Lesley Ey | Educational Research | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Lesley Ey
Adelaide University, Australia

Lesley Ey
Affiliation Adelaide University
Country Australia
Scopus ID 36998598200
Documents 34
Citations 325
h-index 12
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0003-2983-5194
Google Scholar Ej63SUsAAAAJ

Dr. Lesley Ey is an Associate Professor in the School of Education, College of Education, Behavioural and Social Sciences, at Adelaide University, Australia. Her research is child-centric and focuses on harmful sexual behaviour, the impact of sexualised media and media literacy, and bullying in early childhood [1]. She is a member of the Research in Educational and Social Inclusion concentration and an affiliate of the Australian Centre for Child Protection [2].

Abstract

This article presents an academic recognition profile for Dr. Lesley Ey, Associate Professor at Adelaide University, whose scholarly work addresses harmful sexual behaviour in educational settings, the influence of sexualised media on children, and bullying in early childhood. Indexed records report 34 documents, 325 citations and an h-index of 12, reflecting sustained contributions to educational research [1]. Her child-centric programme of inquiry informs teacher training, curriculum and national child safety policy [3].

Keywords

  • Children’s problematic sexual behaviour
  • Media influence and sexual development
  • Bullying in early childhood
  • Child protection education
  • Media literacy

Introduction

Dr. Lesley Ey holds an appointment as Associate Professor in the School of Education at Adelaide University, following earlier roles at the University of South Australia. Her doctorate, conferred in 2014, examined young children’s engagement with contemporary music media and its relationship to gender role and self-identity development [2]. Her subsequent research has developed along three strands: harmful sexual behaviour, the impact of sexualised media and media literacy, and bullying in early childhood. The work is consistently child-centric and directed toward supporting children’s wellbeing through teacher education, curriculum development and policy advice [3].

Research Profile

Dr. Lesley Ey is a full member of the Research in Educational and Social Inclusion concentration and an affiliate member of the Australian Centre for Child Protection [2]. She has served on the University of South Australia Research Ethics Committee and acted as Research Ethics Advisor in Education Futures from 2021 to 2022. Her research focus spans children’s problematic and harmful sexual behaviour, online sexual exploitation, sexualised media and children’s socio-sexual development, child protection education, and bullying education in early childhood [1].

She teaches educational psychology and child protection in the Master of Teaching programmes, including Foundations for Learning and Development, Theories of Learning in Early Years, and Understanding Complexities Impacting Families and Communities in Early Years [3]. She supervises higher degree research candidates examining school-based interventions for harmful sexual behaviour, police responses to children engaging in such behaviour, and representations of child abuse in Australian media.

Research Contributions

In the field of harmful sexual behaviour, Dr. Lesley Ey’s research informs state, territory and national policy, procedure, training and curriculum. She is an executive invited member of the National Clinical Reference Group on Harmful Sexual Behaviour at the National Office for Child Safety, contributing to the National Strategy to Prevent and Respond to Child Sexual Abuse 2021–2030 [3]. She is also a member of the South Australian harmful sexual behaviour working group convened by the Commissioner for Children and Young People. Her work with the Department for Education has informed the Keeping Safe: Child Protection Curriculum, the Sexual Behaviour in Children and Young People Procedure and Guideline, and the Responding to Risks of Harm, Abuse and Neglect education and care materials [1].

Her research on sexualised media and media literacy is conducted through an educative, primary-prevention lens. As a member of the American Psychological Association Division 46 Task Force on the Sexualization of Popular Music, she contributed to the 2018 task force report, an educative media literacy website, and four journal articles [4]. In bullying research, she led the co-creation of anti-bullying interventions with early childhood educators and served as lead chief investigator on studies of parents’ and teachers’ understandings of bullying among children aged four to ten [5].

Dr. Lesley Ey has attracted competitive external funding, including grants from Catholic Education Western Australia and the Daniel Morcombe Foundation, the Tasmanian Department of Communities, Westpac’s Safer Children, Safe Communities scheme, the Channel 7 Children’s Research Foundation, and the Sax Institute [3]. She authored Harmful sexual behaviours in young children and pre-teens: An educational issue with Routledge and writes and reviews articles on harmful sexual behaviour for the Raising Children Network [2].

Publications

Representative peer-reviewed publications include work on young children’s understanding of internet risks, educators’ observations of problematic sexual behaviour in educational settings, and digital play in early childhood numeracy learning [4] [5] [6]. Her publication record spans journal articles, book chapters, commissioned reports and professional resources for educators and families.

Research Impact

Bibliometric indicators recorded in Scopus report 34 documents, 325 citations and an h-index of 12, while Google Scholar reports 55 documents, 794 citations and an h-index of 19 [1] [2]. Beyond citation metrics, the impact of Dr. Lesley Ey’s research is evidenced in the translation of findings into national strategy, state education department procedures, pre-service teacher accreditation requirements and public-facing guidance for parents and carers [3].

Award Suitability

Dr. Lesley Ey’s record includes the Education Futures Excellence in Research Award for Mid-Career Researcher (2022), the Research Publication Excellence Award (2020) and the Excellence in Research Award from the Research in Education and Social Inclusion concentration (2020) [3]. Earlier distinctions include the Early Career Researcher Award and Mid-Career Teacher Commendation (2018), an Honourable Mention in Education for Sustainability from OMEP, the Pro Vice Chancellor Early Career Researcher Networking Award (2015), and the Outstanding Achievements in International Engagement Award (2015) [2]. On this basis, her profile is well suited to recognition through the Top Teachers Awards, which acknowledge sustained excellence in research-informed teaching and educational impact [7].

Conclusion

Dr. Lesley Ey’s scholarly record combines a consistent child-centric research agenda with demonstrable policy, curriculum and teaching impact in Australia and internationally. Her contributions to harmful sexual behaviour education, media literacy and early childhood bullying research, together with her indexed publication and citation profile, support her nomination for the Best Researcher Award at the Top Teachers Awards [7].

References

  1. Elsevier. (n.d.). Scopus author details: Lesley Ey, Author ID 36998598200. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=36998598200
  2. ORCID. (n.d.). Lesley Ey, ORCID iD 0000-0003-2983-5194. ORCID Registry.
    https://orcid.org/0000-0003-2983-5194
  3. Google Scholar. (n.d.). Lesley Ey: Citations and research profile. Google Scholar.
    https://scholar.google.com/citations?user=Ej63SUsAAAAJ&hl=en&oi=sra
  4. Ey, L. A., & Cupit, C. G. (2011). Exploring young children’s understanding of risks associated with Internet usage and their concepts of management strategies. Journal of Early Childhood Research, 9(1), 53–65.
    https://doi.org/10.1177/1476718X10367471
  5. Ey, L. A., & McInnes, E. (2018). Educators’ observations of children’s display of problematic sexual behaviors in educational settings. Journal of Child Sexual Abuse, 27(1), 88–105.
    https://doi.org/10.1080/10538712.2017.1349855
  6. Disney, L., Barnes, A., Ey, L., & Geng, G. (2019). Digital play in young children’s numeracy learning. Australasian Journal of Early Childhood, 44(2), 166–181.
    https://doi.org/10.1177/1836939119832084
  7. Top Teachers Awards. (n.d.). Best Researcher Award: Award criteria and nomination information. Top Teachers.
    https://topteachers.net/

Fatih Berktas | Health Education | Science Education Leader Award

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Science Education Leader Award

Fatih Berktaş
Aksaray University School of Medicine, Turkey

Fatih Berktaş
Affiliation Aksaray University School of Medicine
Country Turkey
Scopus ID 57193011149
Documents 5
Citations 15
h-index 2
Subject Area Health Education
Event Top Teachers Awards
ORCID 0000-0001-5215-2880
Google Scholar vySpNpcAAAAJ

Fatih Berktaş is an Assistant Professor at the Department of Medical Pharmacology, Aksaray University School of Medicine, Turkey. His research focuses on pharmacology, mesenchymal stem cell applications, peripheral neuropathy, and health education.[1][3]

Abstract

This article examines the academic profile and research contributions of Fatih Berktaş, Assistant Professor of Medical Pharmacology at Aksaray University School of Medicine, Turkey. His work addresses mesenchymal stem cell applications in peripheral neuropathy, antidepressant mechanisms, and rational drug use among health professionals.[1] The recognition is associated with the Top Teachers Awards for contributions to science education.[2]

Keywords

Medical pharmacology; mesenchymal stem cells; peripheral neuropathy; antidepressant drugs; rational drug use; health education; neuroscience.

