd Table Game International Conference, Santorini, Greece

2023

  • Using Educational Digital Storytelling with Multilingual and Multicultural Students: Implications for Enhancing Learners’ Writing Skills. 2nd LITHME International Conference, Groningen, Netherlands

  • Using Dynamic Assessment of Writing to Promote Social Justice and Sustainable Development in Higher Education. LTRC 2023, New York, USA

  • Investigating Lecturers’ Inclusive Formative Assessment Literacy (LIFAL) in Higher Education (HE): Findings of a European Project. London Metropolitan University Conference

  • Transforming University Students’ Learning Experience Through the Use of Lego as a Serious Play (LSP). London Metropolitan University Conference

  • Unlocking the Potential of Using Playmobil Pro to Develop Postgraduate Students’ Intercultural Communicative Competence and Awareness. London Metropolitan University Conference

  • Using Dynamic Assessment of Writing to Promote Social Justice and Sustainable Development in Higher Education. London Metropolitan University Conference

  • Making Women in Finance Count – Not Just Counting Women: Closing Gaps in the Academy and the Industry. London Met Student and Staff Research Conference

  • ‘Can you hear me?’: Exploring the minoritized voices of international female students living in transnational families in the post-COVID-19 era. London Met Student and Staff Research Conference

  • Exploring the use of video and intercultural group assessment to foster Social Justice and promote intercultural communication in Business Schools. LTSE 2023, Cardiff, UK

  • Dynamic multilingual assessment of writing: Realising potential to develop reflective business leaders and promote EDI and Sustainable Development. LTSE 2023, Cardiff, UK

2022

  • Exploring the use of Educational Digital Storytelling with Multilingual and Multicultural Business Students: Implications for Enhancing Learners’ Academic Writing Skills. LTSE 2022, Belfast & Dublin

  • Using Peer-Assisted Learning/Mentoring and Translanguaging as Inclusive Learning Strategies for Undergraduate BAME, Mature and Multilingual Students in Business Schools. LTSE 2022, Belfast & Dublin

  • Using AULA and Padlet to Enhance Business Students’ Writing and Professional Skills in Higher Education (HE). LTSE 2021, Online

  • Using digital stories and inclusive collaborative group assessment to develop Business and Management students’ writing skills: Fostering Creativity and Digital Literacy. BAM MKE Conference 2022, London, UK

  • Using dynamic assessment of writing in Business Schools to develop digitally ready and reflective business leaders and promote Social Justice and Sustainable Development in the post-Covid era. BAM MKE Conference 2022, London, UK

  • Light in the midst of chaos: COVID-19, inclusive leadership, and female educational leaders’ crisis management styles. London Metropolitan University Conference 2022

  • Inclusive Formative Assessment Practices in Action (IFAP project): Enabling all students to succeed in the post-Covid-19 era. London Metropolitan University Conference 2022

2021

  • Using translanguaging and English as a Lingua Franca (ELF) to promote an inclusive multilingual approach towards comprehension in assessment in Higher Education. Colloquium on Multilingual Assessment: A Global Conversation (online), University of Heidelberg, 2021

2020

  • The use of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive strategy within foundation year (FY) practice. ALTAANZ/ILTA International Conference, Sydney, Australia

  • Peer-assessment of writing: A powerful dynamic tool for the development of writing skills. LTRC International Conference, Online

  • Using peer-learning in HEI amidst the Covid-19 crisis. AEA Europe Conference, Online

  • Peer-assessment of writing: A powerful formative tool for improved student learning in Higher Education (HE). 10th EALTA CBLA SIG Online Symposium

  • The use of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive strategy within foundation year (FY) practice. FYN Annual Online Conference

  • Online Peer Feedback: A Valuable Learning Tool for the Development of Students’ Writing Skills. London Met Learning and Teaching Online Conference

  • Exploring the application of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive HE strategy. London Met Learning and Teaching Online Conference

  • Peer-learning: a powerful tool in education. ‘Language Assessment Literacy: Theory and Practice’. TALE/Erasmus+ Project, Final Conference, University of Cyprus

2017–2019

  • Unravelling the assessment of writing with the support of TALE online platform. Second Multiplier Event, University of Cyprus, 2017

2015–2016

  • Using peer assessment of writing to promote dynamic learning-oriented assessment. 21st Conference of the Junior Researchers of EARLI, University of Tampere, Finland, 2017

  • Using peer assessment of writing in terms of a dyslexia assessment policy. 7th EALTA CBLA Symposium, University of Cyprus, Nicosia, 2016

  • Peer assessment: a friend or a foe for EFL/ESL teachers? Erasmus+ TALE Multiplier Event, University of Cyprus, Nicosia, 2016

  • An exploration of EFL teachers’ attitudes towards peer assessment of writing. 16th EARLI Conference, CUT, Limassol, 2015

  • Peer assessment in an EFL context: What do students think? 19th JURE Conference, CUT, Limassol, 2015

2010–2014

  • Developing EFL students’ writing skills through peer assessment. CyTEA and PAET Conference, Nicosia, Cyprus, 2014

  • Peer assessment: a valuable learning tool for the development of writing skills. JURE 2014 Conference, Nicosia, Cyprus, 2014

  • The Cypriot EFL learners’ attitudes towards asynchronous computer-mediated peer assessment of writing. 2nd FLIT Conference, Nicosia, Cyprus, 2013

  • Using self-assessment of writing with advanced learners. 3rd CyTEA Annual Conference, Nicosia, Cyprus, 2013

  • Investigating the attitudes of EFL learners towards peer assessment of writing. 15th Biennial EARLI Conference for Research on Learning and Instruction, Technological University of Munich, Germany, 2013

  • The washback effect of peer assessment of writing on EFL learners’ attitudes. 3rd EALTA-CBLA SIG Symposium, Nicosia, Cyprus, 2012

  • Peer-assessment of writing in the Cypriot education (poster). 9th Annual Conference of the European Association of Language Testing and Assessment (EALTA), Innsbruck, Austria, 2012

  • Peer assessment of writing in the Cypriot education. 20th International Symposium on Theoretical and Applied Linguistics, Aristotle University of Thessaloniki, Greece, 2011

  • The impact of peer assessment of writing on learners’ writing achievement profile. International Conference on Language Testing and Assessment, University of Cyprus, 2011

  • The Cypriot learners’ attitudes towards peer assessment of writing. 32nd Annual TESOL Greece International Convention, Hellenic American Union, Athens, Greece, 2011

  • The impact of training EFL learners on their perceptions of peer assessment of writing. 2nd CyTEA Annual Conference, European University Cyprus, 2011

  • Peer assessment of writing in education. 1st CyTEA International Conference, European University Cyprus, 2010

  • Peer assessment of writing in education. International Postgraduate Conference in Linguistics, University of Cyprus (LOT), 2010