Markus Wilhelm | Secondary Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Markus Wilhelm
University of Teacher Education Lucerne (UTE), Switzerland
Markus Wilhelm
Affiliation University of Teacher Education Lucerne
Country Switzerland
Scopus ID 58379604000
Documents 8
Citations 83
h-index 4
Subject Area Secondary Education
Event Top Teachers Awards
ORCID 0000-0001-7846-5519

The Innovative Research Award article documents the academic achievements, research leadership, educational innovation, and scholarly contributions of Markus Wilhelm, Professor of Science Education and sustainability education specialist at the University of Teacher Education Lucerne. His work spans science education, education for sustainable development (ESD), STEM didactics, teacher professional development, interdisciplinary learning, and sustainability-focused educational research. Through leadership of national and international projects, doctoral supervision, curriculum development, and scientific publication activities, Markus Wilhelm has contributed substantially to contemporary educational research and practice.[1][2]

Abstract

Markus Wilhelm is an educational researcher whose academic career combines science education, sustainability education, STEM didactics, environmental studies, and teacher professional development. As Head of the Institute for STEM Didactics and Sustainability and co-holder of the UNESCO Chair for Didactics of Sustainability Science and Political Education, he has contributed to research-based approaches that strengthen sustainability competencies among teachers and learners. His scholarly profile includes research leadership, doctoral supervision, editorial responsibilities, international collaboration, and participation in major funded projects supported by Swiss and European institutions.[2]

Keywords

Science Education; Education for Sustainable Development; STEM Education; Sustainability Science; Teacher Education; Environmental Education; Educational Research; UNESCO Chair; Educational Innovation; Secondary Education.

Introduction

Markus Wilhelm earned degrees in Biology, Biochemistry, Environmental Sciences, Teacher Education, and interdisciplinary science studies from ETH ZĂĽrich, the University of Bern, and Swiss teacher education institutions. His academic progression from environmental science and ecology toward science education and sustainability research reflects a multidisciplinary approach to educational innovation. His current responsibilities encompass institutional leadership, postgraduate education, scientific supervision, and the advancement of sustainability-oriented teacher education programs.[3]

Research Profile

Markus Wilhelm’s research profile centers on the design, implementation, and evaluation of high-quality teaching and learning environments in science education and education for sustainable development. His research addresses teacher competencies, digital educational resources, sustainability literacy, interdisciplinary learning, learning laboratories, STEM didactics, and curriculum innovation. Through leadership of nationally funded projects including PURPUR, Tecodis, GLOBE implementation initiatives, sustainability education studies, and educational game development, he has contributed to evidence-based educational practice and policy.[4]

His institutional roles include Professor of Science Education, Head of Master’s programs in science and sustainability education, Honorary Professor at Heidelberg University of Education, and co-holder of the UNESCO Chair dedicated to sustainability science and global citizenship education. These positions support international collaboration and the integration of sustainability principles into teacher education systems.[5]

Research Contributions

Research contributions associated with Markus Wilhelm include advancing theoretical and empirical foundations for sustainability education, developing educational interventions for STEM learning, strengthening teacher competencies in digital resource use, and promoting interdisciplinary educational research. His leadership in projects funded by the Swiss National Science Foundation and other agencies has supported investigations into sustainability competence, educational technology integration, learning environments, and science teaching quality.[6]

  • Education for Sustainable Development (ESD) research and implementation.
  • Teacher competency development in STEM education.
  • Digital learning resources and explainer video pedagogy.
  • Science learning laboratories and inquiry-based learning.
  • Interdisciplinary and transdisciplinary educational research.
  • Doctoral supervision and international research networking.

Publications

The publication record of Markus Wilhelm includes books, journal articles, book chapters, educational resources, conference proceedings, datasets, and scholarly presentations. His publication portfolio reflects sustained contributions to science education, sustainability education, teacher professional development, and educational innovation. Recent scholarly works address sustainability science education, competencies for educational video use, and the integration of sustainable development within teacher education systems, demonstrating the practical and theoretical relevance of his research agenda.[1][7][8][9]

  • 15 books and monographs.
  • 76 journal articles and reviews.
  • 73 book chapters and encyclopedia contributions.
  • 43 teaching and learning materials.
  • 179 scientific conference contributions.
  • 81 academic presentations and lectures.

