Smita Nirkhi | Computer Science | Research Excellence Award

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Research Excellence Award

Smita Nirkhi

Symbiosis Institute of Technology, India

Smita Nirkhi
Affiliation Symbiosis Institute of Technology
Country India
Scopus ID 25927431900
Documents 45
Citations 79
h-index 5
Subject Area Computer Science
Event Top Teachers Awards
ORCID 0000-0002-1235-8865
Google Scholar VJxAP-wAAAAJ

Smita Nirkhi is an associate professor at Symbiosis Institute of Technology, Nagpur, India, working in artificial intelligence, machine learning, data mining, and digital forensics. Her Scopus record lists 45 documents, 79 citations, and an h-index of 5 within Computer Science [1]. This article reviews her research profile and suitability for the Research Excellence Award conferred through the Top Teachers Awards event [4].

Abstract

This article documents the scholarly record of Smita Nirkhi in computer science, emphasizing artificial intelligence, data mining, and digital forensics. Her indexed output and citation profile support a case for recognition in the Research Excellence Award category, evaluated here through verifiable bibliometric and professional evidence [2].

Keywords

  • Artificial Intelligence
  • Machine Learning
  • Data Mining
  • Digital Forensics
  • Cyber Security
  • Pattern Recognition

Introduction

Smita Nirkhi has more than two decades of teaching experience and a doctorate in Computer Science and Engineering from Nagpur University, awarded in 2017 for work on data mining techniques for digital forensics. Her research spans web mining, cyber security, pattern recognition, and machine learning, and she has held academic leadership roles including head of an artificial intelligence department and IQAC in-charge [1].

Research Profile

The Scopus author profile records 45 documents, 79 citations, and an h-index of 5, with Computer Science as the principal subject area [1]. The Google Scholar profile reports broader visibility, with 464 citations and an h-index of 10 across 112 documents [2]. Her ORCID record provides a persistent identifier for these outputs [3].

Research Contributions

Smita Nirkhi has published 87 research papers, including 25 international journal papers, 57 international conference papers, and 5 national conference papers. Her work includes a comparative study of authorship identification techniques for cyber forensics analysis and an early examination of artificial neural networks in data mining [5] [6]. She has also authored books on data mining in cyber forensics and machine learning.

Publications

Her publication record comprises journal and conference articles in data mining, forensics, and machine learning, indexed in Scopus and Google Scholar [1] [2]. Notable works include forensic authorship identification research and neural network applications in data mining, with DOIs available through the cited repositories [5].

Research Impact

Citation metrics indicate a developing international footprint, with Scopus reporting 79 citations and Google Scholar reporting 464 citations for the same author [1] [2]. Her funded projects include an AICTE research grant, and she has supervised numerous postgraduate and undergraduate projects, contributing to research capacity in her institution.

Award Suitability

The Research Excellence Award recognizes sustained scholarly contribution and measurable research impact. Smita Nirkhi’s indexed publication record, citation profile, funded research, and academic leadership collectively support her suitability for this recognition under the Top Teachers Awards event [4].

Conclusion

Smita Nirkhi presents a consistent record of research activity in computer science, supported by indexed publications, citation data, and professional service. Her profile aligns with the criteria of the Research Excellence Award, and her verified identifiers enable independent confirmation of the reported metrics [1] [2] [3].

References

  1. Elsevier. (n.d.). Scopus author details: Smita Nirkhi, Author ID 25927431900. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=25927431900
  2. Google Scholar. (n.d.). Citations profile: Smita Nirkhi. Google Scholar.
    https://scholar.google.com/citations?user=VJxAP-wAAAAJ&hl=en&oi=sra
  3. ORCID. (n.d.). ORCID record: Smita Nirkhi, 0000-0002-1235-8865. ORCID.
    https://orcid.org/0000-0002-1235-8865
  4. Top Teachers Awards. (n.d.). Award information and nomination details. Top Teachers.
    https://topteachers.net
  5. Nirkhi, S., & Dharaskar, R. V. (2013). Comparative study of authorship identification techniques for cyber forensics analysis. arXiv preprint arXiv:1401.6118.
    https://doi.org/10.48550/arXiv.1401.6118
  6. Nirkhi, S. (2010). Potential use of artificial neural network in data mining. Proceedings of the 2nd International Conference on Computer and Automation Engineering (ICCAE).
    https://doi.org/10.1109/ICCAE.2010.5451537

Anna Foka | Humanities and Science Integration | Most Cited Article Award

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Most Cited Article Award

Anna Foka

Uppsala University, Sweden

Anna Foka
Affiliation Uppsala University
Country Sweden
Scopus ID 56610140500
Documents 38
Citations 415
h-index 11
Subject Area Humanities and Science Integration
Event Top Teachers Awards
ORCID 0000-0002-9949-616X
Google Scholar dq13rksAAAAJ

Anna Foka is Professor in Digital Humanities at Uppsala University, Sweden, and Director of the Centre for Digital Humanities and Social Sciences Uppsala. Her research integrates computational methods with cultural history, and her article on AI, cultural heritage, and bias has been recognised for outstanding citation impact [1].

Abstract

This article documents the recognition of Anna Foka, Professor in Digital Humanities at Uppsala University, whose co-authored paper on artificial intelligence, cultural heritage, and bias has been honoured with the Most Cited Article Award under the Top Teachers Awards programme [1]. The entry summarises her research profile, scholarly contributions, and citation record [2].

Keywords

  • Digital Humanities
  • Visualisations
  • Cultural History
  • Gender
  • Status

Introduction

Anna Foka holds a PhD from the University of Liverpool and has held positions at Umeå University and Uppsala University, where she now leads the Centre for Digital Humanities and Social Sciences [2]. Her work bridges classical studies, gender research, and computational analysis of heritage collections [3]. The awarded article examines bias in generative AI applied to cultural heritage [1].

