Emily Scotland | Early Childhood Education | Innovative Research Award

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Innovative Research Award

Emily Scotland
Prince Edward Island Department of Education and Early Years, Canada

Emily Scotland
Affiliation Prince Edward Island Department of Education and Early Years
Country Canada
Scopus ID 60824548000
Document 1
Subject Area Early Childhood Education
Event Top Teachers Awards
ORCID 0009-0000-0962-4707

Emily Scotland is an early childhood education professional whose work combines classroom practice, regulatory oversight, educator development, and research-informed support for early learning. Her professional experience across Montessori education and provincial early learning services provides a practice-oriented foundation for examining children’s learning environments, educator practice, and contemporary issues affecting early childhood education. [1]

Abstract

Emily Scotland’s professional profile reflects sustained engagement with early childhood education through Montessori teaching, early learning regulation, educator support, quality improvement, and professional development. Her experience includes work with children, families, educators, early learning centres, and public-sector systems. Her research activity includes contemporary questions concerning children’s screen use and outdoor play. [4]

Keywords

Early childhood education; outdoor play; digital environments; Montessori education; educator development; quality improvement; early learning and child care; educational practice; professional development; child-centred learning.

Introduction

Early childhood education encompasses teaching, care, professional practice, regulatory frameworks, and the creation of developmentally appropriate learning environments. Emily Scotland’s career combines direct classroom experience with responsibilities involving early learning and child care inspection, investigations, educator certification, training, and quality improvement. This combination provides a professional perspective that connects educational practice with institutional and regulatory contexts. [1]

Her educational preparation includes a Master of Education program at Nipissing University, a Bachelor of Arts in Sociology from Queen’s University, a Montessori Early Childhood Diploma from Montessori Teachers College, and an Ontario College Diploma in Early Childhood Education from Algonquin College. These qualifications span higher education, sociology, Montessori pedagogy, and early childhood professional preparation.

Research Profile

The documented research profile is situated within Early Childhood Education and includes attention to children’s experiences in contemporary learning environments. Scotland’s professional responsibilities require continuing engagement with early childhood research, educator practice, regulatory requirements, quality improvement processes, and sector-wide professional learning. Her Scopus record identifies one indexed document under author identifier 60824548000. [1]

Her professional development has also included training related to outdoor play, investigation and inspection, and empathy-oriented early childhood programming. These activities complement her practical experience and support an evidence-informed approach to early learning environments and educator development.

Research Contributions

Emily Scotland’s contributions can be understood through the intersection of early childhood pedagogy, professional learning, quality improvement, and contemporary childhood experiences. Her work in Montessori classrooms involved curriculum planning, child development observation, parent communication, assessment, outdoor education, and bilingual learning. Her later roles broadened this practice base through inspection, investigation, certification support, and professional education.

A notable research direction concerns the relationship between digital environments and opportunities for outdoor play. This topic is particularly relevant to early childhood education because educators and families increasingly consider how children’s experiences with digital media interact with active, social, and outdoor learning opportunities. [4]

Publications

Emily Scotland’s research includes work on children’s screen use and outdoor play in early childhood education. Her 2026 article with N. Maynes examines outdoor play for young children in a digital world, connecting digital contexts with opportunities for active, developmentally appropriate experiences. The publication appears in the Early Childhood Education Journal. [4]

Selected publication: Scotland, E. K., & Maynes, N. (2026). Screens away, get out and play: The importance of outdoor play for young children in a digital world. Early Childhood Education Journal.[4]

Research Impact

The practical significance of Scotland’s work is associated with the application of early childhood knowledge across classrooms, early learning centres, professional development settings, and regulatory contexts. Her experience supporting educators and centres with quality-improvement processes provides a direct connection between professional learning and the implementation of improved early learning practices.

Her publication on outdoor play contributes to discussion of how early childhood environments can support children in a period when digital technologies are increasingly present in everyday life. The subject connects educational research with questions of active play, child development, learning environments, and educator decision-making. [4]

Award Suitability

The Innovative Research Award recognizes research-oriented contributions that connect evidence, professional practice, and educational improvement. Emily Scotland’s documented work in early childhood education, together with her 2026 publication on outdoor play in a digital world, provides a relevant basis for recognizing engagement with contemporary questions affecting young children and educators today. [3] [4]

Her combination of academic preparation, classroom experience, regulatory responsibilities, educator development, quality-improvement support, and published research demonstrates a multidisciplinary professional profile. The available evidence supports consideration of her work within an award framework focused on research, innovation, professional contribution, and educational practice.

