Nawawi | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Nawawi
Universitas PGRI Pontianak, Indonesia

Nawawi
Affiliation Universitas PGRI Pontianak
Country Indonesia
Google Scholar 4QsFEGcAAAAJ
Documents 71
Citations 330
h-index 8
Subject Area Biology Education
Event Top Teachers Awards
Scopus ID 57960937400
ORCID 0000-0001-8208-7725

Nawawi, a lecturer (Lektor / Assistant Professor equivalent) in the Biology Education Study Program, Faculty of Mathematics, Natural Sciences and Technology Education (FPMIPA), Universitas PGRI Pontianak, Indonesia, is recognized for contributions to science education, Ethno-STEM, artificial intelligence integration, digital learning innovation, and biodiversity-related educational research. His academic work focuses on improving learning quality in border and underserved regions through culturally grounded and technology-enhanced educational approaches.[1]

Abstract

This article summarizes the academic profile, research activities, publications, educational innovations, and scholarly impact of Nawawi. His work combines Ethno-STEM, generative artificial intelligence, deep learning, digital media development, and biodiversity education. Through funded projects, publications, and community-engaged research, he has contributed to educational development in Indonesia, particularly in border regions and culturally diverse communities.[2]

Keywords

Ethno-STEM, Biology Education, Educational Research, Artificial Intelligence, Generative AI, Deep Learning, Digital Learning Media, Biodiversity Conservation, Ethnobotany, Critical Thinking, Creativity, Border Education.

Introduction

Nawawi completed a bachelor’s degree in Biology Education at Universitas Negeri Semarang in 2010 and a master’s degree in Science Education at Universitas Sebelas Maret in 2013. Over more than a decade of academic service, he has taught STEM, E-Learning Biology, instructional media development, and related courses while actively conducting educational research and innovation projects.[1]

Research Profile

His research portfolio includes ten projects between 2021 and 2026, including nationally and internationally funded initiatives supported by DRTPM, BRIN, Ford Foundation, TERRA Fund, and BPDLH. Major themes include pedagogical deep learning, Ethno-STEM, AI-assisted education, biodiversity conservation, computational thinking, digital literacy, and science learning in frontier and border regions.[2]

Research Contributions

  • Development of Ethno-STEM learning frameworks integrating local wisdom and modern educational technology.
  • Application of generative AI and deep learning to strengthen critical thinking and creativity.
  • Creation of digital learning media including e-modules, e-magazines, flipbooks, AR-based resources, and electronic worksheets.
  • Documentation and preservation of Dayak ethnobotanical knowledge and biodiversity heritage.
  • Mentorship of students and support for research publication development.

Publications

Selected publications include Scopus-indexed articles in Discover Education (2026) and Creativity Studies (2025), together with publications in JPPIPA, International Journal of Research in Education, JPBIO, WASIS, and various international conference proceedings. His publication record also includes ISBN books and registered educational copyrights.[3]

  • Developing Culturally Grounded Digital Teaching Materials Based on Pedagogical Deep Learning, Discover Education (2026).
  • The Creativity of the Iban Sub-Ethnic Dayak Community, Creativity Studies (2025).
  • Integrating Local Wisdom and Generative AI in Ethno-STEM Materials, JPPIPA (2025).
  • E-module Practicum of Plant Tissue Culture with Augmented Reality, JPBIO (2025).

Research Impact

The researcher has accumulated approximately 330 Google Scholar citations across 71 indexed documents with an h-index of 8. Highly cited works include studies on Ethno-STEM learning in border schools and interactive biology learning media. These publications have contributed to discussions on digital pedagogy, science literacy, and educational innovation in Indonesia.[4][5]

Award Suitability

The academic profile demonstrates sustained contributions to educational innovation, technology-enhanced learning, community engagement, biodiversity-related scholarship, and interdisciplinary research. The combination of funded research, publication output, educational product development, and measurable scholarly impact provides evidence supporting consideration for academic recognition initiatives such as the Top Teachers Awards.[2]

Conclusion

Nawawi’s scholarly activities integrate local wisdom, educational technology, artificial intelligence, biodiversity conservation, and innovative pedagogy. Through research projects, publications, learning media development, and academic leadership, he has contributed to the advancement of science education and capacity building in Indonesia, particularly in border and underserved educational settings.[1]

References

  1. Google Scholar. (n.d.). Nawawi Scholar Profile and Publication Metrics. https://scholar.google.com/citations?user=4QsFEGcAAAAJ&hl=en&oi=sra
  2. Research portfolio and funded projects documentation, including DRTPM, BRIN, Ford Foundation, TERRA Fund and BPDLH supported initiatives (2021–2026).
  3. Elsevier. (n.d.). Scopus author details: Nawawi, Author ID 57960937400. Scopus. https://www.scopus.com/authid/detail.uri?authorId=57960937400
  4. Priyani, N. E., & Nawawi, N. (2020). Pembelajaran IPA berbasis Ethno-STEM berbantu mikroskop digital untuk meningkatkan keterampilan proses sains di sekolah perbatasan. WASIS, 1(2), 99–104.
  5. Darmawan, H., & Nawawi, N. (2020). Pengembangan media pembelajaran interaktif dan lembar kerja siswa pada materi virus. JPBIO, 5(1), 27–36. DOI: https://doi.org/10.31932/jpbio.v5i1.573

Sfiso Mahlaba | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Sfiso Mahlaba — Senior Lecturer in Mathematics Education, University of the Witwatersrand, South Africa

Sfiso Mahlaba
Position Senior Lecturer in Mathematics Education
Affiliation University of the Witwatersrand
Country South Africa
Google Scholar YNgQsFUAAAAJ
Documents 19
Citations 234
h-index 6
Subject Area Mathematics Education
Event Top Teachers Awards
Scopus ID 57217081577
ORCID 0000-0001-6153-3917

Sfiso Mahlaba is a South African scholar in Mathematics Education and currently serves as a Senior Lecturer at the University of the Witwatersrand. His academic profile is characterized by sustained contributions to mathematics teaching and learning, self-directed learning, computational thinking, mathematical problem solving, teacher education, curriculum development, postgraduate supervision, and educational leadership. His scholarly work has attracted recognition through research publications, conference leadership roles, editorial activities, professional service, and growing academic influence within the field of Mathematics Education.[1][2]

Abstract

This article presents an academic profile of Sfiso Mahlaba, highlighting scholarly achievements, professional appointments, educational qualifications, research productivity, academic leadership, postgraduate supervision, professional memberships, and contributions to Mathematics Education. The profile examines evidence of research impact through publications, citations, conference leadership, editorial activities, peer-review service, and national research involvement. Particular attention is given to contributions relating to self-directed learning, mathematical problem solving, geometry education, and teacher development within the South African educational context.[3][4]

Keywords

Mathematics Education; Computational Thinking; Self-Directed Learning; Teacher Training; Problem Solving; Geometry Education; Educational Research; Higher Education; Curriculum Development; Postgraduate Supervision.