Research Impact

According to Scopus metrics, Markus Wilhelm has accumulated 83 citations across indexed publications, with 8 documents and an h-index of 4. Beyond bibliometric indicators, his impact is reflected in large-scale educational projects, curriculum innovation, doctoral researcher supervision, editorial service, conference organization, and contributions to sustainability-focused educational transformation. His research has influenced teacher education institutions, professional development programs, and educational policy discussions concerning sustainability and STEM education.[1]

Award Suitability

The Innovative Research Award recognizes sustained scholarly achievement, research leadership, educational innovation, and societal relevance. Markus Wilhelm’s profile aligns with these criteria through his extensive leadership of funded projects, international collaborations, UNESCO Chair activities, editorial contributions, doctoral supervision, and research on sustainability education. His work demonstrates the integration of scientific inquiry, educational practice, and societal challenges within a coherent academic framework that supports future-oriented teacher education and sustainability literacy.[2][6]

Conclusion

Markus Wilhelm has established a multidisciplinary academic profile connecting science education, sustainability science, teacher education, and educational research. Through institutional leadership, international collaboration, scholarly publication, project management, and doctoral supervision, he has contributed to advancing evidence-based educational practice. His work continues to support the development of sustainability competencies and innovative educational approaches within Swiss and international educational contexts.[1][3]

References

  1. Elsevier. (n.d.). Scopus author details: Markus Wilhelm, Author ID 58379604000. Scopus.https://www.scopus.com/authid/detail.uri?authorId=58379604000
  2. University of Teacher Education Lucerne. (n.d.). Markus Wilhelm: Academic profile and institutional responsibilities. https://www.phlu.ch/markus-wilhelm.html
  3. ORCID. (n.d.). Markus Wilhelm ORCID record. https://orcid.org/0000-0001-7846-5519
  4. Swiss National Science Foundation and institutional project records. Research projects in sustainability education, STEM education and teacher competencies. https://www.phlu.ch/markus-wilhelm.html
  5. University of Teacher Education Lucerne. UNESCO Chair for Didactics of Sustainability Science and Political Education. https://www.phlu.ch/faecher-und-schwerpunkte/nachhaltigkeit/unesco-lehrstuhl.html
  6. Budmiger, M., Theiler, R., Grob, R., Rehm, M., & Wilhelm, M. (2026). Teaching sustainability: Educational approaches in light of sustainability science. Education Sciences, 16(5), 702. DOI: https://doi.org/10.3390/educsci16050702
  7. Hermann, M., Wilhelm, M., & Brovelli, D. (2026). Prospective science teachers’ competencies for the use of explainer videos. Frontiers in Psychology. DOI: https://doi.org/10.3389/fpsyg.2026.1681116
  8. Hermann, M., Lausslet, N., Baumann, S., Bertschy, F., & Wilhelm, M. (2026). Education for sustainable development in Swiss teacher education – Status and perspectives. DOI: https://doi.org/10.36950/bzl.44.1.2026.10411
  9. University of Teacher Education Lucerne. Publication record, editorial activities, doctoral supervision and research leadership of Markus Wilhelm. https://www.phlu.ch/markus-wilhelm.html

Cynthy Haihambo | Special Education | Best Researcher Award

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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

Muna Mohamed Alhammadi | Education | Best Researcher Award

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Dr. Muna Mohamed Alhammadi | Education | Best Researcher Award

Assistant Professor at Zayed University, United Arab Emirates

Dr. Muna Mohamed Alhammadi is an accomplished academic and researcher with a strong background in education, disability studies, and the history of the United Arab Emirates. With a PhD in Education from Deakin University, Australia, and extensive teaching experience as an Assistant Professor at Zayed University, Dubai, Dr. Alhammadi has made significant contributions to inclusive education, particularly for students with disabilities. Her research focuses on the challenges faced by students with visual impairments in higher education and the accessibility of e-learning systems for students with disabilities in the UAE.

 

đź“ťprofessional profile

Scopus Profile

ORCID

🎓Educational Details:

Dr. Muna Mohamed Alhammadi has a solid academic background that underpins her professional achievements. She earned her Doctor of Philosophy (PhD) in 2015 from the School of Education at Deakin University in Australia. Her doctoral thesis, titled “Students with Vision Impairments in the UAE Higher Education System,” reflects her dedication to advancing the educational opportunities and support for students with disabilities. In 2006, Dr. Alhammadi completed her Master’s degree in Emirates History at the Faculty of Arts, University of Cairo, Egypt. Her thesis, “Britain and the Administrative Positions in the Trucial States 1947-1965,” showcases her expertise in the historical and political dynamics of the UAE during a crucial period in its development. Dr. Alhammadi began her academic journey with a Bachelor’s degree in History, which she obtained in 1999 from the Faculty of Human Sciences at the United Arab Emirates University. This foundational education in history has been integral to her scholarly pursuits and her contributions to the understanding of the UAE’s historical landscape.

👨‍🏫Professional Experience:

Dr. Muna Mohamed Alhammadi has a diverse and accomplished employment history, reflecting her deep commitment to education and social development. Since January 2016, she has served as an Assistant Professor at the College of Humanities and Social Sciences at Zayed University in Dubai, UAE. In this role, she has been instrumental in shaping the academic experience of students, particularly in the fields of education and social sciences. Prior to this, from August 2015 to January 2016, Dr. Alhammadi held the position of Senior Social Care Specialist at the Community Development Authority in Dubai. In this capacity, she focused on enhancing social care services and advocating for vulnerable populations within the community. Additionally, from September 2014 to December 2015, she contributed her expertise as an Adjunct Faculty member at the Higher Colleges of Technology in Sharjah, UAE, where she taught in the Arabic and Emirati Studies Department. Earlier in her career, Dr. Alhammadi worked as a Disability Specialist for Students with Vision Impairments at the Ministry of Education in Dubai from October 2007 to September 2008. Her role involved providing specialized support to students with visual impairments, ensuring they had the necessary resources and accommodations for their education. Concurrently, from September 2007 to October 2008, she served as a Researcher at the Abu Dhabi Cultural and Heritage Authority, where she contributed to preserving and promoting the rich cultural heritage of the UAE. Dr. Alhammadi also shared her academic knowledge as an Adjunct Faculty member at the United Arab Emirates University in Al Marfa from September 2007 to January 2008.