Conclusion

Emily Scotland’s career reflects a sustained commitment to early childhood education across teaching, Montessori practice, regulatory oversight, educator support, professional learning, and research. Her documented publication on outdoor play in a digital world adds a research dimension to this professional background and provides a contemporary focus relevant to early childhood educators, children, and learning environments. [4]

References

  1. Elsevier. (n.d.). Scopus author details: Emily Scotland, Author ID 60824548000. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=60824548000
  2. ORCID. (n.d.). Emily Scotland: ORCID record 0009-0000-0962-4707. ORCID.
    https://orcid.org/0009-0000-0962-4707
  3. Top Teachers Awards. (n.d.). Top Teachers Awards.
    https://topteachers.net/
  4. Scotland, E. K., & Maynes, N. (2026). Screens away, get out and play: The importance of outdoor play for young children in a digital world. Early Childhood Education Journal.
    https://doi.org/10.1007/s10643-026-02345-y

Marina Martínez-Carmona | Early Childhood Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Marina Martínez-Carmona
University of Murcia, Spain

Marina Martínez-Carmona
Affiliation University of Murcia
Country Spain
Scopus ID 56316479700
Documents 27
Citations 1,333
h-index 15
Subject Area Early Childhood Education
Event Top Teachers Awards
ORCID 0000-0002-2026-6266

Marina Martínez-Carmona is an Faculty Secretary, Faculty of Education; Associate Professor in the Department of Experimental Science Education, Faculty of Education, University of Murcia, Spain. Marina Martínez-Carmona maintains an interdisciplinary academic trajectory spanning chemistry, biochemistry, nanomedicine, experimental ophthalmology, science education, sustainability education, and early childhood learning research.[1]

This academic recognition article evaluates the scholarly profile, educational research contributions, publication record, collaborative activities, and innovation outcomes associated with Marina Martínez-Carmona. Particular attention is given to her work in science education and the development of innovative teaching methodologies that integrate sustainability, responsible consumption, inquiry-based learning, and game-based educational approaches for young learners.[3]

Abstract

Marina Martínez-Carmona is an academic researcher whose work integrates science education, sustainability education, teacher preparation, and early childhood learning. Her scholarly record includes interdisciplinary contributions in chemistry, nanomedicine, ophthalmology, and educational research. With documented participation in funded research projects and a substantial publication portfolio, her recent work emphasizes innovative pedagogical practices that promote responsible consumption, scientific competence, and inquiry-based learning among young learners.[1][3]

Keywords

Science Education; Early Childhood Education; Teacher Education; Sustainability Education; Responsible Consumption; Scientific Competence; Inquiry-Based Learning; Game-Based Learning; Environmental Education; Educational Innovation.

Introduction

Marina Martínez-Carmona serves within the Faculty of Education at the University of Murcia and combines scientific and educational expertise developed through training in chemistry, biochemistry, nanomedicine, ophthalmology, and educational sciences. Her academic development includes postdoctoral research at Trinity College Dublin and subsequent research activities in Spain. This interdisciplinary foundation has informed her educational research agenda focused on improving science teaching and learning across diverse educational contexts.[1][2]

Research Profile

The researcher has participated in nine funded research projects, including seven completed projects and two ongoing initiatives. Current participation includes PROCUSTO (2024–2028), focused on core teaching practices in initial science teacher education, and PID2024-160066NB-C21 (2025–2029), addressing inquiry and modelling in teacher education. Earlier projects covered bioceramics, nanomedicine, ophthalmology, and science teacher education, including participation in the ERC-funded VERDI project.[1]

Research interests encompass science education, teacher preparation, scientific competence development, sustainability, responsible consumption, game-based learning, and environmental literacy in early childhood. Previous research activities also contributed to inorganic chemistry, responsive nanomaterials, drug delivery systems, nanomedicine, and experimental ophthalmology.[1]

Research Contributions

A notable contribution is the development of the “Buy Smart” didactic sequence, designed to introduce responsible food consumption concepts within early childhood education through cooperative gameplay, movement-based activities, and guided classroom dialogue. Implemented with twenty-five five-year-old learners, the educational intervention generated exploratory evidence suggesting increased consideration of environmental factors such as transport distance, pollution, and food waste during decision-making processes.[3]

The study further demonstrates the value of observation-based assessment and oral explanation methods when evaluating conceptual understanding among young children. The resulting framework provides educators with a practical and developmentally appropriate approach for introducing sustainability concepts at an early educational stage.[3]