Introduction

Fatih Berktaş completed his bachelor’s degree at Ankara University Faculty of Pharmacy in 2002 and obtained his master’s and doctoral degrees in Pharmacology from Çukurova University Institute of Health Sciences in 2017 and 2022, respectively.[1] He was appointed Assistant Professor at Aksaray University in 2024 and has been active in pharmacology research and education.[2]

Research Profile

Fatih Berktaş’s research profile includes publications on stem cell transplantation, pain mechanisms, and rational drug use.[3] His Scopus record lists 5 documents, 15 citations, and an h-index of 2, while Google Scholar reports 17 documents, 66 citations, and an h-index of 6.[1][3] He is a member of the Turkish Pharmacology Association, the Turkish Brain Research and Neurosciences Association, and the Federation of European Neuroscience Societies.[2]

Research Contributions

His doctoral thesis investigated mesenchymal stem cell application stimulated via alpha adrenergic receptors in peripheral neuropathy.[1] Additional contributions include studies on self-medication practices among ear, nose, and throat patients and on drug prescribing knowledge among Turkish dentists.[4][5] He has also authored book chapters on central nervous system drugs and the sympathetic system in pain mechanisms.[2]

Publications

Selected publications include research in the European Journal of Therapeutics, Revista da Associação Médica Brasileira, Çukurova Medical Journal, and the Interdisciplinary Medical Journal.[4][5][6] His recent work addresses medical students’ knowledge of food, dietary supplement, and drug interactions.[7]

Research Impact

The Scopus profile indicates 15 citations and an h-index of 2, while Google Scholar indicates 66 citations and an h-index of 6.[1][3] His subject categories include General & Internal Medicine, Education & Educational Research, and Research & Experimental Medicine.[1]

Award Suitability

The Science Education Leader Award recognizes contributions to pharmacology education and research training.[2] Berktaş’s teaching roles, book chapters, and health education studies support suitability for the Top Teachers Awards.[7]

Conclusion

Fatih Berktaş represents a pharmacologist whose work combines experimental neuroscience with health education research.[1] His academic record supports recognition through the Science Education Leader Award and related teaching honors.[2]

References

  1. Elsevier. (n.d.). Scopus author details: Fatih Berktaş, Author ID 57193011149. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57193011149
  2. Top Teachers Awards. (n.d.). Science Education Leader Award. Top Teachers.
    https://topteachers.net/
  3. Google Scholar. (n.d.). Fatih Berktaş author profile. Google Scholar.
    https://scholar.google.com/citations?user=vySpNpcAAAAJ&hl=en&oi=sra
  4. Kıroğlu, O., Berktaş, F., Khan, Z., Dağkıran, M., & Karataş, Y. (2022). Self-medication practices with conventional and herbal drugs among ear, nose, and throat patients. Revista da Associação Médica Brasileira, 68(10), 1416–1422.
    https://doi.org/10.1590/1806-9282.20220430
  5. Kıroğlu, O., Khan, Z., Berktaş, F., Öz, E., Ünal, İ., & Karataş, Y. (2023). Evaluation of the knowledge and practices about drug prescribing and adverse reaction reporting among Turkish dentists. European Journal of Therapeutics, 29(1), 74–80.
    https://doi.org/10.58600/eurjther-188
  6. Berktaş, F., Kıroğlu, O., & Aksu, F. (2017). The effects of antidepressant drugs on learning and memory mechanisms. Arşiv Kaynak Tarama Dergisi, 26(2), 178–206.
    https://doi.org/10.17827/aktd.280538
  7. Berktaş, F., Akçay, A., Toprak, M. N., Miliğ, M., Yurtbilir, Y., & Ateş, C. (2026). Medical students’ knowledge, awareness, and behaviors regarding food, dietary supplement, and drug interactions across academic years. Medical Science Educator.
    https://link.springer.com/article/10.1007/s40670-026-02831-3

Sunil Kumar Saroha | Political Science | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Sunil Kumar Saroha
Hunan University, China

Sunil Kumar Saroha
Affiliation Hunan University
Country China
Scopus ID 59494338100
Document 1
Citation 1
h-index 1
Subject Area Political Science
Event Top Teachers Awards
ORCID 0000-0003-0639-0583
ResearchGate Sunil-Kumar-Saroha

Sunil Kumar Saroha is a researcher affiliated with Hunan University, China, specializing in political science, international relations, and India–China industrial cooperation. His scholarly work addresses technology transfer, post-pandemic economic opportunities, and sustainable development. He has authored multiple peer-reviewed articles and contributed to academic research on bilateral relations and public policy.[1] Sunil Kumar Saroha’s publications include studies on India–China business opportunities after COVID-19, technology and knowledge transfer configurations, and diplomatic relations. His works appear in journals such as Sustainable Futures and Environment, Development and Sustainability, contributing to scholarly understanding of bilateral cooperation and development pathways.[2]

Abstract

This article presents the academic profile of Sunil Kumar Saroha, a researcher affiliated with Hunan University, China. His work focuses on India–China industrial cooperation, technology transfer, and political science. Sunil Kumar Saroha’s publications examine post-COVID-19 business opportunities, diplomatic relations, and sustainable development pathways. His research contributes to understanding bilateral cooperation mechanisms and policy frameworks.[1][2][3]

Keywords

  • Political Science
  • International Relations
  • India–China Cooperation
  • Technology Transfer
  • Sustainable Development
  • Public Policy

Introduction

Sunil Kumar Saroha is a researcher whose academic work examines the intersection of technology, industrial cooperation, and geopolitics, particularly between China and India. His research investigates the motives, procedures, and development pathways of industrial collaboration in the information technology sector between these two neighboring countries. Saroha’s work also explores how the global pandemic reshaped economic ties and future commercial potential in technology.[2][4]

His contributions extend beyond technology to include geopolitical and environmental aspects, examining how ecological and environmental factors influence China–India collaboration on green energy. The goal of this research is to bridge the gap between corporate innovation, sustainable energy solutions, and governmental policy.[5]

Research Profile

Sunil Kumar Saroha is affiliated with Hunan University, Institute of Education Science, China. He obtained his Ph.D. in Management Science and Engineering from Kunming University of Science and Technology (KUST) from 2022 to 2026, focusing on influencing factors, mechanisms, and development pathways of India–China industrial cooperation in information technology. He also completed postgraduate studies in Moral Philosophy at KUST from 2018 to 2021, researching ethical issues in public health development in India.[1]

He holds a Bachelor of Arts in Humanities from the University of Delhi, India, where he studied history, political science, human rights, English, Hindi, and globalization. His professional experience includes roles as Assistant Manager at Rinka Enterprises, Senior Customer Service Executive at SF Logistics International, and Government Interpreter for Kunming, Dali, and Yuxi governments.[2]

Research Contributions

Sunil Kumar Saroha’s research contributions encompass several domains within political science and international relations. His work on India–China industrial cooperation examines the information technology sector, analyzing the motives and mechanisms underlying bilateral collaboration. He has also investigated post-COVID-19 business opportunities between India and China, exploring how the pandemic disrupted global economies and created new prospects for bilateral development.[1][2][3]

His research extends to environmental and green energy collaboration between China and India, examining how ecological factors influence bilateral cooperation. Additionally, Saroha has contributed to studies on technology and knowledge transfer in developing economies, using Pakistan’s agricultural sector as a case study to explore methodological challenges and differences in technology-transfer outcomes.[4]

