Cheung Ka Ching, Kason is an Assistant Professor of Science Education/STEM Education at the Department of Curriculum and Instruction, The Education University of Hong Kong. He obtained his PhD (DPhil) in Science Education at the University of Oxford and a MPhil degree with distinction at the University of Cambridge. He is one of the recipients of the 2024 ESERA Early Career Travel Award. He completed his PhD degree as an Oxford Clarendon Scholar (top 2% of the cohort) and a Hong Kong Jockey Club Oxford Graduate Scholar (£140,000). He has also secured Cambridge Trust PhD International Scholarship. Apart from his PhD, his MPhil degree was supported by The Doris Zimmern HKU-Cambridge Hughes Hall Scholarships. Previously, he has been a MSc tutor (Science Education) in Teaching and Learning at the Department of Education, University of Oxford for two years. He is currently the Associate Editor of the Curriculum Journal affiliated with British Educational Research Association.

Before pursuing his PhD degree, he undertook science teaching training in Hong Kong and United Kingdom, and received his PGCE (Distinction) in Chemistry Education at Durham University. He also obtained First Class Honours for Bachelor of Education and Bachelor of Science at the University of Hong Kong. He taught science across two subsidized secondary schools in Hong Kong, as well as teaching science in more than nine diverse primary and secondary schools in Cambridgeshire, England.

He has gained reputation in the international playfield of Generative AI in Primary/Secondary Science Education, as this line of his research work has appeared in "AI in Science Education" in Research in Science Education, as well as "Epistemic Insights and Artificial Intelligence" in Science and Education. His work has received the NARST RAISE Worth Reading Award. He was invited to be one of the keynote speakers in European Science Education Research Association (ESERA) Conference 2025, Copenhagen, Denmark, presenting research on intersection between GenAI and nature of science.

Kason's research interests focus mainly on science education:

Use of generative artificial intelligence (GenAI) in science education

Equitable Scientific Practices in K-12 education

Language and literacy in science education (multimodality, reading and writing, translanguaging/transpositioning)

Epistemology of STEAM (nature of science, nature of AI)

Science Communication in K-12 setting and public education (misinformation and framing)

Future thinking in K-12 education

His research has been published in a range of journals in the areas of science education, science communication and language education:

• Science Education (2024)
• Studies in Science Education (2023)
• International Journal of Science Education (2021, 2023, 2025)
• Research in Science Education (2024-2025)
• Journal of Science Education and Technology (2024)
• Science and Education (2020, 2023-2025)
• Research in Science and Technological Education (2023)
• International Journal of Science and Mathematics Education (2023, 2025)
• Public Health (2023)
• Transaction in GIS (2023)
• Humanities and Social Science Communications (2023)
• Language and Education (2024)
• Journal of Multilingual and Multicultural Development (2025)

He is currently serving as an editorial board member of Research in Science and Technological Education. He is also a peer reviewer for a range of journals in the fields of science communication, science education, research method and applied linguistics:

• Public Understanding of Science
• British Educational Research Journal
• Humanities and Social Sciences Communications
• Cogent Education
• Journal of Mixed Methods Research
• International Journal of Bilingual Education and Bilingualism
• Science and Education
• International Journal of Science Education
• Research in Science Education
• International Journal of Science and Mathematics Education
• Educational Psychology
• International Journal of STEM Education
• Field Methods
• Asia-Pacific Educational Researcher
• Journal of Biological Education  
• Research in Science and Technological Education
• London Review of Education
• Journal of Further and Higher Education
• European Journal of Education

He also acts a reviewer for grant application for the following university/scheme:

• Reviewer for Collaborative Internal Grant, Qatar University

He also has responsibility in the following international science education conferences:

• Strand Chair of Strand 20 Methods and methodological aspects in Science Education research for the European Science Education Research Association (ESERA) 2025 Conference

One of his publications, "The use of intercoder reliability in qualitative interview data analysis in science education" (with Dr Kevin Tai from HKU), is the second most read all the time in a flagship science education journal, Research in Science and Technological Education.

He welcomes enquiries from potential EdD students, with the focus on science education and STEAM education (with science education as the focus).