Publications

The publication record includes 34 articles, 7 book chapters, and 7 conference papers across chemistry, nanomedicine, biomaterials, ophthalmology, and science education. Journals include ACS Nano, Acta Biomaterialia, Nanoscale, Inorganic Chemistry, Journal of Materials Chemistry B, International Journal of Early Childhood, Education Sciences, Frontiers in Education, and Biochemistry and Molecular Biology Education. The nominated article, published in 2026, exemplifies the integration of sustainability education and innovative pedagogical design.[2][3]

Research Impact

According to the documented scholarly profile, Marina Martínez-Carmona has accumulated 1,333 citations across 27 indexed documents with an h-index of 15. These indicators reflect measurable influence across multiple disciplines, including materials science, biomedical research, and educational studies. Her collaborations with institutions such as Trinity College Dublin, Complutense University of Madrid, IMIB-Arrixaca, and the University of Murcia further demonstrate international and interdisciplinary engagement.[1][2]

Award Suitability

The candidate’s profile demonstrates characteristics associated with innovative educational research, including interdisciplinary scholarship, evidence-informed instructional design, active participation in funded projects, sustained publication activity, and the development of practical classroom interventions. The Buy Smart initiative illustrates the application of research-based educational innovation to promote sustainability awareness among young learners while contributing to contemporary discussions on responsible consumption and environmental education.[3]

Conclusion

Marina Martínez-Carmona has developed an interdisciplinary academic career that bridges scientific research and educational innovation. Her contributions to science education, teacher preparation, sustainability learning, and early childhood pedagogy are supported by a documented research record, international collaborations, and measurable scholarly impact. The nominated work represents a continuation of her commitment to evidence-based educational innovation and socially relevant learning experiences.[1][3]

References

  1. Elsevier. (n.d.). Scopus author details: Marina Martínez-Carmona, Author ID 56316479700. Scopus. https://www.scopus.com/authid/detail.uri?authorId=56316479700
  2. ORCID. (n.d.). ORCID profile of Marina Martínez-Carmona. https://orcid.org/0000-0002-2026-6266
  3. Romero Gutiérrez, M., Serrano-García, F., de Pro Chereguini, C., & Martínez-Carmona, M. (2026). Buy Smart: Introducing Responsible Consumption in Early Childhood Education: A Play-Based Didactic Sequence on Food, Waste, and Environmental Impact. International Journal of Early Childhood. DOI: https://doi.org/10.1007/s13158-026-00549-2
  4. Martínez-Carmona, M. et al. (2025). A BreakoutEDU for Understanding Gene Expression in High School: A Case Study. Biochemistry and Molecular Biology Education, 53(1), 46–56. https://doi.org/10.1002/bmb.21863
  5. Martínez-Carmona, M. et al. (2025). Climate Change and Its Causes: Promoting Argumentation in Secondary School in the Context of a Socio-Scientific Problem. Alambique: Didactics of Experimental Sciences. https://doi.org/10.1002/bmb.21863

Ahmad Zamri Khairani | Early Childhood Education | Best Researcher Award

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Best Researcher Award

Ahmad Zamri Khairani
Universiti Sains Malaysia, Malaysia
Ahmad Zamri Khairani
Affiliation Universiti Sains Malaysia
Country Malaysia
Google Scholar YoiAwuMAAAAJ
Documents 140
Citations 1,618
h-index 21
Subject Area Early Childhood Education
Event Top Teachers Awards
Scopus ID 36761085000
ORCID 0000-0002-3832-8103

The Best Researcher Award recognition considers scholarly achievement, academic leadership, research productivity, supervision record, and contributions to educational assessment and psychometric research. Ahmad Zamri Khairani, an Associate Professor at Universiti Sains Malaysia, has established a research profile centered on psychometrics, educational testing, Rasch model analysis, teacher education, and higher education research. His academic activities include publication, supervision, research grant participation, scholarly review services, and curriculum leadership within the School of Educational Studies.[1]

Abstract

This article presents an academic overview of Ahmad Zamri Khairani and evaluates the suitability of his scholarly profile for recognition under the Best Researcher Award category associated with the Top Teachers Awards. The review considers educational qualifications, research productivity, publication influence, postgraduate supervision, scholarly reviewing activities, academic administration, and contributions to psychometric measurement and educational assessment. Particular attention is given to the application of Rasch measurement approaches and psychometric methodologies within educational research contexts.[2]

Keywords

Psychometrics; Educational Testing; Rasch Analysis; Teacher Education; Educational Assessment; Higher Education Research; Measurement Theory; Research Supervision; Academic Leadership; Educational Evaluation.

