Bamidele Emmanuel Tijani | Higher Education | Innovative Research Award

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Innovative Research Award

Bamidele Emmanuel Tijani — University of Lagos, Nigeria

Bamidele Emmanuel Tijani
Affiliation University of Lagos
Country Nigeria
Google Scholar JZIAdjsAAAAJ
Documents 18
Citations 64
h-index 5
Subject Area Artificial Intelligence
Event Top Teachers Awards
Scopus ID 59759925700
ORCID 0009-0009-3466-4140

Bamidele Emmanuel Tijani is a chemistry educator and researcher whose academic work connects science education, instructional strategies, inclusive learning, technology-enhanced teaching, sustainable development, and emerging applications of artificial intelligence in education. His professional profile combines classroom practice, laboratory management, educational research, peer review, science communication, and curriculum development, with an emphasis on evidence-based approaches to improving student learning.[1][2]

Abstract

Bamidele Emmanuel Tijani is a science educator and researcher whose work focuses on improving chemistry and STEM education through student-centred pedagogy, inclusive science education, technology integration, and evidence-based instructional strategies. His research interests additionally encompass artificial intelligence in education, professional development, teacher competencies, sustainable development, science communication, and contemporary approaches to cultivating transferable skills. His academic trajectory includes postgraduate research at the University of Lagos and research activities addressing inclusive learning, science education, self-reliance, economic development, and 21st-century STEM competencies.[3][4][5]

Keywords

Chemistry education; science education; artificial intelligence; instructional strategies; inclusive science education; student-centred learning; STEM education; educational technology; teacher competencies; professional development; sustainable development; science communication.

Introduction

Bamidele Emmanuel Tijani’s academic and professional activities are situated within contemporary efforts to strengthen science teaching through research-informed pedagogy and technology-supported learning. His work reflects an interdisciplinary orientation linking chemistry education with broader questions of inclusion, learner engagement, teacher development, digital resources, and the contribution of science education to social and economic development. A systematic review published in Discover Education examined the relevance of science education for self-reliance and economic growth in Nigeria, positioning science learning within wider developmental priorities.[4]

His educational background includes a Master of Education in Chemistry Education from the University of Lagos, completed in 2025, and a Bachelor of Science in Chemistry Education from Obafemi Awolowo University (Adeyemi Chapter), completed in 2019. His postgraduate research examined the influence of open inquiry instructional strategy on secondary-school chemistry students’ achievement, conceptual knowledge, and acquisition of process skills.

Research Profile

Bamidele Emmanuel Tijani’s research profile encompasses science education, instructional strategies, inclusive science education, teaching pedagogies, professional development, student-centred teaching and learning, teacher competencies, sustainable development, science communication, and technology and artificial intelligence applications in education. His methodological interests include quantitative, qualitative, and mixed-methods approaches, enabling investigation of educational interventions from complementary empirical perspectives.

His research experience includes service as a Technology Transfer Ambassador at ITMO, University of Lagos, peer-review activities with Springer Nature and Routledge Taylor & Francis Group, peer review for the International Journal of Studies in Psychology, and research-assistant experience at the University of Lagos. These activities complement his teaching experience and contribute to his engagement with the scholarly communication process.

His professional teaching experience includes online tutoring in chemistry and science, secondary-school chemistry teaching, laboratory technology, mathematics instruction, and basic science education. These roles provide a practical context for his interest in student-centred instruction, laboratory-based learning, digital pedagogy, and the development of effective science-learning environments.[1][2]

Research Contributions

A notable contribution of Bamidele Emmanuel Tijani’s research is its attention to inclusive science education. His co-authored study on students with hearing impairment addresses current educational conditions and future needs, emphasizing the importance of reforming science education to accommodate learners with diverse educational requirements.[3]

His research also examines science education as a contributor to self-reliance and economic growth in Nigeria. The 2025 systematic literature review synthesizes evidence concerning the broader relevance of science education to national development, connecting educational outcomes with economic and societal objectives.[4]

A further contribution is his examination of evidence-based strategies for developing 21st-century skills in STEM education. The 2026 systematic review considers contemporary approaches to STEM learning and provides a research-based perspective on strategies for cultivating skills needed in changing educational and technological environments.[5]

Across these areas, his research agenda connects classroom practice with broader educational questions involving inclusion, learner development, teacher competencies, sustainable development, and technology-enabled instruction. This orientation provides a foundation for further investigation of artificial intelligence and digital technologies within science education.