Publications

Sunil Kumar Saroha has authored and co-authored multiple peer-reviewed journal articles. His publications appear in journals including Sustainable Futures, Environment, Development and Sustainability, and IOSR Journal of Humanities and Social Science. His work covers topics such as technology transfer, post-pandemic economic opportunities, diplomatic relations, and moral education.[1][2][5]

Research Impact

According to Scopus, Saroha has 1 document, 1 citation, and an h-index of 1. ResearchGate reports 32 citations and 15 documents. His research has contributed to academic discourse on India–China relations, technology transfer, and sustainable development. His work is indexed in databases including Scopus and Web of Science.[1][2]

His publications have appeared in journals with reported impact factors ranging from 4.6 to 4.9. The Environment, Development and Sustainability journal, where his work on post-COVID-19 business opportunities was published, is indexed in Science Citation Index Expanded (SCIE) and classified as Q1.[5]

Award Suitability

Sunil Kumar Saroha’s academic profile demonstrates suitability for the Best Researcher Award and Top Teachers Awards. His research contributions in political science, international relations, and sustainable development reflect scholarly engagement with contemporary global challenges. His publications in peer-reviewed journals and participation in international training programs, including the Training Programme on Poverty Alleviation for Shanghai Cooperation Organisation (SCO) Countries, demonstrate commitment to academic excellence and policy-relevant research.[2]

His recognition includes the Outstanding International Student Award from Kunming University of Science and Technology (2025), the Chinese Government Scholarship (CSC) for Ph.D. studies (2022), and the TEARTEA Outstanding International Student Recognition (2022, 2025). These awards reflect his academic achievements and contributions to international education.[3]

Conclusion

Sunil Kumar Saroha is a researcher whose work contributes to understanding India–China industrial cooperation, technology transfer, and sustainable development. His publications in peer-reviewed journals and his academic achievements demonstrate scholarly engagement with contemporary political science and international relations. His research profile reflects a commitment to addressing global challenges through academic inquiry and policy-relevant analysis.[1][2][4]

References

  1. Elsevier. (n.d.). Scopus author details: Sunil Kumar Saroha, Author ID 59494338100. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=59494338100
  2. ResearchGate. (n.d.). Sunil Kumar Saroha profile. ResearchGate.
    https://www.researchgate.net/profile/Sunil-Kumar-Saroha
  3. Nguyen, X. T., Wang, Y. M., & Saroha, S. K. (2026). Applying blockchain to create a citizen scoring system for a sustainable social welfare model in Vietnam. Sustainable Futures.
    https://doi.org/10.1016/j.sftr.2026.101707
  4. Kamil, M., Aaqil, M., Kamal, A., Ahmed, S., Kumar, S., & Xing, K. (2025). Configurations for effective technology and knowledge transfer: Insights from Pakistan’s agricultural sector. Sustainable Futures.
    https://doi.org/10.1016/j.sftr.2025.101282
  5. Saroha, S. K., Wang, Y. M., & Tung, N. X. (2025). Investigation of future business opportunities for India and China after COVID-19. Environment, Development and Sustainability.
    https://link.springer.com/article/10.1007/s10668-024-04689-0

Noela Ndunguru | Special Education | Innovative Research Award

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Innovative Research Award

Researcher: Noela Ndunguru  |  Institution: University of Dar Es Salaam  |  Country: Tanzania

Noela Ndunguru
Affiliation University of Dar Es Salaam
Country Tanzania
Scopus ID 60850738000
Documents 3
Citations 27
Subject Area Special Education
Event Top Teachers Awards
ORCID 0000-0001-8125-5096

Dr. Noela Ndunguru is a Lecturer in Special and Inclusive Education at the University of Dar es Salaam, Tanzania. Her research addresses parental engagement, teacher experiences, and educational financing for children with autism spectrum disorder in inclusive settings [1]. This article presents her academic profile and assesses her suitability for the Innovative Research Award associated with the Top Teachers Awards event [2].

Abstract

This article profiles Dr. Noela Ndunguru, a researcher in special and inclusive education at the University of Dar es Salaam. Her work examines parental and teacher experiences, autism awareness, and education financing in Tanzania [1]. The article reviews her research contributions and evaluates her alignment with the Innovative Research Award criteria [2].

Keywords

  • Special education, Inclusive education, Autism spectrum disorder, Parental engagement, Teacher experiences, Education financing, Tanzania

Introduction

Special and inclusive education has become a central concern in Tanzanian education policy, particularly regarding children with autism spectrum disorder. Research indicates that parents and teachers face substantial challenges in providing adequate support within mainstream primary schools [1]. Dr. Noela Ndunguru has contributed to this field through studies on parental knowledge, teacher coping strategies, and the financing of education for children with autism [3]. Her academic career at the University of Dar es Salaam spans teaching, supervision, and consultancy in educational psychology and inclusive education [2].

Research Profile

Dr. Noela Ndunguru holds a Ph.D. in Education from the University of Dar es Salaam, completed between 2020 and 2024. Her doctoral thesis examined parents’ and teachers’ experiences in supporting children with autism in Tanzanian primary schools [1]. She also holds a Master of Arts in Applied Social Psychology and a Bachelor of Education in Psychology from the same institution [2]. Her Scopus author profile and Research Scholarly records three documents and twenty-seven citations, with special education as the primary subject area [4].

Her research interests include parental engagement in the education and development of children with autism, teachers’ experiences in inclusive classrooms, and the coping strategies adopted by families and educators. She teaches educational psychology, counselling, and special and inclusive education, and supervises postgraduate research at the University of Dar es Salaam [2].

Research Contributions

Dr. Noela Ndunguru’s research has addressed several understudied areas in Tanzanian special education. Her work on the financing of education for children with autism spectrum disorder examines how parents and teachers perceive and manage the costs of inclusive schooling [3]. A related study investigates the challenges teachers encounter when supporting children with autism in primary schools, highlighting gaps in training and resources [1].

She has also contributed to broader educational research, including literacy and numeracy teaching practices in Tanzanian classrooms [5]. Her consultancy work includes developing life skills curricula and textbooks for vocational education in Tanzania, supported by the Tanzania Institute of Education and the Vocational Education and Training Authority [2].

Publications

Dr. Noela Ndunguru has published three indexed works on autism support, inclusive education, and classroom practice in Tanzania, with a further article forthcoming in Cogent Education examining education financing for children with autism [1] [3] [5].

  • Ndunguru, N. E., & Kisanga, S. E. (2026). Financing Education for Children with Autism Spectrum Disorder in Tanzania: Perspectives from Parents and Teachers. Cogent Education, 13(1), 2728201. https://doi.org/10.1080/2331186X.2026.2728201
  • Ndunguru, N., & Kisanga, S. E. (2023). Challenges Encountered by Teachers in Supporting Children with Autism in Primary Schools in Tanzania. Papers in Education and Development: Special Issue on Inclusive and Special Education, 41(1). https://doi.org/10.1080/2331186X.2026.2728201
  • Anney, V. N., Mmasa, M., & Ndunguru, N. (2016). Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers’ Classroom Practices. Journal of Education and Practice, 7(9), 137–154. https://eric.ed.gov/?id=EJ1095841

Research Impact

According to metrics, Dr. Noela Ndunguru’s publications have received twenty-seven citations across three indexed documents [4]. Her work is cited in studies on inclusive education, autism support, and educational financing in sub-Saharan Africa [3]. The interdisciplinary nature of her research, bridging educational psychology and special education, has contributed to policy discussions on teacher training and parental involvement in Tanzania [1].

Award Suitability

The Innovative Research Award recognizes researchers whose work demonstrates originality, social relevance, and potential for impact. Dr. Noela Ndunguru’s research on autism support and inclusive education in Tanzania aligns with these criteria, particularly given the limited empirical literature on autism in East African primary schools [1]. Her focus on parental engagement and teacher coping strategies addresses practical challenges in implementing inclusive education policies [3].

Her affiliation with the University of Dar es Salaam and her active Scopus and ORCID profiles provide verifiable evidence of scholarly output [4] [6]. The Top Teachers Awards event, which hosts the Innovative Research Award, emphasizes teaching excellence and research contribution, both of which are reflected in her academic roles [2].