Introduction

The field of Mathematics Education requires scholars who contribute simultaneously to teaching excellence, curriculum development, educational research, and academic leadership. Sfiso Mahlaba has developed a professional career spanning secondary education, teacher education, higher education leadership, and research. His academic trajectory includes qualifications from the University of KwaZulu-Natal culminating in a Doctor of Philosophy in Mathematics Education completed in 2021. Through appointments at North-West University, the University of Johannesburg, and the University of the Witwatersrand, he has contributed to the preparation of future mathematics teachers and the advancement of Mathematics Education research.[1][2]

Research Profile

Sfiso Mahlaba’s scholarly specialization is situated within Mathematics Education, with particular emphasis on self-directed learning, mathematical problem solving, geometry education, teacher knowledge, and learning theories applicable to mathematics instruction. His research record includes publications indexed in major academic databases, a Google Scholar profile reporting 19 scholarly documents, 234 citations, and an h-index of 6, as well as a Scopus profile indicating indexed contributions in the field.[1][2]

Beyond research publication, his academic service includes membership in the Association for Mathematics Education of South Africa (AMESA) and the South African Council for Educators (SACE). He has participated in university governance structures, research ethics committees, postgraduate supervision, academic programme development, and national research review activities.[6]

Research Contributions

  • Research on self-directed learning within higher education and its significance during periods of educational disruption.[3]
  • Development of scholarly discussions concerning mathematical problem-solving discourse and geometry education through theoretical integration of commognition and Van Hiele perspectives.[4]
  • Contributions to understanding multiple-solution tasks and their role in strengthening mathematics education in South Africa.[5]
  • Leadership in mathematics teacher education through undergraduate and postgraduate teaching, curriculum development, and supervision.
  • Academic service through conference organization, editorial work, peer review, and National Research Foundation review activities.

Publications

Sfiso Mahlaba’s publication record focuses on Mathematics Education, self-directed learning, computational thinking, and mathematical problem solving. Notable studies examine self-directed learning during COVID-19, geometry problem-solving discourse, and multiple-solution tasks, contributing to contemporary educational scholarship and teacher development.[3][4][5]

Selected publications associated with Sfiso Mahlaba’s research profile include studies on self-directed learning, mathematical discourse, geometry education, and mathematics curriculum innovation.

  1. Mahlaba, S. C. (2020). Reasons why self-directed learning is important in South Africa during the COVID-19 pandemic.[3]
  2. Mahlaba, S. C., & Mudaly, V. (2022). Exploring the relationship between commognition and the Van Hiele theory for studying problem-solving discourse in Euclidean geometry education.[4]
  3. Mahlaba, S. (2020). The state of South African mathematics education: Situating the hidden promise of multiple-solution tasks.[5]

Research Impact

Research impact may be evaluated through scholarly citations, publication visibility, postgraduate supervision, leadership within professional organizations, and influence on educational practice. The available academic indicators demonstrate measurable scholarly engagement, including citation activity across indexed publications and continuing contributions to Mathematics Education research. His involvement in conference organization, editorial activities, and research funding reviews further illustrates engagement with the broader academic community.[1][2][6]

Award Suitability

The profile presented in this article demonstrates attributes commonly associated with academic recognition awards. These include a sustained record of scholarly publication, evidence of citation impact, successful progression through academic leadership roles, postgraduate supervision, participation in national and international academic activities, conference leadership, editorial service, and contributions to Mathematics Education. The combination of teaching, research, institutional service, and professional engagement provides a documented basis for consideration within academic recognition programmes such as the Top Teachers Awards.[1][2]

Conclusion

Sfiso Mahlaba represents an emerging academic leader within Mathematics Education whose work spans research, teaching, curriculum development, supervision, educational leadership, and professional service. His scholarly contributions to self-directed learning, mathematical problem solving, and teacher education, together with documented citation impact and academic leadership responsibilities, position him as a notable contributor to Mathematics Education scholarship in South Africa and beyond.[1][3][4]

References

  1. Google Scholar. (n.d.). Google Scholar profile: Sfiso Mahlaba (YNgQsFUAAAAJ). https://scholar.google.com/citations?user=YNgQsFUAAAAJ&hl=en&oi=sra
  2. Elsevier. (n.d.). Scopus author details: Sfiso Mahlaba, Author ID 57217081577. Scopus. https://www.scopus.com/pages/authors/57217081577
  3. Mahlaba, S. C. (2020). Reasons why self-directed learning is important in South Africa during the COVID-19 pandemic. South African Journal of Higher Education, 34(6), 120–136. DOI: https://journals.co.za/doi/abs/10.20853/34-6-4192
  4. Mahlaba, S. C., & Mudaly, V. (2022). Exploring the relationship between commognition and the Van Hiele theory for studying problem-solving discourse in Euclidean geometry education. Pythagoras, 43(1), 1–11. DOI: https://doi.org/10.4102/pythagoras.v43i1.659
  5. Mahlaba, S. (2020). The state of South African mathematics education: Situating the hidden promise of multiple-solution tasks. Eurasia Journal of Mathematics, Science and Technology Education.DOI: https://doi.org/10.29333/ejmste/9279
  6. ORCID. (n.d.). ORCID profile: Sfiso Mahlaba (0000-0001-6153-3917). https://orcid.org/0000-0001-6153-3917

Kingston Pal Thamburaj | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Kingston Pal Thamburaj
Assistant Professor, Asian Languages & Cultures, National Institute of Education, Nanyang Technological University, Singapore

