James Anthony Nyangas, PhD
Dr. James Anthony Nyangas strongly advocates for a holistic approach to learning that incorporates all aspects of life, including spiritual, moral, cultural, and social education (SMCSE), into the students' foundational understanding. Dr. James leverages contemporary theories on culturally responsive school leadership and improvement science to address current problems in educational policy, leadership, and change management.
He views schools as the workstations where leaders and educators work, with a particular emphasis on how various elements related to structure, norms, and context can either facilitate or hinder the development of teachers and the educational progress of students. As a result, he conducts research to identify the underlying factors contributing to inequality and presents relevant findings to assist school administrators in reducing these gaps and improving educational opportunities. This includes recognizing and appreciating policies and frameworks such as the UN Declaration of Education as a Human Right, the Dakar Declaration on Education for All (EFA), and Sustainable Development Goal #4. These initiatives strive to advance principles of fairness, equality, and the provision of high-quality educational opportunities.
Prior to his doctoral studies, James accumulated five years of teaching experience in the seminary and an additional eight years of teaching experience in colleges and universities. He obtained a PhD and MA from Sokoine University of Agriculture, Morogoro, in 2009 and 2016, respectively. He also earned a Postgraduate Diploma in Education (PGDE) from the University of Essex in 2022 and a Bachelor of Philosophy (BPhil) from Pontifical Urbaniana University, Rome, in 2004.
He is enthusiastic about instructional technology and design, which serve to enhance teaching and learning by adding value to the learning experience and making it more fun, enjoyable, and engaging. Therefore, utilising different digital spaces, platforms, and software contributes to the achievement of students' educational outcomes. This also involves the effective use of educational technology and the promotion of inclusive digital education to ensure a reasonable adjustment for neurodivergent learners. He is currently a full-time faculty member at the Department of Educational Psychology and Counselling, School of Education, Sokoine University of Agriculture (SUA). He is also pursuing online graduate studies in instructional technology and design at Walden University (WU).