Introduction

Ahmad Zamri Khairani is an academic researcher affiliated with the School of Educational Studies at Universiti Sains Malaysia. He obtained a Bachelor of Arts in Education and a Master of Education from Universiti Sains Malaysia before completing a Ph.D. in Educational Testing at the International Islamic University Malaysia. His academic career has focused on psychometric analysis, educational measurement, teacher education, and assessment methodologies. He is particularly associated with the application and dissemination of Rasch Model analysis in educational research and professional training activities.[1]

Research Profile

Ahmad Zamri Khairani currently serves as an Associate Professor and has held administrative responsibilities including Chairman of the Bachelor of Arts with Education Degree Programme. His research interests encompass social sciences, psychometric analyses, Rasch analysis, teacher education, educational assessment, and higher education research.[1]

  • BA (Hons.) Education – History & Mathematics
  • Master of Education – Psychometrics & Educational Assessment
  • PhD – Psychometrics & Educational Testing
  • Member of the Psychometric Society
  • Research Grants: 2 National Grants and 5 University Grants
  • Extensive thesis and dissertation examination experience

Prior to his university appointment, he taught History, Mathematics, and Additional Mathematics at Sekolah Menengah Sains Lahad Datu and Sekolah Menengah Sains Teluk Intan. This educational background contributed to his later focus on assessment and measurement research.[1]

Research Contributions

A significant portion of Ahmad Zamri Khairani’s scholarly work concerns the development, validation, and evaluation of educational and psychological measurement instruments. His research applies psychometric principles to educational assessment, personality measurement, diagnostic testing, formative assessment, teacher professional identity, educational program evaluation, and behavioral research.[3]

His supervision record demonstrates sustained engagement with postgraduate research. He has supervised numerous doctoral and master’s candidates addressing educational measurement, vocational education, psychology, learning assessment, teacher education, health behavior models, and Rasch-based instrument development.[1]

In addition, he has served as a reviewer for internationally recognized journals including Sustainability, Frontiers in Psychology, Journal of Psychoeducational Assessment, BMC Medical Education, IEEE Access, Psychology in the Schools, Heliyon, BMC Psychology, and several Scopus-indexed educational journals.[1]

Publications

In the highly cited publication “The pattern of skewness and kurtosis using mean score and logit in measuring adversity quotient (AQ) for normality testing” (2020) and “Reviewing the challenges of implementing formative assessment in Asia: The need for a professional development program“(2017), Ahmad Zamri Khairani examined evidence from 21 studies across Asian educational settings. The study identified insufficient teacher assessment literacy as a major challenge and recommended structured professional development programs to strengthen formative assessment practices and improve student learning outcomes.

Selected publications with demonstrated scholarly visibility include the following works, which have attracted substantial highly citation activity within educational measurement and psychometric research communities.[2][4][5][6]

  1. The Pattern of Skewness and Kurtosis Using Mean Score and Logit in Measuring Adversity Quotient (AQ) for Normality Testing (2020).
  2. Exploratory Factor Analysis (EFA) for Adversity Quotient (AQ) Instrument among Youth (2019).
  3. Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program (2017).

Research Impact

Research impact may be assessed through publication output, citation performance, postgraduate supervision, peer-review contributions, and influence on educational measurement practices. Available indicators report 140 documents, 1,618 citations, and an h-index of 21, suggesting a sustained scholarly presence within the field of educational assessment and psychometrics.[2]

His postgraduate supervision record includes numerous completed doctoral projects and ongoing doctoral supervision activities. Such engagement reflects an active role in developing research capacity and mentoring emerging scholars in educational research and measurement sciences.[1]

  • Graduated PhD Students: 18
  • Ongoing PhD Students: 31
  • Graduated Master’s Students: 2+
  • International journal reviewer across SCIE, SSCI, and Scopus-indexed journals
  • Contributor to psychometric instrument validation and Rasch measurement research

Award Suitability

Based on the available academic record, Ahmad Zamri Khairani demonstrates characteristics commonly associated with research excellence awards. These include a sustained publication profile, measurable citation impact, leadership in postgraduate supervision, active participation in scholarly peer review, successful research grant involvement, and recognized expertise in psychometric analysis and educational testing.[1][2]

