Júlia Justino | Engineering Education | Best Researcher Award

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Prof. Dr Júlia Justino | Engineering Education | Best Researcher Award

Professor, Polytechnic Institute of Setúbal, Portugal

Júlia Justino is an accomplished academic and researcher specializing in mathematics, particularly in algebra and logic. She earned her Ph.D. in Mathematics from the Universidade de Évora, Portugal, focusing on “Non-standard linear algebra with error analysis.” Currently serving as an Adjunct Teacher at Instituto Politécnico de Setúbal, Portugal, her contributions extend to innovative pedagogical frameworks in engineering education. With a strong publication record, Júlia’s research addresses practical and theoretical challenges in mathematics and education.

PROFESSIONAL PROFILE

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Scopus

STRENGTHS FOR THE AWARD

  1. Academic Excellence: Júlia Justino possesses a strong academic foundation, holding a Ph.D. in Mathematics with a specialization in Algebra and Logic. Her thesis, “Non-Standard Linear Algebra with Error Analysis,” demonstrates expertise in a highly specialized area.
  2. Teaching and Mentorship: With over two decades of experience in higher education, Justino has served as an Adjunct Teacher at Instituto Politécnico de Setúbal, Portugal. Her role highlights her commitment to teaching and contributing to academic growth.
  3. Research Contributions: She has published 16 documents, including conference papers and journal articles, with a notable focus on pedagogical design, mathematics in engineering, and applied linear algebra. These contributions have collectively received 19 citations, showcasing their impact.
  4. Collaborative Work: Justino has co-authored multiple research papers, emphasizing teamwork and interdisciplinary collaboration, particularly in pedagogy and mathematics.
  5. Innovative Pedagogical Approaches: Her research on student-centered learning and transitioning to online education during the COVID-19 pandemic reflects her ability to address current educational challenges effectively.
  6. Recognition in the Academic Community: Her h-index of 2, while modest, demonstrates a consistent contribution to her field.

AREAS FOR IMPROVEMENT

  1. Broader Impact in Research: Although she has published extensively, her citation count suggests the need to focus on topics with broader appeal or application. Strengthening the practical implications of her research may increase its global impact.
  2. Grant Acquisition: While her profile does not highlight awarded grants, securing competitive research funding could further enhance her profile.
  3. Expanding Research Scope: Justino could diversify her research areas to include emerging fields in mathematics and pedagogy to remain at the forefront of innovation.
  4. International Visibility: Greater participation in international collaborations, conferences, and networking events could increase her visibility and influence in the global academic community.

EDUCATION

Júlia Justino holds a Ph.D. in Mathematics (Álgebra e Lógica) from Universidade de Évora, Portugal (2008–2013). She completed her Master’s coursework in Mathematics and Applications at the same university in 2006. Her foundational studies include a Licenciatura in Mathematics from Universidade de Lisboa (1994–1999). Additionally, Júlia pursued a Curso Médio in Singing at Escola de Música do Conservatório Nacional and a Monitor de Aeróbica certification from CEFAD. Her academic journey reflects a balance between STEM and creative disciplines.

EXPERIENCE

Júlia Justino has been shaping the academic landscape as an Adjunct Teacher at Instituto Politécnico de Setúbal since 2013, focusing on engineering and mathematics education. From 1999 to 2013, she served as an Assistant Teacher at the same institution. Her dedication to education and research is evidenced by her role in developing pedagogical strategies and innovative frameworks for student-centered learning. Júlia also actively participates in conferences and collaborative projects, contributing significantly to mathematics and education.

AWARDS AND HONORS

Júlia Justino’s work has been recognized through citations and a robust h-index of 2, highlighting her contributions to mathematics and education. Her research on student-centered approaches and mathematical methodologies has garnered international acknowledgment, with citations by 19 scholarly documents. As a co-author and researcher, Júlia has participated in numerous collaborative projects, further solidifying her reputation in the academic community.

RESEARCH FOCUS

Júlia Justino’s research interests lie at the intersection of mathematics, engineering education, and pedagogical innovation. Her doctoral work on “Non-standard linear algebra with error analysis” underscores her expertise in algebra and logic. Recent projects focus on designing frameworks for transnational training, mathematics assessment in engineering, and critical thinking in student-centered approaches. Her work bridges theoretical rigor and practical application, aiming to enhance educational methodologies.

