Markus Wilhelm | Secondary Education | Innovative Research Award

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Innovative Research Award

Markus Wilhelm
University of Teacher Education Lucerne (UTE), Switzerland
Markus Wilhelm
Affiliation University of Teacher Education Lucerne
Country Switzerland
Scopus ID 58379604000
Documents 8
Citations 83
h-index 4
Subject Area Secondary Education
Event Top Teachers Awards
ORCID 0000-0001-7846-5519

The Innovative Research Award article documents the academic achievements, research leadership, educational innovation, and scholarly contributions of Markus Wilhelm, Professor of Science Education and sustainability education specialist at the University of Teacher Education Lucerne. His work spans science education, education for sustainable development (ESD), STEM didactics, teacher professional development, interdisciplinary learning, and sustainability-focused educational research. Through leadership of national and international projects, doctoral supervision, curriculum development, and scientific publication activities, Markus Wilhelm has contributed substantially to contemporary educational research and practice.[1][2]

Abstract

Markus Wilhelm is an educational researcher whose academic career combines science education, sustainability education, STEM didactics, environmental studies, and teacher professional development. As Head of the Institute for STEM Didactics and Sustainability and co-holder of the UNESCO Chair for Didactics of Sustainability Science and Political Education, he has contributed to research-based approaches that strengthen sustainability competencies among teachers and learners. His scholarly profile includes research leadership, doctoral supervision, editorial responsibilities, international collaboration, and participation in major funded projects supported by Swiss and European institutions.[2]

Keywords

Science Education; Education for Sustainable Development; STEM Education; Sustainability Science; Teacher Education; Environmental Education; Educational Research; UNESCO Chair; Educational Innovation; Secondary Education.

Introduction

Markus Wilhelm earned degrees in Biology, Biochemistry, Environmental Sciences, Teacher Education, and interdisciplinary science studies from ETH Zürich, the University of Bern, and Swiss teacher education institutions. His academic progression from environmental science and ecology toward science education and sustainability research reflects a multidisciplinary approach to educational innovation. His current responsibilities encompass institutional leadership, postgraduate education, scientific supervision, and the advancement of sustainability-oriented teacher education programs.[3]

Research Profile

Markus Wilhelm’s research profile centers on the design, implementation, and evaluation of high-quality teaching and learning environments in science education and education for sustainable development. His research addresses teacher competencies, digital educational resources, sustainability literacy, interdisciplinary learning, learning laboratories, STEM didactics, and curriculum innovation. Through leadership of nationally funded projects including PURPUR, Tecodis, GLOBE implementation initiatives, sustainability education studies, and educational game development, he has contributed to evidence-based educational practice and policy.[4]

His institutional roles include Professor of Science Education, Head of Master’s programs in science and sustainability education, Honorary Professor at Heidelberg University of Education, and co-holder of the UNESCO Chair dedicated to sustainability science and global citizenship education. These positions support international collaboration and the integration of sustainability principles into teacher education systems.[5]

Research Contributions

Research contributions associated with Markus Wilhelm include advancing theoretical and empirical foundations for sustainability education, developing educational interventions for STEM learning, strengthening teacher competencies in digital resource use, and promoting interdisciplinary educational research. His leadership in projects funded by the Swiss National Science Foundation and other agencies has supported investigations into sustainability competence, educational technology integration, learning environments, and science teaching quality.[6]

  • Education for Sustainable Development (ESD) research and implementation.
  • Teacher competency development in STEM education.
  • Digital learning resources and explainer video pedagogy.
  • Science learning laboratories and inquiry-based learning.
  • Interdisciplinary and transdisciplinary educational research.
  • Doctoral supervision and international research networking.

Publications

The publication record of Markus Wilhelm includes books, journal articles, book chapters, educational resources, conference proceedings, datasets, and scholarly presentations. His publication portfolio reflects sustained contributions to science education, sustainability education, teacher professional development, and educational innovation. Recent scholarly works address sustainability science education, competencies for educational video use, and the integration of sustainable development within teacher education systems, demonstrating the practical and theoretical relevance of his research agenda.[1][7][8][9]

  • 15 books and monographs.
  • 76 journal articles and reviews.
  • 73 book chapters and encyclopedia contributions.
  • 43 teaching and learning materials.
  • 179 scientific conference contributions.
  • 81 academic presentations and lectures.