Conclusion

Dr. Noela Ndunguru is an emerging scholar in special and inclusive education whose research addresses critical gaps in autism support and educational financing in Tanzania [1]. Her Research Scholarly record of three documents and twenty-seven citations, combined with her teaching and consultancy experience, indicates a developing research profile with practical relevance [4]. Her work is consistent with the objectives of the Innovative Research Award and the Top Teachers Awards event [2].

References

  1. Ndunguru, N. E., & Kisanga, S. E. (2023). Challenges encountered by teachers in supporting children with autism in primary schools in Tanzania. Papers in Education and Development: Special Issue on Inclusive and Special Education, 41(1).
    https://doi.org/10.1080/2331186X.2026.2728201
  2. Top Teachers Awards. (n.d.). Innovative Research Award event information. Top Teachers Network.
    https://topteachers.net/
  3. Ndunguru, N. E., & Kisanga, S. E. (2026). Financing education for children with autism spectrum disorder in Tanzania: Perspectives from parents and teachers. Cogent Education, 13(1), 2728201.
    https://doi.org/10.1080/2331186X.2026.2728201
  4. Elsevier. (n.d.). Scopus author details: Noela Ndunguru, Author ID 60850738000. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=60850738000
  5. Anney, V. N., Mmasa, M., & Ndunguru, N. (2016). Literacy and numeracy teaching in Tanzanian classrooms: Insights from teachers’ classroom practices. Journal of Education and Practice, 7(9), 137–154.
    https://eric.ed.gov/?id=EJ1095841
  6. ORCID. (n.d.). Noela Ndunguru ORCID profile: 0000-0001-8125-5096. ORCID Registry.
    https://orcid.org/0000-0001-8125-5096

Raya Sulistyowati | Business, Management and Accounting | Best Teaching Practices Award

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Best Teaching Practices Award

Raya Sulistyowati
Universitas Negeri Surabaya (UNESA), Indonesia

Raya Sulistyowati
Affiliation Universitas Negeri Surabaya (UNESA)
Country Indonesia
Scopus ID 57201351523
Documents 20
Citations 45
h-index 4
Subject Area Business, Management and Accounting
Event Top Teachers Awards
ORCID 0000-0003-2715-1469
Google Scholar VoOt8ggAAAAJ

The Best Teaching Practices Award is an academic recognition conferred through the Top Teachers Awards programme, acknowledging educators who demonstrate sustained excellence in pedagogy, curriculum innovation, and measurable student outcomes. The 2025–2026 recognition profile examined in this article concerns Dr. Raya Sulistyowati, an Associate Professor in the Business Education Study Program, Faculty of Economics and Business, Universitas Negeri Surabaya (UNESA), Indonesia.[1] Her teaching portfolio integrates entrepreneurship education, digital marketing, and MSME development with applied learning strategies, and has been documented through indexed publications and nationally registered intellectual property.[2]

Award suitability assessment for teaching recognition typically weighs instructional innovation, scholarly dissemination, mentorship, and community impact. Sulistyowati’s profile satisfies these dimensions through Scopus-indexed pedagogical research, textbook authorship, and certified assessor and mentor credentials.[3]

Abstract

This article documents the teaching excellence profile of Dr. Raya Sulistyowati of Universitas Negeri Surabaya within the framework of the Best Teaching Practices Award under the Top Teachers Awards programme. The profile is evaluated through indexed publications, grant leadership, intellectual property outputs, and certified professional practice. Evidence indicates consistent contributions to entrepreneurship pedagogy, digital learning design, and MSME-oriented community education between 2020 and 2026.[1][3]

Keywords

  • Entrepreneurship education, Teaching excellence, Entrepreneurial ecosystem, Digital marketing, MSME development, Vocational business education, Sustainable entrepreneurship, Learning media

Introduction

Teaching awards in higher education are increasingly evaluated against evidence of scholarly teaching rather than anecdotal classroom reputation. The Top Teachers Awards framework considers instructional design, learner outcomes, knowledge transfer, and contributions to the teaching profession.[4] In the Indonesian context, the recognition of best teaching practices aligns with national priorities on vocational readiness, entrepreneurship capacity, and sustainable development.[5]

Raya Sulistyowati’s academic base is the Business Education Study Program at UNESA, where she teaches marketing management, strategic entrepreneurship, tourism management, digital marketing, and research in entrepreneurship and innovation management. Her doctorate in Economic Education was completed at Universitas Negeri Malang in 2022, following master’s and bachelor’s degrees in economic and business education at UNESA.[1]

Research Profile

The researcher holds the rank of Associate Professor (III-d) and maintains an active Scopus record under author identifier 57201351523, with 20 indexed documents, 45 citations, and an h-index of 4 in the subject area of Business, Management and Accounting.[1] Google Scholar metrics report 1,751 citations across 185 documents with an h-index of 23, reflecting broader dissemination through national and open-access venues.[2]

  • Academic rank: Associate Professor / III-d
  • Home base: Business Education Study Program
  • Institution: Faculty of Economics and Business, Universitas Negeri Surabaya
  • Ph.D. in Economic Education, Universitas Negeri Malang (2020–2022)
  • M.Pd. in Economic Education, Universitas Negeri Surabaya (2010–2012)
  • S.Pd. in Economic Education, Universitas Negeri Surabaya (2002–2006)
  • S.M. in Management (RPL), Universitas W.R. Supratman (2024–2025)

Fields of expertise include entrepreneurship education, entrepreneurial intention and ecosystem, sustainable entrepreneurship, business and marketing education, vocational education, digital marketing, e-commerce, marketplace strategy, MSME development, creative economy, tourism marketing, learning media, and educational technology.[3]

Research Contributions

Between 2020 and 2026, Sulistyowati served as lead investigator or team member on more than thirty funded research projects supported by PNBP UNESA, LPPM UNESA, FEB UNESA, BIMA DRTPM DIKTI, LP2M Universitas Negeri Malang, and consortium schemes. Recurring themes include entrepreneurial ecosystem determinants, santripreneur development with Islamic values, technology integration for green entrepreneurship, blue economy and marine literacy, and digital transformation of MSMEs.[3][4]

Community-service contributions comprise more than twenty initiatives covering digital marketing training, e-commerce competency for vocational teachers, marketplace-based business development, teacher mentoring in Malaysia and Davao City, and revitalisation of bamboo handicraft and batik enterprises. These activities connect classroom instruction with regional economic development and the Sustainable Development Goals.[5]

Intellectual property outputs from 2020 to 2026 include 27 books, numerous modules, posters, instructional videos, prototypes such as PADIGO and BAMSA, computer programs, and a policy brief on blue curriculum integration, totalling more than eighty registered copyrights.[3]

Publications

Selected indexed publications include work in Heliyon on locus of control, environment, and small-medium business performance in pilgrimage tourism with product innovation as mediator (2024); Cogent Education on self-determination and expectancy theory in hybrid learning (2024) and on experiential learning with the JD-R model in Islamic boarding schools (2026); Social Sciences & Humanities Open on dual literacies and digital growth mindset in Generation Z entrepreneurship learning (2026); Discover Sustainability on entrepreneurship education for the SDGs using systematic literature network analysis (2026); International Journal of Management Education on artificial intelligence and generative AI in entrepreneurship education (2026) and on transformational entrepreneurship education in the AI era (2026); and Journal of Education for Business on entrepreneurship education, growth mindset, and positive psychological capital (2026).[2][5]

The publication record also includes Perspektivy Nauki i Obrazovania on ecosystems and entrepreneurial intention with Islamic values as mediator (2024), Journal of Small Business Strategy on financial literacy and SME productivity through marketing intensity (2025), Scientific Culture on Geopark tourism and destination personality (2025), and Discover Education on entrepreneurial passion and mindset (2026).[2]

Research Impact

Scopus metrics record 45 citations, 20 documents, and an h-index of 4, while Google Scholar records 1,751 citations, 185 documents, and an h-index of 23. The divergence between databases reflects substantial publication in nationally accredited and open-access outlets alongside Scopus-indexed Q1 and Q2 journals.[1][2]

Citation concentration appears in entrepreneurship education, digital marketing adoption, and MSME performance studies, areas directly linked to teaching content in marketing management, strategic entrepreneurship, and digital economics learning.[5]

Award Suitability

Assessment against Best Teaching Practices criteria considers instructional innovation, scholarly teaching outputs, student mentorship, professional certification, and community extension. Sulistyowati holds BNSP certifications as certified assessor for brand, service and sales, research methodology, human resource management, entrepreneurship mentor, and MSME mentor, in addition to Microsoft Office Specialist and TRAINOVATE certified professional mentor credentials.[3]

  • Instructional innovation: textbook, module, e-module, and prototype development for entrepreneurship and digital marketing courses.
  • Scholarly teaching: indexed pedagogical research in Q1 and Q2 journals.
  • Mentorship: national and international student competition coaching since 2022.
  • Professional service: journal reviewer, research reviewer, and international journal editor.
  • Recognition: Most Productive Author of the Year, Tahta Media Group, 2025.

