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Dr Kyriakos Demetriou

Short Bio

Dr Kyriakos Demetriou
Contact Details

k.demetriou@uol.ac.cy

Limassol Campus 2: 3-5 Chaidariou Street, 3020 Limassol, Cyprus

+357 22259913

Personal Website

Dr Kyriakos Demetriou

Dr Kyriakos Demetriou

Dr Kyriakos Demetriou

Assistant Professor
Department of Education
EXPERTISE

Kyriakos Demetriou is an Assistant Professor in Special and Inclusive Education. He holds a PhD in Inclusive Education from the University of Leeds, UK. His doctoral research explored how limited educational technology resources are used to differentiate instruction in word-based mathematical problems for children with reading difficulties in mainstream Cypriot schools. He earned his Master’s degree in Special Educational Needs from the University of Leeds in 2009. In 2008, he graduated from the University of Cyprus with a major in Educational Sciences – Primary School Education and a minor in Psychology. He also holds a Postgraduate Certificate in Learning and Teaching in Higher Education from Liverpool Hope University (2016), through which he became a Fellow of the Higher Education Academy (UK).

SHORT BIO

Kyriakos Demetriou is an Assistant Professor in Special and Inclusive Education. He holds a PhD in Inclusive Education from the University of Leeds, UK. His doctoral research explored how limited educational technology resources are used to differentiate instruction in word-based mathematical problems for children with reading difficulties in mainstream Cypriot schools. He earned his Master’s degree in Special Educational Needs from the University of Leeds in 2009. In 2008, he graduated from the University of Cyprus with a major in Educational Sciences – Primary School Education and a minor in Psychology. He also holds a Postgraduate Certificate in Learning and Teaching in Higher Education from Liverpool Hope University (2016), through which he became a Fellow of the Higher Education Academy (UK). Dr. Demetriou served as a Postdoctoral Teaching Fellow (2015–2016) and subsequently as a Lecturer (2016–2019) in Early Childhood Studies (Inclusive Education) at Liverpool Hope University. He has also held positions as Lecturer and Assistant Professor at the University of Nicosia, Cyprus, between 2019-2025. A qualified primary school teacher (QTS, 2009), he has taught in various mainstream and special education settings in both Cyprus and the United Kingdom His research interests relate to special educational needs, inclusion, inclusive policy and practice, new technologies, assistive technologies, universal design for learning, children’s well-being, dyslexia-friendly teaching approaches, social aspects of disability such as friendship and disability, cultural representations of disability, disability stigma etc.

EXPERIENCE 

  • University of Nicosia, Cyprus
    Assistant Professor / Lecturer in Special and Inclusive Education (2019–2025)
    Responsible for teaching undergraduate and postgraduate modules in Special and Inclusive Education. Contributed to curriculum development, supervised final-year and postgraduate dissertations, and participated in academic quality assurance procedures and university committees.
  • Liverpool Hope University, United Kingdom
    Lecturer in Early Childhood Studies (Inclusive Education) (2016–2019)
    Postdoctoral Teaching Fellow (2015–2016)
    Delivered lectures and seminars in the areas of special educational needs, differentiated instruction, inclusive practices, and educational psychology. Actively involved in student mentoring, academic advising, and programme evaluation.
  • Mainstream and Special Schools in Cyprus and the United Kingdom
    Primary School Teacher (2009–2015)
    Worked in both general and special education settings, supporting the learning and inclusion of pupils with special educational needs. Gained valuable experience in the implementation of inclusive teaching practices and the use of assistive technologies in classroom environments.

TEACHING

Dr Kyriakos Demetriou has extensive teaching experience in Higher Education, having delivered undergraduate and postgraduate courses in the fields of Special and Inclusive Education. His academic teaching portfolio includes modules such as:

  • Special Educational Needs and Inclusion
  • Differentiated Instruction and Universal Design for Learning
  • Educational and Assistive Technologies
  • Inclusive Educational Policy and Practice
  • Learning Difficulties and Dyslexia
  • Social Inclusion and the Psychosocial Development of Children with Disabilities

He has supervised numerous undergraduate and postgraduate dissertations and actively participated in the design, review, and development of academic programmes. His pedagogical approach focuses on student engagement, linking theory to practice, and promoting inclusive teaching methods based on evidence-informed strategies. Dr Demetriou also incorporates accessibility principles in his course design, ensuring inclusive learning environments for all students.

