Michael Fosu | Secondary Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Michael Fosu

University of North Texas, United States

Michael Fosu
Affiliation University of North Texas
Country United States
Scopus ID 57209684398
Document 1
Citations 5
h-index 1
Subject Area Secondary Education
Event Top Teachers Awards
ORCID 0000-0003-0952-8699
Google Scholar -xE5rcEAAAAJ

Michael Fosu is a mathematics education scholar and doctoral student at the University of North Texas, United States, whose work addresses students’ mathematical thinking, teacher noticing, and technology-supported learning. His Scopus-indexed record includes one document, five citations, and an h-index of 1 in Secondary Education [1]. His research profile supports consideration for the Innovative Research Award associated with the Top Teachers Awards event [1][2][4].

Abstract

This article documents the scholarly profile of Michael Fosu, a mathematics educator whose research examines students’ mathematical thinking, teacher noticing, and technology integration in mathematics classrooms. His peer-reviewed work on interest, teaching quality, and mathematics achievement has been indexed in Scopus and cited in subsequent studies [3]. The profile summarizes his research contributions, publications, citation record, and suitability for the Innovative Research Award.

Keywords

  • Mathematics education
  • Teacher noticing
  • Mathematical thinking
  • Technology integration
  • Secondary education

Introduction

Mathematics education research increasingly emphasizes how learners construct conceptual understanding and how teachers interpret student reasoning during instruction. Michael Fosu’s scholarship contributes to this agenda through studies of mathematics interest, teaching quality, and achievement in secondary school settings [3]. His doctoral work at the University of North Texas extends this focus to teacher noticing and immersive learning technologies.

Research Profile

Michael Fosu holds a Master of Education in Mathematics Education from Texas Christian University and an MPhil in Mathematics Education from AAMUSTED, Ghana. His research interests include students’ mathematical thinking, teacher noticing and professional development, student engagement, virtual reality, artificial intelligence in mathematics education, geometric thinking, and mathematical argumentation [1]. Scopus lists his subject area as Secondary Education with one indexed document and five citations [1].

Research Contributions

His published work investigates the mediation and moderation effects of mathematics interest and teaching quality between self-concept and mathematics achievement, offering evidence relevant to classroom practice and curriculum design [3]. Additional contributions address organizational performance and technology adoption, reflecting methodological breadth in quantitative and mixed-methods research [5].

Publications

Michael Fosu’s publications include a Scopus-indexed study on mathematics interest, teaching quality, and achievement in the Journal of Mathematics and Science Teacher [3], a paper on performance appraisal and reward systems [4], and a conference paper on technology adoption with financial motivation [5].

Research Impact

Scopus records five citations, one document, and an h-index of 1, while Google Scholar reports eighteen citations across two documents with an h-index of 1 [1][2]. These indicators reflect an emerging research trajectory in secondary mathematics education and related fields.

Award Suitability

The Innovative Research Award recognizes emerging scholars whose work demonstrates originality and scholarly promise. Michael Fosu’s indexed publication record, methodological range, and research agenda on mathematical thinking and technology-supported learning align with the award criteria promoted by the Top Teachers Awards event [1][2][4].

Conclusion

Michael Fosu’s scholarly profile combines peer-reviewed publications, doctoral research, and a focused agenda in mathematics education. His documented contributions and citation record provide a reasonable basis for nomination for the Innovative Research Award at the Top Teachers Awards [1][4].

References

  1. Elsevier. (n.d.). Scopus author details: Michael Fosu, Author ID 57209684398. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57209684398
  2. Google Scholar. (n.d.). Michael Fosu: Citations and research profile. Google Scholar.
    https://scholar.google.com/citations?user=-xE5rcEAAAAJ&hl=en&oi=sra
  3. Fosu, M., Arthur, Y. D., Boateng, F. O., & Adu-Obeng, B. (2023). Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement. Journal of Mathematics and Science Teacher, 3(1), 1–13.
    https://doi.org/10.29333/mathsciteacher/12622
  4. Woode, P. A. D., Ebenezer, W., Duah, L., & Fosu, M. (2022). The impact of performance appraisal and reward system on employee productivity: The mediating effect of the work environment. International Journal of Resources Development and Management.
    https://iiste.org/Journals/index.php/JRDM/article/view/59615
  5. Budu, J., Seneadza, J., Entee, E., Fosu, M., & Asare, B. T. (2019). Explaining technology adoption with financial motivation. In International Working Conference on Transfer and Diffusion of IT. Springer.
    https://doi.org/10.1007/978-3-030-20671-0_10

