Staff profile

Dr Arin Mizouri is an Assistant Professor at Durham University, with a multidisciplinary background spanning experimental physics, instrument design, physical chemistry, and EdTech. She holds an MSci in Physics and Chemistry and a PhD in Physics—both from Durham University (QLM group)—where her doctoral work focused on the development of a moving-trap Zeeman decelerator for cold molecules research. Her postdoctoral research included cutting-edge work in trace gas sensing, superfluid nanodroplet physics, and nanoparticle synthesis. Now an academic in physics education, Arin’s work centres on creating accessible, engaging learning environments through flipped learning, inclusive teaching strategies, and the integration of digital tools. She is a leading contributor to the Physics Education and Scholarship (PhES) group and actively develops AI-driven technologies to support personalised learning—most recently through the customisation of ChatGPT models. Her teaching is grounded in equity, with a long-standing commitment to widening participation, mental health awareness, and supporting first-generation scholars. 

Arin’s current research explores the role of Generative AI in education, and she is expanding her academic focus to include quantum literacy, building on her experimental background to help make quantum concepts more accessible to learners from diverse backgrounds.

She holds a PGCAP and Fellowship of the Higher Education Academy (FHEA) and is currently completing her Senior Fellowship (SFHEA). She is also an experienced science communicator, having delivered numerous outreach talks, including for Café Scientifique and Women in Physics, and remains committed to public engagement in science.

• Ed Tech
• Generative AI
• Quantum Education
• Accessible Education

Journal Article

• Prompting Better Feedback: A Study of Custom GPT for Formative Assessment in Undergraduate Physics
  
  Mills, E., Mizouri, A., & Peach, A. (2025). Prompting Better Feedback: A Study of Custom GPT for Formative Assessment in Undergraduate Physics. Education Sciences, 15(8), Article 1058. https://doi.org/10.3390/educsci15081058
• Evaluating AI and human authorship quality in academic writing through physics essays
  
  Yeadon, W., Agra, E., Inyang, O., Mackay, P., & Mizouri, A. (2024). Evaluating AI and human authorship quality in academic writing through physics essays. European Journal of Physics, 45(5), Article 055703. https://doi.org/10.1088/1361-6404/ad669d
• Navigating the gAI Landscape: Insights from a Physics Education Survey
  
  Zambon, C., Mizouri, A., & Stevenson, C. (2024). Navigating the gAI Landscape: Insights from a Physics Education Survey. Enhancing Teaching and Learning in Higher Education, 2, Article 15. https://doi.org/10.62512/etlhe.15
• The death of the short-form physics essay in the coming AI revolution
  
  Yeadon, W., Inyang, O., Mizouri, A., Peach, A., & Testrow, C. P. (2023). The death of the short-form physics essay in the coming AI revolution. Physics Education, 58(3). https://doi.org/10.1088/1361-6552/acc5cf
• Absolute density measurement of SD radicals in a supersonic jet at the quantum-noise-limit
  
  Mizouri, A., Deng, L., Eardley, J., Nahler, N., Wrede, E., & Carty, D. (2013). Absolute density measurement of SD radicals in a supersonic jet at the quantum-noise-limit. Physical Chemistry Chemical Physics, 15(45), 19575-19579. https://doi.org/10.1039/c3cp53394h