Selected Publications

Articles in peer-reviewed journals (indicative)

  • Demetriou, K. (in press). Stop Motion Animation Training to Promote Inclusive Education: A Small-Scale Study from Cyprus. Cyprus Review.
  • Bilotti, U., Demetriou, K., Fella, A., & Todino, M. D. (2025). Greek font design: Identifying preferable fonts for readers with dyslexia. Frontiers in Computer Science. https://doi.org/
  • Demetriou, K. & Papanastasiou E. C. (2025). Behind the smiles: An exploration of Cypriot children’s self-perceived well-being dynamics. European Journal of Education, 60(2), e70129.https://doi.org/10.1111/ejed.70129 
  • Demetriou, K. (2025). Societal stereotypes in representations of disability on postage stamps: a semiotic approach. Semiotica. https://doi.org/10.1515/sem-2023-0056
  • Demetriou, K. (2024). Resilience inchildren with disabilities: the role of positive relationships and In Z. Nikiforidou, B. Anderson, & W. Robles-Melendez (Eds.), Resilience and Wellbeing in Young Children, Their Families and Communities: Exploring Diverse Contexts, Circumstances and Populations. London: Routledge.
  • Demetriou, K. (2023). Strengths and weaknesses of using educational technology in inclusive settings with limited available resources: reflections on a classroom-based computer-mediated collaborative learning approach. International Journal of Learning Technology, 18(3), 279-303. DOI: 1504/IJLT.2023.10060031
  • Demetriou, K. andSymeonidou, S. (2023). Stamped allegories of disability: Representations of the disabled body on postage stamps. Disability and Society, 38(7), 1091-1116. DOI: 1080/09687599.2021.1983417
  • Demetriou, K. (2022). Special EducationalNeeds Categorisation Systems: To be labelled or not? International Journal of Disability, Development and Education, 69(5), 1772-1794, DOI: 1080/1034912X.2020.1825641
  • Demetriou, K. (2022). Do you want to play withme? Acceptance and preference dilemmas in choosing playmates with physical disability. Early Child Development and Care, 192(6), 947-963, DOI: 1080/03004430.2020.1825406
  • Demetriou, K. (2021). Factors that impact the use ofeducational technology by Cypriot teachers:  an alternative training opportunity. International Journal of Learning Technology, 15(4), 277-308. DOI: 1504/IJLT.2020.113881
  • Demetriou, K. (2021). Intentions ofchildren without disabilities to form friendship with peers with physical disability: a small scale study. Early Child Development and Care, 191(13), 2141-2157,  DOI: 1080/03004430.2019.1697246
  • Demetriou, K. andNikiforidou, Z. (2019). The relational space of educational technology: Early childhood students’ views. Global Studies of Childhood, 9(4), 290–305, DOI: 1177/2043610619881458

Peer-reviewed book chapters

Proceedings of refereed conferences

  • Demetriou, K. (2024, September). Connecting with Cypriot research in didactics: Promoting the principles of inclusive education through the creation of simple animated films. Paper presented at the European Educational Research Association (EERA) Conference: ECER 2024, Nicosia, Cyprus.
  • Demetriou, K. (2023, April). Προώθηση των αρχών της ενιαίας εκπαίδευσης μέσα από τη δημιουργία απλών ταινιών κινουμένων σχεδίων (animation) [in Greek]. Workshop presented at the Conference co-organised by the Cyprus Pedagogical Institute and the Cyprus Association of Educational Leadership and Management: Inclusion and Pedagogical Practice, Nicosia, Cyprus.
  • Demetriou, K. (2023, May). Promoting the principles of inclusive education through the creation of simple animated films. Workshop presented at the European OMEP Conference and Assembly: Quality and Equality in Early Childhood Education and Care, Limassol, Cyprus.
  • Demetriou, K. (2019, May). The relational space of educational technology in early childhood: Pre-service practitioners’ views. Paper presented at the OMEP European Conference 2019, Lisbon, Portugal.
  • Demetriou, K. (2018, August). Playmate preferences and children with disabilities. Paper presented at the EECERA International Conference 2018, Budapest, Hungary.
  • Demetriou, K. (2018, June). Friendships and children’s well-being. Paper presented at the EECERA SIG Conference: Debates in Child and Family Well-Being, Liverpool, UK.
  • Demetriou, K. (2017, September). Do you want to be friends? Physical disability and friendships. Paper presented at the EECERA International Conference 2017, Bologna, Italy.
  • Demetriou, K. (2017, June). ICT in children’s lives. Paper presented at the OMEP European Conference 2017, Opatija, Croatia.
  • Demetriou, K. (2016, September). Young children’s understanding of physical disability. Paper presented at the EECERA International Conference 2016, Dublin, Ireland.
  • Demetriou, K. (2016, June). Does ICT pluralise or restrict young children’s learning experiences? Paper presented at the Children and Young People in a Changing World Conference, Liverpool, UK.
  • Demetriou, K. (2016, May). ICT for the promotion of creativity and innovation in education: A cost-effective study from Cyprus. Paper presented at the OMEP European Conference 2016, Canterbury, UK.
PROJECTS

Institutional

Kyriakos Demetriou collaborated with the team of the Department of Educational Sciences for the evaluation of the department as well as its undergraduate and postgraduate programs by DIPAE.