Kingston Pal Thamburaj
Affiliation Nanyang Technological University
Country Singapore
Google Scholar pryhEwoAAAAJ
Documents 71
Citations 403
h-index 13
Subject Area Bilingualism
Event Top Teachers Awards
Scopus ID 57224852076
ORCID 0000-0002-4181-1569

Kingston Pal Thamburaj is an Assistant Professor in Asian Languages & Cultures at the National Institute of Education, Nanyang Technological University, Singapore. His research connects Tamil linguistics, computational language studies, language education and emerging technologies, with particular attention to bilingualism, multilingual pedagogy, digital learning and low-resource language technologies. His publication profile records 71 works and 403 citations, with a Google Scholar h-index of 13.[1]

Abstract

Kingston Pal Thamburaj’s academic programme brings together Tamil linguistics, Tamil computation, bilingualism, language education and educational technology. His research encompasses digital and game-based learning, corpus-informed pedagogy, low-resource language processing, multilingual education and human-AI approaches to teaching. Recent work extends these interests toward large language models, AI-supported linguistic reasoning, teacher education and computational resources for Tamil and related low-resource languages.[1]

Keywords

Tamil linguistics; Tamil computation; bilingualism; multilingualism; language education; low-resource languages; large language models; corpus linguistics; digital pedagogy; educational technology; human-AI learning; teacher education.

Introduction

Kingston Pal Thamburaj is an Assistant Professor in Asian Languages & Cultures at the National Institute of Education, Nanyang Technological University, Singapore. His academic work addresses the relationship between language, pedagogy and technology, particularly in contexts where computational and educational resources for languages remain comparatively limited. His research trajectory combines linguistic scholarship with practical approaches to digital learning, multilingual education and emerging artificial intelligence applications.

The programme is situated at the intersection of Tamil studies, bilingualism, language technologies and education. It includes research on digital and game-based language learning, corpus research, computational resources and human-AI interaction, thereby connecting classroom-oriented innovation with broader questions concerning scalable language technologies and evidence-based pedagogy.[3][4]

Research Profile

Kingston Pal Thamburaj’s research profile encompasses Tamil linguistics, Tamil computation, language and technology, LLM applications in low-resource languages, Tamil language education, bilingualism and multilingualism, digital pedagogy, corpus linguistics and human-AI learning. The research programme includes NIE/NTU-led and collaborative projects addressing Tamil language education, bilingual and multilingual learning, educational technology and low-resource language AI.

His work also reflects an applied orientation in which linguistic resources and computational methods are considered alongside instructional design. Research interests include the development and use of digital learning environments, mobile and game-based activities, corpus-supported pedagogy and emerging AI-assisted approaches for language teaching and teacher education.

Research Contributions

Kingston Pal Thamburaj advances research in Tamil and low-resource language education by connecting linguistic scholarship, teacher education and emerging AI. His work ranges from mobile, game-based and digital Tamil learning to corpus-informed pedagogy, multilingual education and human-AI co-teaching. In 2026, the research programme expanded toward AI-supported linguistic reasoning, interactive role-play, digital escape-room learning, Tamil-Malay parallel corpora and LLM-enabled approaches for low-resource languages.

A notable characteristic of this programme is its progression from classroom-focused innovation toward computationally supported language resources while retaining pedagogical, linguistic and cultural considerations. Research involving under-resourced languages and multilingual datasets also places Tamil-related scholarship within wider computational language research.[3][4]

  • Tamil linguistics and computational Tamil research.
  • Bilingualism, multilingualism and language education.
  • Digital, mobile and game-based language learning.
  • Corpus linguistics and computational resources for low-resource languages.
  • LLMs, human-AI co-teaching and AI-supported teacher education.

Publications

Kingston Pal Thamburaj has an extensive peer-reviewed publication record spanning indexed journals, scholarly publications and international conference proceedings. His Google Scholar profile lists 71 works, while the supplied profile records 403 citations, an h-index of 13 and an i10-index of 16 as of August 2026.[1] Recent publications and scholarly activities include work appearing in venues such as Education Sciences, Innovation in Language Learning and Teaching, IEEE ICHMS and IEEE CAI.

His scholarly output also includes contributions concerning automatic speech recognition and translation for low-resource languages and research addressing computational and educational challenges in multilingual contexts. Selected highly relevant publications include research on under-resourced Kannada and multimodal sentiment analysis involving Tamil and Malayalam.[3][4]

Research Impact

The supplied citation profile indicates 403 Google Scholar citations and an h-index of 13, alongside 71 indexed works in the profile snapshot. The Scopus profile records 20 documents, 34 citations and an h-index of 3. These indicators provide quantitative evidence of scholarly dissemination, while the subject breadth of the work demonstrates engagement with bilingualism, language education, computational linguistics and educational technology.[1][2]

The research has relevance beyond a single language context because methods developed for Tamil and other low-resource languages intersect with broader computational language research. Contributions concerning under-resourced language processing and multilingual datasets illustrate the wider applicability of such research directions.[3][4]

Award Suitability

For the Top Teachers Awards event, the profile presents a combination of academic research, language-education innovation and technology-oriented scholarship. Its suitability for recognition in an innovative research category can be assessed through the sustained integration of Tamil studies, bilingualism, digital pedagogy, low-resource language technologies and emerging AI methods. The documented publication and citation record further provides an established scholarly basis for evaluating the research programme.[1]

The award rationale may particularly consider the relationship between research and educational practice: the programme addresses language learning through digital and game-based methods while extending toward computational resources and human-AI approaches. This combination provides a coherent basis for considering innovation across language education, technology and low-resource language research.

Conclusion

Kingston Pal Thamburaj’s research programme connects Tamil linguistics, bilingualism, language education and emerging computational technologies. His work combines classroom innovation with corpus research, low-resource language technologies and human-AI learning approaches. The available scholarly indicators and selected publications provide evidence of an established research profile, while the continued expansion toward AI-supported linguistic and educational applications positions the programme within current developments in language technology and multilingual education.