Sunghee Shin | Curriculum Development | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Sunghee Shin

Associate Professor, Queens College, City University of New York, United States

Sunghee Shin
Affiliation Queens College, City University of New York
Country United States
Scopus ID 55459493200
Documents 8
Citations 191
h-index 3
Subject Area Curriculum Development
Event Top Teachers Awards
ORCID 0009-0002-6550-7542
Google Scholar V5yJeQ4AAAAJ

Sunghee Shin, Associate Professor in the Department of Elementary and Early Childhood Education at Queens College, City University of New York (CUNY), is recognized for interdisciplinary scholarship spanning educational technology, teacher education, curriculum studies, immigrant and transnational education, social studies education, and artificial intelligence in learning environments. Her research emphasizes equity, culturally responsive education, human-centered technology integration, and the educational experiences of Korean and Korean diasporic communities. This academic recognition article documents her scholarly profile, research contributions, publication record, research impact, and suitability for recognition under the Innovative Research Award category.[1][3]

Abstract

This article presents an academic overview of Sunghee Shin’s scholarly achievements in curriculum studies, educational technology, teacher education, immigrant and transnational education, Korean diasporic studies, and artificial intelligence-supported learning. Her research investigates how curriculum, assessment systems, teacher preparation, digital technologies, and cultural representation influence educational opportunity and equity. Through peer-reviewed publications, interdisciplinary collaborations, international conference presentations, and award-winning research, her scholarship contributes to culturally responsive and transformative educational practices in both local and global contexts.[2]

Keywords

Educational Technology; Online Learning; Immigrant Youth; Refugee Education; Transnational Family; Curriculum Studies; Social Studies Education; Artificial Intelligence; Teacher Education; Culturally Responsive Education; Equity and Social Justice; Korean Diasporic Studies; Technology Enhanced Learning; Distance Education; Constructivism.

Introduction

Sunghee Shin has developed a sustained scholarly agenda focused on the intersections of education, culture, technology, and equity. Her academic work addresses contemporary educational challenges through research on curriculum representation, immigrant and refugee education, educational technology integration, teacher preparation, and emerging artificial intelligence applications. She has contributed to scholarship examining Korean American communities, transnational families, global education, social studies instruction, and culturally responsive pedagogies. Her educational background includes advanced studies at Teachers College, Columbia University, and extensive academic service within the City University of New York system.[3]

Research Profile

Sunghee Shin’s research profile encompasses curriculum development, educational technology, immigrant and transnational education, Korean and Korean diasporic studies, teacher education, and artificial intelligence applications in learning environments. Current and recent projects examine Asian American and Pacific Islander representation across curriculum frameworks, teacher practice, textbooks, and assessments; the positioning of Korea in social studies education; K-pop and ethnic identity formation among Korean American youth; culturally responsive Korean language instruction; technology integration among preservice teachers; and human-centered AI applications emphasizing empathy, communication, and emotional intelligence.[4]

Her interdisciplinary collaborations involve researchers in educational technology, social studies education, language education, teacher education, and medical education across the United States and South Korea. Professional memberships include the American Educational Research Association (AERA), National Council for the Social Studies (NCSS), International Assembly of NCSS, Korean American Educational Researchers Association (KAERA), and the National Association for Korean Schools (NAKS).[5]

Research Contributions

Sunghee Shin’s scholarship contributes to transformative and equitable education by connecting curriculum, identity, culture, and technology with educational practice. Her research advances understanding of how educational systems represent diverse communities and how teachers can support culturally sustaining learning environments. Particular emphasis is placed on immigrant, refugee, and transnational populations whose experiences are often underrepresented in educational research and curriculum materials.[6]

A significant contribution of her recent scholarship is the examination of Korea’s representation within United States social studies curricula and AAPI curriculum reform efforts. This work identifies implementation gaps between policy intentions and classroom practice while providing evidence that meaningful inclusion requires structural curricular transformation rather than the simple addition of diverse content. Her research also extends into AI-supported educational environments, where she investigates empathy, communication, and human-centered learning outcomes.[7]

