Innovative Research Award

Seongryeong Yu is an Assistant Professor of Early Childhood and Elementary Education at Old Dominion University in the United States. Her scholarly work focuses on children’s language and literacy practices, multilingualism, transnational education, identity formation, belonging, teacher education, and emerging applications of artificial intelligence in educational settings. Through interdisciplinary research spanning literacy studies, comparative education, and culturally responsive pedagogy, Seongryeong Yu has developed a growing international profile characterized by funded research projects, peer-reviewed publications, conference presentations, and professional service contributions across multiple educational organizations.[1]

Abstract

This article presents an academic overview of Seongryeong Yu’s research profile, scholarly achievements, educational background, professional service, funded research activities, and publication record. Her research investigates multilingual and transnational children’s language practices, literacy development, identity negotiation, educational equity, and emerging forms of AI-mediated learning. The body of work combines qualitative, comparative, and interdisciplinary approaches to examine how children and educators navigate linguistic, cultural, and technological contexts across educational settings. The profile demonstrates sustained engagement with international scholarship, teacher preparation, literacy research, and community-based educational initiatives.[1]

Keywords

Multilingual Education; Literacy Studies; Early Childhood Education; Elementary Education; Transnational Children; Identity and Belonging; Comparative Education; Teacher Education; Artificial Intelligence in Education; Translanguaging; Educational Equity; Digital Literacy.

Introduction

Seongryeong Yu’s academic work centers on understanding how children construct meaning through language, literacy, culture, space, and material interactions. Her scholarship explores multilingual and transnational experiences, emphasizing children’s identity development, linguistic repertoires, and sense of belonging across diverse educational environments. The research contributes to broader conversations concerning inclusive pedagogy, literacy learning, international education, and culturally responsive teaching practices.[1]

Yu earned dual doctoral degrees in Curriculum and Instruction and Comparative and International Education from The Pennsylvania State University between 2019 and 2023. Prior academic preparation included a Master of Education with honors from Korea University and a Bachelor of Arts in Elementary Education from Busan National University of Education. These educational experiences contributed to a scholarly perspective informed by both Korean and United States educational contexts.[1]

Research Profile

Since joining Old Dominion University in 2023 as Assistant Professor of Early Childhood and Elementary Education, Yu has developed an active research agenda focused on multilingual literacy, children’s identities, international and comparative education, AI-supported learning, teacher education, and community-engaged scholarship. Her work frequently examines the intersections between language, culture, mobility, and educational experiences within increasingly globalized societies.[1]

• Assistant Professor, Old Dominion University (2023–Present).
• Doctoral Graduate Instructor, The Pennsylvania State University (2019–2023).
• Elementary educator and literacy practitioner in South Korea (2014–2019).
• Active contributor to literacy, comparative education, and teacher education research communities.

Her funded projects address transnational childhoods, multilingual identity development, community storytelling, open educational resources, teacher licensure pathways, and AI-mediated pedagogical design. These initiatives collectively demonstrate a commitment to connecting educational research with practical classroom and community applications.[1]

Research Contributions

Seongryeong Yu’s scholarship contributes to several interconnected areas of educational research. Her studies investigate how multilingual learners navigate language use across home, school, and community environments while simultaneously constructing social identities and developing literacy practices. Research also examines teacher agency, translanguaging, intercultural learning, and educational equity within international and transnational contexts.[1]

• Transnational and diasporic children’s identities and belonging.
• Multilingual literacy practices and translanguaging.
• AI-assisted academic writing and digital learning environments.
• Teacher education and professional learning.
• Community literacy and inclusive educational engagement.
• Comparative and international education research.

Conference presentations delivered between 2020 and 2026 have been featured at organizations including the American Educational Research Association (AERA), Literacy Research Association (LRA), Comparative and International Education Society (CIES), TESOL International Convention, KAERA, AACTE, AAAL, and other scholarly venues. These presentations have highlighted emerging issues related to multilingualism, literacy, AI-enhanced education, and intercultural pedagogy.[1]

Publications

Among the most visible publications associated with Seongryeong Yu’s scholarly profile are studies examining generative artificial intelligence, academic writing, AI literacy, and collaborative learning regulation. These publications have contributed to ongoing discussions regarding educational technology and learner engagement in higher education contexts.[2][3][4]

1. Kim, J., Yu, S., Detrick, R., & Li, N. (2024). Exploring students’ perspectives on Generative AI-assisted academic writing. Education and Information Technologies.[2]
2. Kim, J., Yu, S., Lee, S. S., & Detrick, R. (2026). Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy. Journal of Research on Technology in Education.[3]
3. Kim, J., Detrick, R., Yu, S., Song, Y., Bol, L., & Li, N. (2025). Socially shared regulation of learning and artificial intelligence: Opportunities to support socially shared regulation. Education and Information Technologies.[4]

Research Impact

The available bibliometric indicators report 26 indexed documents, 436 citations, and an h-index of 4. These metrics indicate growing scholarly visibility within education-related research areas. Research outputs span literacy studies, multilingual education, teacher education, and educational technology, with recent work demonstrating engagement with rapidly developing conversations surrounding artificial intelligence and learning.[1]

Beyond publications, Seongryeong Yu’s impact is reflected through funded research initiatives, invited talks, editorial responsibilities, conference reviewing, national committee service, and participation in professional mentoring programs. These activities contribute to knowledge dissemination and capacity building within educational research communities.[1]

Award Suitability

Based on documented academic achievements, research productivity, funded projects, professional service, and contributions to teacher education, Seongryeong Yu demonstrates qualifications consistent with consideration for an academic recognition such as the Innovative Research Award. Her work integrates multilingual education, literacy studies, comparative education, community engagement, and emerging educational technologies while maintaining relevance to practitioners, researchers, and policy stakeholders.[1]

Particularly notable are her interdisciplinary collaborations, externally funded projects, commitment to educational inclusion, and efforts to bridge research and practice across international contexts. Such contributions align with common criteria emphasizing innovation, scholarly influence, educational leadership, and societal relevance.[2][3][4]

Conclusion

Seongryeong Yu’s academic profile reflects sustained engagement in multilingual literacy research, comparative education, teacher preparation, community-based scholarship, and AI-enhanced learning. Through research, teaching, professional service, and grant-supported initiatives, she has contributed to scholarly discussions concerning language, identity, belonging, literacy, and educational innovation. The breadth of activities documented across research, funding, publications, and leadership roles illustrates a developing international research profile within the field of education.[1]

External Links

• Scopus Author Profile
• ORCID Profile
• Google Scholar Profile
• ResearchGate Profile
• Top Teachers Awards

References

1. Elsevier. (n.d.). Scopus author details: Seongryeong Yu, Author ID 59125566100. Scopus. https://www.scopus.com/pages/authors/59125566100
2. Kim, J., Yu, S., Detrick, R., & Li, N. (2024). Exploring students’ perspectives on Generative AI-assisted academic writing. Education and Information Technologies. https://link.springer.com/article/10.1007/s10639-024-12878-7
3. Kim, J., Yu, S., Lee, S. S., & Detrick, R. (2026). Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy. Journal of Research on Technology in Education. DOI: https://doi.org/10.1080/15391523.2025.2456043
4. Kim, J., Detrick, R., Yu, S., Song, Y., Bol, L., & Li, N. (2025). Socially shared regulation of learning and artificial intelligence: Opportunities to support socially shared regulation. Education and Information Technologies. https://link.springer.com/article/10.1007/s10639-024-13187-9
5. Yazan, B., Trinh, E., & Herrera, L. J. P. (2023). Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts. Taylor & Francis. DOI: https://doi.org/10.4324/9781003305934