I am a second-year PhD student at Harvard University conducting research in the Computational, Cognitive, and Developmental Lab, advised by Elizabeth Bonawitz. My current research investigates children's question-asking when they believe they are interacting with an AI chatbot versus a human teacher. I have also trained in electroencephalography (EEG) to study anticipatory learning and information seeking, and have taken coursework spanning education, cognitive development, and statistics, including computational cognitive science, trust and imagination, education proseminar, advanced statistical methods, and curiosity in learning and development.

During my PhD, I am completing a Master of Arts in Psychology (Cognition, Brain & Behavior track) in the Harvard Department of Psychology. My work is advised by Elizabeth Bonawitz and Tomer Ullman. Coursework spans computational cognitive neuroscience, cognitive developmental psychology, social psychology, contemporary topics in psychology, etc.

I graduated from Harvard University with a Master of Education in Learning Design, Innovation and Technology in 2025 as a Fulbright Scholar from Kosovo. I worked as a graduate research assistant in the Thomas Lab, studying how children develop moral consideration for nature (such as plants). I also worked at the Harvard Science Education Center, investigating the relationship between pre-college mentorship and STEM identity among first-year students at minority-serving institutions. Designed and co-taught a course AI Tools for Learning Design during the Harvard GSAS mini-term and co-developed the AI literacy tutorial that is now a mandatory requirement for all HGSE students.

I went on to graduate from Minerva University with a Bachelor of Science, concentrating in Cognition, Brain, Behavior and in Cells, Organisms. At Minerva, I studied and lived in San Francisco, Berlin, London, and Seoul. Had a chance to work and conduct research with UNICEF, Yale University, MESTI in Kosovo, etc. For my thesis, I examined students' question-asking behavior and the role of cold-calling in students' comfort with learning in active online learning environments.