The combination of indexed scholarship, certified practice, and sustained community engagement supports a positive suitability determination under the Top Teachers Awards framework.[4]

Conclusion

The Best Teaching Practices Award profile of Raya Sulistyowati reflects a coherent trajectory linking entrepreneurship education theory, classroom innovation, and regional economic empowerment. Evidence drawn from Scopus, Google Scholar, grant records, intellectual property registrations, and professional certifications indicates sustained and verifiable contribution to teaching practice in Indonesian higher education.[1][3][5]

References

  1. Elsevier. (n.d.). Scopus author details: Raya Sulistyowati, Author ID 57201351523. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57201351523
  2. Google Scholar. (n.d.). Citations profile: Raya Sulistyowati. Google Scholar.
    https://scholar.google.com/citations?user=VoOt8ggAAAAJ&hl=en&oi=sra
  3. ORCID. (n.d.). ORCID record: Raya Sulistyowati, 0000-0003-2715-1469. ORCID.
    https://orcid.org/0000-0003-2715-1469
  4. Mulyansyah, G. T., & Sulistyowati, R. (2021). The influence of social media-based digital marketing on culinary purchasing decisions in the G-Walk area of Surabaya. Journal of Business Administration Education (JPTN), 9(1), 1097–1103.
    https://ejournal.unesa.ac.id/index.php/jptn/article/view/40498
  5. Ilaisyah, H. L., & Sulistyowati, R. (2020). The influence of brand ambassadors and advertising on consumer purchasing decisions on the Tokopedia marketplace. Journal of Business Administration Education (JPTN), 8(3), 904–910.
    https://ejournal.unesa.ac.id/index.php/jptn/article/view/39989

Selin Kocak | Social Work Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Selin Kocak
Assistant Professor, Başkent University, Turkey

Selin Kocak
Affiliation Başkent University
Country Turkey
Scopus ID 59520412200
Documents 3
Citations 6
Subject Area Social Work Education
Event Top Teachers Awards

Selin Kocak is an Assistant Professor at Başkent University, Turkey, specializing in forensic social work and ecological social work. Her research integrates sustainable development and ecological justice into social work curricula. She has published in Scopus-indexed journals and collaborated with UNICEF and the Ministry of Justice. [1]

Abstract

This article reviews the academic profile of Selin Kocak, Assistant Professor at Başkent University, Turkey. Her work addresses forensic social work and ecological social work, with a focus on integrating sustainable development and ecological justice into social work education. Selin Kocak has authored three Scopus-indexed documents, received six citations, and published six journal articles. She collaborates with UNICEF and the Ministry of Justice, and her research contributes to curriculum development in social work. [1] [2]

Keywords

Forensic social work; ecological social work; social work education; sustainable development; ecological justice; curriculum development; Turkey.

Introduction

Selin Kocak is an Assistant Professor at Başkent University, Turkey, where she has been active in academia for seven years. She obtained her doctorate in social work in 2025 and has internship experience in the forensic field. Her research focuses on forensic social work and ecological social work, with a particular emphasis on how ecological issues can be incorporated into the social work curriculum. [1] Kocak has completed two research projects and has collaborated with UNICEF and the Ministry of Justice. [3]

Research Profile

Selin Kocak’s Scopus author profile lists three documents and six citations, with a subject area in Social Work Education. Her ResearchGate profile indicates eight documents and twelve citations. She has published one book with an ISBN and six journal articles indexed in SCI and Scopus. Her research areas include forensic social work and ecological social work. [1] [4]

Research Contributions

Selin Kocak has made significant contributions to social work education, particularly through a study that examines how ecological issues can be integrated into the social work curriculum. [2] Her work also addresses women’s resilience to disasters in the context of digital transformation [5] and psychological resilience during the COVID-19 pandemic. [6] These contributions align with her collaborations with UNICEF and the Ministry of Justice.

Publications

Selin Kocak’s publications include a qualitative evaluation of the social work curriculum focusing on sustainable development and ecological justice, published in the International Journal of Sustainability in Higher Education. [2] She also contributed a chapter on women’s resilience to disasters in the context of digital transformation in Digitalization and Women’s Rights: Women and Sustainability. [5] Additionally, she co-authored a study on anxiety, stress, and psychological resilience during the COVID-19 pandemic in Psychiatria Danubina. [6]

Research Impact

Selin Kocak’s research has received six citations on Scopus and twelve citations on ResearchGate, indicating a growing impact in the field of social work education. [1] [4] Her work on ecological justice and sustainable development in social work curricula has been recognized for its contribution to curriculum development. [2]

Award Suitability

Selin Kocak is a suitable candidate for the Innovative Research Award due to her contributions to social work education, particularly her integration of ecological issues into the curriculum. Her collaborations with UNICEF and the Ministry of Justice, along with her Scopus-indexed publications and growing citation record, demonstrate her research impact. [1] [2] [3]

Conclusion

Selin Kocak’s academic profile reflects a focused commitment to forensic and ecological social work, with a notable emphasis on curriculum development for sustainable development and ecological justice. Her publications, citations, and professional collaborations position her as a deserving candidate for the Innovative Research Award. [1] [2]

References

  1. Elsevier. (n.d.). Scopus author details: Selin Kocak, Author ID 59520412200. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=59520412200
  2. Akinci, M., Yildirim, F., Kocak, S., & Demir, B. (2026). A qualitative evaluation of the social work curriculum: Focusing on sustainable development and ecological justice. International Journal of Sustainability in Higher Education, 27(2), 322–?.
    https://www.emerald.com/ijshe/article/27/2/322/1254819
  3. Başkent University. (n.d.). Faculty profile: Selin Kocak. Başkent University.
    https://www.baskent.edu.tr/
  4. ResearchGate. (n.d.). Selin Kocak’s research profile. ResearchGate.
    https://www.researchgate.net/profile/Selin-Kocak
  5. Coban, A. I., Yilmaz, B., & Kocak, S. (2025). An assessment of women’s resilience to disasters in the context of digital transformation. In Digitalization and women’s rights: Women and sustainability (Vol. 2, pp. 127–138). CRC Press.
    https://doi.org/10.1201/9781003542551-13
  6. Bekiroğlu, S., İçağasioğlu Çoban, A., Attepe Özden, S., Yılmaz, B., Koçak, S., & Agah Tekindal, M. (2025). Anxiety, stress and psychological resilience among the general population in Turkey during the COVID-19 pandemic. Psychiatria Danubina, 37(2), 194–204.
    https://doi.org/10.24869/psyd.2025.194

Nesrin Sıs | Language Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Nesrin Sıs — Researcher, İnönü University, Turkey

Nesrin Sıs
Affiliation İnönü University
Country Turkey
Google Scholar fIdCG64AAAAJ
Documents 96
Citations 231
h-index 9
Subject Area Language Education
Event Top Teachers Awards
Scopus ID 57222958973
ORCID 0000-0002-2743-3397

Nesrin Sıs is a Professor in the Department of Turkish Language Teaching at İnönü University, Malatya, Turkey, whose academic work focuses on Turkish language education, linguistics, vocabulary studies, writing skills, reading comprehension, Turkish dialects, and second-language acquisition [1]. The present article documents the researcher’s profile, scholarly contributions, publication record, research impact, and suitability for recognition through the Top Teachers Awards, an event associated with the Innovative Research Award [2].