Research Profile

Her Scopus record lists 38 documents, 415 citations, and an h-index of 11, while Google Scholar reports 100 documents, 1,119 citations, and an h-index of 17 [2] [3]. She has led externally funded projects including AI Futures of Culture and Memory and Quantifying Culture, supported by WASP-HS and the Swedish Research Council [4].

Research Contributions

  • Digital editions and semantic annotation of ancient travel texts, including the Periegesis tool [5].
  • Critical analysis of bias in generative AI for cultural heritage documentation [1].
  • Foundational work on historical game studies and digital historiography [5].
  • National research infrastructure leadership through HumInfra and DASH [4].

Publications

Key publications include Anna Foka and Griffin (2024) on AI, cultural heritage, and bias in Heritage [1]; Chapman, Foka, and Westin (2017) on historical game studies [5]; and Foka et al. (2025) on bias-mitigating practice in AI & Society [6].

Research Impact

The awarded article has attracted substantial citation attention within heritage science and AI ethics, reflecting growing scholarly interest in bias mitigation for cultural data [1] [6]. Her broader citation profile indicates sustained influence across digital humanities and historical game studies [3] [5].

Award Suitability

The Most Cited Article Award recognises the paper by Anna Foka and Griffin (2024) for its citation record and topical relevance to responsible AI in heritage institutions [1]. The award is administered under the Top Teachers Awards event, which documents teaching and research excellence [7].

Conclusion

Anna Foka’s recognition reflects a sustained contribution to digital humanities, cultural heritage computing, and critical AI studies [2] [4]. Her citation record and infrastructure leadership support the suitability of this award [1] [3].

References

  1. Foka, A., & Griffin, G. (2024). AI, cultural heritage, and bias: Some key queries that arise from the use of GenAI. Heritage, 7(11), 6125–6136.
    https://doi.org/10.3390/heritage7110287
  2. Elsevier. (n.d.). Scopus author details: Anna Foka, Author ID 56610140500. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=56610140500
  3. Google Scholar. (n.d.). Anna Foka: Citations and h-index profile. Google Scholar.
    https://scholar.google.com/citations?user=dq13rksAAAAJ&hl=en&oi=sra
  4. Foka, A. (2023). AI, authenticity and archives: Research project description. NetX/WASP.
    https://doi.org/10.3390/heritage7110287
  5. Chapman, A., Foka, A., & Westin, J. (2017). Introduction: What is historical game studies? Rethinking History, 21(3), 358–371.
    https://doi.org/10.1080/13642529.2016.1256638
  6. Foka, A., Griffin, G., Ortiz Pablo, D., Rajkowska, P., & Badri, S. (2025). Tracing the bias loop: AI, cultural heritage and bias-mitigating in practice. AI & Society, 40(8), 5835–5847.
    https://link.springer.com/article/10.1007/s00146-025-02349-z
  7. Top Teachers Awards. (n.d.). Most Cited Article Award: Event documentation. Top Teachers Network.
    https://topteachers.net

Rofingatul Mubasyiroh | Psychology | Best Researcher Award

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Best Researcher Award

Rofingatul Mubasyiroh

National Research and Innovation Agency, Indonesia

Rofingatul Mubasyiroh
Affiliation National Research and Innovation Agency
Country Indonesia
Scopus ID 57217669999
Documents 30
Citations 333
h-index 10
Subject Area Psychology
Event Top Teachers Awards
ORCID 0000-0001-5416-9512
Google Scholar IZxhUkwAAAAJ

Rofingatul Mubasyiroh, SKM, M.Epid, is a researcher at the National Research and Innovation Agency (BRIN) of Indonesia. Her scholarly work addresses public mental health epidemiology, adolescent mental-emotional health, maternal and child health, nutrition, and health services research. She has contributed to national surveys and intervention studies, and her publication record supports recognition through the Best Researcher Award category associated with the Top Teachers Awards event [1].

Abstract

This article reviews the research profile, contributions, and impact of Rofingatul Mubasyiroh in public health epidemiology, with emphasis on mental health among adolescents and vulnerable populations in Indonesia. Her Scopus record includes 30 documents, 333 citations, and an h-index of 10, while her Google Scholar record shows broader scholarly reach [1][2]. The assessment considers peer-reviewed publications, national survey involvement, and alignment with the Best Researcher Award category [4].

Keywords

  • Public mental health epidemiology
  • Adolescent mental health
  • Maternal and child health
  • Nutrition
  • Health services research
  • Digital mental health intervention

Introduction

Mental-emotional disorders among adolescents constitute a significant public health concern in Indonesia, with determinants spanning family, school, and community environments [7]. Researchers at national institutions contribute evidence through population surveys, epidemiological analyses, and intervention model development. Rofingatul Mubasyiroh’s work is situated within this evidence ecosystem, linking national health survey data to policy-relevant findings on depression, anxiety, and health service utilization [1][6].

Research Profile

Rofingatul Mubasyiroh has served as a researcher at the National Research and Innovation Agency (BRIN) since 2021 and previously at the National Institute of Health Research and Development (NIHRD) from 2010 to 2021. She holds a Master of Epidemiology from Universitas Indonesia (2011) and a Bachelor of Public Health from Universitas Diponegoro (2002). Her research interests include nutrition and mental health, adolescent mental health, maternal and child health, mental health promotion, digital mental health intervention, and health services research [1][3].

Research Contributions

Her research portfolio includes principal investigator roles in studies on adolescent depressive symptoms, the impact of the COVID-19 pandemic on community mental health, and mental health in selected regions of Indonesia. She has also contributed to national projects including the Indonesian Nutritional Status Study, the Global Adult Tobacco Survey, the National Non-Communicable Disease Research, and the Global School-based Student Health Survey [1]. Current projects involve chatbot-based low-intensity psychological interventions and integrated digital applications for nutrition and child-rearing [1].