Publications

Bamidele Emmanuel Tijani’s scholarly publications address inclusive science education, the developmental relevance of science education in Nigeria, and evidence-based strategies for cultivating 21st-century STEM competencies. His 2024 co-authored article examines educational needs associated with students with hearing impairment, while his 2025 systematic review considers science education, self-reliance, and economic growth. A 2026 systematic review further synthesizes evidence on strategies for developing 21st-century skills in STEM education.[3][4][5]

The publication record demonstrates an emerging research trajectory that moves from specific inclusion-related challenges toward broader systematic analyses of science education, development, and STEM skill formation. The cited works provide identifiable scholarly outputs through journal and institutional records, including a DOI-indexed article in Discover Education and a DOI-linked 2026 publication.[4][5]

Research Impact

The reported academic profile records 18 documents, 64 citations, and an h-index of 5 in the supplied profile information. His research impact is particularly relevant to science and STEM education because his publications address practical educational challenges alongside wider questions of inclusion, development, and contemporary skills. His engagement in peer review and international scholarly presentations further supports participation in academic knowledge exchange.

The research has potential relevance for educators, curriculum developers, teacher educators, educational researchers, and policymakers concerned with strengthening science learning. The emphasis on evidence-based instructional strategies and inclusive learning provides a basis for translating research findings into improved educational practice while maintaining a connection between empirical scholarship and classroom experience.[3][4][5]

Award Suitability

The profile is relevant to recognition for innovative research because it combines sustained teaching practice with an emerging body of research addressing science education, inclusive learning, STEM competencies, and technology-oriented educational development. His postgraduate research, peer-reviewed publications, professional review activities, and engagement with technology and artificial intelligence in education collectively demonstrate an academic direction oriented toward improving science-learning outcomes.[1][2]

For the Top Teachers Awards context, the strongest evidence of suitability is the alignment between teaching experience and research-informed educational practice. His work connects classroom instruction with systematic research on inclusion, science education, economic development, and 21st-century STEM skills, providing a coherent basis for considering the Innovative Research Award within an academic recognition framework.

Conclusion

Bamidele Emmanuel Tijani’s academic profile reflects the intersection of chemistry education, science education research, inclusive pedagogy, instructional innovation, and emerging educational technologies. His published research addresses practical and systemic issues in science and STEM education, while his professional experience provides a classroom-based foundation for continued scholarly investigation. The combination of research activity, teaching experience, peer-review engagement, and interest in artificial intelligence creates a developing profile within contemporary science education research.[3][4][5]

References

  1. Scopus Author Profile, Bamidele Emmanuel Tijani, Scopus Author ID 59759925700. Scopus profile.
  2. Google Scholar Author Profile, Bamidele Emmanuel Tijani, Google Scholar ID JZIAdjsAAAAJ. Google Scholar profile.
  3. Adeduyigbe, A. M., Adeduyigbe, A. E., & Tijani, B. E. (2024). “Addressing students with hearing impairment’s current state and future needs: Reforming an inclusive science education.” International Journal of Studies in Inclusive Education, 1(2), 12–15. https://hdl.handle.net/10520/ejc-ijsie_v1_n2_a3.
  4. Tijani, B. E., & Adeduyigbe, A. M. (2025). “Relevance of science education for self-reliance and economic growth in Nigeria: A systematic literature review.” Discover Education, 4(1), 92. DOI: 10.1007/s44217-025-00504-8.
  5. Tijani, B. E., & Adeduyigbe, A. M. (2026). “Transforming science education: A systematic review of evidence-based strategies for cultivating 21st-century skills in STEM education.” Journal of Research in Environmental and Science Education, 3(1), 8–23. DOI: 10.70232/jrese.v3i1.37.

