Eunji Cho

Texas A&M University – Texarkana, University of Georgia, Eastfield College

Papers

Total Citations

H-Index

About

Eunji Cho is an educational researcher whose work sits at the intersection of early childhood education, robotics, and inclusive learning. Her scholarship challenges conventional approaches to STEM education by centering young children's own perspectives and experiences as drivers of meaningful learning. In her most-cited work, "Child-identified problems and their robotic solutions" (2019, 20 citations), Cho and her team explored what emerges when seven-year-olds are empowered to define real problems and engineer robotic responses — a striking departure from top-down curriculum models. Her 2017 study on "Heterogeneous Associations of Second-Graders' Learning in Robotics Class" (19 citations) further illuminates the diverse and complex ways young learners engage with robotics, resisting one-size-fits-all pedagogical assumptions. Perhaps most notably, her research on non-sequential learning in children with Autism Spectrum Disorder (2019, 11 citations) demonstrates her commitment to neurodiversity and inclusion, offering educators rare insight into how atypical learners can thrive in robotics environments. Across her body of work, Cho consistently advocates for child-centered, equitable approaches to early STEM education, making her a distinctive and humanizing voice in an often technology-focused field.