Abstract

This article presents a scholarly overview of Professor Nesrin Sıs, a language education researcher at İnönü University, Turkey, whose work addresses Turkish grammar, vocabulary development, reading comprehension, writing skills, Turkish dialects, and the teaching of Turkish as a foreign language [1]. The profile reports 96 documents, 231 citations, and an h-index of 9 in Google Scholar, together with a Scopus author identifier and ORCID record [2]. The article evaluates the researcher’s sustained contributions and considers the appropriateness of recognition through the Innovative Research Award associated with the Top Teachers Awards [3].

Keywords

  • Language education, Turkish language teaching, Vocabulary development, Reading comprehension, Writing skills, Turkish dialects, Second-language acquisition

Introduction

Nesrin Sıs is a Professor in the Department of Turkish Language Teaching, Faculty of Education, İnönü University, Malatya, Turkey, where she has served since 2017 and previously held the positions of Associate Professor and Assistant Professor [1]. Her academic training includes a Ph.D. in Turkmen Turkish Novel and language studies, an M.A. in Turkmen Turkish, and a B.A. in Turkish Language and Literature Teaching from İnönü University [2]. Her research spans Turkish grammar, language education, children’s literature, vocabulary, dialectology, and applied linguistics, with publications appearing in national and international venues [3].

Research Profile

The researcher’s scholarly profile is indexed in Google Scholar under the identifier fIdCG64AAAAJ, with 96 documents, 231 citations, and an h-index of 9, while the Scopus record lists 1 document and 3 citations under author ID 57222958973 [1]. The ORCID record 0000-0002-2743-3397 provides an additional persistent identifier for research outputs and professional activities [2]. Her subject area is language education, with emphasis on Turkish language teaching, grammar instruction, and literacy development [3].

Research Contributions

Professor Nesrin Sıs has published extensively in Turkish language education, linguistics, vocabulary studies, writing skills, reading comprehension, Turkish dialects, and second-language acquisition, including 39 refereed journal publication entries and 32 refereed conference papers and presentations [1]. Her journal research covers Turkish grammar, foreign-language teaching, creative writing, listening skills, children’s literature, vocabulary development, language structure, and cultural studies [2]. Notable contributions include research on hierarchical vocabulary activities and writing anxiety, digital storytelling for visually impaired students, and reading engagement and comprehension [3]. She has also contributed to academic books, book chapters, international conferences, editorial activities, and research projects supported by İnönü University and the Turkish Language Association [4].

Publications

Representative publications include Türk and Nesrin Sıs (2026) on mobile technology-supported functional grammar applications and reading comprehension in SAGE Open [5], Bahşi and Nesrin Sıs (2023) on digital storytelling and listening skills among visually impaired students in RumeliDE [6], and Bahşi and Sıs (2021) on Turkish suffixation in teaching Turkish to foreigners in the International Journal of Language Academy [7]. A further 2021 study by Bahşi and Sıs developed an attitude scale for writing authorship and writing skills courses in the Journal of History School [8].

Research Impact

The researcher’s citation record indicates measurable scholarly reach in language education and Turkish linguistics, with 231 citations, 96 documents, and an h-index of 9 in Google Scholar and 3 citations from 1 document in Scopus [1]. The impact of this work is evident in peer-reviewed journals indexed through DOI-bearing records, including SAGE Open and RumeliDE [5][6]. Her research on vocabulary activities, writing anxiety, and reading engagement has contributed to teaching practice and curriculum discussions in Turkish language education [3].

Award Suitability

The Top Teachers Awards, associated with the Innovative Research Award, recognize educators and researchers whose work demonstrates originality, sustained productivity, and practical significance [2]. Professor Nesrin Sıs’s record of 96 documents, 231 citations, an h-index of 9, and her extensive contributions to Turkish language teaching, linguistic research, literacy education, and cultural heritage align with the award’s emphasis on innovation and educational impact [1]. Her editorial roles, project participation, and publications in DOI-indexed journals further support her suitability for recognition [4].

Conclusion

Professor Nesrin Sıs represents a sustained scholarly presence in Turkish language education and linguistics, with a documented publication record, measurable citation impact, and active engagement in editorial, project, and professional activities [1]. Her contributions to grammar instruction, vocabulary development, reading and writing skills, and Turkish dialects support the case for recognition through the Innovative Research Award and the Top Teachers Awards [2]. The evidence presented in this article indicates a researcher whose work is consistent with the award’s criteria for innovation and educational significance [3].

References

  1. Elsevier. (n.d.). Scopus author details: Nesrin Sıs, Author ID 57222958973. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57222958973
  2. Google Scholar. (n.d.). Nesrin Sıs: Citations, documents, and h-index. Google Scholar.
    https://scholar.google.com/citations?user=fIdCG64AAAAJ&hl=en&oi=sra
  3. ORCID. (n.d.). Nesrin Sıs: ORCID record 0000-0002-2743-3397. ORCID.
    https://orcid.org/0000-0002-2743-3397
  4. Top Teachers Awards. (n.d.). Innovative Research Award and Top Teachers Awards. Top Teachers.
    https://topteachers.net/
  5. Türk, E., & Sıs, N. (2026). The effect of mobile technology-supported functional grammar applications on academic achievement and reading comprehension skills. SAGE Open.
    https://doi.org/10.1177/21582440261494417
  6. Bahşi, N., & Sıs, N. (2023). Dijital hikâye anlatımının görme yetersizliği bulunan öğrencilerin dinleme becerisine etkisi. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (32), 212–227.
    https://doi.org/10.29000/rumelide.1253141
  7. Bahşi, N., & Sıs, N. (2021). Yabancılara Türkçe öğretimi ders kitaplarında Türkçenin sondan eklemeli dil yapısının kullanımı üzerine bir değerlendirme (Yedi İklim Türkçe Seti örneği). International Journal of Language Academy, 9(4), 112–122.
    https://doi.org/10.29228/ijla.52762
  8. Bahşi, N., & Sıs, N. (2021). Yazarlık ve yazma becerileri dersine yönelik tutum ölçeği geliştirilmesi: Geçerlilik ve güvenirlik çalışması. Journal of History School, 14(52), 2009–2027.
    https://doi.org/10.29228/joh.49118

Stéphane Gennai | Medicine and Health Sciences | Innovative Research Award

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Innovative Research Award

Stéphane Gennai
Researcher, University of Reims Champagne-Ardenne (Reims University Hospital), France

Stéphane Gennai
Affiliation University of Reims Champagne-Ardenne (Reims University Hospital)
Country France
Scopus ID 23093862000
Documents 55
Citations 1,267
h-index 14
Subject Area Medicine and Health Sciences
Event Top Teachers Awards
ORCID 0000-0002-8490-4706

Stéphane Gennai is a French emergency medicine physician and university professor affiliated with the University of Reims Champagne-Ardenne and the Reims University Hospital. His research focuses on emergency care, infectious diseases, inflammatory biomarkers, and prehospital management of critically ill patients [1]. He has authored 55 documents indexed in Scopus, accumulating 1,267 citations and an h-index of 14 [2]. His work has contributed to clinical decision-making in emergency departments and the management of SARS-CoV-2 patients [7].

Abstract

This article examines the academic and clinical contributions of Stéphane Gennai, Professor of Universities – Hospital Practitioner at the University of Reims Champagne-Ardenne and the Reims University Hospital. His research addresses emergency medicine, infectious disease management, inflammatory biomarker prescriptions, and prehospital critical care [1]. With 55 Scopus-indexed documents, 1,267 citations, and an h-index of 14, his scholarly output supports evidence-based emergency practice [2]. His contributions have informed clinical decision-making, particularly in the management of SARS-CoV-2 patients and the use of risk-stratification models [7].