Zeinab Mostafavi | Higher Education | Excellence in Special Education Award

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Excellence in Special Education Award

Zeinab Mostafavi
University of Tehran, Iran
Zeinab Mostafavi
Affiliation University of Tehran
Country Iran
Google Scholar 00QfKEkAAAAJ
Documents 34
Citations 115
h-index 6
Subject Area Higher Education
Event Top Teachers Awards
ORCID 0000-0002-3465-6054

This article presents the scholarly and professional contributions of Zeinab Mostafavi, faculty member at the University of Tehran, in recognition of the Excellence in Special Education Award conferred by the Top Teachers Awards event. Her work focuses on quality assurance, e‑learning, and higher education leadership, with a strong emphasis on accreditation and digital transformation.[1]

Abstract

This article provides a comprehensive academic profile of Zeinab Mostafavi, highlighting her extensive work in higher education quality assurance, e‑learning, and accreditation. Her research integrates theoretical frameworks and practical tools, including the development of validation checklists for digital universities. The profile underscores her role in policy design, research collaboration, and capacity building within the Iranian higher education system.[2]

Keywords

Higher Education, Quality Assurance, E‑learning, Accreditation, Digital University, Educational Leadership, Iran.

Introduction

The Excellence in Special Education Award recognises individuals who have made significant contributions to the advancement of teaching, learning, and institutional quality. Zeinab Mostafavi’s career spans over a decade of dedicated service to higher education in Iran, with a particular focus on accreditation and quality assurance in electronic and distance education. Her work bridges policy and practice, as evidenced by her consultancy roles at the Ministry of Science, Research and Technology and her involvement in the design of national quality assessment indicators.[3]

Research Profile

Zeinab Mostafavi earned her Ph.D. in Higher Education Administration from the University of Tehran with a thesis on accreditation models for digital universities (GPA 18.18/20, thesis score 19.56). Her research interests include quality assurance, leadership in higher education, accreditation, digital universities, and e‑learning. She has published extensively in Q1 journals such as Higher Education Quarterly and Education and Information Technologies.[4]

Research Contributions

Zeinab Mostafavi has contributed to the development of quality assurance frameworks, including a comprehensive accreditation checklist for e‑learning institutions. She has served as investigator and consultant at the Ministry of Science, where she leads university evaluations using evidence‑based checklists. Her work on the Converging Technologies Research Center (NBIC) at the University of Tehran focused on strategic planning and digital transformation.[5]

  • Design of professional competencies for middle and lower‑level managers (Ministry of Energy, 2024–present)
  • Updating quality assessment indicators for Iranian higher education, with a focus on electronic universities
  • Proposal for the first accreditation body for universities in Iran

Publications

Zeinab Mostafavi has authored 34 documents with 115 citations (h-index 6), including Q1 journal articles on accreditation models for e-learning institutions [3], quality assurance tools [2], and research misconduct in higher education [4].

Recent publications (2025–2026) include:

  • A Checklist for a Comprehensive Accreditation Model for Fully Electronic-Education Higher Education Institutions. Higher Education Quarterly (Q1). https://doi.org/10.1111/hequ.70030
  • Development and Validation of an Accreditation Tool for Assessing the Quality of E-Learning Higher Education Institutions. Education and Information Technologies (Q1). doi:10.1007/s10639-025-13587-5
  • Competencies for Online Teaching Assistants: Integrating Technology, Pedagogy, and Communication Skills. Online Learning Journal (Q1).
  • From Theory to Practice: Real-World Validation of an Internal Quality Assurance Model for Online Higher Education. Education and Information Technologies (Q1).
  • A Qualitative Analysis of the Causes and Consequences of Research Misconduct among early-career Faculty Members. Higher Education Quarterly (Q1).

Research Impact

Zeinab Mostafavi’s work has garnered 115 citations and an h‑index of 6. Her contributions have influenced national accreditation policies and quality assurance practices in Iran. She has participated in the translation of key reference works, including the Encyclopedia of Distance Learning, and has served as a scientific reviewer for multiple journals. Her research on lean higher education and organizational trust has been widely cited.[6]

Award Suitability

The Excellence in Special Education Award recognises sustained excellence in teaching, research, and service. Zeinab Mostafavi exemplifies these criteria through her leadership in quality assurance, her innovative accreditation models, and her commitment to capacity building. She has received multiple honours, including the 2025 Excellence Award in E‑Learning in Iran and acceptance into the National Elite Foundation’s research hubs. Her podcast on accreditation insights further demonstrates her dedication to disseminating knowledge.[7]