Publications

Sunghee Shin has authored and co-authored numerous peer-reviewed journal articles and scholarly book chapters published in recognized academic outlets. Her publications address educational technology, online learning, immigration, refugee education, social studies curriculum, Korean diasporic studies, and artificial intelligence applications in education. Particularly notable are her studies published in Computers & Education, The Social Studies, Education and Urban Society, and the Journal of Medicine and Life Science. Her 2026 article on Korea’s representation in social studies curriculum and her AI-focused research in medical education demonstrate the breadth of her interdisciplinary scholarship and its relevance to contemporary educational challenges.[1][3][8]

Research Impact

Research impact indicators demonstrate meaningful scholarly engagement. According to Scopus metrics, Sunghee Shin’s profile records 191 citations, 8 indexed documents, and an h-index of 3. Google Scholar reports broader citation activity with 571 citations, 20 indexed documents and an h-index of 8. Her work on online discussions and instructional facilitation published in Computers & Education remains a frequently cited contribution to educational technology literature. Additionally, her scholarship has informed discussions related to immigrant education, curriculum representation, and culturally responsive teaching.[1][3]

The 2024 Best Paper Award received for research examining conversational artificial intelligence chatbots and patient-centered communication skill development in a metaverse environment illustrates the contemporary relevance of her scholarship. This work highlights emerging intersections between artificial intelligence, communication, empathy, and professional education.[6]

Award Suitability

The Innovative Research Award recognizes scholarly work that advances knowledge through originality, interdisciplinary engagement, and practical relevance. Sunghee Shin’s research profile aligns with these criteria through sustained contributions to curriculum studies, educational technology, social studies education, immigrant and transnational education, and artificial intelligence-supported learning. Her scholarship integrates theoretical inquiry with educational practice while addressing issues of equity, cultural representation, and educational transformation.[7]

The breadth of her publication record, international collaborations, professional leadership, peer-reviewed outputs, conference presentations, and recognized research excellence collectively support consideration for academic recognition. Her work demonstrates a commitment to producing evidence-based knowledge that informs policy, curriculum design, teacher preparation, and educational innovation across diverse learning environments.[8]

Conclusion

Sunghee Shin has established a distinguished academic profile through interdisciplinary research, scholarly publications, collaborative projects, and educational leadership. Her contributions to educational technology, curriculum studies, teacher education, immigrant and refugee education, Korean diasporic studies, and human-centered artificial intelligence reflect a consistent commitment to equity and transformative learning. The documented research achievements, publication impact, and recognized scholarly contributions provide a strong basis for acknowledgment within the context of the Innovative Research Award.[1][8]

References

  1. Elsevier. (n.d.). Scopus author details: Sunghee Shin, Author ID 55459493200. Scopus. https://www.scopus.com/authid/detail.uri?authorId=55459493200
  2. ORCID. (n.d.). Sunghee Shin ORCID record. https://orcid.org/0009-0002-6550-7542
  3. Google Scholar. (n.d.). Scholar profile for Sunghee Shin. https://scholar.google.com/citations?user=V5yJeQ4AAAAJ&hl=en&oi=ao
  4. Shin, S. (2026). Teaching Korea in U.S. Social Studies: Curricular Framing, Teacher Practice, and the Implementation Gap in AAPI Curriculum Reform. The Social Studies. DOI: https://doi.org/10.1080/00377996.2026.2728039
  5. Cho, E. K., Chen, D. W., & Shin, S. (2010). Supporting transnational families. Young Children, 65(4), 30–37. https://www.jstor.org/stable/42731076
  6. Hong, H., & Shin, S. (2024). Effects of the use of a conversational artificial intelligence chatbot on medical students’ patient-centered communication skill development in a metaverse environment. Journal of Medicine and Life Science, 21(3), 92–101. Best Paper Award 2024. DOI: https://doi.org/10.22730/jmls.2024.21.3.92
  7. An, H., Shin, S., & Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. Computers & Education, 53(3), 749–760. DOI: https://doi.org/10.1016/j.compedu.2009.04.015
  8. Shin, S. (2014). E-book usability in educational technology classes: Teachers and teacher candidates’ perception toward e-book for teaching and learning. International Journal of Distance Education Technologies, 12(3), 62–74. DOI: https://doi.org/10.4018/ijdet.2014070105