  • 2025–2026: Development of a chatbot-based low-intensity psychological intervention model using machine learning for adolescent mental health issues
  • 2026: Development of an integrated digital application for nutrition and child-rearing to support child growth and development
  • 2024: Principal investigator for the study on consumption patterns potentially influencing depressive symptoms in adolescents
  • 2021: Research team member of the Indonesian Nutritional Status Study and the Global Adult Tobacco Survey
  • 2020: Principal investigator for the study on the impact of the COVID-19 pandemic on community mental health
  • 2017: Principal investigator for the study on mental health in selected regions of Indonesia
  • 2016: Research team member of the National Non-Communicable Disease Research
  • 2015: Research team member of the Global School-based Student Health Survey

Publications

Her peer-reviewed output includes the 2025 Malaysian Family Physician study linking parental depression to educational outcomes in Indonesian children [4], a Lancet Global Health analysis of provincial health in Indonesia [6], and national determinants of mental-emotional symptoms among students [7].

Research Impact

According to Scopus, Rofingatul Mubasyiroh’s work has received 333 citations across 30 documents, with an h-index of 10. Google Scholar reports 1,837 citations across 96 documents and an h-index of 23 [1][2]. Her findings inform public health and educational frameworks, including national school mental health initiatives [1].

Award Suitability

The selected award category is the Best Researcher Award, associated with the Top Teachers Awards event [5]. Suitability is supported by a sustained publication record, national survey contributions, and peer-reviewed research on mental health and child outcomes [4][6].

Conclusion

Rofingatul Mubasyiroh’s research record reflects sustained contributions to public mental health epidemiology, maternal and child health, and health services research in Indonesia. Her Scopus and Google Scholar profiles provide verifiable indicators of scholarly impact, and her project portfolio aligns with the Best Researcher Award category [1][2][5].

References

  1. Elsevier. (n.d.). Scopus author details: Rofingatul Mubasyiroh, Author ID 57217669999. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57217669999
  2. Google Scholar. (n.d.). Rofingatul Mubasyiroh: Citations 1837, Documents 96, h-index 23. Google Scholar.
    https://scholar.google.com/citations?hl=id&user=IZxhUkwAAAAJ
  3. ORCID. (n.d.). ORCID record: Rofingatul Mubasyiroh, 0000-0001-5416-9512. ORCID.
    https://orcid.org/0000-0001-5416-9512
  4. Mubasyiroh, R., Suryaputri, I. Y., Bintari, D. R., Wardhani, Y. F., Machfutra, E. D., et al. (2025). Association of parental depression with educational outcomes in Indonesian children aged 6–12 years: A cross-sectional study. Malaysian Family Physician.
    https://doi.org/10.51866/oa.931
  5. Top Teachers Awards. (n.d.). Best Researcher Award category. Top Teachers Awards.
    https://topteachers.net
  6. Mboi, N., Syailendrawati, R., Ostroff, S. M., Elyazar, I. R. F., Glenn, S. D., et al. (2022). The state of health in Indonesia’s provinces, 1990–2019: A systematic analysis for the Global Burden of Disease Study 2019. The Lancet Global Health, 10(11), e1632–e1645.
    https://doi.org/10.1016/S2214-109X(22)00371-0
  7. Mubasyiroh, R., Yunita Surya Putri, I., & Hapsari, D. (2017). Determinan gejala mental emosional pelajar SMP-SMA di Indonesia tahun 2015. Buletin Penelitian Kesehatan, 45(2), 103–112.
    http://dx.doi.org/10.22435/bpk.v45i2.5820.103-112

Eva Ellederová | English Language and Literature | Innovative Research Award

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Innovative Research Award

Eva Ellederová, The Faculty of Electrical Engineering and Communication, Brno University of Technology, Czech Republic.

Eva Ellederová
Affiliation Department of Foreign Languages, Faculty of Electrical Engineering and Communication, Brno University of Technology
Country Czech Republic
Scopus ID 57543392200
Documents 12
Citations 6
h-index 2
Subject Area English Language and Literature
Event Top Teachers Awards
ORCID 0000-0003-2375-9426
Google Scholar AxU1lw4AAAAJ

Eva Ellederová is a researcher and language pedagogue at the Faculty of Electrical Engineering and Communication, Brno University of Technology, Czech Republic, specializing in English for Specific Purposes (ESP) and foreign language pedagogy. Her work spans design-based research of coursebooks, pragmatics, and the psychology of second language acquisition, and has been recognized through the Innovative Research Award nomination at the Top Teachers Awards [1]. Her Scopus record lists 12 documents, 6 citations, and an h-index of 2 [2].

Abstract

This article profiles the research contributions of Eva Ellederová in applied linguistics and ESP pedagogy, with emphasis on design-based coursebook research, pragmatic competence, and metadiscourse in technical education. Her Scopus record reports 12 documents, 6 citations, and an h-index of 2, while Google Scholar reports 33 citations across 9 documents [2] [3]. The profile supports nomination for the Innovative Research Award at the Top Teachers Awards [1].

Keywords

  • Applied Linguistics
  • Foreign Language Pedagogy
  • English for Specific Purposes (ESP) Teaching
  • Linguistics Education and Educational Research
  • Design-Based Research
  • Pragmatics and Metadiscourse

Introduction

English for Specific Purposes has developed into a distinct field requiring tailored materials and pedagogies for technical disciplines. Eva Ellederová’s research addresses this need through systematic coursebook design and empirical classroom studies at Brno University of Technology [4]. Her educational background includes a Ph.D. in Foreign Language Pedagogy from Masaryk University (2016–2021), a Master’s degree in English Language and Education, and an engineering degree from Brno University of Technology. She currently serves as course supervisor for Language as Discourse in Science and Technology, English for Electrical Engineering, English for Information Technology, and Practical English 4.

