Prf Tom Power

Professional biography

Tom leads pioneering research and development projects exploring the use of supported open learning to strengthen Continuous Professional Development for educators. Predicated on a distinctive pedagogic framework, rigorous research, and equitable collaboration, his work addresses the needs of educators serving children from lower-income households in South Asia and Sub-Saharan Africa—at scale—and has been applied across primary, secondary, and non-formal education, covering a broad range of subjects and skills. Tom works through diverse international partnerships, identifying ‘big picture’ strategic issues whilst dealing with complexity and uncertainty, often helping education decision-makers shift focus from materials and technologies to supporting learning.

The impact of Tom's work is evidenced through rigorous at-scale mixed-method research—showing strengthened teaching practices and improved learning outcomes and contributing to new public policies.  The Higher Education Academy recognised the enduring effectiveness of his strategic academic leadership with the award of a Principal Fellowship in 2021, while the Open University recognised his exceptional contributions to international Knowledge Exchange through promotion to Professor of Education, Pedagogy and Development in 2024.

Research interests

Tom is co-convenor of the Professional Learning and Technology Hub within the Centre for the Study of Global Development, researching the ways in which frugal technologies can be harnessed to improve professional learning for frontline workers in health and education—often in challenging circumstances. The hub emphasizes the social practices, contexts, and purposes which frame professional learning and the use of technology—and seeks to generate actionable evidence and insights on strengthening professional knowledge, practice, networks, and outcomes.

As the Principal Investigator of the 3MPower project (Mobile Learning for the Empowerment of Marginalised Mathematics Educators), Tom is leading an international research team exploring the at-scale use of mobile learning for Continuing Professional Development in numeracy teaching, by primary teachers in Bangladesh. The study is particularly concerned with issues of equity and impact in relation to gender, rurality, and mobile learning.

Previously, Tom led a collaborative research project with voluntary sector organisations in Zimbabwe—World Vision and Care International—exploring how community volunteers were mobilised and supported via their mobile phones, to set up community learning initiatives for children affected by Covid-19 school closures. (See report and blog).