• STEM Education
• Curriculum Development of Science
• Language in Science Education
• Classroom practice

• Physics
• Science Education

• Mokiwa, HO., & Msila, V. (2020). Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter twelve). Cape Town: Sun Press.
  
  
• Bhuda, T., Mokiwa, HO., & Pudi, T. (2020). Indigenising Mathematics in Schools – Why Ethnomathematics Matters? In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter six). Cape Town: Sun Press.

Publications in accredited journals:

• Mokiwa, H.O., & Msila, V. M. (2013). Teachers' conceptions of teaching Physical science in the medium of English: A case study (2013). International Journal of Education Sciences, 5(1), 55-62
• Mokiwa, H. O. (2014). Teachers' conceptions of teaching Physical science in the medium of English" towards additive bilingualism? Mediterranean Journal of Social Sciences, 5(2), 79-86
• Mokiwa, H. O. (2014). Exploring Grade 11 teachers' conceptions of the nature of science, Mediterranean Journal of Social Sciences, 5(2), 247-254
• Mokiwa, H.O., & Ngubane-Mokiwa, S. A. (2014). Utilization of information communication technology (ICT) for teaching science to young offenders: towards lifelong rehabilitation, Mediterranean Journal of Social Sciences, 5(16), 313-319
• Mokiwa, H.O. (2014). Exploring the teaching of Physical science through inquiry. International Journal of Education Sciences, 7(1), 21-27
• Mokiwa, H. O., & Nkopodi, N. (2014). Inquiry-based teaching in Physical science: Teachers' instructional practices and conceptions. Mediterranean Journal of Social Sciences, 5(23), 1074-1082

• Mokiwa, H. O. (2017). Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa. EURASIA Journal of Mathematics, Science and Technology Education, 13(6).

• Mokiwa, H. O & Agbenyeku, E. U. (2019). Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria. Journal for Education of Gifted Young Scientists, 7(3), 421- 434.

• Visiting researcher- Illinois Institute of Technology (IIT), USA.
• Visiting researcher- Josiah Kibirah University College (TANZANIA)
• Visiting researcher- University of Milan Bicocca (ITALY).
• Chairperson of the International Society for Academic Researchers (ISfAR).
• Member of the Southern African Association Researchers in Mathematics, Science and Technology Education (SAARMSTE).
• Member of the Organisation for Social Science Research in Eastern and Southern Africa (OSSREA).
• Reviewer for the Africa Education Review journal.
• Reviewer for the Eurasia Journal of Mathematics, Science and Technology Education.
• Reviewer for the Journal Education as Change (EAC).
• Reviewer for the Journal for Education of Gifted Young Scientists.

• Inclusive STEM: Including the excluded. This project addresses the inclusion of students in the STEM career regardless of their gender, race or physical status i.e. including the excluded.
• Teacher trainers’ conceptions of inclusive Science, Technology, Engineering and Mathematics (STEM).