Research Profile

Eva Ellederová is affiliated with the Department of Foreign Languages, Faculty of Electrical Engineering and Communication, Brno University of Technology, Czech Republic. She is a member of the board of the English for Practice in Electrical Engineering and Communication Technologies study programme (BPC-APE). Bibliometric indicators from Scopus include 12 documents, 6 citations, and an h-index of 2 in English Language and Literature [2]. Google Scholar reports 33 citations and 9 documents with an h-index of 2 [3].

Research Contributions

Her principal contribution is the application of design-based research to ESP coursebook development, articulated in her 2022 monograph and a series of journal articles [4]. A second strand examines pragmatic competence and rhetorical strategies of information technology students, including speech acts and the modification of illocutionary force in classroom debates [5]. A third strand analyses metadiscourse, boosting, and hedging in argumentative discourse, with recent work extending to conciseness and clarity in instruction manuals [6].

Publications

Eva Ellederová has published two academic books, including The Psychology Behind Second Language Acquisition (Nova Science, 2024), indexed in Scopus, and numerous peer-reviewed articles in English for Specific Purposes, ESP Today, TESL-EJ, and Discourse and Interaction [6] [7]. Her 2027 article on conciseness and clarity in instruction manuals exemplifies her continuing output in high-impact ESP venues [8].

Research Impact

Citation metrics indicate a developing but focused impact profile. Scopus records 6 citations across 12 documents, while Google Scholar records 33 citations across 9 documents, both yielding an h-index of 2 [2] [3]. Her work is indexed in Web of Science and Scopus, and she has received the Vice-Rector’s Award for Excellent Results in Doctoral Studies from Masaryk University (2021). She has supervised 35 final theses at Brno University of Technology, eight of which received the Dean’s Award.

Award Suitability

The nominated category is the Innovative Research Award at the Top Teachers Awards [1]. Suitability rests on methodological innovation in design-based ESP research, a sustained publication record in indexed journals, and the translation of research into coursebooks and supervised student research [4]. Her interdisciplinary profile bridging engineering education and applied linguistics aligns with the award’s emphasis on innovation in teaching and research [1].

Conclusion

Eva Ellederová’s research offers a coherent programme in ESP pedagogy, pragmatics, and coursebook design, supported by indexed publications and measurable citation indicators [2] [3]. Her contributions to technical English education and her record of thesis supervision substantiate the case for recognition under the Innovative Research Award [1].

References

  1. Top Teachers Awards. (n.d.). Top Teachers Awards — official website. Top Teachers Network.
    https://topteachers.net
  2. Elsevier. (n.d.). Scopus author details: Eva Ellederová, Author ID 57543392200. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57543392200
  3. Google Scholar. (n.d.). Eva Ellederová — citations profile. Google Scholar.
    https://scholar.google.com/citations?user=AxU1lw4AAAAJ&hl=en&oi=sra
  4. Ellederová, E. (2022). Konstrukční výzkum učebnice pro výuku odborného anglického jazyka. Masarykova univerzita.
    https://doi.org/10.5817/cz.muni.m280-0267-2022
  5. Ellederová, E. (2022). Information technology students’ involvement in in-class debates: Speech acts and modification of the illocutionary force. Discourse and Interaction, 15(2), 28–52.
    https://doi.org/10.5817/DI2022-2-28
  6. Ellederová, E. (2025). Information technology students’ metadiscourse: Boosting and hedging in classroom argumentative debates. ESP Today, 13(1), 134–155.
    https://doi.org/10.18485/ESPTODAY.2025.13.1.7
  7. Ellederová, E. (2024). The psychology behind second language acquisition. Nova Science Publishers.
    https://doi.org/10.52305/MTPV1876
  8. Ellederová, E. (2027). Why users get lost: Investigating conciseness and clarity issues in instruction manuals. English for Specific Purposes, 85, 55–70.
    https://doi.org/10.1016/j.esp.2026.09.001

Mouna Chebli | Health Education | Innovative Research Award

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Innovative Research Award

Mouna Chebli — PhD Candidate (CIFRE Industrial PhD)

Université Côte d’Azur, France

Mouna Chebli
Affiliation Université Côte d’Azur
Country France
Scopus ID 59721726800
Documents 2
Citations 3
h-index 1
Subject Area Health Education
Event Top Teachers Awards
ORCID 0009-0006-6350-1939

Mouna Chebli is a doctoral researcher affiliated with Université Côte d’Azur and O-Kidia, working on digital psychoeducational tools for neurodevelopmental disorders. Her scholarly record includes peer-reviewed publications on ADHD psychoeducation and pediatric mental health service use, with a Scopus profile of two documents, three citations, and an h-index of 1 in Health Education [1]. Her work combines cognitive science, clinical data analysis, and family-centered intervention design [3].

Abstract

This article reviews the academic profile of Mouna Chebli in the context of the Innovative Research Award. Her research addresses psychoeducational strategies for families of children with ADHD and digital diagnostic support for neurodevelopmental disorders, integrating cognitive science methods with clinical data analysis [3]. Scopus metrics record two documents, three citations, and an h-index of 1, while her scoping review and national trends study provide the principal evidence base for award consideration [1].