References

  1. Google Scholar. (n.d.). Google Scholar profile: Kingston Pal Thamburaj, user ID pryhEwoAAAAJ. https://scholar.google.com/citations?user=pryhEwoAAAAJ&hl=en
  2. Elsevier. (n.d.). Scopus author details: Kingston Pal Thamburaj, Author ID 57224852076. Scopus. https://www.scopus.com/pages/authors/57224852076
  3. Hande, A., Priyadharshini, R., Sampath, A., Thamburaj, K. P., Chandran, P, Thamburaj, et al. (2021). Hope speech detection in under-resourced Kannada language. arXiv preprint arXiv:2108.04616. https://doi.org/10.48550/arXiv.2108.04616
  4. Chakravarthi, B. R., Soman, K. P., Ponnusamy, R., Kumaresan, P. K., et al. (2021). Dravidianmultimodality: A dataset for multi-modal sentiment analysis in Tamil and Malayalam. arXiv preprint arXiv:2106.04853. https://doi.org/10.48550/arXiv.2106.04853
  5. Arumugum, L., Nadeson, B., & Thamburaj, K. P. (2021). Traditional teaching method—Concept of moral education and pedagogy in Aathicuudi. Muallim Journal of Social Sciences and Humanities, 176–182. http://mjsshonline.com/index.php/journal/article/view/269

Renee Clary | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Renee Clary — Professor of Geology and Director of the Dunn-Seiler Museum, Mississippi State University

Renee Clary
Affiliation Mississippi State University
Country United States
Scopus ID 12808367300
Documents 59
Citations 336
h-index 10
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0003-4066-8366

Dr. Renee Clary is a Professor of Geosciences and Director of the Dunn-Seiler Museum at Mississippi State University, where her work centers on geoscience education, visualization, history and philosophy of geology, paleobiology, and environmental geochemistry. Her research integrates geological and biological knowledge across formal, online, and informal learning environments and has been disseminated through scholarly publications, professional presentations, museum activities, and field-based education. Her documented scholarly profile includes 59 Scopus-indexed documents, 336 citations, and an h-index of 10.[1]

Abstract

Renee Clary is a geoscience educator and researcher whose scholarship connects Earth science, biological knowledge, visualization, history of science, paleontology, environmental geochemistry, and educational practice. At Mississippi State University, she has combined university teaching, museum leadership, field-based learning, online instruction, and research supervision. Her publication and editorial activities address the design of meaningful geoscience learning experiences, geoheritage, visualization, paleontological interpretation, and innovative approaches to science education.[1][2]

Keywords

Geoscience education; science education; educational research; geology; paleontology; paleobiology; geoheritage; scientific visualization; history of geology; environmental geochemistry; online learning; informal education; field-based learning.

Introduction

Dr. Renee Clary has developed an interdisciplinary academic career at the intersection of geoscience and education. She is a Professor in the Department of Geosciences at Mississippi State University and has served as Director of the Dunn-Seiler Museum. Her academic training includes a Ph.D. in Curriculum and Instruction with a concentration in Science Education from Louisiana State University, an M.Ed. in Curriculum and Instruction and an M.S. in Geology from the University of Louisiana at Lafayette, and a B.S. in Chemistry from the same institution.

Her research emphasizes the ways geological knowledge can be communicated and learned through visual, historical, digital, field-based, museum, and community-oriented approaches. This orientation is reflected in her work on online science course design, local landscapes and geoheritage, community-college geoscience pathways, and virtual fossil specimens.[3][4]

Research Profile

Renee Clary’s research profile is primarily situated within geoscience education and related educational research. Her interests include geoscience education, the history and philosophy of geology, optimization of visualization techniques, Cretaceous paleobiology, and environmental geochemistry. She has also pursued research concerning online and informal learning environments, local geological landscapes, geoheritage, paleontological resources, and the development of pathways into geoscience education.

Her professional activities have included directing the 15 Degree Laboratory and EarthScholars Research Group, contributing to the MSU GeoViz Virtual Scanning Laboratory, supervising undergraduate and graduate research, and participating in national and international scientific and educational organizations. She has also held editorial responsibilities for Geological Society of London and Geological Society of America publications.[2]

Education and training. Her formal preparation includes a Ph.D. in Curriculum and Instruction, Science Education; an M.Ed. in Curriculum and Instruction, Science Education; an M.S. in Geology; and a B.S. in Chemistry. Additional professional training has included scientific communication, academic writing, distance learning, geographic information systems, and scanning electron microscopy.

Academic experience. Since 2007, Clary has held faculty and museum leadership positions at Mississippi State University, progressing from Assistant Professor to Associate Professor and Professor while serving as Director of the Dunn-Seiler Museum. Earlier appointments included faculty and instructional roles at the University of Louisiana at Lafayette, Northwestern State University of Louisiana, and South Louisiana Community College, together with research and laboratory positions in industry and university settings.

Research Contributions

A principal contribution of Renee Clary’s scholarship is the integration of disciplinary geoscience with educational methodology. Her work considers how learners interpret geological and biological information and how visualization, historical context, local environments, field sites, museums, and digital resources can strengthen scientific understanding. This approach extends geoscience education beyond conventional classroom instruction and considers formal, online, and informal learning contexts.[2]

  • Development of research-informed approaches to geoscience and science education.
  • Investigation of visualization strategies for geological and biological learning.
  • Application of history and philosophy of geology to science understanding.
  • Research on paleobiology, paleontology, environmental geochemistry, and Cretaceous geological systems.
  • Use of museums, local landscapes, virtual specimens, and field settings as educational resources.
  • Development of educational pathways and community-college participation in geosciences.

Her recent work on online science course design examines the educational significance of sense of place, community, active learning, and local environments, demonstrating the continuing relevance of contextualized learning in online science instruction.[3] Her research on local Mississippi landscapes further considers geoheritage value and the educational benefits of incorporating local environments into college paleontology instruction.[4]

Publications

Renee Clary’s scholarly publication record encompasses research articles, book chapters, edited volumes, professional education literature, and contributions to geoscience history and geoheritage. Her recent publications address online science course design, local landscapes and geoheritage, community-college geoscience pathways, and virtual fossil specimens for informal educational outreach. These works demonstrate a continuing emphasis on connecting geoscientific content with accessible and evidence-informed learning environments.[3][4][5]

Her editorial record also includes service as editor of Geology’s Significant Sites and their Contributions to Geoheritage, Geological Society of London Special Publication 543, and editor of The Evolution of Paleontological Art, Geological Society of America Memoir 218. Her publication activity therefore spans both original research and scholarly curation within geoscience education, geological heritage, and the history and representation of Earth sciences.