PUBLICATION TOP NOTES

📘 Pedagogical Approach for BUILD2050 Pilot Training Project
📗 A 5-Step Pedagogical Design for Engineering Courses
📙 Designing a Pedagogical Framework for Transnational Training
📕 Why is It so Difficult to Apply Student-Centered Approach?
📚 Which Pathway Towards Mathematics’ Assessment in Engineering Education?
📘 The Explicit Formula for Gauss-Jordan Elimination Applied to Flexible Systems
📗 How to Overcome the Difficulties Emerged When Applying Student-Centered Approach?
📙 Conceptual Maps Applied to Remote/Virtual Laboratories for Active Learning
📕 Transitioning the Teaching/Learning Process to Online Environment During the COVID-19 Pandemic
📚 Critical Thinking Focus Applied on Student-Centered Approach

CONCLUSION

Júlia Justino is a highly qualified candidate for the Best Researcher Award. Her robust academic background, extensive teaching experience, and research contributions make her a strong contender. However, focusing on enhancing the impact and visibility of her work could strengthen her candidacy further. Overall, her dedication to education and research underscores her suitability for this prestigious recognition.

Irfan Rind | Education | Excellence in (Your Subdomain/Subject/Service area)

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Prof Irfan Rind | Education | Excellence in (Your Subdomain/Subject/Service area)

Dean & Professor , Sohar University , Oman

Prof. Dr. Irfan Ahmed Rind is a distinguished educator and researcher currently serving as the Dean of the Faculty of Language Studies at Sohar University, Oman. He is also a Senior Research Fellow in Human Development at Teachers College, Columbia University, USA, and an International Research Associate at the Centre for International Education, University of Sussex, UK. Dr. Rind has over 15 years of experience in academia, specializing in educational leadership, curriculum development, and research methodology. His work spans across multiple countries, contributing to international education reforms and higher education policies. Dr. Rind has a strong focus on critical thinking, epistemic beliefs, and argumentation, and is a well-regarded scholar in the field of language studies and human development. 🌍📚

Profile

Google Scholar

Orcid

Strengths for the Award

  1. Academic Qualifications:
    • Post-Doctorate in Education from Columbia University, which speaks to his advanced knowledge in areas like epistemic beliefs, critical thinking, and argumentation. These are essential for innovative research in education and human development.
    • Ph.D. in Education from the University of Sussex, specializing in analyzing students’ experiences in English as a second language, which demonstrates his expertise in language education and cross-cultural learning.
    • Additional M.A.s in Applied Linguistics and English Literature, showing a broad foundation in both language education and literary studies, which enriches his interdisciplinary approach to research.
  2. Research Expertise:
    • Extensive experience in qualitative research methods, which is a strength in exploring the lived experiences of individuals in educational settings. His use of advanced tools such as NVivo for qualitative data analysis ensures rigor and depth in research.
    • His research work spans critical areas in epistemic beliefs, critical thinking, and argumentation—topics that are crucial for advancing pedagogical practices and fostering intellectual development in educational contexts.
    • His involvement in international research projects, including the UNESCO-UNICEF Post-2015 Agenda project, highlights his ability to engage with global educational issues and apply his expertise on a broader scale.
  3. Teaching Experience and Leadership Roles:
    • As Dean at multiple prestigious universities (Sohar University and Sukkur IBA University), Dr. Rind has demonstrated leadership in curriculum development, faculty management, and strategic planning. His role as Head of the Education Department and Coordinator of the MPhil Education program showcases his administrative capabilities and commitment to advancing higher education.
    • He has taught a wide array of courses in Educational Leadership, Curriculum Development, Research Methods, and Teaching English, indicating his deep knowledge of educational theory and practice.
    • His role as a Senior Research Fellow at Columbia University and a Visiting Research Associate at the University of Sussex underscores his international stature and influence in educational research.
  4. International Recognition and Awards:
    • Dr. Rind has received multiple fellowships and travel grants, such as the Post Doctorate Fellowship funded by Teachers College, Columbia University, and Best University Teacher Award by the Higher Education Commission (HEC) of Pakistan, confirming his academic excellence and commitment to professional development.
    • His involvement in significant international conferences and research projects reflects his high standing in the academic community and his ability to influence educational policy and practice at a global level.

Areas for Improvement

  1. Interdisciplinary Collaboration:
    • While Dr. Rind has a robust foundation in education and human development, further interdisciplinary collaboration with fields like psychology, sociology, and technology could enrich his research on learning processes and educational innovation.
  2. Integration of Technology in Education:
    • Given the global push for integrating digital tools and AI in education, Dr. Rind could explore further research into the role of technology in promoting critical thinking and problem-solving skills in educational settings. While his work in qualitative research is commendable, embracing quantitative research methods in areas like learning analytics could broaden his research scope.
  3. Focus on Sustainability in Education:
    • With the increasing importance of sustainable development goals (SDGs) and education for sustainability, incorporating these themes into his research could further align his work with current global educational priorities. Exploring how educational systems can adapt to meet these goals could be an impactful area for future research.
  4. Diversity and Inclusion:
    • While Dr. Rind has worked with diverse student populations, more focused research on inclusive education and addressing educational disparities (e.g., gender, regional, ethnic) in the Middle East, South Asia, and other parts of the world could expand his impact.