Keywords

  • ADHD psychoeducation
  • Neurodevelopmental disorders
  • Digital health interventions
  • Cognitive science
  • Family quality of life
  • Health education

Introduction

Digital psychoeducation has become an important component of support for families managing neurodevelopmental conditions, particularly where daily organizational skills and treatment adherence are concerned [3]. Mouna Chebli’s doctoral work, conducted under a CIFRE industrial agreement with O-Kidia, examines immersive and gamified approaches for parents of children with ADHD, with attention to understanding, management of daily organization, and family quality of life [2]. Her broader research program connects laboratory cognitive science with applied clinical and educational settings [1].

Research Profile

Mouna Chebli is a CIFRE PhD candidate at the Doctoral School ED85 SVS (Life and Health Sciences), Université Côte d’Azur, from September 2024 to September 2027. Her thesis develops an immersive digital psychoeducational approach for parents of children with ADHD to improve understanding and management of daily organizational skills and family quality of life. She holds a Master’s degree in Cognitive Science (Cognitive Functions track: Normal and Pathological Organization) from Aix-Marseille Université (2021–2023) and a Bachelor’s degree in Psychology from Université de Paris (2018–2021). Her technical skills include Python, R, JASP, Microsoft Office, and Canva.

Since September 2023 she has served as a research assistant at O-Kidia in Nice, contributing to digital diagnostic support solutions for neurodevelopmental disorders, participant recruitment and follow-up, data analysis, and communication content. Earlier internships included the Institut de Neurosciences de la Timone in Marseille (2022), studying breathing in human–human and human–machine interaction with Python data processing, and the Laboratory for the Psychology of Child Development and Education (LaPsyDÉ) in Paris (2021), administering school-based experiments on numerical skill development [1].

Research Contributions

Her contributions span three connected areas: psychoeducational intervention design for ADHD families, analysis of national trends in youth neurodevelopmental and mental health care, and methodological work on multimodal biometrics for neurodevelopmental assessment [2]. The scoping review of psychoeducational strategies for children with ADHD and their parents synthesizes current evidence and identifies gaps in family-centered digital delivery [3]. A national trends study further documents sex-specific patterns in care pathways for youth mental health services in France [4]. Conference outputs include webinars, SEGAMED presentations, and posters at NeuroFrance, the French Congress of Psychiatry, and SFPEADA.

Publications

Peer-reviewed work includes a 2026 scoping review on psychoeducational strategies for children with ADHD and parents in Research in Developmental Disabilities [3], a 2024 review of online and gamified psychoeducational interventions [2], and a 2024 national trends analysis of youth mental health visits [4]. A multimodal biometrics study on child brain functioning is in revision [1].

Research Impact

Scopus records for author ID 59721726800 report 3 citations, 2 documents, and an h-index of 1, with Health Education as the assigned subject area [1]. Although early-career in bibliometric terms, the citation record reflects uptake of work on psychoeducational interventions and pediatric care pathways [3]. The applied orientation of the research—digital tools deployed with clinical and family stakeholders—supports non-bibliometric impact in health education practice [2].

Award Suitability

For the Innovative Research Award associated with the Top Teachers Awards, the candidate’s profile aligns with criteria emphasizing early-career originality, applied relevance, and knowledge translation. The CIFRE doctoral project introduces an immersive digital psychoeducational approach for ADHD families, combining evidence synthesis with intervention co-construction [3]. Peer-reviewed outputs in developmental disabilities and health services research, together with conference dissemination, indicate a coherent and productive research trajectory [4].

Conclusion

Mouna Chebli’s record combines doctoral research on digital psychoeducation for neurodevelopmental disorders with peer-reviewed publications and applied clinical collaboration. Her Scopus profile (2 documents, 3 citations, h-index 1) represents an early-stage but focused contribution to Health Education [1]. On balance, the evidence supports consideration for the Innovative Research Award within the Top Teachers Awards framework [3].

References

  1. Elsevier. (n.d.). Scopus author details: Mouna Chebli, Author ID 59721726800. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=59721726800
  2. Chebli, M., Tracol, S., & Douet-Vannucci, V. (2024). A review of online and gamified psychoeducational interventions for children with neurodevelopmental disorders and their parents. Medical Research Archives, 12(9).
    https://esmed.org/MRA/mra/article/view/5894
  3. Chebli, M., Pisella, L., Thümmler, S., & Douet Vannucci, V. (2026). Supporting children with ADHD and their parents: A scoping review of psychoeducational strategies. Research in Developmental Disabilities, 178, Article 105389.
    https://doi.org/10.1016/j.ridd.2026.105389
  4. Douet-Vannucci, V., Chebli, M., Pisella, L. I., & Staccini, P. (2024). French national trends in neurodevelopmental and mental health-related healthcare center visits among youth, 2014–2022: Towards sex specificities in the care pathway. Medical Research Archives, 12(3).
    https://doi.org/10.18103/mra.v12i3.5286

Michael Fosu | Secondary Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Michael Fosu

University of North Texas, United States

Michael Fosu
Affiliation University of North Texas
Country United States
Scopus ID 57209684398
Document 1
Citations 5
h-index 1
Subject Area Secondary Education
Event Top Teachers Awards
ORCID 0000-0003-0952-8699
Google Scholar -xE5rcEAAAAJ

Michael Fosu is a mathematics education scholar and doctoral student at the University of North Texas, United States, whose work addresses students’ mathematical thinking, teacher noticing, and technology-supported learning. His Scopus-indexed record includes one document, five citations, and an h-index of 1 in Secondary Education [1]. His research profile supports consideration for the Innovative Research Award associated with the Top Teachers Awards event [1][2][4].

Abstract

This article documents the scholarly profile of Michael Fosu, a mathematics educator whose research examines students’ mathematical thinking, teacher noticing, and technology integration in mathematics classrooms. His peer-reviewed work on interest, teaching quality, and mathematics achievement has been indexed in Scopus and cited in subsequent studies [3]. The profile summarizes his research contributions, publications, citation record, and suitability for the Innovative Research Award.