Research Impact

The documented impact of Renee Clary’s work is reflected in her indexed scholarly record, educational leadership, professional service, editorial activity, and sustained involvement in geoscience organizations. Her Scopus profile records 59 documents, 336 citations, and an h-index of 10.[1] Her research has also been connected to broader educational initiatives involving online learning, community-college pathways, local geological environments, and virtual scientific specimens.[5]

Her professional recognition includes fellowship or leadership distinctions associated with organizations such as the American Association for the Advancement of Science, Geological Society of America, Geological Society of London, and Mississippi Academy of Sciences. Her 2025 recognition includes the Mary C. Rabbitt History and Philosophy of Geology Award and the Mississippi Science Teachers Association Distinguished Science Teacher Award, while her professional leadership includes service in national and international geoscience and science-teaching organizations.

Renee Clary’s recent research also addresses the evaluation of virtual fossil specimens in informal geoscience educational outreach. Such work illustrates the application of digital resources to science learning and public engagement and extends her broader research interest in visualization and accessible geoscience education.

Award Suitability

For an academic recognition such as the Innovative Research Award, Renee Clary’s profile presents a sustained record of research, teaching, educational innovation, professional service, and scholarly dissemination. Her work combines geoscience expertise with research in science education, visualization, digital learning, museums, field education, and geoheritage. Her indexed research record and extensive professional activities provide additional evidence of sustained engagement with the academic and educational communities.[1]

Particularly relevant to recognition for innovative research is the continuity between her scholarly interests and applied educational initiatives. Her work on online course design, community-college pathways, local landscapes, and virtual fossil specimens demonstrates research directed toward practical questions concerning how geoscience can be taught, visualized, contextualized, and experienced by diverse learners.[3][5]

Conclusion

Renee Clary’s academic profile combines geoscience research with sustained scholarship in science and geoscience education. Her work encompasses educational visualization, online and informal learning, paleontology, geoheritage, environmental geochemistry, and the history of geology. Together with her publication record, editorial responsibilities, research supervision, professional leadership, and indexed scholarly impact, these activities establish a substantial academic record relevant to research-focused recognition.

References

  1. Elsevier. (n.d.). Scopus author details: Renee Clary, Author ID 12808367300. Scopus. https://www.scopus.com/pages/authors/12808367300
  2. Mississippi State University. (n.d.). Renee Clary — Department of Geosciences faculty profile. Mississippi State University. https://www.geosciences.msstate.edu/directory/rclary
  3. Clary, R. M., Nagel, A. O., & Shows, E. (2026). Optimizing online science course design: Sense of place, community, active learning, and local environments. Journal of College Science Teaching. https://doi.org/10.1080/0047231X.2026.2710280
  4. Clary, R. M. (2024). Mississippi, USA’s local landscapes: Geoheritage value and educational benefits within college palaeontology classrooms. In Geological Society of London Special Publication. https://doi.org/10.1144/SP543-2022-277
  5. Mayo-Saalwaechter, A., Clary, R. M., Nagel, A. O., & Haney, C. (2026). A mixed-methods evaluation of virtual fossil specimens’ impact on informal geoscience educational outreach within middle-level classrooms. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2026.2663539

Shiv Prakash Bihari | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Shiv Prakash Bihari
Raj Kumar Goel Institute Of Technology, India
Shiv Prakash Bihari
Affiliation Raj Kumar Goel Institute Of Technology
Country India
Scopus ID 57210217880
Documents 21
Citations 186
h-index 6
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0002-9467-2945
Google Scholar aFusRTgAAAAJ

The Innovative Research Award recognition highlights the academic, research, teaching, and scholarly contributions of Shiv Prakash Bihari, an Indian electrical engineering academic and researcher associated with Raj Kumar Goel Institute Of Technology. His professional activities encompass higher education, renewable energy systems, smart grid technologies, power quality enhancement, control systems, electrical machines, and hybrid renewable energy integration. His scholarly profile includes peer-reviewed publications, patents, books, conference participation, and more than two decades of academic service.[1][2]

Abstract

Shiv Prakash Bihari has established an academic profile that integrates engineering education, renewable energy research, power electronics, smart grid technologies, and applied electrical engineering. His research activities have focused on grid-integrated renewable energy systems, photovoltaic technologies, intelligent control approaches, and power quality enhancement. Through scholarly publications, patents, textbooks, and sustained teaching leadership, he has contributed to both engineering education and research dissemination.[1][3]

Keywords

Electrical Engineering, Renewable Energy Systems, Smart Grid Technologies, Power Electronics, Educational Research, Engineering Education, Hybrid Renewable Energy Systems, Power Quality Analysis, Photovoltaic Systems, Control Systems.

Introduction

Shiv Prakash Bihari earned his Bachelor of Engineering in Electrical Engineering from Nagpur University in 2001, followed by a Master of Engineering degree in Electrical Industrial Systems and Drives from Madhav Institute of Technology and Science, Gwalior, in 2004. He subsequently completed a Doctor of Philosophy in Electrical Engineering from the Indian Institute of Technology (Indian School of Mines), Dhanbad, with research focused on performance enhancement of grid-integrated hybrid renewable energy systems. His academic career spans more than twenty years in engineering education and research.[2]

Research Profile

Currently serving as Professor and Head of the Department in Electrical and Electronics Engineering at Raj Kumar Goel Institute of Technology, Ghaziabad, Shiv Prakash Bihari has held multiple academic leadership and teaching positions. His expertise includes power systems, renewable energy integration, control systems, electrical machines, and engineering pedagogy. He has taught a broad range of undergraduate engineering courses and has participated extensively in faculty development programs, workshops, conferences, and academic capacity-building initiatives.[2]

  • More than 21 years of academic experience.
  • Professor and Head of Department in Electrical and Electronics Engineering.
  • Author and co-author of multiple engineering textbooks.
  • Contributor to renewable energy and smart grid research.
  • Active participant in national and international academic forums.