His contributions extend beyond publication activity to include methodological capacity building through workshops, instrument development, educational evaluation research, and support for international scholarly communication. Such activities align with the objectives typically emphasized in researcher recognition frameworks.[1]

Conclusion

Ahmad Zamri Khairani has established a substantial academic profile within educational assessment, psychometrics, and teacher education. His educational background, publication record, citation performance, postgraduate supervision achievements, journal review service, and institutional leadership collectively demonstrate a sustained commitment to scholarly advancement. Within the context of the Top Teachers Awards, the available evidence indicates a research career characterized by academic productivity, methodological expertise, and contributions to educational measurement research.[1][2]

References

  1. Ahmad Zamri Khairani academic biography, institutional profile, supervision record, research interests, professional memberships, administrative responsibilities, teaching portfolio, and scholarly service information.↩
  2. Google Scholar Author Profile. Citation metrics, publication record, and h-index data. https://scholar.google.com/citations?user=YoiAwuMAAAAJ&hl=en&oi=sra
  3. Selected scholarly publications and citation records associated with educational assessment, Rasch analysis, psychometric testing, and formative assessment research. Scopus Author Profile
  4. Matore EM, Khairani AZ. The Pattern of Skewness and Kurtosis Using Mean Score and Logit in Measuring Adversity Quotient (AQ) for Normality Testing. DOI: https://doi.org/10.33899/ijfgcn.2020.13.3.45
  5. Effendi M, Matore EM, Khairani AZ, Adnan R. Exploratory Factor Analysis (EFA) for Adversity Quotient (AQ) Instrument among Youth. DOI: https://doi.org/10.31838/jcr.06.06.40
  6. Do Quyen NT, Khairani AZ. Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program. DOI: https://doi.org/10.5296/jsss.v4i1.10001

Veronica Kamanzi | Early Childhood Education | Innovative Research Award

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Innovative Research Award

Veronica Kamanzi

 University of Jyväskylä, Finland

Veronica Kamanzi
Affiliation University of Jyväskylä
Country Finland
Scopus ID 59416342400
Documents 2
Citations 5
h‑index 1
Subject Area Early Childhood Education
Event Top Teachers Awards
ORCID 0009-0009-6613-5040
Google Scholar NxfyLlMAAAAJ

This article presents the scholarly and professional profile of Veronica Kamanzi, a PhD researcher at the University of Jyväskylä (Finland), in recognition of her nomination for the Innovative Research Award at the Top Teachers Awards. Her work focuses on early childhood education, inclusive pedagogy, and literacy acquisition in diverse classrooms, with extensive experience in Tanzania and Finland. The following sections summarise her research contributions, publications, teaching merits, and professional impact.[1]

Abstract

This profile highlights the academic and professional trajectory of Veronica Kamanzi, a PhD researcher specialising in early childhood education and literacy. With over eighteen years of teaching experience in Tanzania and current doctoral studies at the University of Jyväskylä, her research examines inclusive pedagogy, phonics instruction, and teacher professional development. Her work bridges empirical research and classroom practice, contributing to improved literacy outcomes in pre‑primary and early grades. This nomination for the Innovative Research Award underscores her commitment to evidence‑based educational improvement and capacity building in sub‑Saharan Africa and beyond.[2]

Keywords

Early Childhood Education, Inclusive Pedagogy, Literacy Acquisition, Phonics Instruction, Teacher Training, Pre‑Primary Education, Tanzania, Finland, International Education, Educational Psychology.

Introduction

Veronica Kamanzi is a PhD researcher at the University of Jyväskylä, Finland, and a former assistant lecturer at the University of Dodoma, Tanzania. Her academic journey spans educational psychology, literacy studies, and comparative education, with a strong focus on early childhood education. She holds a Master of Arts in Education (literacy) and a Bachelor of Educational Psychology from the University of Dodoma, as well as a Diploma in Education from Mtwara Teachers’ College. Her professional experience includes classroom teaching, teacher supervision, curriculum facilitation, and leadership roles in Tanzanian schools and academic communities. This article presents a comprehensive overview of her research, publications, teaching, and professional service in the context of the Innovative Research Award nomination.[3]

Research Profile

Veronica Kamanzi’s research centres on literacy pedagogy in early childhood and primary education, with particular emphasis on inclusive practices and phonics instruction. Her doctoral work at the University of Jyväskylä investigates pre‑primary teachers’ understanding and implementation of inclusive pedagogy for literacy acquisition in Tanzanian classrooms. She has presented at international conferences, including the European Conference on Educational Research (ECER) and the Finnish Educational Research Association (FERA) conference. Her scholarly output includes peer‑reviewed articles in International Journal of Educational Research and Cogent Education, addressing teacher training, professional development, and literacy instruction in diverse contexts.[4]