Keywords

  • Mathematics education
  • Teacher noticing
  • Mathematical thinking
  • Technology integration
  • Secondary education

Introduction

Mathematics education research increasingly emphasizes how learners construct conceptual understanding and how teachers interpret student reasoning during instruction. Michael Fosu’s scholarship contributes to this agenda through studies of mathematics interest, teaching quality, and achievement in secondary school settings [3]. His doctoral work at the University of North Texas extends this focus to teacher noticing and immersive learning technologies.

Research Profile

Michael Fosu holds a Master of Education in Mathematics Education from Texas Christian University and an MPhil in Mathematics Education from AAMUSTED, Ghana. His research interests include students’ mathematical thinking, teacher noticing and professional development, student engagement, virtual reality, artificial intelligence in mathematics education, geometric thinking, and mathematical argumentation [1]. Scopus lists his subject area as Secondary Education with one indexed document and five citations [1].

Research Contributions

His published work investigates the mediation and moderation effects of mathematics interest and teaching quality between self-concept and mathematics achievement, offering evidence relevant to classroom practice and curriculum design [3]. Additional contributions address organizational performance and technology adoption, reflecting methodological breadth in quantitative and mixed-methods research [5].

Publications

Michael Fosu’s publications include a Scopus-indexed study on mathematics interest, teaching quality, and achievement in the Journal of Mathematics and Science Teacher [3], a paper on performance appraisal and reward systems [4], and a conference paper on technology adoption with financial motivation [5].

Research Impact

Scopus records five citations, one document, and an h-index of 1, while Google Scholar reports eighteen citations across two documents with an h-index of 1 [1][2]. These indicators reflect an emerging research trajectory in secondary mathematics education and related fields.

Award Suitability

The Innovative Research Award recognizes emerging scholars whose work demonstrates originality and scholarly promise. Michael Fosu’s indexed publication record, methodological range, and research agenda on mathematical thinking and technology-supported learning align with the award criteria promoted by the Top Teachers Awards event [1][2][4].

Conclusion

Michael Fosu’s scholarly profile combines peer-reviewed publications, doctoral research, and a focused agenda in mathematics education. His documented contributions and citation record provide a reasonable basis for nomination for the Innovative Research Award at the Top Teachers Awards [1][4].

References

  1. Elsevier. (n.d.). Scopus author details: Michael Fosu, Author ID 57209684398. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57209684398
  2. Google Scholar. (n.d.). Michael Fosu: Citations and research profile. Google Scholar.
    https://scholar.google.com/citations?user=-xE5rcEAAAAJ&hl=en&oi=sra
  3. Fosu, M., Arthur, Y. D., Boateng, F. O., & Adu-Obeng, B. (2023). Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement. Journal of Mathematics and Science Teacher, 3(1), 1–13.
    https://doi.org/10.29333/mathsciteacher/12622
  4. Woode, P. A. D., Ebenezer, W., Duah, L., & Fosu, M. (2022). The impact of performance appraisal and reward system on employee productivity: The mediating effect of the work environment. International Journal of Resources Development and Management.
    https://iiste.org/Journals/index.php/JRDM/article/view/59615
  5. Budu, J., Seneadza, J., Entee, E., Fosu, M., & Asare, B. T. (2019). Explaining technology adoption with financial motivation. In International Working Conference on Transfer and Diffusion of IT. Springer.
    https://doi.org/10.1007/978-3-030-20671-0_10

Zeynep Arkan | Language Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Zeynep Arkan

Marmara University | Turkey

Zeynep Arkan
Affiliation Marmara University
Country Turkey
Scopus ID 60736025900
Documents 2
Citations 8
h-index 1
Subject Area Language Education
Event Top Teachers Awards
ORCID 0000-0003-0534-186X
Google Scholar DC-a_kIAAAAJ

Zeynep Arkan is an associate professor at Marmara University, Atatürk Faculty of Education, Department of Foreign Languages Education, Arabic Language Education Main Division. Her research addresses Arabic language teaching, translation studies, and language education policy, with a Scopus record of 2 documents, 8 citations, and an h-index of 1 [1]. She is affiliated with Top Teachers Awards in the Innovative Research Award category [4].

Abstract

This article documents the academic profile of Zeynep Arkan in relation to the Innovative Research Award category of Top Teachers Awards. Her indexed record includes work on CEFR-based listening activities in Arabic textbooks and on literacy skills and digital well-being, published in international refereed journals [6][5]. The profile summarises bibliometric indicators, research contributions, and award suitability in a neutral scholarly register [1].

Keywords

  • Arabic language teaching
  • Language education
  • Translation studies
  • CEFR
  • Digital well-being
  • Innovative Research Award

Introduction

Zeynep Arkan is an associate professor at Marmara University, Atatürk Faculty of Education, Department of Foreign Languages Education, Arabic Language Education Main Division, a position held from 3 April 2026 [1]. She previously served as associate professor at Istanbul Technical University and at Ankara Hacı Bayram Veli University, and as assistant professor from 16 November 2020 [2]. Her doctoral thesis at Gazi University examined the work Te’allem el Arabiyye in terms of Arabic teaching and education techniques, supervised by Prof. Dr. Ahmet Bostancı [1].

Her master’s thesis at Sakarya University analysed the San Diego State University Foundation example in the professional development of Arabic teachers under Prof. Dr. Musa Yıldız [1]. She completed her bachelor’s degree in Arabic Language and Literature at Selçuk University in 1993 [2]. Her Scopus subject area is Language Education, with 2 documents, 8 citations, and an h-index of 1 [1].

