Manolis Papaioannou was born in Athens in 1972 and is married. He studied theology at the Department of Social Theology of Athens (1998) and has been working as a Religious Education teacher in Secondary Education since 2005 (Supreme Council for Civil Personnel Selection). He holds a Master’s Degree in “Educational Sciences and Religious Education” from the Department of Theology, NKUA (2018), researching the teaching effectiveness of interfaith dialogue in a mixed religious classroom. At the same Department, he carried out an empirical doctoral research on the topic: “Mentoring as a relationship and method of educating new teachers” (2024). As a trainer, he has conducted numerous trainings on the application of experiential techniques in the teaching of the subject of Religious Education, in training programs and seminars for teachers and student-teachers. At the same time, he has been a Mentor-Teacher and a trainer of Religious Education Mentor-Teachers in the framework of Teaching Practicum program for students of the Department of Theology, NKUA (2021), where he has been coordinating and supporting work to this day. He has been involved in research on the epistemology and the compulsivity of the subject of Religious Education, as well as on the utilization of narrative research approaches in the evaluation of the effectiveness of educational interventions. He has also collaborated in the creation of teaching materials for the Religious Education course (3rd High School subject folder) (2017) and was a member of the team preparing the new Curricula and related supporting materials (2021-2022) that are currently in force. Since 2018, he has been an assistant editor of the international scientific journal GjRE (Greek Journal of Religious Education).

Indicative Publications

• Koukounaras Liagkis, M., Karavas, E., & Papaioannou, M. (2024). Using the “most significant change” technique to evaluate the teaching competence and psycho-emotional development of prospective teachers during the teaching practicum. International Journal of Mentoring and Coaching in Education, 13(3), pp. 295-312. https://doi.org/10.1108/IJMCE-04-2023-0037
• Koukounaras Liagkis, M., & Papaioannou, M. (2023). The use of narratives in evaluation of prospective teachers’ education outcomes – the ‘Most Significant Change’ technique’ [H χρήση αφηγήσεων στην αξιολόγηση αποτελεσμάτων της εκπαίδευσης των υποψηφίων εκπαιδευτικών – H τεχνική της «πιo σημαντικής αλλαγής»]. Έρευνα στην Εκπαίδευση, 12(1), pp. 98-117. https://doi.org/10.12681/hjre.34064
• Papaioannou, M. (2018). Can the Interfaith Dialogue in the Religious Education be effective? An empirical research [Μπορεί να είναι αποτελεσματικός ο διδακτικός διαθρησκειακός διάλογος στο Μάθημα των Θρησκευτικών; Μία εμπειρική έρευνα]. Greek Journal of Religious Education, 1(1), 41-62. http://doi.org/10.30457/031020184
• Papaioannou, E. (2016). Religious Education in the Greek school of the 21st century: Issues of compulsivity, curriculum and pedagogical approach [Η θέση της Θρησκευτικής Εκπαίδευσης στο ελληνικό σχολείο του 21ου αιώνα: Ζητήματα υποχρεωτικότητας, προγράμματος σπουδών και παιδαγωγικής προσέγγισης]. In S. Grosdos (Ed.) Curricula-School Textbooks. From the Past, to the Present and the Future. Conference Proceedings, vol. 2 (pp. 201-212). School Life and Education Museum of NCRPSM, HES, Pierce-American College of Greece.