Dimitrios Zbainos is an Associate Professor of Educational Assessment and School Curriculum at the Department of Economics and Sustainable Development, Harokopio University of Athens.

He graduated from the Department of Primary Education at Democritus University of Thrace and subsequently obtained a Diploma in Education and a Master’s degree in Educational Psychology from the University of London, where he also completed his PhD.

He has taught at the Department of Psychology of the University of Crete, as well as in postgraduate programs at the School of Philosophy of the University of Athens, Harokopio University, and the University of Nicosia.

He has published extensively in Greek and international peer-reviewed journals and has presented his work at major international conferences. He has served as a reviewer for leading journals, including Frontiers in Psychology, Thinking Skills and Creativity, Journal of Intelligence, and Journal of Creative Behavior.

He is an active member of several international scientific communities, including the International Association for Cognitive Education and Psychology (IACEP)—where he previously served as Secretary General—the International Society for the Study of Creativity and Innovation (ISSCI), and the European Network for Psychoeducational Assessment, Intervention and Rehabilitation (ENPAIR), of which he is a co-founder. He currently serves as President of the Hellenic Society for Educational Evaluation.

He has been selected by the Organisation for Economic Co-operation and Development (OECD) to analyse the PISA creativity results of Greek students.

His research interests focus on Educational Psychology, Educational Assessment, and Curriculum Studies, with emphasis on creativity, giftedness, the development and evaluation of cognitive skills, and teaching and assessment across formal and non-formal education.

Selected Publications

Zbainos, D. (2026). Creative Ethos in the Age of AI: Rethinking the Value of Creativity Interventions in Schools. In R. Beghetto (Ed.), Oxford Handbook of Human Creativity x GenAI in Education. Oxford University Press.

Beloyianni, V., & Zbainos, D. (2025). Standing out from the crowd: The role of theory of mind on childhood creativity. Early Child Development and Care, 195(12), 1282–1302. https://doi.org/10.1080/03004430.2025.2556918

Corazza, G. E., Agnoli, S., Artigau, A. J., Beghetto, R. A., Bonnardel, N., Coletto, I., Faiella, A., Gerardini, K., Gilhooly, K., Glăveanu, V. P., Hanson, M. H., Kapoor, H., Kaufman, J. C., Kenett, Y. N., Kharkhurin, A. V., Luchini, S., Mangion, M., Mirabile, M., Obialo, F.-K., … Lubart, T. (2025). Cyber-Creativity: A Decalogue of Research Challenges. Journal of Intelligence, 13(8), 103. https://doi.org/10.3390/jintelligence13080103

Stampoltzis, A., Peristeri, E., Antonopoulou, K., Zbainos, D., & Boti, A. (2025). Perceptions of primary school children about the roles and responsibilities of teachers in co-taught classrooms. Education Sciences, 15(10), 1299. https://doi.org/10.3390/educsci15101299

Zbainos, D., & Sagia, C. (2025). Dynamic assessment of creative skills: Transfer between graphic, verbal, and mathematical domains in primary school children. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202534901

Beloyianni, V., Zbainos, D., & Karagianni, M. (2024). From mindreading to originality: Exploring the relationship between theory of mind and creativity across the lifespan. British Journal of Developmental Psychology, 42(2), 215–233. https://doi.org/10.1111/bjdp.12476

Zbainos, D., & Sagia, C. (2022). Dynamic assessment of creativity for diagnostic purposes. European Psychologist, 27(3), 165–176. https://doi.org/10.1027/1016-9040/a000476

Zbainos, D., & Lubart, T. (2021). Creative development in children from a measurement perspective. In The Cambridge Handbook of Lifespan Development of Creativity (pp. 176–205). Cambridge University Press. https://doi.org/10.1017/9781108755726.012

Zbainos, D., & Tziona, A. (2019). Investigating primary school children’s creative potential through dynamic assessment. Frontiers in Psychology, 10 (APR). https://doi.org/10.3389/fpsyg.2019.00733