Keywords

  • Emergency Medicine, Inflammatory Biomarkers, SARS-CoV-2, Prehospital Care, Clinical Decision-Making, Antibiotic Prescriptions

Introduction

Stéphane Gennai is a prominent figure in French emergency medicine, currently serving as Head of the Emergency and Unscheduled Care Department at the Reims University Hospital since 2023 [1]. He has been affiliated with INSERM Unit UMR-S 1250 (Pulmonary Pathologies and Cellular Plasticity – P3Cell) since 2021 and has held the position of University Coordinator for Emergency Medicine in Champagne-Ardenne since 2019 [2]. His career spans clinical practice, research, and teaching, with a strong focus on improving emergency care through evidence-based research [3].

Research Profile

Stéphane Gennai’s research profile is characterized by a multidisciplinary approach, integrating emergency medicine with infectious diseases, epidemiology, and critical care. He obtained his Habilitation to Supervise Research (HDR) in 2021 and has been a PU-PH since 2022 [1]. His Scopus record includes 55 documents, 1,267 citations, and an h-index of 14, reflecting sustained scholarly impact in Medicine and Health Sciences [2]. He is also a member of the CPD Commission of the French Society of Emergency Medicine and Vice-President of the Grand Est College of Emergency Medicine [3].

Research Contributions

Stéphane Gennai has made significant contributions to emergency medicine research, particularly in the areas of inflammatory biomarker prescriptions, management of transient ischemic attacks, and prehospital care of critically ill patients [4]. His work on the revised HOME-CoV score has provided a risk-stratification model for patients with probable or proven COVID-19 in emergency departments [7]. He has also collaborated on studies evaluating osteopathic treatment for ankle sprains and the use of high-speed trains for mass transfers of critically ill patients [3] [4].

Publications

Stéphane Gennai’s publication record includes numerous peer-reviewed articles in high-impact journals. Notable contributions include the TRANSCOV cohort study on high-speed trains versus air transport for mass transfers of critically ill patients [3], and a study on early osteopathic treatment for acute lateral ankle sprains [4]. His work on smartphone dispatch applications for out-of-hospital cardiac arrest and the BASCULE study on triage in emergency departments further demonstrates his commitment to improving emergency care [5] [6].

Research Impact

The impact of Gennai’s research is evidenced by 1,267 citations and an h-index of 14, indicating that his work is frequently referenced by peers in emergency medicine and related fields [2]. His contributions to the management of SARS-CoV-2 in emergency departments have influenced clinical practice and policy, particularly through the validation of the HOME-CoV score [7]. His research on inflammatory biomarkers has also informed antibiotic stewardship and diagnostic strategies [1].

Award Suitability

Given his extensive research output, clinical leadership, and contributions to emergency medicine, Stéphane Gennai is a strong candidate for the Innovative Research Award at the Top Teachers Awards. His work has advanced the understanding and management of critical conditions in emergency settings, with measurable impact on patient care and clinical decision-making [1] [2]. His dedication to teaching and supervision further underscores his suitability for this recognition [3].

Conclusion

Stéphane Gennai’s career reflects a sustained commitment to advancing emergency medicine through rigorous research, clinical excellence, and education. His Scopus-recorded 55 documents, 1,267 citations, and h-index of 14 attest to his scholarly impact [2]. His contributions to the management of SARS-CoV-2, inflammatory biomarkers, and prehospital care have informed practice and policy, making him a deserving recipient of the Innovative Research Award [7].

References

  1. Elsevier. (n.d.). Scopus author details: Stéphane Gennai, Author ID 23093862000. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=23093862000
  2. ORCID. (n.d.). Stéphane Gennai ORCID profile. ORCID.
    https://orcid.org/0000-0002-8490-4706
  3. Thipayamaskomon, C., Grimaud, O., Tattevin, P., Lamhaut, L., Leray, E., Letellier, N., Bayat, S., et al. (2026). High-speed trains versus air transport vectors for mass transfers of critically ill patients: The TRANSCOV cohort study. PLOS ONE.
    DOI: https://doi.org/10.1371/journal.pone.0348090
  4. Bournon, C., Prin-Conti, D., Douay, J., Montfajon, P. A., Kanagaratnam, L., & Gennai, S. (2026). Early osteopathic treatment delivered to patients with an acute lateral ankle sprain improves recovery: An investigative study. Journal of Osteopathic Medicine.
    DOI: https://doi.org/10.1515/jom-2025-0096
  5. Soumagnac, T., Soumagnac, M. T., Raphalen, J. H., Hutin, A., Lamhaut, L., Bossaert, C., Dolveck, F., et al. (2025). What to expect from a smartphone dispatch application for out-of-hospital cardiac arrest in a national population? Resuscitation.
    DOI: https://doi.org/10.1016/j.resuscitation.2025.110887
  6. Bilbault, P., Bronner, C., Etienne, A., Goudour, J., Dagtekin, S., Maire, B., Gennai, S., Chouihed, T., et al. (2025). BASCULE study: Is it possible to refer patients after triage in an emergency department to community medicine from a capacity standpoint for general medicine? Annales Françaises de Médecine d’Urgence.
    DOI: https://www.jle.com/10.1684/afmu.2025.0694
  7. Douillet, D., Riou, J., Morin, F., Mahieu, R., Chauvin, A., Gennai, S., Ferrant, L., Lopez, R., Sebbane, M., et al. (2024). Derivation and validation of a risk-stratification model for patients with probable or proven COVID-19 in EDs: The revised HOME-CoV score. Emergency Medicine Journal, 41(4), 218–225.
    DOI: https://doi.org/10.1136/emermed-2022-212805

Emily Scotland | Early Childhood Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Emily Scotland
Prince Edward Island Department of Education and Early Years, Canada

Emily Scotland
Affiliation Prince Edward Island Department of Education and Early Years
Country Canada
Scopus ID 60824548000
Document 1
Subject Area Early Childhood Education
Event Top Teachers Awards
ORCID 0009-0000-0962-4707

Emily Scotland is an early childhood education professional whose work combines classroom practice, regulatory oversight, educator development, and research-informed support for early learning. Her professional experience across Montessori education and provincial early learning services provides a practice-oriented foundation for examining children’s learning environments, educator practice, and contemporary issues affecting early childhood education. [1]

Abstract

Emily Scotland’s professional profile reflects sustained engagement with early childhood education through Montessori teaching, early learning regulation, educator support, quality improvement, and professional development. Her experience includes work with children, families, educators, early learning centres, and public-sector systems. Her research activity includes contemporary questions concerning children’s screen use and outdoor play. [4]

Keywords

Early childhood education; outdoor play; digital environments; Montessori education; educator development; quality improvement; early learning and child care; educational practice; professional development; child-centred learning.

Introduction

Early childhood education encompasses teaching, care, professional practice, regulatory frameworks, and the creation of developmentally appropriate learning environments. Emily Scotland’s career combines direct classroom experience with responsibilities involving early learning and child care inspection, investigations, educator certification, training, and quality improvement. This combination provides a professional perspective that connects educational practice with institutional and regulatory contexts. [1]

Her educational preparation includes a Master of Education program at Nipissing University, a Bachelor of Arts in Sociology from Queen’s University, a Montessori Early Childhood Diploma from Montessori Teachers College, and an Ontario College Diploma in Early Childhood Education from Algonquin College. These qualifications span higher education, sociology, Montessori pedagogy, and early childhood professional preparation.

Research Profile

The documented research profile is situated within Early Childhood Education and includes attention to children’s experiences in contemporary learning environments. Scotland’s professional responsibilities require continuing engagement with early childhood research, educator practice, regulatory requirements, quality improvement processes, and sector-wide professional learning. Her Scopus record identifies one indexed document under author identifier 60824548000. [1]

Her professional development has also included training related to outdoor play, investigation and inspection, and empathy-oriented early childhood programming. These activities complement her practical experience and support an evidence-informed approach to early learning environments and educator development.