Research Impact

According to Scopus metrics, Markus Wilhelm has accumulated 83 citations across indexed publications, with 8 documents and an h-index of 4. Beyond bibliometric indicators, his impact is reflected in large-scale educational projects, curriculum innovation, doctoral researcher supervision, editorial service, conference organization, and contributions to sustainability-focused educational transformation. His research has influenced teacher education institutions, professional development programs, and educational policy discussions concerning sustainability and STEM education.[1]

Award Suitability

The Innovative Research Award recognizes sustained scholarly achievement, research leadership, educational innovation, and societal relevance. Markus Wilhelm’s profile aligns with these criteria through his extensive leadership of funded projects, international collaborations, UNESCO Chair activities, editorial contributions, doctoral supervision, and research on sustainability education. His work demonstrates the integration of scientific inquiry, educational practice, and societal challenges within a coherent academic framework that supports future-oriented teacher education and sustainability literacy.[2][6]

Conclusion

Markus Wilhelm has established a multidisciplinary academic profile connecting science education, sustainability science, teacher education, and educational research. Through institutional leadership, international collaboration, scholarly publication, project management, and doctoral supervision, he has contributed to advancing evidence-based educational practice. His work continues to support the development of sustainability competencies and innovative educational approaches within Swiss and international educational contexts.[1][3]

References

  1. Elsevier. (n.d.). Scopus author details: Markus Wilhelm, Author ID 58379604000. Scopus.https://www.scopus.com/authid/detail.uri?authorId=58379604000
  2. University of Teacher Education Lucerne. (n.d.). Markus Wilhelm: Academic profile and institutional responsibilities. https://www.phlu.ch/markus-wilhelm.html
  3. ORCID. (n.d.). Markus Wilhelm ORCID record. https://orcid.org/0000-0001-7846-5519
  4. Swiss National Science Foundation and institutional project records. Research projects in sustainability education, STEM education and teacher competencies. https://www.phlu.ch/markus-wilhelm.html
  5. University of Teacher Education Lucerne. UNESCO Chair for Didactics of Sustainability Science and Political Education. https://www.phlu.ch/faecher-und-schwerpunkte/nachhaltigkeit/unesco-lehrstuhl.html
  6. Budmiger, M., Theiler, R., Grob, R., Rehm, M., & Wilhelm, M. (2026). Teaching sustainability: Educational approaches in light of sustainability science. Education Sciences, 16(5), 702. DOI: https://doi.org/10.3390/educsci16050702
  7. Hermann, M., Wilhelm, M., & Brovelli, D. (2026). Prospective science teachers’ competencies for the use of explainer videos. Frontiers in Psychology. DOI: https://doi.org/10.3389/fpsyg.2026.1681116
  8. Hermann, M., Lausslet, N., Baumann, S., Bertschy, F., & Wilhelm, M. (2026). Education for sustainable development in Swiss teacher education – Status and perspectives. DOI: https://doi.org/10.36950/bzl.44.1.2026.10411
  9. University of Teacher Education Lucerne. Publication record, editorial activities, doctoral supervision and research leadership of Markus Wilhelm. https://www.phlu.ch/markus-wilhelm.html

Luz Castillo Cuesta | Higher Education | Best Research Article Award

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Best Research Article Award

Luz Castillo Cuesta
Universidad Técnica Particular de Loja, Ecuador
Luz Castillo Cuesta
Affiliation Universidad Técnica Particular de Loja
Country Ecuador
Google Scholar ID zwEdhc8AAAAJ
Documents 88
Citations 1164
h-index 17
Subject Area Higher Education
Event Top Teachers Awards
ORCID 0000-0002-4755-8242

The Best Research Article Award recognizes scholarly contributions that demonstrate originality, educational relevance, and measurable academic impact. Luz Castillo Cuesta, affiliated with Universidad Técnica Particular de Loja in Ecuador, has established a notable research profile in English as a Foreign Language (EFL), technology-enhanced learning, Content and Language Integrated Learning (CLIL), educational innovation, and higher education pedagogy. Through a portfolio of peer-reviewed publications, the researcher has contributed to the advancement of digital teaching methodologies and evidence-based educational practices within contemporary learning environments.[1]

Abstract

Luz Castillo Cuesta’s academic work focuses on improving language learning outcomes through innovative digital technologies, game-based learning strategies, artificial intelligence applications, and CLIL methodologies. Research outputs demonstrate a commitment to enhancing student engagement, promoting active learning, and supporting educational transformation in higher education contexts. The body of work reflects an interdisciplinary approach combining language education, instructional design, and educational technology.[2]

Keywords

Higher Education, EFL Education, Artificial Intelligence, CLIL, Educational Technology, Game-Based Learning, Digital Pedagogy, Online Learning.

