Tukhbita Afroz Nawmi is a doctoral student in Educational Data Science with concentrations in Educational Statistics & Research Methods and Educational Psychology, and she is concurrently pursuing a second master’s in Educational Psychology and Quantitative Methods at the University at Buffalo. Her research focuses on the intersection of artificial intelligence (AI), education, and human development, particularly how AI impacts critical thinking in middle school mathematics.
   
Tukhbita’s work emphasizes equity, inclusivity, and ethical AI integration in learning environments. She currently contributes to multiple projects under the IES-funded Center for Early Literacy and Responsible AI (CELaRAI), including a meta-analytic review of AI-assisted educational interventions, an AI tool efficacy evaluation, and a qualitative study on stakeholders’ perspectives in K–2 and K-12 AI integration. She is also engaged in AI policy development, participating in the coding process and codebook creation for an AI ethics policy review. Her research aims to inform responsible innovation and evidence-based educational policy. With over a decade of combined experience in education, research, and human resource management, she integrates analytical rigor with a human-centered approach to learning.