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

Published on by Top Teachers

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

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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

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

Published on by Top Teachers

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

Published on by Top Teachers

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