Research Contributions

Veronica Kamanzi’s contributions to the field of early childhood education are both theoretical and practical. She has facilitated literacy skills courses for pre‑service teachers at the University of Dodoma, supervised literacy teaching practices, and organised in‑service training for pre‑primary teachers in Tanzania. Her research has informed policy‑oriented discussions on reading instruction and inclusive pedagogy, particularly through her involvement in the Literacy and Numeracy Education Support (LANES) project under the Global Partnership for Education. She has also served as an enumerator and evaluator for Save the Children International and EQUIP‑Tanzania, contributing to large‑scale assessments of school readiness and literacy outcomes.[5]

Publications

Veronica Kamanzi has authored two peer‑reviewed journal articles. The first, “Pre‑primary teachers’ understanding and implementation of inclusive pedagogy for literacy acquisition in Tanzania” (2026) in International Journal of Educational Research, explores how teachers enact inclusive practices in diverse classrooms. The second, “How teachers in Tanzania understand and implement phonics instructional approach for the teaching of reading in early grades” (2024) in Cogent Education, examines phonics instruction in early grade settings. Both publications provide empirical evidence on teacher training and literacy pedagogy in Tanzanian primary education.[2][3]

  • Kamanzi, V., Virtanen, T., Lerkkanen, M. K., & Eskelä‑Haapanen, S. (2026). Pre‑primary teachers’ understanding and implementation of inclusive pedagogy for literacy acquisition in Tanzania. International Journal of Educational Research.
  • Kamanzi, V., & Seni, A. J. (2024). How teachers in Tanzania understand and implement phonics instructional approach for the teaching of reading in early grades. Cogent Education.

Research Impact

Veronica Kamanzi’s work has been cited in policy documents and academic discussions on early grade reading in East Africa. Her co‑authored articles have appeared in high‑impact journals, and her presentations at international conferences have reached diverse audiences of researchers, practitioners, and policymakers. The practical implications of her research include recommendations for teacher training curricula, classroom strategies for differentiated instruction, and systemic approaches to literacy support in multilingual settings. Her involvement in the LANES project and evaluations for international organisations further amplifies the reach of her findings.[6]

Award Suitability

The Innovative Research Award recognises scholars who demonstrate originality, rigour, and practical relevance in their research. Veronica Kamanzi’s profile exemplifies these qualities through her sustained focus on early childhood literacy, her integration of empirical and contextual knowledge, and her commitment to improving educational outcomes in underserved communities. Her publications, conference presentations, and professional service attest to her capacity for impactful research. Her nomination is supported by a strong record of teaching, supervision, and leadership, as well as by her ability to translate research into actionable insights for educators and policymakers.[7]

Conclusion

Veronica Kamanzi is a dedicated researcher and educator whose work advances the understanding of inclusive literacy pedagogy in early childhood education. Her academic journey from Tanzania to Finland, her scholarly outputs, and her practical contributions to teacher training and curriculum development position her as a deserving candidate for the Innovative Research Award. Her ongoing doctoral research promises to generate further insights into effective teaching practices for diverse learners, with implications for policy and practice in both African and European contexts.

References

  1. Elsevier. (n.d.). Scopus author details: Veronica Kamanzi, Author ID 59416342400. Scopus.
    https://www.scopus.com/pages/authors/59416342400
  2. Kamanzi, V., Virtanen, T., Lerkkanen, M. K., & Eskelä‑Haapanen, S. (2026). Pre‑primary teachers’ understanding and implementation of inclusive pedagogy for literacy acquisition in Tanzania. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2025.102884
  3. Kamanzi, V., & Seni, A. J. (2024). How teachers in Tanzania understand and implement phonics instructional approach for the teaching of reading in early grades. Cogent Education. https://doi.org/10.1080/2331186X.2024.2419702
  4. University of Jyväskylä. (n.d.). Doctoral researcher profile: Veronica Kamanzi. https://www.jyu.fi/en
  5. Global Partnership for Education. (2017). Literacy and Numeracy Education Support (LANES) project – Tanzania.
  6. Save the Children International. (2017). Final Evaluation on School Readiness (IDELA), Shinyanga, Tanzania.
  7. Finnish Educational Research Association (FERA). (2025). Conference programme: Understanding and implementing inclusive pedagogy. Rovaniemi, Finland.