Masud Ahmmed

Dr. Masud Ahmmed is an Academic and Research Fellow at Victoria University's College of Arts, Business, Law, Education & IT, specializing in inclusive education and early childhood development. His work focuses on evidence-based strategies for supporting children with additional needs through trauma-aware and strength-based approaches, with significant contributions to both research and practical implementation in educational settings.

His academic qualifications include:

• PhD from Monash University
• MA in Special and Inclusive Education from Roehampton University (UK), Charles University (Czech Republic), and Fontys University (Netherlands)
• Graduate Diploma in Early Childhood Education from RMIT University
• BA (Hons) and MA in English Literature from Dhaka University

Dr. Ahmmed's research spans inclusive education policy implementation, teacher efficacy in inclusive classrooms, and innovative approaches to early childhood education. He employs mixed-methods research to bridge theory and practice, with particular emphasis on Bangladeshi educational contexts and global applications. His work consistently addresses systemic barriers to inclusion while promoting strength-based frameworks that empower educators and children.

His publication record shows evolving focus from foundational studies on inclusive education in Bangladesh (2010-2015) to contemporary issues including digital poverty, generative AI in STEM education, and macrocosmic policy frameworks. The research demonstrates consistent methodological rigor with nearly 700 citations, reflecting significant impact on inclusive education discourse.

Dr. Ahmmed actively supervises research students across undergraduate to PhD levels, with current projects examining teacher education outcomes, student support systems, and screen time impacts on early childhood development. He leads the 'University-Supported Community Education' project promoting interdisciplinary collaboration for strength-based learning, and is preparing a Spencer Foundation grant application to advance evidence-informed practices.

As founding editor of the Journal of Early Years Insights (JoEYI) and initiator of the Contemporary Perspectives in Early Childhood (Co-PEC) International Conference, he cultivates global networks connecting academics, practitioners, and policymakers to foster inclusive scholarship and cross-cultural learning in early childhood education.