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

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

Mihaela Vancea | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Mihaela Vancea
Universitat de Barcelona, Spain
Mihaela Vancea
Affiliation Universitat de Barcelona
Country Spain
Scopus 50061984500
Documents 26
Citations 567
h-index 10
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0002-7970-1322
Google Scholar iKOOAkwAAAAJ

Mihaela Vancea, Assistant Professor in the Department of Methods of Research and Diagnosis in Education at the Universitat de Barcelona, has established an interdisciplinary research profile connecting education, sustainability, social inclusion, interculturalism, and social transformation. Her academic work combines competitive research leadership, international collaboration, knowledge transfer, and educational innovation, contributing to contemporary debates on sustainable development and higher education reform.[1][2]

Abstract

This article summarizes the academic profile and scholarly contributions of Mihaela Vancea in the fields of educational research, sustainability, social inclusion, and intercultural education. Her work integrates social science perspectives with educational transformation, emphasizing sustainability competencies, Sustainable Development Goals (SDGs), youth participation, and societal wellbeing. Through research leadership, international collaboration, and knowledge-transfer initiatives, her scholarship demonstrates sustained engagement with contemporary educational and social challenges.[1][2]

Keywords

Education; Social Inclusion; Interculturalism; Sustainability; Sustainable Development Goals; Higher Education; Ecosocial Education; Youth Participation; Educational Transformation; Social Research.

Introduction

Since 2022, Mihaela Vancea has served as Assistant Professor at the Faculty of Education, Universitat de Barcelona. Her academic trajectory includes appointments across several Spanish universities and international experience in Chile. The evolution of her research demonstrates continuity from social and political sciences toward educational sustainability, social transformation, and inclusive development.[1]

Research Profile

Vancea holds a PhD in Political and Social Sciences from Universitat Pompeu Fabra and possesses advanced training in sociology, community development, and social research. Her expertise includes education for sustainability, SDGs integration, sustainability competences, social inclusion, youth transitions, unemployment, intercultural education, and sustainability transitions. International collaborative projects and interdisciplinary networks have played a central role in shaping her research agenda.[1]

Research Contributions

  • Principal Researcher of ecosocial education projects at the University of Barcelona.
  • Scientific Coordinator of the European Union H2020 IN-HABIT project.
  • Principal Investigator of the CUPESSE project team focused on youth unemployment and self-sufficiency.
  • Leadership in research addressing sustainability, wellbeing, participation, and educational transformation.
  • Knowledge-transfer activities through open databases and educational communities.

Publications

Among her most influential publications are studies on renewable energy communities, youth health inequalities, and school-to-work transitions. These works have contributed to discussions on sustainability, employment, and social wellbeing across international academic communities.[3][4][5]

  • Community energy and social entrepreneurship: Addressing purpose, organisation and embeddedness of renewable energy projects (2017).
  • How unemployment and precarious employment affect the health of young people (2017).
  • School-to-work transition: The case of Spanish NEETs (2018).
  • Recent publications on sustainability competencies and higher education transformation.

Research Impact

The societal relevance of Vancea’s work is reflected in its focus on sustainability transitions, climate-related educational challenges, urban wellbeing, youth participation, and social inclusion. Her involvement in European projects has supported policy-relevant research, while open-access knowledge resources and collaborative networks have enhanced dissemination and public engagement. Citation metrics and international publication activity indicate measurable scholarly visibility within her fields of specialization.[1][2]

Award Suitability

The profile demonstrates characteristics commonly associated with academic recognition, including research leadership, international collaboration, interdisciplinary scholarship, externally funded projects, educational innovation, and societal engagement. Her sustained contributions to sustainability education and social inclusion align with the objectives of awards recognizing impactful educational research and transformative academic practice.[1]

Conclusion

Mihaela Vancea represents an interdisciplinary researcher whose academic work bridges education, sustainability, and social transformation. Through leadership of competitive projects, scholarly publications, international collaboration, and knowledge-transfer activities, she has contributed to advancing educational research and sustainability-oriented higher education. Her profile reflects an established and internationally connected research trajectory with demonstrated societal relevance.[1][2]

References

  1. Elsevier. (n.d.). Scopus author details: Mihaela Vancea, Author ID 50061984500. Scopus. https://www.scopus.com/pages/authors/50061984500
  2. Google Scholar. (n.d.). Mihaela Vancea citation profile. https://scholar.google.com/citations?user=iKOOAkwAAAAJ&hl=en&oi=sra
  3. Becker, S., Kunze, C., & Vancea, M. (2017). Community energy and social entrepreneurship: Addressing purpose, organisation and embeddedness of renewable energy projects. Journal of Cleaner Production. https://doi.org/10.1016/j.jclepro.2017.01.048
  4. Vancea, M., & Utzet, M. (2017). How unemployment and precarious employment affect the health of young people. Scandinavian Journal of Public Health. https://doi.org/10.1177/1403494816679555
  5. Vancea, M., & Utzet, M. (2018). School-to-work transition: The case of Spanish NEETs. Journal of Youth Studies. https://doi.org/10.1080/13676261.2017.1421313

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

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