Seongryeong Yu | Elementary Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Seongryeong Yu
Old Dominion University, United States
Seongryeong Yu
Affiliation Old Dominion University
Country United States
Scopus ID 59125566100
Documents 26
Citations 436
h-index 4
Subject Area Elementary Education
Event Top Teachers Awards
ORCID 0000-0003-1087-3713
Google Scholar RW2AjvAAAAAJ

Seongryeong Yu is an Assistant Professor of Early Childhood and Elementary Education at Old Dominion University in the United States. Her scholarly work focuses on children’s language and literacy practices, multilingualism, transnational education, identity formation, belonging, teacher education, and emerging applications of artificial intelligence in educational settings. Through interdisciplinary research spanning literacy studies, comparative education, and culturally responsive pedagogy, Seongryeong Yu has developed a growing international profile characterized by funded research projects, peer-reviewed publications, conference presentations, and professional service contributions across multiple educational organizations.[1]

Abstract

This article presents an academic overview of Seongryeong Yu’s research profile, scholarly achievements, educational background, professional service, funded research activities, and publication record. Her research investigates multilingual and transnational children’s language practices, literacy development, identity negotiation, educational equity, and emerging forms of AI-mediated learning. The body of work combines qualitative, comparative, and interdisciplinary approaches to examine how children and educators navigate linguistic, cultural, and technological contexts across educational settings. The profile demonstrates sustained engagement with international scholarship, teacher preparation, literacy research, and community-based educational initiatives.[1]

Keywords

Multilingual Education; Literacy Studies; Early Childhood Education; Elementary Education; Transnational Children; Identity and Belonging; Comparative Education; Teacher Education; Artificial Intelligence in Education; Translanguaging; Educational Equity; Digital Literacy.

Introduction

Seongryeong Yu’s academic work centers on understanding how children construct meaning through language, literacy, culture, space, and material interactions. Her scholarship explores multilingual and transnational experiences, emphasizing children’s identity development, linguistic repertoires, and sense of belonging across diverse educational environments. The research contributes to broader conversations concerning inclusive pedagogy, literacy learning, international education, and culturally responsive teaching practices.[1]

Yu earned dual doctoral degrees in Curriculum and Instruction and Comparative and International Education from The Pennsylvania State University between 2019 and 2023. Prior academic preparation included a Master of Education with honors from Korea University and a Bachelor of Arts in Elementary Education from Busan National University of Education. These educational experiences contributed to a scholarly perspective informed by both Korean and United States educational contexts.[1]

Research Profile

Since joining Old Dominion University in 2023 as Assistant Professor of Early Childhood and Elementary Education, Yu has developed an active research agenda focused on multilingual literacy, children’s identities, international and comparative education, AI-supported learning, teacher education, and community-engaged scholarship. Her work frequently examines the intersections between language, culture, mobility, and educational experiences within increasingly globalized societies.[1]

  • Assistant Professor, Old Dominion University (2023–Present).
  • Doctoral Graduate Instructor, The Pennsylvania State University (2019–2023).
  • Elementary educator and literacy practitioner in South Korea (2014–2019).
  • Active contributor to literacy, comparative education, and teacher education research communities.

Her funded projects address transnational childhoods, multilingual identity development, community storytelling, open educational resources, teacher licensure pathways, and AI-mediated pedagogical design. These initiatives collectively demonstrate a commitment to connecting educational research with practical classroom and community applications.[1]

Research Contributions

Seongryeong Yu’s scholarship contributes to several interconnected areas of educational research. Her studies investigate how multilingual learners navigate language use across home, school, and community environments while simultaneously constructing social identities and developing literacy practices. Research also examines teacher agency, translanguaging, intercultural learning, and educational equity within international and transnational contexts.[1]

  • Transnational and diasporic children’s identities and belonging.
  • Multilingual literacy practices and translanguaging.
  • AI-assisted academic writing and digital learning environments.
  • Teacher education and professional learning.
  • Community literacy and inclusive educational engagement.
  • Comparative and international education research.

