Published on by Top Teachers

Best Research Article Award

Eman Anjass — University of Granada (UGR), Spain

Eman Anjass
Affiliation University of Granada (UGR)
Country Spain
Scopus ID 59152275900
Documents 4
Citations 9
h-index 2
Subject Area Art and Design
Event Top Teachers Awards
ORCID 0009-0006-4718-3846
Google Scholar cpndlzAAAAAJ

Eman Anjass is a Palestinian science educator and researcher with more than 12 years of experience in school education, teacher development, digital curriculum design, and international research. Her research examines science and chemistry education, flipped learning, virtual laboratories, TPACK/PCK, self-regulated learning, mobile learning, artificial intelligence in education, and educational equity in conflict-affected contexts. [1][2]

Abstract

Eman Anjass’s academic work connects science education, educational technology, teacher professional development, and learning innovation. Her doctoral research at the University of Granada examined flipped classroom approaches to learning chemical reactions in middle school, while subsequent work addresses virtual laboratories, teacher TPACK, self-regulation, mobile learning, and educational continuity in conflict-affected settings. [1][4]

Keywords

  • Science education and chemistry education
  • Flipped classroom and virtual laboratories
  • TPACK and pedagogical content knowledge
  • Self-regulated and mobile learning
  • Artificial intelligence and educational technology
  • Teacher professional development and educational equity

Introduction

Eman Anjass’s research profile is grounded in more than a decade of classroom teaching, instructional design, teacher development, and collaborative educational research. Her work combines pedagogical theory with technology-supported learning environments, particularly in science education and contexts where access, continuity, and inclusion are significant educational concerns. [1]

Research Profile

Eman Anjass completed a Ph.D. in Educational Sciences at the University of Granada in 2025. Her dissertation, The Effects of Using Flipped Classroom on Learning Chemical Reactions Subject in Middle School, was defended on 19 December 2025 with a final evaluation of Sobresaliente. She previously earned an M.A. in Science Education from Birzeit University and a B.Sc. in Biology with a Teaching Diploma.

Her professional experience includes science teaching within the Palestinian Ministry of Education, instructional design at the Continuing Education Center of Birzeit University, service on a science committee within the Ramallah and Al-Bireh Directorate, and research collaboration with institutions and scholars in Palestine, Spain, Finland, and the United Kingdom.

Research Contributions

A central contribution of Anjass’s research is the examination of technology-supported science teaching, particularly flipped learning and virtual laboratories. Her published work on flipped classroom implementation reports evidence concerning science learning among ninth-grade students, while related research investigates teachers’ technological pedagogical content knowledge and the professional development needed for effective virtual laboratory integration. [4]

Her broader research agenda extends to self-regulated learning, mobile learning, digital competence, artificial intelligence in education, and educational equity. Current manuscripts address educational continuity and inclusion in conflict-affected contexts, spatial equity in science education, virtual-laboratory professional development, and technology-enabled learning across language gaps.

Publications

Eman Anjass’s publication record includes peer-reviewed research on science education, artificial-intelligence-supported learning assessment, flipped classroom pedagogy, and science teachers’ pedagogical content knowledge. Her 2026 IntechOpen chapter examines TPACK development through virtual laboratories, while her peer-reviewed journal research addresses flipped science instruction and teachers’ challenges in teaching cell division. [3] [4] [5]

Research Impact

Available bibliometric profiles indicate 4 Scopus-indexed documents and 9 citations, with an h-index of 2; the supplied Google Scholar record reports 8 documents, 38 citations, and an h-index of 2. These indicators provide measurable evidence of scholarly dissemination while remaining dependent on database coverage and updating practices. [1] [2]

Her academic service further includes verified peer-review activity for international journals and ongoing editorial coordination relating to generative artificial intelligence, student agency, and self-regulated learning. Her research and professional work also connect academic inquiry with digital curriculum design and teacher professional development.

Award Suitability

Eman Anjass presents a research profile combining doctoral-level educational research, peer-reviewed publications, international collaboration, classroom experience, instructional design, and academic peer review. Her documented work in flipped science learning, virtual laboratories, TPACK, and educational technology provides a substantive basis for consideration for a research-oriented recognition.[1]

Her record also includes first-place recognition as Outstanding Teacher in Palestine and Young Scientist Award in 2019, selection among the top ten teachers for Intel Education Recognition in 2015, and an Interactive Book Creativity Award in 2017. The Top Teachers Awards 2026 nomination was submitted on 3 August 2026 under Entry ID 9223; the nomination remains pending and should not be represented as a completed award.

Conclusion

Eman Anjass’s academic profile reflects sustained engagement with science education, educational technology, teacher development, and research on learning in complex educational environments. Her combination of doctoral research, peer-reviewed scholarship, professional practice, and international academic service establishes a developing research trajectory centered on technology-enhanced and equitable science education.

References

  1. Elsevier. (n.d.). Scopus author details: Eman Anjass, Author ID 59152275900. Scopus. https://www.scopus.com/authid/detail.uri?authorId=59152275900
  2. Google Scholar. (n.d.). Eman Anjass — Google Scholar profile. https://scholar.google.com/citations?hl=en&user=cpndlzAAAAAJ
  3. Hmoud, M., Swaity, H., Anjass, E., & Aguaded-Ramírez, E. M. (2024). Rubric development and validation for assessing tasks’ solving via AI chatbots. Electronic Journal of e-Learning, 22(6), 1–17. https://eric.ed.gov/?id=EJ1434299
  4. Anjass, E., Hamed, C., & Aguaded-Ramírez, E. M. (2025). The effectiveness of using the flipped classroom in science education for ninth-grade students. Journal of Technology and Science Education, 15(1), 78–90. https://doi.org/10.3926/jotse.2842
  5. Anjass, E. A. E. M. A. R. (2026). Pedagogical content knowledge challenges and strategies of Palestinian science teachers teaching cell division. Discover Education, 5, 588. https://link.springer.com/article/10.1007/s44217-026-01598-4
Eman Anjass | Art and Design | Best Research Article Award

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