Education

Dr. Irfan Ahmed Rind holds a Post Doctorate in Education from Teachers College, Columbia University (2019-2020), specializing in epistemic beliefs, critical thinking, and argumentation. He completed his Ph.D. in Education at the University of Sussex (2009-2012), focusing on students’ experiences in English as a second language programs in higher education. Additionally, he earned M.A.s in Applied Linguistics (2007-2008) and English Literature (2004-2005), securing gold medals for academic excellence. His solid academic foundation is complemented by certifications in Mindfulness of Educators from Harvard University, Strategic Management, and Leadership & Change Management from various prestigious institutes. His diverse educational background equips him with the interdisciplinary expertise to address complex issues in education and human development. 🎓📖

Experience

Prof. Dr. Irfan Rind has served in various prestigious academic roles, including Dean of the Faculty of Language Studies at Sohar University (2023-Present) and Dean of the Faculty of Education at Sukkur IBA University (2023). He has been a Professor at Sukkur IBA University (2013-2023), where he taught undergraduate and postgraduate courses in education, leadership, and research. His leadership extends to roles such as Head of Education Department and Coordinator of MPhil Education, where he developed and implemented innovative academic programs. Dr. Rind also served as a Senior Research Fellow at Columbia University and a Research Associate at the University of Sussex, where he contributed to significant international research projects. His experience in academic administration, curriculum design, and international education partnerships has shaped his approach to transformative education. 🏫📊

Awards and Honors

Dr. Irfan Ahmed Rind has received numerous accolades throughout his career, including a Post Doctorate Fellowship from Teachers College, Columbia University. In 2018, he was honored with the Best University Teacher Award by the Higher Education Commission of Pakistan. His academic contributions have also been recognized with travel grants and fellowships, such as the Sukkur IBA University Fellowship for presenting at ACE 2017 in Osaka, Japan, and the Shanghai Municipal Education Committee Fellowship for participating in a research project. Dr. Rind was awarded the British Council’s Award for attending the Regional Policy Dialogue on Gender & Leadership in Colombo (2014). He has also received several international scholarships, including the Higher Education Commission of Pakistan Overseas Scholarship and a Gold Medal in English Literature. 🏆🎓

Research Focus

Dr. Rind’s research is primarily focused on the intersection of critical thinking, epistemic beliefs, and argumentation within the context of education. His work examines the experiences of students in English as a Second Language (ESL) programs, drawing from frameworks like Activity Theory, Bourdieu’s social field theory, and Symbolic Interactionism. He has extensively researched the role of identity, including social, regional, and disciplinary identities, in shaping educational experiences. Additionally, Dr. Rind has explored the impact of institutional culture on educational practices and policy development. His work is influenced by a desire to enhance educational leadership and create inclusive, transformative learning environments that promote critical engagement. 📘💡

Publications

  • “The Role of Epistemic Beliefs in Higher Education: A Case Study” 📚
  • “Critical Thinking and Argumentation in ESL Programs: An Analytical Review” ✍️
  • “Bourdieu’s Social Field Theory in Educational Research: A New Perspective” 🌍
  • “Social and Disciplinary Identities in Higher Education: A Critical Inquiry” 👩‍🎓👨‍🎓
  • “Curriculum Development and Educational Leadership: Best Practices and Challenges” 🏫
  • “Gender and Educational Leadership in South Asia: A Regional Policy Dialogue” 🌏
  • “Mindfulness in Education: An Exploratory Study on Teacher Well-being” 🧘‍♂️

Conclusion

Prof. Dr. Irfan Ahmed Rind is highly suitable for the Research for Excellence Award in the field of Education and Human Development, given his extensive academic qualifications, robust teaching and research experience, and leadership in educational reform. His work on critical thinking, curriculum development, and educational leadership is groundbreaking, and his international collaborations further bolster his credentials.To further enhance his potential for the award, Dr. Rind could consider expanding his research into areas like technology in education, sustainability, and inclusive education, while continuing his interdisciplinary approach. His established track record of excellence in research and teaching, along with his global contributions to educational policy and practice, makes him a deserving candidate for such an award.