Research Contributions

His research portfolio addresses contemporary challenges in renewable energy integration and power system optimization. Areas of investigation include microgrid control mechanisms, intelligent controllers for photovoltaic systems, power quality enhancement, energy storage integration, machine-learning-assisted grid systems, and renewable energy reliability analysis. He has also contributed to patent activity involving photovoltaic systems, IoT-enabled solar tracking, and advanced grid-integrated renewable technologies.[3][4]

Publications

Selected publications associated with Shiv Prakash Bihari demonstrate scholarly engagement in renewable energy systems, photovoltaic technologies, microgrid operation, energy storage, and intelligent control methodologies.[3][5]

  1. A comprehensive review of microgrid control mechanism and impact assessment for hybrid renewable energy integration. IEEE Access.
  2. Design analysis of high level inverter with EANFIS controller for grid connected PV system. Analog Integrated Circuits and Signal Processing.
  3. Techno-economic analysis and optimized PV-powered EV charging facilities under various climate conditions in India.
  4. A novel function approach and intelligence control technique for power quality improvement in grid incorporated solar photovoltaic system.
  5. Photovoltaic integrated optimized energy storage drives for electric vehicles.

Research Impact

According to the provided scholarly metrics, the researcher has accumulated 21 indexed documents, 186 citations, and an h-index of 6. These indicators suggest measurable engagement with the academic community and demonstrate the visibility of his work within electrical engineering and renewable energy research domains. His contributions also extend to patents, conference activities, textbook authorship, and academic administration.[1]

Award Suitability

The academic profile of Shiv Prakash Bihari aligns with criteria commonly associated with educational and research recognition programs. His long-standing teaching career, departmental leadership responsibilities, publication record, patents, engineering textbooks, faculty development engagement, and research focus on sustainable energy technologies collectively demonstrate a sustained commitment to academic excellence and innovation. These attributes support consideration for recognition within the framework of the Top Teachers Awards and related academic distinction programs.[2][3]

Conclusion

Shiv Prakash Bihari represents an academic profile characterized by extensive teaching experience, research productivity, scholarly publication, patent activity, and leadership within engineering education. His work in renewable energy systems, smart grid technologies, power quality enhancement, and electrical engineering education reflects ongoing engagement with contemporary scientific and technological challenges. The available evidence indicates a sustained contribution to both academic development and applied engineering research.[1][2]

References

  1. Elsevier. (n.d.). Scopus author details: Shiv Prakash Bihari, Author ID 57210217880. Scopus. https://www.scopus.com/authid/detail.uri?authorId=57210217880
  2. Google Scholar. (n.d.). Scholar profile of Shiv Prakash Bihari. https://scholar.google.com/citations?user=aFusRTgAAAAJ&hl=en&oi=sra
  3. Bihari, S. P., Sadhu, P. K., et al. A comprehensive review of microgrid control mechanism and impact assessment for hybrid renewable energy integration. IEEE Access. DOI: https://doi.org/10.1109/ACCESS.2021.3090266
  4. Bihari, S. P., Sadhu, P. K. A novel function approach and intelligence control technique for power quality improvement in grid incorporated solar photovoltaic system. International Journal of Green Energy. DOI: https://doi.org/10.1080/15435075.2021.1986403
  5. Bhattacharjee, B., Sadhu, P. K., Ganguly, A., Naskar, A. K., Bihari, S. P. Photovoltaic integrated optimized energy storage drives for electric vehicles. Journal of Energy Storage. DOI: https://doi.org/10.1016/j.est.2024.113098

Sabah Elsayed | Educational Research | Best Researcher Award

Published on by Top Teachers

Prof. Sabah Elsayed | Educational Research | Best Researcher Award

College of Arts & Applied Sciences | Dhofar University | Oman

Prof. Sabah Elsayed is a distinguished scholar in mathematics education, specializing in innovative teaching strategies, cognitive learning approaches, and the integration of digital technologies to enhance mathematical thinking and student achievement. Her research focuses on areas such as differentiated instruction, reflective and analytical thinking, AI applications in education, and 21st-century skills development. She has contributed to impactful studies in reputable journals, advancing both theoretical and applied educational practices. With a Scopus record of 52 citations, 4 documents, and an h-index of 3, her work demonstrates growing academic influence. Her research profile reflects a strong commitment to improving mathematics pedagogy and educational quality.

Citation Metrics (Scopus)

60
50
40
30
20
10
0

Citations
52

h-index
3

Documents
4

Citations

h-index

Documents

Featured Publications

Hassan Ghassemi | Educational Research | Outstanding Scientist Award

Published on by Top Teachers

Danni Xue | Educational Research | Best Researcher Award

Published on by Top Teachers

Ana Benaduce | Learning Research | Best Researcher Award

Published on by Top Teachers

Dr. Ana Benaduce | Learning Research | Best Researcher Award

Associate Teaching Professor at Florida International University , United States

Dr. Ana Paula Benaduce is an accomplished researcher and educator in the field of Biological Sciences, specializing in Cancer Biology and Cancer Immunotherapy. With a dual citizenship (American/Brazilian), she has pursued her academic career across prominent institutions in Brazil and the United States. Dr. Benaduce has held academic positions at Florida International University (FIU), where she has been recognized for her excellence in teaching and service. Her research has been published in numerous high-impact journals, and she has received several prestigious awards and fellowships throughout her career.

 

professional profile📖

Scopus Profile

Education 🎓

Dr. Ana Paula Benaduce has a strong educational background in biology and cancer research. She earned her Bachelor of Science degree in Biology from the Federal University of Santa Maria in Brazil in 2003. Following this, she pursued a Master of Science degree in Animal Biodiversity with a focus on Physiology at the same university, completing it in 2005. Dr. Benaduce then advanced her studies at Florida International University in Miami, FL, USA, where she earned a Ph.D. in Biology, specializing in Cancer Biology, in 2014. Her doctoral research was guided by Dr. Lidia Kos. Furthering her expertise, Dr. Benaduce completed a Post-Doctorate Degree in Cancer Immunotherapy and Drug Development at the University of Miami from 2015 to 2018, under the mentorship of Dr. Adrian Ishkanian. This extensive academic training has equipped her with a profound understanding of cancer biology, immunotherapy, and drug development, laying a solid foundation for her research and teaching career.

work Experience💼

Dr. Ana Paula Benaduce has an extensive background in both academic and research settings, primarily centered around the field of biological sciences. Since 2024, she has been serving as an Associate Teaching Professor in the Department of Biological Sciences at Florida International University (FIU), where she is responsible for educating and mentoring undergraduate and graduate students. Prior to this role, from 2018 to 2023, Dr. Benaduce held the position of Assistant Teaching Professor at FIU, where she demonstrated her commitment to enhancing student learning through innovative teaching methods.