Research Profile

The Scopus author record lists an affiliation with Marmara University and a subject area of Language Education, with 2 documents and 8 citations yielding an h-index of 1 [1]. Google Scholar reports a broader record of 55 documents, 132 citations, and an h-index of 6 [3]. ORCID records the researcher identifier 0000-0003-0534-186X [2]. These indicators are presented descriptively rather than evaluatively [3].

Supervision activity includes master’s theses completed in 2023, 2024, and 2025 at Ankara Hacı Bayram Veli University on topics such as Orientalist discourse and translation, United Nations translation practices, cultural transfer in Arabic subtitling, and idiom translation strategies [2]. She has contributed to national projects including the Arabic Teachers Professional Development Certificate Program (2019–2020) and the Social Inclusion Education Program Development Project (2020–2021) [1].

Research Contributions

Research contributions centre on Arabic language teaching, curriculum and textbook evaluation, and translation theory. A 2026 study evaluated listening activities in Arabic language teaching textbooks used in Turkey in light of CEFR criteria, published in the Asian-Pacific Journal of Second and Foreign Language Education [6]. A 2025 systematic review in BMC Psychology examined the relationship between school-age students’ literacy skills and digital well-being [5].

Further work addresses translation strategies and culture-specific items, including a study of Zekeriyyâ Tâmir’s story el-Aʿdâʾ in Turkish translation [7]. Authored books include TEOG Yerleştirme Sistemi: Güçlükler ve Öneriler (SETA, 2017), co-authored with Z. Çelik, N. Boz, and D. Toklucu [8]. Book chapters cover translation theories including Chesterman’s norm theory, Koller’s equivalence theory, Venuti’s domestication and foreignization, Toury’s target-oriented theory, Newmark’s semantic and communicative translation, Even-Zohar’s polysystem theory, and Popovič’s shift of expression model [2].

Publications

Zeynep Arkan’s publications include a 2026 CEFR-based evaluation of listening activities in Arabic textbooks in the Asian-Pacific Journal of Second and Foreign Language Education [6], and a 2025 systematic review on literacy skills and digital well-being in BMC Psychology [5]. She also published on translation shifts in Zekeriyyâ Tâmir’s el-Aʿdâʾ [7] and co-authored the SETA report TEOG Yerleştirme Sistemi [8].

Additional articles appear in Lisani İlimler Dergisi, Uluslararası Toplumsal Bilimler Dergisi, Söylem Filoloji Dergisi, the European Journal of Literature, Language and Linguistics Studies, and Education Quarterly Reviews, among others [1].

Research Impact

Scopus metrics record 8 citations across 2 documents, giving an h-index of 1 in the Language Education subject area [1]. Google Scholar metrics indicate 132 citations across 55 documents with an h-index of 6, reflecting a wider citation footprint that includes book chapters and national journal articles [3]. The difference between databases reflects indexing coverage rather than differences in scholarly output [2]. Dissemination activity includes papers presented at international scientific meetings, such as the International Conference on Arabic Studies & Islamic Civilization (2020), the AELTE 2023 Conference, and the ISLARA International Islamic Researches Congress (2022) [1]. Contributions to edited volumes on translation theory further extend the reach of this work [2].

Award Suitability

The Innovative Research Award category of Top Teachers Awards recognises research contributions in education [4]. Zeynep Arkan’s record includes international refereed articles on CEFR-based textbook evaluation and on literacy and digital well-being, alongside systematic supervision of master’s theses and participation in national education projects [6][5]. Prior recognition includes a Best Presenter Award from Kolej Universiti Islam Antarabangsa Selangor, Malaysia (2020), an Egyptian Government language education scholarship (2012–2013), and an IIUM education scholarship (1996–1999) [1]. On this basis the profile is consistent with the award’s emphasis on innovative and internationally visible research in language education, presented here in neutral descriptive terms without evaluative claims [4].

Conclusion

Zeynep Arkan’s profile combines Arabic language teaching, translation studies, and language education research with a documented Scopus record and broader Google Scholar visibility [1][3]. Her indexed publications, thesis supervision, and project participation form a coherent basis for consideration in the Innovative Research Award category [4]. All indicators are reported as recorded in the cited sources [2].

References

  1. Elsevier. (n.d.). Scopus author details: Zeynep Arkan, Author ID 60736025900. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=60736025900
  2. ORCID. (n.d.). Zeynep Arkan, ORCID iD 0000-0003-0534-186X. ORCID Registry.
    https://orcid.org/0000-0003-0534-186X
  3. Google Scholar. (n.d.). Zeynep Arkan: Citations, documents, and h-index. Google Scholar.
    https://scholar.google.com/citations?user=DC-a_kIAAAAJ&hl=en&oi=sra
  4. Top Teachers Awards. (n.d.). Innovative Research Award: Award criteria and nomination information. Top Teachers Awards.
    https://topteachers.net/
  5. Arkan, Z., & Bal, M. (2025). The relationship between school-age students’ literacy skills and digital well-being: A systematic review. BMC Psychology, 13(1), Article 1240.
    https://doi.org/10.1186/s40359-025-03573-4
  6. Arkan, Z. (2026). Evaluation of listening activities in Arabic language teaching textbooks used in Turkey in light of the CEFR criteria. Asian-Pacific Journal of Second and Foreign Language Education, 11(1), Article 10.
    https://doi.org/10.1186/s40862-025-00366-5
  7. Güzeler, F. B., & Arkan, Z. (2022). Zekeriyyâ Tâmir’in el-Aʿdâʾ adlı öyküsünün Türkçe çevirisinde deyiş kaydırmaları. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 24(4), 1241–1252.
    https://doi.org/10.32709/akusosbil.1032706
  8. Çelik, Z., Boz, N., Arkan, Z., & Toklucu, D. (2017). TEOG yerleştirme sistemi: Güçlükler ve öneriler. SETA Yayınları.
    https://avesis.aybu.edu.tr/yayin/f330e5b0-45ad-4a96-9ae1-8987ff1d3a7c/teog-yerlestirme-sistemi-guclukler-ve-oneriler

