Miguel Jacob Ochoa Andrade | Health Education | Excellence in Teaching Award

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Excellence in Teaching Award

Miguel Jacob Ochoa Andrade
Hospital General del Sur de Quito-IESS, Ecuador

Miguel Jacob Ochoa Andrade
Affiliation Hospital General del Sur de Quito-IESS
Country Ecuador
Scopus 57409134900
Documents 13
Citations 41
h-index 3
Subject Area Health Education
Event Top Teachers Awards
ORCID 0000-0001-5505-5285

Miguel Jacob Ochoa Andrade is an Ecuadorian physician and researcher affiliated with the Hospital General del Sur de Quito-IESS. His work spans health sciences education, clinical case reporting, and epidemiological research, and he is profiled here in connection with the Excellence in Teaching Award presented at the Top Teachers Awards.[1]

Abstract

This article presents a concise academic profile of Miguel Jacob Ochoa Andrade in the context of the Excellence in Teaching Award. It summarizes his affiliation, research focus, and publication record, which combines health education studies with clinical and epidemiological work. The profile draws on his Scopus and ORCID records and on published articles, and it is intended as a neutral description of his scholarly activity.[1][2]

Keywords

Health education, medical education, academic performance, burnout, case reports, epidemiology, Ecuador, Top Teachers Awards.

Introduction

Teaching in the health sciences depends on both clinical competence and an understanding of how learners are assessed, supported, and developed. Ochoa Andrade works in a hospital setting in Quito while contributing to research on educational environments, academic stress, curricular design, and the competencies expected of university teachers. The Top Teachers Awards, presented through the organization’s website, recognize educators for contributions to teaching.[5] In his professional profile, he describes himself as responsible, punctual, respectful, honest, and committed to community service, with a continuing orientation toward self-improvement.

Research Profile

According to Scopus, his author record (ID 57409134900) lists 13 indexed documents, 41 citations, and an h-index of 3.[1] His ORCID record provides a further list of works.[2] The principal areas of activity include:

  • Health sciences education and academic performance.
  • Mental health and burnout among students and health personnel.
  • Clinical case reports in surgery, internal medicine, and tropical medicine.
  • Epidemiological and public health studies in Ecuadorian hospitals.

Research Contributions

His research addresses health education, including academic performance, depression, educational environment, curricular design, and teacher competencies. He contributed to a study of burnout, anxiety, and depression among Ecuadorian medical interns.[3] Clinically, he has published surgical case reports and participated in the AlliGatOr appendicitis cohort study.[4] He also helped develop the Score CIMS COVID-19 mortality-risk tool.

Publications

Selected publications, based on the information supplied for this profile, are listed below.

  • “Psychological distress across successive assessment periods of the rotating medical internship,” Frontiers in Medicine, 2026. Link
  • “Pre-hospital time and risk of perforation in patients with acute appendicitis in 112 countries (AlliGatOr),” The Lancet Global Health, 2026. DOI
  • “Sociodemographic determinants of intertrochanteric hip fractures in older adults,” Frontiers in Surgery, 2026. DOI
  • “Survival After Catastrophic Antiphospholipid Syndrome With Diffuse Alveolar Hemorrhage,” Journal of Investigative Medicine High Impact Case Reports, 2026. DOI
  • “A key to a parent’s heart lies in their child’s stomach,” Journal of Surgical Case Reports, 2025. Link

Research Impact

The Scopus record shows 41 citations across 13 documents, with an h-index of 3.[1] These figures are modest and reflect a research profile that is still developing, with recent output in international journals such as Frontiers in Medicine and The Lancet Global Health. Bibliometric indicators vary by database and update date, so they should be read as a snapshot rather than a complete measure of scholarly contribution.

Award Suitability

The Excellence in Teaching Award within the Top Teachers Awards concerns recognition of educators.[5] Ochoa Andrade’s profile is relevant on several grounds:

  • Published research on curricular design, teacher competencies, and learning environments in health sciences.
  • Attention to student well-being, including stress, depression, and burnout.
  • Clinical case reports that can serve as teaching material.
  • Participation in multi-country research collaboration.