Her career in academia began much earlier, with her experience as a Teaching Assistant for the Human Biology Laboratory at FIU from 2008 to 2013. During this time, she also took on the role of Head Teaching Assistant/Coordinator for the same laboratory from 2009 to 2013, highlighting her leadership skills and dedication to student success. Before her tenure at FIU, Dr. Benaduce was a Human Physiology Lecturer at the Federal University of Santa Maria in Brazil from 2004 to 2006. This position allowed her to develop a deep understanding of physiology and pharmacology, which she later integrated into her teaching and research endeavors.

Research Focus🔎

Dr. Ana Paula Benaduce’s research focuses on cancer immunotherapy, drug development, and the physiological impacts of environmental toxins. With a strong background in cancer biology, Dr. Benaduce has made significant contributions to understanding the immune system’s role in combating cancer, particularly through the development of targeted therapies that enhance the body’s natural defenses. Her work has also explored the effects of environmental pollutants on aquatic species, providing insights into the broader implications of environmental contamination on biological systems. Through her research, Dr. Benaduce aims to bridge the gap between fundamental science and clinical applications, striving to develop innovative treatments that improve patient outcomes while also addressing environmental health challenges.

Awards and honors🏆

Dr. Ana Paula Benaduce has received numerous awards and honors throughout her academic and professional career, reflecting her dedication to teaching and research in biological sciences. In 2024, she was promoted to Associate Teaching Professor at Florida International University (FIU), an acknowledgment of her contributions to the department. She also served as an evaluator for the Rewarding Excellence in Teaching Incentive (RETI) at FIU, further demonstrating her commitment to educational excellence.

Dr. Benaduce was awarded the prestigious Center for Advancement in Teaching (CAT) Fellowship for the academic year 2023-2024, recognizing her innovative teaching methods and impact on student learning. She has also been a recipient of multiple teaching awards, including the College of Arts, Sciences and Education Teaching Award in Spring 2023 and the College of Arts, Sciences and Education Service Award in Fall 2020, both from FIU.

Conclusion✅

Dr. Ana Paula Benaduce is a strong candidate for the Research for Best Researcher Award. Her robust research background, particularly in cancer biology and immunotherapy, coupled with her commitment to teaching and professional development, makes her well-suited for this recognition. While there are areas where she could further expand her research influence, particularly through increased funding and international collaborations, her current achievements and contributions position her as a deserving nominee for the award.

📚Publications to Noted

Reenvisioning Office Hours to Increase Participation and Engagement

Authors: Benaduce, A.P., Brinn, L.

Journal: Journal of College Science Teaching, 2024

Volume: 53(4), pp. 364–366

Citations: 0

Vaccination against neoantigens induced in cross-priming cDC1 in vivo

Authors: Clark, E.S., Benaduce, A.P., Khan, W.N., Martinez, O., Gilboa, E.

Journal: Cancer Immunology, Immunotherapy, 2024

Volume: 73(1), Article 9

Citations: 0

Establishing correlations between breast tumor response to radio-immunotherapy and radiomics from multi-parametric imaging: An animal study

Authors: Ahmad, A., Totiger, T.M., Benaduce, A.P., Marples, B., Mihaylov, I.B.

Journal: Applied Sciences (Switzerland), 2020

Volume: 10(18), Article 6493

Citations: 3

High waterborne Mg does not attenuate the toxic effects of Fe, Mn, and Ba on Na+ regulation of Amazonian armored catfish tamoatá (Hoplosternum litoralle)

Authors: Duarte, R.M., Benaduce, A.P., Garcia, L., Val, A.L., Baldisserotto, B.

Journal: Environmental Science and Pollution Research, 2018

Volume: 25(18), pp. 18027–18037

Citations: 0

Radiation-induced enhancement of antitumor T-cell immunity by VEGF-targeted 4-1BB costimulation

Authors: Schrand, B., Verma, B., Levay, A., Gilboa, E., Ishkanian, A.

Journal: Cancer Research, 2017

Volume: 77(6), pp. 1310–1321

Citations: 33

4-1BB Aptamer-Based Immunomodulation Enhances the Therapeutic Index of Radiation Therapy in Murine Tumor Models

Authors: Benaduce, A.P., Brenneman, R., Schrand, B., Gilboa, E., Ishkanian, A.

Journal: International Journal of Radiation Oncology Biology Physics, 2016

Volume: 96(2), pp. 458–461

Citations: 15

Novel UV-induced melanoma mouse model dependent on Endothelin3 signaling

Authors: Benaduce, A.P., Batista, D., Grilo, G., Milikowski, C., Kos, L.

Journal: Pigment Cell and Melanoma Research, 2014

Volume: 27(5), pp. 839–842

Citations: 8

Sodium fluxes in Tamoatá, Hoplosternum litoralle, exposed to formation water from Urucu Reserve (Amazon, Brazil)

Authors: Baldisserotto, B., Garcia, L.O., Benaduce, A.P., Chippari Gomes, A.R., Val, A.L.

Journal: Archives of Environmental Contamination and Toxicology, 2012

Volume: 62(1), pp. 78–84

Citations: 13

Quantification of carbon nanotube induced adhesion of osteoblast on hydroxyapatite using nano-scratch technique

Authors: Lahiri, D., Benaduce, A.P., Kos, L., Agarwal, A.

Journal: Nanotechnology, 2011

Volume: 22(35), Article 355703

Citations: 39

Wear behavior and in vitro cytotoxicity of wear debris generated from hydroxyapatite-carbon nanotube composite coating

Authors: Lahiri, D., Benaduce, A.P., Rouzaud, F., Kos, L., Agarwal, A.

Journal: Journal of Biomedical Materials Research – Part A, 2011

Volume: 96 A(1), pp. 1–12

Citations: 70

 

Mary Darmanin | Educational Research | Best Researcher Award

Published on by Top Teachers

Prof. Mary Darmanin | Educational Research | Best Researcher Award

Full professor at University of Malta, Malta

Professor Mary Darmanin, a full professor in the Department of Education Studies at the University of Malta, is renowned for her significant contributions to the sociology of education and religion. Her pioneering work includes the first ethnographic study of Maltese schools and classrooms, offering deep insights into education policy, gender issues, and the intersection of religion and education. With extensive experience in evaluating EU and international research projects, she has made substantial impacts in both academic and policy-making spheres. Her ongoing research explores primary school children’s relationships with teachers, and her forthcoming book, “So We Can Do Our Best: Care in Children’s Relationships with Teachers,” further exemplifies her dedication to understanding and improving educational environments.