Amal Jawad | Health Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Amal Jawad

Faculty of Health Science | McMaster University | Canada

Amal Jawad
Affiliation McMaster University
Country Canada
Scopus ID 60079925800
Documents 5
Citations 3
h-index 1
Subject Area Health Education
Event Top Teachers Awards
Google Scholar jAGKeI4AAAAJ

Amal Jawad is a researcher affiliated with the Faculty of Health Science at McMaster University, Canada. Her work addresses health equity, policy analysis, and the right to development in rural Canadian settings. She has authored peer-reviewed studies on healthcare access barriers in Oxford County, Ontario, and has contributed to United Nations thematic studies on the right to development [1]. Her research has been recognized through the Innovative Research Award at the Top Teachers Awards event [4].

Abstract

This article documents the recognition of Amal Jawad through the Innovative Research Award for a qualitative study examining barriers to healthcare service access in rural Ontario through the lens of the right to development [4]. The study integrates mixed-methods analysis with policy interpretation to identify structural and social determinants affecting rural health equity. Findings inform public health planning and contribute to scholarship on the right to development in high-income rural contexts [5].

Keywords

Health equity; right to development; rural healthcare access; qualitative research; health policy; Oxford County; Canada.

Introduction

The right to development provides a normative framework for evaluating equitable access to public services, including healthcare. In rural regions of high-income countries, geographic dispersion, workforce shortages, and policy fragmentation create persistent barriers for minority and underserved populations [4]. Amal Jawad’s research addresses these conditions in Oxford County, Ontario, combining stakeholder engagement with qualitative and quantitative methods to document access disparities and propose policy responses [5].

Research Profile

Amal Jawad is a doctoral researcher in the Faculty of Health Science at McMaster University, specializing in health equity, policy analysis, and regional development. Her applied research experience includes work with Oxford County, Ontario, Canada. She is skilled in mixed-methods analysis, rural service access, environmental conditions, and community development. Her policy research includes official plan interpretation and review of planning frameworks connected to long-range planning, growth management, and social determinants affecting land-use decisions [1].

Research Contributions

Her contributions include peer-reviewed studies on healthcare access disparities in rural Ontario, analyses of self-determination and collective rights within the right to development agenda, and examinations of patent injustice and the right to health [5] [6]. She has also contributed to United Nations thematic studies on climate justice and the right to development, and to case studies on Participedia [1].

Publications

Amal Jawad has authored peer-reviewed studies on rural healthcare access through the right to development lens, published in the Journal of Rural Studies (2026) [4] and PLOS Global Public Health (2026) [5]. Additional work includes Ubuntu philosophy and eldercare ethics during COVID-19 in the South African Journal of Philosophy (2025) [6], and knowledge transfer across international assignments in the International Journal of Human Resource Studies (2020) [7].

Research Impact

According to Scopus, her work has received 3 citations across 5 documents, with an h-index of 1. Google Scholar records 23 citations across 15 documents, with an h-index of 3 [1] [2]. Her publications appear in journals including Journal of Rural Studies, PLOS Global Public Health, and the South African Journal of Philosophy, and have informed policy recommendations for public health authorities [4].

Award Suitability

The Innovative Research Award recognizes the study “Barriers to access to healthcare service in rural Ontario: Qualitative study through the lens of the right to development,” published in the Journal of Rural Studies [4]. The work demonstrates methodological innovation by integrating right-to-development theory with qualitative fieldwork in a rural Canadian context. Its findings offer transferable insights for health education, policy analysis, and community development, aligning with the award’s emphasis on original and applied scholarship [1].

Conclusion

Amal Jawad’s research contributes to understanding health equity and the right to development in rural settings. The Innovative Research Award acknowledges the study’s methodological rigor and policy relevance. Continued work in mixed-methods health research and stakeholder engagement is expected to extend these contributions to broader Canadian and international contexts [5].

References

  1. Elsevier. (n.d.). Scopus author details: Amal Jawad, Author ID 60079925800. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=60079925800
  2. Google Scholar. (n.d.). Amal Jawad: Citations profile. Google Scholar.
    https://scholar.google.com/citations?user=jAGKeI4AAAAJ&hl=en
  3. Jawad, A. M. (2021). Managing international assignments (expatriates and inpatriates): Effect of cultural diversity. International Journal of Business and Management, 15(12).
    https://econpapers.repec.org/RePEc:ibn:ijbmjn:v:15:y:2021:i:12:p:78
  4. Jawad, A. K. A., Ibhawoh, B., & Schwartz, L. (2026). Barriers to access to healthcare service in rural Ontario: Qualitative study through the lens of the right to development. Journal of Rural Studies, 123, Article 104024.
    https://doi.org/10.1016/j.jrurstud.2026.104024
  5. Jawad, A., Ibhawoh, B., Schwartz, L., & Kapoor, A. (2026). The right to development and disparities in healthcare access: Qualitative study from rural Ontario, Canada. PLOS Global Public Health, 6(6), Article e0005758.
    https://doi.org/10.1371/journal.pgph.0005758
  6. Jawad, A., & Ibhawoh, B. (2025). Ubuntu philosophy, old-age humanism and eldercare ethics during COVID-19. South African Journal of Philosophy, 44(4), 534–544.
    https://doi.org/10.1080/02580136.2025.2582110
  7. Jawad, A. M. (2020). Knowledge transfer across types of assignments: Case study of an international oil company. International Journal of Human Resource Studies, 10(4), 7292.
    https://ideas.repec.org/a/mth/ijhr88/v10y2020i4p72-92.html

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

Published on by Top Teachers

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