Conclusion

Miguel Jacob Ochoa Andrade’s record combines hospital-based clinical practice, educational research, and collaborative studies. His publications address the health professions both as a clinical field and as a teaching and learning environment, which provides a documented basis for his candidacy within the Top Teachers Awards.[2][5]

References

  1. Elsevier. (n.d.). Scopus author details: Ochoa Andrade, Miguel Jacob, Author ID 57409134900. Scopus. https://www.scopus.com/authid/detail.uri?authorId=57409134900
  2. ORCID. (n.d.). Miguel Jacob Ochoa Andrade (ORCID iD 0000-0001-5505-5285). ORCID. https://orcid.org/0000-0001-5505-5285
  3. Ochoa Andrade, M. J., et al. (2026). Psychological distress across successive assessment periods of the rotating medical internship: Burnout, anxiety, and depression among medical interns in Ecuador. Frontiers in Medicine. DOI: 10.3389/fmed.2026.1989195. https://doi.org/10.3389/fmed.2026.1989195
  4. AlliGatOr Collaborative. (2026). Pre-hospital time and risk of perforation in patients with acute appendicitis in 112 countries (AlliGatOr): An international, prospective, observational cohort study. The Lancet Global Health. https://doi.org/10.1016/j.langlo.2026.104015
  5. Top Teachers. (n.d.). Top Teachers Awards. Top Teachers. https://topteachers.net/

Derick Folson | Educational Research | Best Academic Researcher Award

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Best Academic Researcher Award

Derick Folson — Kwame Nkrumah University of Science and Technology, Ghana

Derick Folson
Affiliation Kwame Nkrumah University of Science and Technology
Country Ghana
Scopus 59516275300
Documents 2
Citations 2
h-index 1
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0003-4585-3640

Derick Folson is a Ghanaian educator and researcher affiliated with the Department of Teacher Education at Kwame Nkrumah University of Science and Technology (KNUST). His work centres on mathematics education, technical and vocational education and training (TVET), and curriculum alignment. He is profiled here in connection with the Top Teachers Awards.[1]

Abstract

This article summarises the academic profile of Derick Folson, an educator with more than twenty years of teaching experience in primary, junior high, senior high and higher education settings. His scholarship addresses mathematics instruction, curriculum and examination alignment, and the delivery of core mathematics in pre-tertiary TVET in Ghana. His recent output includes peer-reviewed studies on geometry instruction and workplace experience learning.[2][3]

Keywords

  • Mathematics education
  • Technical and vocational education and training (TVET)
  • Curriculum alignment
  • Ghana

Introduction

Derick Folson combines classroom practice in Information and Communication Technology (ICT) and mathematics with part-time lecturing at KNUST. This dual perspective informs research that is closely tied to instructional realities in Ghanaian schools. His interests include algebraic structures, mathematical modelling and computational mathematics, alongside applied questions in pedagogy and assessment.[1]

Research Profile

According to Scopus, Folson holds author ID 59516275300, with two indexed documents, two citations and an h-index of one.[1] His wider publication record, listed in his ORCID profile, extends from early work on numerical methods and examination practices to recent studies of TVET mathematics education.[5]

Research Contributions

His contributions fall into several areas:

  • Geometry and TVET instruction: a qualitative study examining why geometry remains abstract for pre-tertiary TVET learners in Ghana.[2]
  • Workplace experience learning: a phenomenological investigation of learner experiences at the pre-tertiary TVET level.[3]
  • Curriculum and examination alignment: analyses of topic and cognitive alignment between the TVET core mathematics curriculum and exit examinations.[4]
  • Instructional effectiveness: studies of the 5E instructional model and Po-shen Loh’s method for quadratic equations.[5]

Publications

Selected publications include studies in Educational Point, SAGE Open, the Interdisciplinary Journal of Education and the East African Journal of Education Studies. Earlier papers on probability learning, examination malpractice and numerical analysis appeared in the International Journal of Computer Applications.[2][3][4] Most work is co-authored, reflecting collaboration with colleagues in Ghanaian education research.

Research Impact

Bibliometric indicators are modest, as expected for a researcher with recently indexed output, but the work addresses practical questions in TVET mathematics, an area with limited published evidence in Ghana. Its relevance lies in implications for curriculum design, assessment alignment and teaching practice.[1]

Award Suitability

The Top Teachers Awards recognise contributions to teaching and educational scholarship.[6] Folson’s profile is consistent with this focus because it joins long classroom service with sustained, peer-reviewed inquiry into instruction and assessment.

Conclusion

Derick Folson’s career links teaching practice with research on mathematics education and TVET in Ghana. His publications on curriculum alignment, learner experience and instructional methods provide a documented basis for his recognition in educational research.[2][4]

References

  1. Elsevier. (n.d.). Scopus author details: Derick Folson, Author ID 59516275300. Scopus. https://www.scopus.com/authid/detail.uri?authorId=59516275300
  2. Folson, D., & Awuah, F. K. (2026). When geometry stays abstract: A qualitative study of pre-tertiary TVET instruction in Ghana. Educational Point, 3(2), e177. https://doi.org/10.71176/edup/19885
  3. Folson, D., & Awuah, F. K. (2026). Workplace experience learning at the pre-tertiary TVET level in Ghana: A phenomenological study. SAGE Open, 16(1), 1–16. https://doi.org/10.1177/21582440251411964
  4. Folson, D., & Awuah, F. K. (2025). Assessing topic alignment in pre-tertiary TVET core mathematics: A Ghanaian case study (2011–2023). Interdisciplinary Journal of Education, 8(1), 35–56. https://doi.org/10.53449/yzxenc70
  5. Andam, E. A., Folson, D., & Adu, A. (2024). Effects of Po-shen Loh’s method on students’ achievement in quadratic equations. Journal of Advances in Mathematics and Computer Science, 39(6), 91–100.
  6. Top Teachers. (n.d.). Top Teachers Awards. https://topteachers.net/