Introduction

The integration of emerging technologies into language education has become a significant area of educational research. Within this field, Luz Castillo Cuesta has explored innovative approaches that address learner engagement, instructional effectiveness, and technology adoption. Published studies investigate how digital tools, online games, artificial intelligence applications, and interactive learning environments can support language acquisition and improve educational experiences across different learning settings.[3]

Research Profile

With 88 scholarly documents, 1,164 citations, and an h-index of 17, the researcher has developed a recognized academic presence within higher education research. Areas of specialization include EFL teaching methodologies, virtual learning environments, active reading strategies, instructional technologies, and learner-centered pedagogies. The research portfolio reflects continuous engagement with contemporary educational challenges and opportunities.[1]

Research Contributions

  • Implementation of artificial intelligence tools for EFL instruction.
  • Advancement of CLIL methodologies through interactive educational technologies.
  • Investigation of game-based learning approaches in higher education.
  • Research on active reading strategies in virtual and remote learning contexts.
  • Development of evidence-based practices for digital language education.

Publications

  • Enhancing EFL Higher Education through Fliki Videos: An Artificial Intelligence Implementation Approach (2024).
  • Implementing the CLIL Approach through Online Games in EFL Education (2024).
  • Using Genially and Kahoot for Implementing CLIL in EFL Higher Education (2024).
  • Engaging EFL Students through the Game-Based Learning Approach in Higher Education (2023).
  • Implementing Active Reading Strategies in Virtual Settings During Remote Learning (2023).

Research Impact

The impact of the research is reflected in citation performance, adoption of technology-enhanced pedagogical approaches, and continued scholarly attention to digital learning environments. The studies contribute practical insights for educators, curriculum developers, and institutions seeking effective methods for integrating innovative technologies into language education. The work also supports broader discussions regarding educational transformation in the digital era.[4]

Award Suitability

Luz Castillo Cuesta demonstrates characteristics commonly associated with recipients of the Best Research Article Award, including sustained scholarly productivity, publication in peer-reviewed journals, measurable citation impact, and contributions to educational innovation. The researcher’s emphasis on practical applications of technology and evidence-based teaching methodologies aligns closely with contemporary priorities in higher education research and academic excellence.[5]

Conclusion

The academic achievements of Luz Castillo Cuesta illustrate a consistent commitment to advancing higher education through innovative language teaching and educational technology research. Through contributions to EFL instruction, CLIL implementation, game-based learning, and artificial intelligence applications, the researcher has developed a scholarly record that supports consideration for recognition within academic award programs.

References

  1. Google Scholar. (n.d.). Luz Castillo Cuesta Scholar Profile.
    https://scholar.google.com/citations?user=zwEdhc8AAAAJ
  2. World Journal of English Language. (2024). Enhancing EFL Higher Education through Fliki Videos: An Artificial Intelligence Implementation Approach.
    https://doi.org/10.5430/wjel.v15n1p424
  3. Language Teaching Research Quarterly. (2024). Implementing the CLIL Approach through Online Games in EFL Education.
    https://doi.org/10.32038/ltrq.2024.40.11
  4. International Journal of Learning Teaching and Educational Research. (2024). Using Genially and Kahoot for Implementing CLIL in EFL Higher Education.
    https://doi.org/10.26803/ijlter.23.7.13
  5. International Journal of Learning Teaching and Educational Research. (2023). Engaging English as a Foreign Language Students through the Game-Based Learning Approach in Higher Education.
  6. International Journal of Learning Teaching and Educational Research. (2023). Implementing Active Reading Strategies in Virtual Settings During Remote Learning.
    https://doi.org/10.26803/IJLTER.22.8.10

Yueh Yea Lo | Higher Education | Research Excellence Award

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Dr. Yueh Yea Lo | Higher Education | Research Excellence Award

Universiti Malaya | Malaysia

Dr. Yueh Yea Lo’s research focuses on AI-driven educational assessment, English language education, and writing evaluation, with particular emphasis on reliability, fairness, and ethical integration of artificial intelligence in high-stakes examinations. Her work advances understanding of human–AI scoring alignment, bias detection, and assessment standardization. She has contributed to internationally indexed journals and conferences, producing impactful studies that bridge technology and pedagogy. Her research innovations include comparative analysis of AI systems in authentic exam contexts and frameworks for responsible AI adoption. Recognized through international research awards, her contributions influence global assessment policies and future-ready education systems.

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