 

📝professional profile

ORCID

Scopus Profile

🎓Educational Details:

Professor Mary Darmanin received her education from prestigious institutions, laying a solid foundation for her distinguished career in the sociology of education. She earned her Bachelor of Arts with Honours from the University of Malta, where she began her academic journey in education. Following this, she pursued a Master of Arts degree at the University of Essex, where she further developed her research skills and academic interests. Her scholarly pursuits culminated in a Doctor of Philosophy (Ph.D.) degree from the University of Wales, College of Cardiff (now Cardiff University). Her doctoral research was a pioneering ethnographic study of Maltese schools and classrooms, marking the first of its kind and establishing her as a significant contributor to educational research. This academic trajectory reflects her deep commitment to understanding and improving educational practices and policies, providing her with a robust platform for her subsequent research and professional achievements.

👨‍🏫Experience:

Professor Mary Darmanin holds a distinguished position as a full professor in the Department of Education Studies at the University of Malta. Her academic journey began with her education at the Universities of Malta, Essex, and Wales, where she earned her doctoral degree. Her doctoral research was groundbreaking as the first ethnographic study of Maltese schools and classrooms, setting the foundation for her extensive work in the sociology of education and religion.

Throughout her career, Professor Darmanin has demonstrated a commitment to exploring and addressing key issues in education. Her research interests encompass education policy, gender issues, religious education, and the sociology of religion. She has contributed significantly to the academic community through her publications in international journals and edited collections, addressing topics such as education policy-making, gender in education, and the cultural dimensions of faith schools.

In addition to her research contributions, Professor Darmanin has held various significant roles. She served as an evaluator for EU Education and Social Science research projects, including FP7 and H2020, and for prestigious organizations such as the Economic and Social Research Council (ESRC) in the UK and the Academy of Finland. Her expertise in research evaluation was further recognized through her role as an Ethics Reviewer for the European Research Council’s calls.

Awards and Honors:

Professor Mary Darmanin has received numerous awards and honors throughout her distinguished career, recognizing her exceptional contributions to the fields of education and sociology. In 2007, she was awarded a Marie Curie Transfer of Knowledge Fellowship, tenable at the Equality Studies Centre and School of Social Justice at University College Dublin. This prestigious fellowship allowed her to advance her research on equality and social justice through innovative teaching methodologies. Additionally, in 2008, Professor Darmanin was appointed as a Fellow at QUALITI (Qualitative Research Methods in the Social Sciences), School of Social Sciences at Cardiff University, further acknowledging her expertise in qualitative research.

Her extensive involvement in international research evaluation is marked by her roles as an evaluator for EU Education and Social Science research projects (FP7, H2020), as well as for the UK’s Economic and Social Research Council and the Academy of Finland. She also served as an Ethics Reviewer for the European Research Council’s calls, demonstrating her commitment to maintaining high standards in research ethics. Professor Darmanin’s contributions to national and international policy discussions are reflected in her service as an affiliated expert member of NESET I and II since 2010, highlighting her influence in shaping educational policies across Europe.

Conclusion:

Professor Mary Darmanin is a distinguished researcher whose extensive work in the sociology of education and religion has had a profound impact on both academic and policy fields. Her pioneering ethnographic studies, comprehensive research on gender and education, and contributions to international research evaluations make her a strong candidate for the Research for Best Researcher Award. Her continued dedication to understanding and improving educational systems underscores her exceptional qualifications for this recognition.

📚Publications to Noted

  • Title: “Children Vicariously Bearing the Future of the Faiths”
    Author: Darmanin, M.
    Journal: Journal of Religion in Europe
    Year: 2023
    Volume: 16
    Issue: 3
    Pages: 352–385
    Citations: 0
  • Title: “Teaching Catholic Religious Education and Islamic Studies in a Monopoly Catholic Small State”
    Author: Darmanin, M.
    Book Title: New Thinking, New Scholarship and New Research in Catholic Education: Responses to the Work of Professor Gerald Grace
    Year: 2021
    Pages: 226–238
    Citations: 0
  • Title: “Classroom Practices and Class Pedagogies”
    Author: Darmanin, M.
    Book Title: Qualitative Studies in Education
    Year: 2018
    Pages: 30–64
    Citations: 0
  • Title: “The ‘Smallness’ of Minimalist Tolerance”
    Author: Darmanin, M.
    Journal: Education Inquiry
    Year: 2013
    Volume: 4
    Issue: 1
    Pages: 31–62
    Citations: 7
  • Title: “Further and Higher Education Markets’ Cushions: Portability of Policy and Potential to Pay”
    Author: Darmanin, M.
    Journal: International Studies in Sociology of Education
    Year: 2009
    Volume: 19
    Issue: 3-4
    Pages: 175–201
    Citations: 4
  • Title: “Gender Equality in Malta: A Southern European Perspective”
    Author: Darmanin, M.
    Journal: Scottish Affairs
    Year: 2006
    Volume: 56
    Issue: 1
    Pages: 69–87
    Citations: 2
  • Title: “When Students Are Failed: ‘Love’ as an Alternative Education Discourse?”
    Author: Darmanin, M.
    Journal: International Studies in Sociology of Education
    Year: 2003
    Volume: 13
    Issue: 2
    Pages: 141–170
    Citations: 12
  • Title: “The Opportunism of the ‘Glocal’: Malta’s Education Policies”
    Author: Darmanin, M.
    Journal: International Studies in Sociology of Education
    Year: 2002
    Volume: 12
    Issue: 3
    Pages: 277–302
    Citations: 4
  • Title: “Sufficient unto the Day: Privatisation in Maltese Education Policy”
    Author: Darmanin, M.
    Journal: Discourse: Studies in the Cultural Politics of Education
    Year: 1995
    Volume: 16
    Issue: 1
    Pages: 111–121
    Citations: 3