Academic leader, University of Kwa Zulu Natal, South Africa
Asheena Singh-Pillay is an academic at the University of Kwa-Zulu Natal, specializing in STEM education and curriculum design. With a focus on enhancing teaching methodologies, her research addresses gender issues, professional development, and the integration of technology in education. Passionate about creating inclusive learning environments, she actively engages in studies aimed at improving educational outcomes for all students.
Profile
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Strengths for the Award
Asheena Singh-Pillay demonstrates a profound commitment to advancing STEM education, particularly in the context of South Africa. Her extensive body of work, including numerous publications that address critical issues such as gender dynamics, curriculum design, and the integration of technology in teaching, showcases her ability to engage with pressing educational challenges. The high citation counts of her publications reflect her influence in the field and the relevance of her research to educators and policymakers. Furthermore, her collaborative efforts in studies on teacher development and student experiences during the COVID-19 pandemic highlight her adaptability and responsiveness to emerging educational needs.
Areas for Improvement
While Singh-Pillay’s research is commendable, expanding her focus to include more longitudinal studies could enhance the impact of her findings. Additionally, engaging in interdisciplinary collaborations might further enrich her work, allowing for a broader perspective on educational challenges. Increased visibility at international conferences could also help disseminate her research to a wider audience, fostering global discourse around STEM education.
Education
Asheena Singh-Pillay holds advanced degrees in education, with a particular emphasis on STEM disciplines. Her academic background equips her with the theoretical and practical knowledge necessary to address contemporary challenges in educational practices. She has been involved in numerous educational initiatives, contributing to her understanding of curriculum design and teacher training in South Africa.
Experience
With extensive experience in higher education, Asheena has collaborated on various research projects and has been involved in teacher training programs. She has worked closely with both pre-service and in-service teachers, focusing on innovative teaching strategies that promote critical thinking and problem-solving skills in STEM subjects.
Awards and Honors
Asheena has received recognition for her contributions to education, including accolades for her research on gender dynamics and curriculum development in STEM fields. Her work has been cited extensively, highlighting her impact on educational practices and policy discussions within South Africa and beyond.
Research Focus
Her research interests include the intersections of gender and education, professional development for educators, and the role of technology in teaching STEM subjects. She explores how educational policies and practices can be adapted to meet the needs of diverse learners, particularly in the context of the Fourth Industrial Revolution.
Publication Top Notes
- The what, who and where of female students’ fear of sexual assault on a South African University campus 📚
- Engineering graphics and design teachers’ understanding and teaching of assembly drawing 🛠️
- Exploring mathematics teachers’ professional development: Embracing the Fourth Industrial Revolution 💡
- “Hear our voices”: a collective arts-based self-study of early-career academics 🎨
- Context Matters: Science, Technology and Mathematics Education Lecturers’ Reflections on Online Teaching 💻
- Teachers’ Perceptions of Using the Blended Learning Approach for STEM-Related Subjects 📊
- Life sciences teachers negotiating professional development agency in changing curriculum times 🌱
- Tracing the policy mediation process in the implementation of a change in the Life Sciences curriculum 📜
- Policy for prevention of sexual assault on campus: Higher education students’ perspectives 🚨
- The views and experiences of Grade 10 life sciences teachers on the compulsory practical examination 🧪
- Tapping into basic 7–9 science and technology teachers’ conceptions of indigenous knowledge 🌍
- Reflections on differently abled students’ challenges with online learning amidst the COVID-19 pandemic 📖
- An exploration of the interface between schools and industry in respect of the development of skills 🏭
- Pre-service technology teachers’ experiences of project-based learning as pedagogy for education for sustainable development 🌱
- Pedagogical capital strategies for civil technology skills-based activities 📐
- The Enhancement of Pedagogical Capital by Civil Technology Teachers 📚
- Perceptions of engineering lecturers and graduates on employability skills 🎓
- Meeting the challenges first-year engineering graphic design pre-service teachers encounter ⚙️
- Pre-Service Teachers’ Experience of Learning about Sustainability in Technology Education in South Africa 🌍
- The 4IR and teacher education in South Africa: contemporary discourses and empirical evidence 📖
Conclusion
Asheena Singh-Pillay stands out as a leading researcher in STEM and gender education, making her a strong candidate for the Best Researcher Award. Her impactful research, commitment to addressing educational disparities, and focus on professional development in teaching make her contributions invaluable. By continuing to innovate and expand her research horizons, Singh-Pillay has the potential to influence educational practices significantly and inspire future generations of educators.