Research :

Dr. Alhammadi has authored and co-authored multiple scholarly articles and books that explore various aspects of disability studies and inclusive education. Her recent publications, such as “Assessing the Efficiency of Teacher Education Program in Emirati University for Preparing Pre-Service Teachers for Inclusive Education” and “E-Learning for College Students with Disabilities in the UAE: Challenges and Solutions,” demonstrate her dedication to improving educational opportunities for students with disabilities. Additionally, her work on the historical administration of the Trucial States further showcases her versatility as a researcher.

Awards:

Dr. Muna Mohamed Alhammadi has been recognized for her exceptional contributions to education and research through several prestigious awards. In 2023, she was honored with the designation of Fellow (FHEA) by the Higher Education Academy through Advance HE, a testament to her commitment to excellence in teaching and learning. In the same year, she received the Outstanding Support to Students of Determination Award at Zayed University, acknowledging her dedication to enhancing accessibility and support services for students with disabilities.

In 2015, Dr. Alhammadi was awarded the Rashid Award for Outstanding Scientific Achievement in Dubai, UAE, for her doctoral work in education. This award highlighted the significant impact of her research on students with vision impairments in the UAE’s higher education system. Earlier in her career, in 2010, she received the Al Owais Award for Scientific Invention for her book on the administrative positions of the Trucial States from 1947 to 1965, reflecting her deep understanding and scholarly contributions to the history of the UAE. Additionally, in 2008, Dr. Alhammadi was again recognized with the Rashid Award for Outstanding Scientific Achievement, this time for her exceptional performance in obtaining her master’s degree with excellence. These awards collectively underscore Dr. Alhammadi’s significant contributions to her field and her enduring commitment to academic and research excellence.

Conclusion:

Dr. Muna Mohamed Alhammadi’s extensive research, academic achievements, and contributions to inclusive education make her a highly suitable candidate for the Research for Best Researcher Award. Her dedication to enhancing the educational experiences of students with disabilities, combined with her deep understanding of the historical and cultural context of the UAE, positions her as a leading scholar in her field. Dr. Alhammadi’s work not only advances academic knowledge but also has a profound impact on the lives of students and the broader community.

đź“šPublications to Noted

Students with Vision Impairments in the UAE Higher Education System

Author: M Alhammadi

University: Deakin University

Year: 2014

Citations: 11

Educational Rights for Learners with Vision Impairment in UAE Higher Education Institutions: Addressing the Gap Between Federal Law No.(29), 2006, and the Reality of Practice

Author: M Alhammadi

Journal: British Journal of Visual Impairment

Year: 2016

Citations: 9

Britain and the Administration of the Trucial States: 1947-1965

Author: MM Al-Hammadi

Publisher: Emirates Center for Strategic Studies and Research

Year: 2013

Citations: 7

Availability of Disability Specialists for Students with Vision or Hearing Impairment in the United Arab Emirates: Current Status and Future Needs

Author: MM Alhammadi

Journal: Disability and Rehabilitation: Assistive Technology

Year: 2023

Citations: 5

Challenges Facing Students with Vision Impairment at UAE Higher Educational Institutions

Author: MM Alhammadi

Publisher: Emirates Center for Strategic Studies and Research

Year: 2017

Citations: 4

The Development of Students with Disabilities’ Experiences Concerning Distance Learning in the Emirati Universities During the COVID-19 Pandemic

Author: MMAZ Hojeij

Journal: Journal of Studies in Education

Year: 2023

Citations: 2

Assessing the Efficiency of Teacher Education Program in Emirati University for Preparing Pre-Service Teachers for Inclusive Education

Author: MM Alhammadi

Journal: Cogent Education

Year: 2024

Citations: Not available (published in 2024)

Perceptions of College Students with Disabilities Regarding the Accessibility of the UAE’s E-Learning System

Author: MMAZ Hojeij

Conference: Social and Economic Studies Within the Framework of Emerging Global Trends

Year: 2024

Citations: Not available (published in 2024)

E-Learning for College Students with Disabilities in the UAE: Challenges and Solutions

Author: MM Alhammadi

In: E. Goodall & G. Bennett (Eds.), Palgrave Encyclopedia of Disability

Year: 2024

Citations: Not available (published in 2024)

Conceptualizing and Reimagining the Future of Inclusive Education in the UAE

Authors: L Meda, E Efthymiou, M AlHammadi, C Williams, M Fteiha

Journal: Open Education Studies

Year: 2023

Citations: Not available