Rasmiya Abu Rabia | Clalit Health Services | Women Researcher Award

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Women Researcher Award

Rasmiya Abu Rabia — Clalit Health Services, Israel

Rasmiya Abu Rabia
Affiliation Clalit Health Services
Country Israel
Scopus 57222958716
Documents 1
Citations 4
h-index 1
Subject Area Nursing and Health Professions
Event Top Teachers Awards
ORCID 0000-0002-2904-8388

Rasmiya Abu Rabia is a healthcare executive and clinical researcher affiliated with Clalit Health Services in Israel, working in nursing and health professions [1]. Her work addresses healthcare accessibility, women’s health, and health disparities among Arab Bedouin communities in southern Israel. This article presents her profile in connection with the Women Researcher Award at the Top Teachers Awards [4].

Abstract

This article summarizes the academic and professional profile of Rasmiya Abu Rabia, whose career spans more than thirty years in Israel’s public health system, university education, and clinical research. Her scholarship examines cervical cancer screening, health promotion, and the nursing profession among minority populations [3]. The profile reviews her contributions, publication record, and suitability for recognition within the Women Researcher Award category.

Keywords

  • Bedouin women’s health
  • Cervical cancer screening
  • Health disparities
  • Nursing and health promotion

Introduction

Health systems often struggle to reach minority populations, and culturally sensitive interventions are widely regarded as important for equitable care. Abu Rabia has held regional healthcare leadership responsibilities and has served as Principal Investigator on competitive national grants concerning healthcare accessibility, preventive reproductive health, and genetic decision-making. Her activity combines administration, teaching, and applied research.

Research Profile

According to Scopus, her author record (ID 57222958716) lists one indexed document, four citations, and an h-index of one [1]. Her ORCID record provides additional scholarly information [2]. Her profile also includes genetic screening programs, women’s health promotion, and interorganizational planning. These figures reflect database coverage at the time of access.

Research Contributions

  • Cancer screening: a cross-sectional study of access inequities among minority women [3].
  • Health promotion: qualitative research on barriers to healthy lifestyles among Bedouin women.
  • Nursing: views of Bedouin physicians and nurses on nursing as a profession.
  • Primary care: earlier clinical studies on asthma, refractive disorders, bowel disorders, and fibromyalgia.

Publications

  • Abu Rabia, R., Hendel, T., Alfayumi-Zeadna, S., & Kagan, I. (2026). Healthcare access and cervical cancer screening inequities among minority women. BMC Women’s Health, in press. https://doi.org/10.1186/s12905-026-05066-x [3]
  • Abu Rabia, R., Alfayumi-Zeadna, S., Hendel, T., & Kagan, I. (2025). Barriers to adopting a healthy lifestyle among Bedouin women. Journal of Ethnic Health Disparities, 12(3), 1925–1936.
  • Abu Rabia, R., Hendel, T., & Kagan, I. Views of Bedouin physicians and nurses on nursing. Nursing & Health Sciences, in press.
  • Earlier co-authored studies appeared in Family Practice (2002), Clinical Gastroenterology and Hepatology (2005), and Seminars in Arthritis and Rheumatism (2007).

Research Impact

Indexed metrics are modest, reflecting a small number of Scopus-listed documents; however, the research addresses underserved populations where evidence is limited [1]. Studies on screening and health promotion have practical relevance for public health planning and nursing practice. Citation counts should be interpreted cautiously, since recent publications have had limited time to accumulate citations.

Award Suitability

The Women Researcher Award is presented through the Top Teachers Awards platform [4]. Abu Rabia’s combined experience in clinical research, healthcare leadership, and academic teaching, together with her focus on health equity, aligns with this category. Final decisions rest with the awarding organization.

Conclusion

Rasmiya Abu Rabia’s career links healthcare administration with research on equity for minority women. Her recent publications on screening and health promotion contribute evidence relevant to nursing and public health [3].