Research Projects:

  • DRONE – Teacher and School Leaders Training to Promote Digital Literacy and Combat the Spread of Disinformation Among Vulnerable Groups of Adolescents
    (Focus: Digital literacy education and disinformation resilience in adolescent populations through teacher and school leadership development.)
  • SciLMI – Meta-Scientific Literacies in the (Mis-)Information Age
    (Focus: Development of meta-scientific literacy to address misinformation and improve science education.)
  • NBS – A European Academy for Integrating Nature-Based Solutions (NBS) in Teacher Education
    (Focus: Promoting nature-based solutions in teacher education across Europe through cross-institutional collaboration.)
  • BendiT-EU – Burnout Education, Normatives and Digital Tools for European Universities
    (Focus: Preventing and addressing academic burnout through education, institutional policy support, and digital tools.)
  • ICSE Academy – International Consortium for STEM Education Academy
    (Focus: Supporting inclusive, high-quality STEM education through international collaboration, research, and teacher training.)
  • UNITY – United in Inclusion for Employability
    (Focus: Promoting inclusive education and vocational pathways to improve the employability of people from marginalized groups.)
  • I_AM Project – Inclusive Education Using Animation and Multimedia
    (Focus: Supporting inclusive practices in schools through the use of animation and multimedia in teaching and learning.)
  • Children’s Worlds – International Survey of Children’s Well-being (ISCWeB)
    (Focus: Large-scale cross-national research project examining children’s lives, experiences, and subjective well-being.)

 

 

Call Center

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GREECE

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Informed Consent Form

Dear Participant,

You are invited to participate in a survey as part of the DiFiCy – Digital Transformation and FinTech: Shaping Cyprus’s Economy research project which is implemented by the University of Limassol, PwC Cyprus and Unity Growth Limited.

The project is co-funded by the European Union within the framework of the Cohesion Policy Programme “THALIA 2021-2027” through the Research and Innovation Foundation (RIF) in Cyprus [Pr. number: EXCELLENCE/0524/0568].

The study has been approved by the National Bioethics Committee of Cyprus (Approval no.: EEBK EΠ 2025.01.19 )

This project explores digital transformation and FinTech adoption in Cyprus, with a particular focus on SMEs and the broader business ecosystem. It uses a mixed-methods research design, combining survey data with interviews and case study evidence to generate evidence-based insights for policymakers and businesses.

Before deciding whether to participate, please read the following information carefully.

Purpose of Participation

The purpose of this research is to better understand the drivers, challenges, and impacts of digital transformation and FinTech adoption in Cyprus. The findings aim to support evidence-based policymaking, strengthen business practices, and contribute to innovation and economic development.

Your participation involves the following:

Completion of this survey, which takes approximately 15 minutes.

Invitation to take part in an optional interview.

Contribution to a case study or discussion session at a later stage.

Your participation is entirely voluntary, and you are free to decline or withdraw at any time without any consequences.

If you wish to withdraw from the study after submitting your responses, you may do so by contacting the Project Coordinator.

Data Confidentiality and Usage

All data collected will be handled in strict accordance with the General Data Protection Regulation (GDPR) and Cyprus Data Protection Law (125(I)/2018).

Your data will be treated confidentially, pseudonymised and anonymised, and no personally identifiable information will be disclosed. Data will be securely stored and accessed only by authorised members of the research team. In some cases, qualitative data may be processed using machine learning techniques, such as keyword identification or pattern detection, strictly to support analysis; however, all interpretation and conclusions will be made by the researchers.

Aggregated and anonymised findings derived from the data (e.g., statistical summaries, graphs, and thematic insights) may be used for dissemination activities, including scientific publications, policy reports, infographics, and training materials. These outputs will not contain any information that could directly or indirectly identify participants or their organisations.

Anonymised data may be shared publicly after a 24-month embargo period, while raw or sensitive data will not be publicly available. Access to raw or sensitive data will be granted only upon justified request and consortium approval.

Your participation in this study does not involve any risks.

On the contrary, your contribution may help improve digital and FinTech policies, support SME development and innovation strategies, and enhance the overall business environment in Cyprus.

Contact Information

If you have any questions, concerns, withdraw requests or complaints, please contact the Project Coordinator, Dr. Snezana Eminidou. Please include “DiFiCy Survey” in the subject line.

Email: snezana@uol.ac.cy

Phone number: +357 22462228

Partnership:

Thank you for your valuable contribution to this research.

The project is implemented under the programme of social cohesion “THALIA 2021-2027” co-funded by the European Union, through the Research and Innovation Foundation in Cyprus [Pr. no. EXCELLENCE/0524/0568]. The content reflects the views of the author(s) only. The European Commission and the Managing Authority of THALIA 2021–2027 cannot be held responsible for any use which may be made of the information contained therein.