Conclusion

Zeinab Mostafavi’s academic and professional trajectory demonstrates a deep engagement with the challenges of quality and equity in higher education. Her research on accreditation, e‑learning, and leadership provides actionable insights for institutions seeking to enhance their educational offerings. Her profile is a testament to the impact of scholarly work on policy and practice in the Iranian context and beyond.[8]

References

  1. University of Tehran. (2025). Faculty profile: Zeinab Mostafavi. University of Tehran. https://ut.ac.ir
  2. Google Scholar. (n.d.): Mostafavi, Zeinab citation profile/ https://scholar.google.com/citations?hl=en&user=00QfKEkAAAAJ
  3. Mostafavi, Z., & Ramezani, S. G. (2025). Developing and validating a comprehensive scale for accreditation standards and quality assurance in e‑learning institutions. Education and Information Technologies, 30(15), 21139‑21187. doi:10.1007/s10639-025-13587-5
  4. Abili, K., Narenji Thani, F., & Mostafavi, Z. (2018). Assessing the Readiness of the University to Establish the Lean Higher Education (Case Study: University of Tehran). Journal of Industrial Management Perspective, 8(3), 95‑114. https://jimp.sbu.ac.ir/article_87167.html?lang=en
  5. Narenjisani, F., Mirkamali, S. M., Mostafavi, Z., & A’lami, F. (2017). Investigating the factor structure of knowledge sharing, organizational trust and creativity. Educational and Scholastic Studies, 6(1), 9‑40. doi:20.1001.1.2423494.1396.6.1.1.8
  6. Narenji, F., Mostafavi, Z., Ebadi, R., & Uzbashe, A. (2014). Identifying of learning needs of faculty members in online higher education. Educational and Scholastic Studies, 3(3), 29‑53. doi:20.1001.1.2423494.1393.3.3.2.2
  7. Mostafavi, Z. (2025, January 6). Accreditation and Quality Assurance in Higher Education [Podcast episode]. In Top Teachers Insights. Apple Podcasts. https://podcasts.apple.com/…
  8. National Elite Foundation of Iran. (2022). Annual Research-Centered Hubs Program – Accepted researchers. National Elite Foundation.

Vafa Yunusova | Higher Education | Innovative Research Award

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Innovative Research Award

Vafa Yunusova
ADA University, Azerbaijan
Vafa Yunusova
Affiliation ADA University
Country Azerbaijan
Google Scholar 1wpKiwcAAAAJ
Documents 4
Citations 8
h-index 2
Subject Area Higher Education
Event Top Teachers Awards
Scopus ID 60558006400
ORCID 0000-0001-9840-8896

Vafa Yunusova is an Assistant Professor in Education Management at the School of Education, ADA University, Azerbaijan. Her academic career spans educational administration, academic advising, student success, leadership in higher education, international education, and teacher development. She earned her Ph.D. in Educational Administration from Michigan State University in 2019 and has contributed extensively to higher education teaching, accreditation, curriculum development, language education, and educational leadership initiatives in Azerbaijan and internationally.[1]

Abstract

This article summarizes the academic achievements, research profile, educational leadership activities, and professional contributions of Dr. Vafa Yunusova. Her work focuses on academic advising, student retention, teaching and learning, educational leadership, accreditation processes, and international education. Through teaching, research, conference participation, and institutional service, she has contributed to the advancement of higher education practices in Azerbaijan and beyond.[1][2]

Keywords

Educational Research; Education Management; Teaching and Learning; Graduate Education; Lifelong Learning; Teaching in Post-Secondary Education; Academic Advising; Student Success; Higher Education Leadership; International Education.