References

  1. Elsevier. (n.d.). Scopus author details: Rasmiya Abu Rabia, Author ID 57222958716. Scopus. https://www.scopus.com/authid/detail.uri?authorId=57222958716
  2. ORCID. (n.d.). Rasmiya Abu Rabia, ORCID record 0000-0002-2904-8388. ORCID. https://orcid.org/0000-0002-2904-8388
  3. Abu Rabia, R., Hendel, T., Alfayumi-Zeadna, S., & Kagan, I. (2026). Healthcare access and cervical cancer screening inequities among minority women: A cross-sectional study. BMC Women’s Health, in press. https://doi.org/10.1186/s12905-026-05066-x
  4. Top Teachers Awards. (n.d.). Top Teachers Awards official website. https://topteachers.net

David Martínez Cánovas | Educational Research | Innovative Research Award

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Innovative Research Award

David Martínez Cánovas

IES Arcipreste de Canales, Spain

David Martínez Cánovas
Affiliation IES Arcipreste de Canales
Country Spain
Scopus 60938494500
Documents 1
Subject Area Educational Research
Event Top Teachers Awards

David Martínez Cánovas is a Spanish Geography and History teacher and doctoral researcher at the University of Murcia, specialising in Social Sciences Education. His research focuses on historical thinking, digital competence, information literacy and disinformation. Combining academic investigation with classroom practice, he explores fake news detection, hate speech recognition and critical source evaluation. His contributions include peer-reviewed publications and international conference research on gender representation in History textbooks. [1] [2]

Abstract

David Martínez Cánovas is an emerging researcher in Social Sciences Education whose academic interests focus on the relationship between historical thinking, digital competence and critical information evaluation. His research examines how secondary-school students identify disinformation, evaluate online sources and recognise fake news and hate speech. His published work contributes empirical evidence to discussions about digital literacy and History Education. His ongoing doctoral research at the University of Murcia develops learning situations intended to address disinformation through historical thinking and classroom-based educational practice. [2]

 Keywords

Social Sciences Education; History Education; Historical Thinking; Digital Competence; Disinformation; Fake News; Hate Speech; Information Literacy; Critical Thinking; Gender Representation; History Textbooks; Secondary Education; Educational Research; Critical Citizenship.

Introduction

The growth of digital information presents educational challenges involving misinformation, source reliability and informed citizenship. David Martínez Cánovas explores how historical thinking and digital competence strengthen critical evaluation in secondary education. Holding postgraduate qualifications in History and Teacher Training, he combines classroom experience with doctoral research and evidence-based educational development. [2]

Research Profile

David Martínez Cánovas is a Geography and History teacher and PhD researcher at the University of Murcia. His research focuses on historical thinking, digital competence, disinformation and gender representation in textbooks. His doctoral work develops educational strategies against misinformation, building on earlier research presented at Oxford Brookes University in 2021.

Research Contributions

David Martínez Cánovas contributes to Social Sciences Education through research on historical thinking, digital competence and disinformation. His work examines fake news detection, hate speech recognition and gender representation in History textbooks. Through collaborative research and doctoral investigation, he promotes evidence-based teaching and critical information evaluation in secondary education. [2]

Publications

David Martínez Cánovas has contributed to peer-reviewed academic research and international conference dissemination in Social Sciences Education. His documented scholarly outputs include a 2026 article in Social Sciences examining digital competence and the detection of fake news and hate speech among secondary-school History students, alongside a 2021 conference research contribution on gender representation in History textbooks. [2]

Research Impact

David Martínez Cánovas’s research connects academic investigation with secondary education, addressing digital competence, information literacy and disinformation. His peer-reviewed study involving 72 students contributes evidence to History Education. His international conference participation and ongoing doctoral research further demonstrate scholarly development and commitment to practical, evidence-based educational innovation. [2]

Award Suitability

David Martínez Cánovas demonstrates developing research excellence through peer-reviewed publications, international conference participation and doctoral investigation. His work advances digital competence, historical thinking and disinformation awareness in secondary education. His research outputs, academic collaborations and practical educational contributions support consideration for the Best Research Scholar Award at Top Teachers Awards. [1] [2]

Conclusion

David Martínez Cánovas combines secondary-school teaching with doctoral research and scholarly publication in Social Sciences Education. His work addresses digital competence, disinformation and historical thinking. Through research-led teaching and evidence-based educational development, he contributes to contemporary History Education, supporting his nomination for the Best Research Scholar Award at Top Teachers Awards.

References

  1. Elsevier. (n.d.). Scopus author details: David Martínez Cánovas, Author ID 60938494500. Scopus. https://www.scopus.com/authid/detail.uri?authorId=60938494500
  2. Martínez-Cánovas, D., Sánchez-Ibáñez, R., & Miralles-Martínez, P. (2026). Digital Competence and the Detection of Fake News and Hate Speech Among Secondary School History Students. Social Sciences, 15(9), 591. MDPI. https://www.mdpi.com/2076-0760/15/9/591

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

Published on by Top Teachers

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

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