Conference presentations delivered between 2020 and 2026 have been featured at organizations including the American Educational Research Association (AERA), Literacy Research Association (LRA), Comparative and International Education Society (CIES), TESOL International Convention, KAERA, AACTE, AAAL, and other scholarly venues. These presentations have highlighted emerging issues related to multilingualism, literacy, AI-enhanced education, and intercultural pedagogy.[1]

Publications

Among the most visible publications associated with Seongryeong Yu’s scholarly profile are studies examining generative artificial intelligence, academic writing, AI literacy, and collaborative learning regulation. These publications have contributed to ongoing discussions regarding educational technology and learner engagement in higher education contexts.[2][3][4]

  1. Kim, J., Yu, S., Detrick, R., & Li, N. (2024). Exploring students’ perspectives on Generative AI-assisted academic writing. Education and Information Technologies.[2]
  2. Kim, J., Yu, S., Lee, S. S., & Detrick, R. (2026). Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy. Journal of Research on Technology in Education.[3]
  3. Kim, J., Detrick, R., Yu, S., Song, Y., Bol, L., & Li, N. (2025). Socially shared regulation of learning and artificial intelligence: Opportunities to support socially shared regulation. Education and Information Technologies.[4]

Research Impact

The available bibliometric indicators report 26 indexed documents, 436 citations, and an h-index of 4. These metrics indicate growing scholarly visibility within education-related research areas. Research outputs span literacy studies, multilingual education, teacher education, and educational technology, with recent work demonstrating engagement with rapidly developing conversations surrounding artificial intelligence and learning.[1]

Beyond publications, Seongryeong Yu’s impact is reflected through funded research initiatives, invited talks, editorial responsibilities, conference reviewing, national committee service, and participation in professional mentoring programs. These activities contribute to knowledge dissemination and capacity building within educational research communities.[1]

Award Suitability

Based on documented academic achievements, research productivity, funded projects, professional service, and contributions to teacher education, Seongryeong Yu demonstrates qualifications consistent with consideration for an academic recognition such as the Innovative Research Award. Her work integrates multilingual education, literacy studies, comparative education, community engagement, and emerging educational technologies while maintaining relevance to practitioners, researchers, and policy stakeholders.[1]

Particularly notable are her interdisciplinary collaborations, externally funded projects, commitment to educational inclusion, and efforts to bridge research and practice across international contexts. Such contributions align with common criteria emphasizing innovation, scholarly influence, educational leadership, and societal relevance.[2][3][4]

Conclusion

Seongryeong Yu’s academic profile reflects sustained engagement in multilingual literacy research, comparative education, teacher preparation, community-based scholarship, and AI-enhanced learning. Through research, teaching, professional service, and grant-supported initiatives, she has contributed to scholarly discussions concerning language, identity, belonging, literacy, and educational innovation. The breadth of activities documented across research, funding, publications, and leadership roles illustrates a developing international research profile within the field of education.[1]

References

  1. Elsevier. (n.d.). Scopus author details: Seongryeong Yu, Author ID 59125566100. Scopus. https://www.scopus.com/pages/authors/59125566100
  2. Kim, J., Yu, S., Detrick, R., & Li, N. (2024). Exploring students’ perspectives on Generative AI-assisted academic writing. Education and Information Technologies. https://link.springer.com/article/10.1007/s10639-024-12878-7
  3. Kim, J., Yu, S., Lee, S. S., & Detrick, R. (2026). Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy. Journal of Research on Technology in Education. DOI: https://doi.org/10.1080/15391523.2025.2456043
  4. Kim, J., Detrick, R., Yu, S., Song, Y., Bol, L., & Li, N. (2025). Socially shared regulation of learning and artificial intelligence: Opportunities to support socially shared regulation. Education and Information Technologies. https://link.springer.com/article/10.1007/s10639-024-13187-9
  5. Yazan, B., Trinh, E., & Herrera, L. J. P. (2023). Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts. Taylor & Francis. DOI: https://doi.org/10.4324/9781003305934

Cynthy Haihambo | Special Education | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Cynthy Haihambo
University of Namibia, Namibia
Cynthy Haihambo
Affiliation University of Namibia
Country Namibia
Scopus ID 36617421000
Documents 8
Citations 66
h-index 4
Subject Area Special Education
Event Top Teachers Awards
ORCID 0000-0003-4993-7956
Google Scholar Y4chS8kAAAAJ

Cynthy Haihambo is a Namibian scholar and Associate Professor whose academic work focuses on inclusive education, disability studies, educational psychology, guidance and counselling, and equitable access to learning opportunities. Her research profile demonstrates sustained contributions to policy, teacher education, disability inclusion, and culturally responsive educational practices across Southern Africa.[1][2]

Abstract

This article summarizes the scholarly achievements of Cynthy Haihambo in the fields of inclusive education and disability studies. Her work examines educational access, teacher preparation, disability rights, indigenous perspectives, and institutional inclusion. Through research, supervision, international collaboration, and policy-oriented scholarship, she has contributed to evidence-based educational development within Namibia and broader African contexts.[1]

Keywords

Inclusive Education, Disability Studies, Indigenous Knowledge Systems, Educational Psychology, Teacher Education, Higher Education Inclusion, Guidance and Counselling.