Introduction

Dr. Vafa Yunusova has developed a multidisciplinary academic career combining educational leadership, language education, faculty development, and higher education research. Prior to joining ADA University, she served in teaching and training roles at Azerbaijan University of Languages and participated in multiple international educational initiatives. Her doctoral work at Michigan State University examined the structure and practice of academic advising in large research universities, providing insights into student support systems and institutional effectiveness.[1]

Research Profile

Dr. Vafa Yunusova’s research interests include academic advising, student success and retention, educational leadership, higher education management, teaching and learning, and international education. Her scholarly work integrates practical institutional experience with qualitative research methodologies. She has supervised graduate students, participated in accreditation evaluations, and contributed to educational policy and quality assurance initiatives.[1]

  • Academic advising and student support systems.
  • Teaching and learning in higher education.
  • Educational leadership and management.
  • Faculty development and accreditation.
  • International and comparative education.

Research Contributions

Her contributions include research on transitions into higher education, academic advising frameworks, faculty development in post-Soviet educational contexts, and perceptions of educational leadership. She has presented scholarly work at international conferences organized by Comparative and International Education Society (CIES), ADVED, OCERINT, Indiana University, and other academic organizations.[2]

  • Research on academic advising as a mechanism for student success.
  • Studies of leadership and educational development in Azerbaijan.
  • Faculty development research in higher education institutions.
  • Participation in accreditation and quality assurance activities.

Publications

Dr. Vafa Yunusova’s most significant scholarly contributions examine academic advising, faculty development, student engagement, and higher education leadership. Her publications have addressed student transition experiences, post-Soviet higher education reform, servant leadership in academic advising, and identity development in higher education contexts, contributing to contemporary discussions on educational effectiveness and student support systems.[2][3][4][5]

Selected scholarly outputs and conference-related publications associated with Dr. Yunusova’s research profile include studies on academic advising, higher education transitions, and faculty development.[3][4]

  1. Transition into Higher Education: The Structure and Practice of Academic Advising.
  2. Novice Faculty Development in Higher Education in Post-Soviet Azerbaijan.
  3. Perceptions of Muslim Women Educational Leaders on Future Education in Azerbaijan.
  4. A Baseline Survey of English Language Teaching in Azerbaijan (Co-author).

Research Impact

Dr. Vafa Yunusova’s work demonstrates impact through academic instruction, graduate supervision, conference presentations, institutional accreditation service, and international scholarly engagement. Her contributions support evidence-based approaches to student retention, academic advising, and educational leadership development. Participation in national and international review committees further reflects her professional influence within higher education networks.[1][2]

Award Suitability

Dr. Vafa Yunusova’s professional record aligns with the objectives commonly associated with academic recognition programs such as the Innovative Research Award. Her portfolio combines scholarly research, educational leadership, faculty development, accreditation expertise, graduate supervision, international collaboration, and sustained contributions to teaching excellence. Recognition through institutional teaching awards and active engagement in higher education quality assurance further support her suitability for consideration within educational research and innovation categories.[1][2]

Conclusion

Vafa Yunusova has established a career focused on educational leadership, academic advising, teaching excellence, and higher education development. Through research, professional service, faculty mentoring, and international engagement, she has contributed to educational advancement within Azerbaijan and the broader academic community. Her work reflects sustained commitment to student success, institutional quality, and educational innovation.[1]

References

  1. Google Scholar. (n.d.). Vafa Yunusova – Google Scholar Profile. https://scholar.google.com/citations?user=1wpKiwcAAAAJ&hl=en&oi=sra
  2. Yunusova, V. (2021). Transition into Higher Education: The Structure and Practice of Academic Advising. IJAEDU – International E-Journal of Advances in Education, 6(18), 326–340. https://dergipark.org.tr/en/download/article-file/1430080
  3. Yunusova, V. (2024). Novice Faculty Development in Higher Education in Post-Soviet Azerbaijan. IJASOS – International E-Journal of Advances in Social Sciences, 10(28). https://zenodo.org/records/10987420
  4. Khalilova, V. Y., et al. (2026). Exploring Azerbaijani Students’ Engagement and Experience in Higher Education: Higher‐Order Thinking and Identity Development. European Journal of Education, 61(2), 1–5. DOI: https://doi.org/10.1111/ejed.70606
  5. Hajiyeva, S., & Yunusova, V. (2025). Academic Advising as Servant Leadership to Bridge Gaps for Stronger Student Support. The Paris Conference on Arts and Humanities Conference Proceedings. ISSN 2758-0970. DOI: https://doi.org/10.22492/issn.2758-0970.2025.18