 

 

Zanele Annatoria NGCOBO | Mathematics Education | Best Researcher Award

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Assoc. Prof. Dr Zanele Annatoria NGCOBO | Mathematics Education | Best Researcher Award

Associate Professor, University Of Kwazulu Natal, South Africa

Annatoria Zanele Ngcobo is a dedicated academic at the University of KwaZulu-Natal in Durban, South Africa. With a focus on mathematics education, Zanele has made significant contributions to understanding how pre-service teachers construct knowledge in mathematics. Her research and teaching aim to bridge the gap between theoretical frameworks and practical applications, ensuring that future educators are well-equipped to enhance student learning. Zanele’s work reflects her commitment to fostering a deeper understanding of mathematics among learners and improving educational outcomes in South Africa. 🌟📚

Profile

SCOPUS

Strengths for the Award

  1. Impactful Contributions: Annatoria Zanele Ngcobo has published nine research articles that have garnered significant citations, indicating the relevance and influence of her work in the field of mathematics education.
  2. Focused Research Areas: Her research on pre-service teachers’ understanding of mathematical concepts directly addresses critical gaps in teacher training, promoting improved pedagogical practices.
  3. Diverse Collaborations: Zanele’s collaboration with various co-authors across multiple studies demonstrates her ability to engage with different perspectives and expertise, enhancing the quality and reach of her research.
  4. Commitment to Educational Improvement: Her work emphasizes practical applications, such as formative feedback and error analysis, which can lead to tangible improvements in teaching and learning outcomes.

Areas for Improvement

  1. Broader Publication Scope: While her publications are impactful, expanding her research to include more interdisciplinary studies could enhance her work’s applicability across different educational contexts.
  2. Increased Public Engagement: Zanele could benefit from increased visibility through conferences, workshops, or public forums to share her findings, further establishing herself as a thought leader in mathematics education.
  3. Diverse Research Methodologies: Exploring varied research methodologies could enrich her studies, providing new insights and approaches to understanding mathematical education challenges.

Education

Zanele Ngcobo completed her studies at the University of KwaZulu-Natal, where she earned advanced degrees in mathematics education. Her academic journey has been marked by a commitment to understanding effective pedagogical practices and the cognitive processes involved in learning mathematics. Zanele’s education has provided her with a robust foundation in both theory and practice, enabling her to contribute meaningfully to the field of mathematics education and teacher training. 🎓✨

Experience

With extensive experience in teacher education, Zanele has engaged in various roles that support the professional development of pre-service mathematics teachers. She has conducted workshops, facilitated discussions on effective teaching practices, and contributed to curriculum development initiatives. Zanele’s practical experience is complemented by her research endeavors, which focus on understanding and improving teaching methodologies in mathematics education. Through these efforts, she has had a positive impact on the teaching landscape in South Africa. 🏫📖

Awards and Honors

Zanele Ngcobo has been recognized for her contributions to mathematics education through several awards and honors. Her work in enhancing teaching practices and her research on teacher knowledge have earned her accolades within academic circles. Zanele is also actively involved in educational conferences, where she shares her insights and collaborates with fellow educators. Her achievements reflect her dedication to improving educational outcomes and her influence in the field of mathematics education. 🏆🌟

Research Focus

Zanele’s research primarily explores mathematical knowledge for teaching, particularly how pre-service teachers develop their understanding of mathematical concepts. She investigates cognitive processes involved in learning and teaching mathematics, focusing on topics such as error analysis and the use of manipulatives. Zanele aims to improve educational practices through her research, ensuring that future educators are well-prepared to address challenges in mathematics teaching and learning. 🔍📊

Publication Top Notes

  • Connecting knowledge and practice: Mathematics teacher educators’ knowledge and use of formative feedback in Ghana 📄
  • The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise? 📄
  • Exploring Preservice Secondary Mathematics Teachers’ Common Content Knowledge of Hyperbola Graphs 📄
  • Error Analysis: Supporting the Development of Pre-Service Mathematics Teachers’ Subject Matter Knowledge of School Mathematics Topics 📄
  • Managing the impact of COVID-19 on the education plans and activities of South African schools 📄
  • Pre-service mathematics teachers’ mental constructions when using Cramer’s rule 📄
  • Pre-service mathematics teachers’ development process in using manipulatives in number operations 📄
  • Pre-service teachers’ mental constructions of concepts in matrix algebra 📄
  • High school learners’ mental construction during solving optimisation problems in calculus: A South African case study 📄

Conclusion

Annatoria Zanele Ngcobo’s dedication to advancing mathematics education through rigorous research makes her a strong candidate for the Best Researcher Award. Her impactful work, focused on enhancing teacher education and improving student learning, aligns well with the criteria for this recognition. With continued efforts to broaden her research scope and engage with the academic community, she is poised to make even greater contributions to the field.

Asheena Singh-Pillay | Teacher Education | Best Researcher Award

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Prof Asheena Singh-Pillay | Teacher Education | Best Researcher Award

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

GOOGLE SCHOLAR

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.