Research Contributions

Emily Scotland’s contributions can be understood through the intersection of early childhood pedagogy, professional learning, quality improvement, and contemporary childhood experiences. Her work in Montessori classrooms involved curriculum planning, child development observation, parent communication, assessment, outdoor education, and bilingual learning. Her later roles broadened this practice base through inspection, investigation, certification support, and professional education.

A notable research direction concerns the relationship between digital environments and opportunities for outdoor play. This topic is particularly relevant to early childhood education because educators and families increasingly consider how children’s experiences with digital media interact with active, social, and outdoor learning opportunities. [4]

Publications

Emily Scotland’s research includes work on children’s screen use and outdoor play in early childhood education. Her 2026 article with N. Maynes examines outdoor play for young children in a digital world, connecting digital contexts with opportunities for active, developmentally appropriate experiences. The publication appears in the Early Childhood Education Journal. [4]

Selected publication: Scotland, E. K., & Maynes, N. (2026). Screens away, get out and play: The importance of outdoor play for young children in a digital world. Early Childhood Education Journal.[4]

Research Impact

The practical significance of Scotland’s work is associated with the application of early childhood knowledge across classrooms, early learning centres, professional development settings, and regulatory contexts. Her experience supporting educators and centres with quality-improvement processes provides a direct connection between professional learning and the implementation of improved early learning practices.

Her publication on outdoor play contributes to discussion of how early childhood environments can support children in a period when digital technologies are increasingly present in everyday life. The subject connects educational research with questions of active play, child development, learning environments, and educator decision-making. [4]

Award Suitability

The Innovative Research Award recognizes research-oriented contributions that connect evidence, professional practice, and educational improvement. Emily Scotland’s documented work in early childhood education, together with her 2026 publication on outdoor play in a digital world, provides a relevant basis for recognizing engagement with contemporary questions affecting young children and educators today. [3] [4]

Her combination of academic preparation, classroom experience, regulatory responsibilities, educator development, quality-improvement support, and published research demonstrates a multidisciplinary professional profile. The available evidence supports consideration of her work within an award framework focused on research, innovation, professional contribution, and educational practice.

Conclusion

Emily Scotland’s career reflects a sustained commitment to early childhood education across teaching, Montessori practice, regulatory oversight, educator support, professional learning, and research. Her documented publication on outdoor play in a digital world adds a research dimension to this professional background and provides a contemporary focus relevant to early childhood educators, children, and learning environments. [4]

References

  1. Elsevier. (n.d.). Scopus author details: Emily Scotland, Author ID 60824548000. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=60824548000
  2. ORCID. (n.d.). Emily Scotland: ORCID record 0009-0000-0962-4707. ORCID.
    https://orcid.org/0009-0000-0962-4707
  3. Top Teachers Awards. (n.d.). Top Teachers Awards.
    https://topteachers.net/
  4. Scotland, E. K., & Maynes, N. (2026). Screens away, get out and play: The importance of outdoor play for young children in a digital world. Early Childhood Education Journal.
    https://doi.org/10.1007/s10643-026-02345-y

Boyie S. Dlamini | Higher Education | Innovative Research Award

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Innovative Research Award

Boyie S. Dlamini
University of Eswatini, Eswatini (Swaziland)

Boyie S. Dlamini
Affiliation University of Eswatini
Country Eswatini (Swaziland)
Scopus ID 57196105754
Document 1
Subject Area Higher Education
Event Top Teachers Awards
ORCID 0000-0003-0549-7506

The Innovative Research Award article recognizes the scholarly contributions of Boyie S. Dlamini, a senior academic in educational foundations, management, policy implementation, sociology of education, gender studies, educational sustainability, and institutional development. His academic career combines teaching, supervision, research consultancy, educational leadership, and policy-oriented scholarship across Southern Africa and international academic environments.[1]

Abstract

Boyie S. Dlamini is an education scholar whose work spans curriculum implementation, educational policy, sociology of education, educational management, sustainability, gender studies, and institutional effectiveness. His academic portfolio includes doctoral research, postgraduate supervision, policy analysis, consultancy engagements, conference presentations, and peer-reviewed publications that contribute to understanding educational transformation and professional practice within higher education and broader educational systems.[2]

Keywords

Higher Education, Educational Policy, Sociology of Education, Curriculum Implementation, Educational Management, Education for Sustainable Development, Gender in Education, Teacher Education, Research Supervision, Educational Leadership.

Introduction

Boyie S. Dlamini’s academic development includes qualifications from the University of Kent, Royal Agricultural University, Oxford Brookes University, and the University of Swaziland. His educational background integrates sociology of education, sustainable development, educational management, and public policy. These interdisciplinary foundations have influenced a career focused on educational improvement, institutional governance, and evidence-based decision-making within educational systems.[3]

Research Profile

As Senior Lecturer in Education Foundation and Management at the University of Eswatini, Dlamini has taught educational research, sociology of education, testing and measurement, school administration, gender in education, and education for sustainable development. His research interests include reflective studies, professionalism in education, educational management practices, policy implementation, examination systems, collaborative governance, and organizational improvement through informed educational practice.[1]

His completed postgraduate research includes studies on educational change management in South Africa, decentralized rural water management in Eswatini, and decentralized educational administration. These projects reflect sustained engagement with governance, development, policy implementation, and institutional transformation.[3]

Research Contributions

Boyie S. Dlamini has supervised numerous undergraduate and postgraduate research projects across themes including curriculum reform, positive discipline, inclusive education, language instruction, educational leadership, learner welfare, parental involvement, educational technology, teacher development, and school effectiveness. His contributions also extend to external examination, moderation, policy evaluation, and educational consultancy activities within regional and international contexts.[4]

  • More than 25 Masters students supervised.
  • Supervision of undergraduate research projects exceeding 180 students.
  • International PhD examination and moderation appointments.
  • Research consultancy with educational and development organizations.
  • Conference presentations addressing education, governance, and sustainability.

Publications

Boyie S. Dlamini’s publications examine educational policy, curriculum implementation, religious education, teaching practice, institutional expectations, and pandemic-related pedagogical experiences. Notable works include studies in Cogent Education and Advances in Social Sciences Research Journal, alongside scholarly books addressing Eswatini’s educational development and decentralised educational management.[1][5]

Research Impact

The impact of Boyie S. Dlamini’s work is reflected through postgraduate supervision, scholarly publishing, curriculum discourse, educational policy analysis, external examination responsibilities, and professional service. His studies contribute to understanding educational systems, institutional expectations, sustainable educational development, and effective management practices in schools and universities.[5]

Award Suitability

The Innovative Research Award aligns with Boyie S. Dlamini’s longstanding record of educational scholarship, postgraduate mentorship, professional service, interdisciplinary research, and evidence-informed policy engagement. His contributions demonstrate sustained commitment to advancing educational knowledge, strengthening academic quality, supporting emerging researchers, and promoting educational development within Eswatini and beyond.[4]

Conclusion

Boyie S. Dlamini represents an established educational researcher whose academic career integrates teaching, research, supervision, policy engagement, and professional service. Through scholarly publications, postgraduate mentorship, educational consultancy, and leadership activities, he has contributed to educational discourse and institutional development while advancing research-informed approaches to educational improvement.[1]

References

  1. Elsevier. (n.d.). Scopus author details: Boyie S. Dlamini, Author ID 57196105754. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57196105754
  2. ORCID. (n.d.). Boyie S. Dlamini ORCID record and scholarly profile.
    https://orcid.org/0000-0003-0549-7506
  3. University of Kent. (2009). PhD in Education: Sociology of Education, Curriculum Implementation and Educational Policy.
    https://www.kent.ac.uk
  4. University of Eswatini. (n.d.). Academic teaching, supervision, examination, and educational management activities of Boyie S. Dlamini.
    https://www.uneswa.ac.sz
  5. Dlamini, B. S., & Bhebhe, S. (2026). University classroom milieus: Educational programmes and schools’ expectations. Cogent Education.
    DOI: https://doi.org/10.1080/2331186X.2026.2708585