Introduction

Cynthy Haihambo’s academic career has been characterized by sustained engagement with educational equity and disability inclusion. Her qualifications include a Doctor in Education (Inclusive Education), an M.Phil. in Special Needs Education, and advanced training in disability studies. She has served both the Ministry of Education and the University of Namibia while promoting inclusive educational practices and social participation for learners with disabilities.[2]

Research Profile

Her primary areas of expertise include inclusive education, educational psychology, special needs education, disability rights advocacy, life skills education, and guidance and counselling. She has coordinated research projects, participated in international collaborations, supervised postgraduate students, and contributed to policy discussions concerning equitable learning environments and community engagement.[1]

Research Contributions

Her scholarship has advanced understanding of disability inclusion, culturally responsive education, teacher professional development, indigenous learner experiences, psychosocial support, and higher education accessibility. Research projects coordinated by Haihambo have strengthened institutional partnerships and generated evidence supporting inclusive educational reform across multiple African contexts.[3][5]

Publications

Cynthy Haihambo’s most influential publications examine disability inclusion, teacher professional development, higher education accessibility, and culturally responsive educational practices, contributing significantly to inclusive education scholarship across Africa.[3][5][6][7]

  • Cultural beliefs regarding people with disabilities in Namibia: Implications for the inclusion of people with disabilities.[3]
  • Major challenges facing teacher counselors in schools in Namibia.[4]
  • Exploring Teachers’ Special and Inclusive Education Professional Development Needs in Malawi, Namibia, and Zimbabwe.[5]
  • Inclusive education: Challenges of students with disabilities in institutions of higher education in Namibia.[6]
  • Understanding pre-service teachers’ intention to adopt and use artificial intelligence in Nigerian inclusive classrooms.[7]

Research Impact

The documented citation record, peer-reviewed publications, international conference participation, postgraduate supervision activities, and externally funded collaborations demonstrate measurable academic impact. Her work informs educators, policymakers, disability advocates, and higher education practitioners concerned with inclusive learning systems.[5][7]

Award Suitability

Based on her scholarly output, leadership in inclusive education research, successful supervision of postgraduate students, international academic engagement, and commitment to educational transformation, Haihambo demonstrates attributes commonly associated with recognition through researcher and educator excellence awards. Her contributions align closely with the objectives of the Top Teachers Awards and related academic recognition initiatives.[1][2]

Conclusion

Cynthy Haihambo has established a distinguished academic profile centered on inclusive education, disability studies, and educational development. Her record of publications, research leadership, postgraduate mentorship, and international collaboration reflects a sustained commitment to advancing equitable educational opportunities and scholarly knowledge.[2]

References

  1. University of Namibia. (n.d.). Academic profile and curriculum vitae of Cynthy K. Haihambo.
  2. Elsevier. (n.d.). Scopus author details: Cynthy Haihambo, Author ID 36617421000. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=36617421000
  3. Haihambo, C., & Lightfoot, E. Cultural beliefs regarding people with disabilities in Namibia: Implications for the inclusion of people with disabilities. International Journal of Special Education. https://hdl.handle.net/11299/171770
  4. Mushaandja, J., Haihambo, C., Vergnani, T., & Frank, E. Major challenges facing teacher counselors in schools in Namibia. Education journal. https://doi.org/10.11648/j.edu.20130203.13
  5. Chitiyo, M., et al. Exploring Teachers’ Special and Inclusive Education Professional Development Needs in Malawi, Namibia, and Zimbabwe. International Journal of Whole Schooling.  https://eric.ed.gov/?id=EJ1203354
  6. Haihambo, C. K. Inclusive education: Challenges of students with disabilities in institutions of higher education in Namibia. Proquest-Global. https://www.proquest.com/openview/5aabb733f19351935b75da359ed7070c/1
  7. Adigun, O. T., Tijani, F. A., Haihambo, C. K., & Enock, S. L. Understanding pre-service teachers’ intention to adopt and use artificial intelligence in Nigerian inclusive classrooms. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1519472