Ziv recently received the Outstanding Undergraduate Researcher Prize (Group) and attained the Merit Award at the 2024/25 LKYSPP Case Writing Competition. He is particularly interested in interdisciplinary approaches to contemporary governance challenges, and is currently working on his honours thesis on informational governance. Beyond his research, Ziv contributes to academic development at NUS as a Writing Peer Tutor at the NUS Writing and Communication Hub and a peer tutor at the Quantitative Reasoning and Computational (QRC) Clinic, where he supports students in strengthening their academic writing and quantitative reasoning skills.

"The exploratory study of cyclin D1 (Ccnd1) and its potential non canonical roles in mature, post mitotic neurons, where its continued presence remains unexplained despite its classical association with cell cycle control. A key focus is to understand cyclin D1–related isoforms and partners to clarify its function in the mature brain, and I am now validating these findings using histology and immunofluorescence to confirm their spatial and cellular localization. At the same time, I am mapping Ccnd1 prevalence and localization in the basolateral amygdala across brain development."

"My research tells a story that begins with a simple question: "Does talking about thoughts and feelings shape how children understand the minds of others?". Previous research in Western literature has responded a resounding "yes" to this question, but further cross-cultural research reveals a more nuanced response to that question. By examining Singapore's bilingual and multicultural context, I discovered that our children's journey toward understanding minds is uniquely shaped by the linguistic and cultural tapestry we have woven around them. My research demonstrates that impact lies not just in the academic field but also advances our understanding of why the mechanisms of development differ across the unique worlds we inhabit."

"My research examines how developmental “stories” of partnership are constructed through reflection in higher education, using a qualitative pilot study of undergraduate Teaching Assistants (TAs) in the National University of Singapore’s Undergraduate Teaching Opportunities Programme (UTOP). Drawing on the Students-as-Partners (SaP) literature (Healey et al., 2014; Mercer-Mapstone et al., 2017), I use directed content analysis (Hsieh & Shannon, 2005) to trace how TAs narrate their growth across three key moments of their teaching journey. I aim to show how qualitative analysis is not just a technical exercise, but a form of research storytelling: one that translates individual reflections into analytically grounded insights with implications for how partnership-based educational programmes are understood, evaluated, and communicated beyond the academy."

"My research examines the apparent tension between axiomatization and intuitive understanding in the mathematical sciences. Focusing on my research in quantum information theory, I share how an axiomatic approach to entropy does not reduce physics to empty symbolism. Instead, it clarifies interpretation and sharpens our understanding of what the equations truly mean."