Nicoletta Christodoulou is an Associate Professor of Curriculum Studies and Instruction in the Department of Education at Frederick University, Cyprus. From 2014 to 2017, she served as an Associate Professor of Curriculum and Instruction, with an emphasis on equity and social justice, in the Department of Advanced Studies and Innovation at Augusta University, Georgia, USA. Dr. Christodoulou holds a Ph.D. in Education with a specialization in Curriculum Studies and Instruction, as well as a Master’s in Education focusing on Instructional Leadership from the University of Illinois at Chicago (UIC), USA. She also holds a Bachelor's degree in Pre-Primary Education from the University of Cyprus. She currently coordinates the graduate programs in Curriculum & Instruction and Adult Education at Frederick University. Dr. Christodoulou is the founder and head of the research unit Grassroots Curriculum: Oral History & Forest Pedagogy, where she leads projects that bridge curriculum studies with community-based and nature-oriented educational practices. Additionally, she is the founder and leader of the non-profit organization Growing & Learning ‘Tree-gether’ Forest School, an innovative, award-winning kindergarten—the first of its kind in Cyprus—that promotes experiential and inquiry-based learning. The organization also functions as a training and resource center for educators, fostering professional development in progressive pedagogies. Dr. Christodoulou has served as Principal Investigator (PI) and researcher in numerous funded projects in Cyprus and the USA, including three oral history projects that she designed and led, resulting in the creation of two oral history archives. She has an extensive record of scholarly publications and presentations in peer-reviewed journals and international conferences. Among her publications is a book on curriculum studies written in Greek. Her teaching and research interests include curriculum studies and theory, democratic teaching and learning, instructional improvement, assessment for learning, teacher education, narrative inquiry, experiential and inquiry-based learning, politics of education, equity and social justice, oral history, and nature-based education through schools without walls.