Diya Trust is a Lecturer in the School of Health, Education, Policing and Sciences at Staffordshire University, teaching undergraduate and postgraduate modules across biology and biomedical science with specialized focus on special education needs and diversity in learning. Her professional background combines hospital pathology laboratory experience with prior engineering service in the Ministry of Defence. Her academic qualifications include: PhD Candidate (researching structure-function relationship of dietary plant flavonoids on adipogenesis) PgCE (Mathematics) PgCRM BSc. (Hons) Applied Biomedical Science Her research integrates molecular biology expertise with investigations into nutrition's impact on diabetes, particularly examining how plant flavonoids influence fat cell development. Concurrently, she actively researches diversity frameworks in higher education pedagogy, informed by her special education qualifications and teaching portfolio spanning secondary through tertiary levels. Her professional recognitions include: Fellow of the Institute of Mathematics and its Applications (Zimbabwe) Fellow of the Higher Education Academy Additional professional affiliations encompass HCPC registration, Biochemical Society membership, Royal Society of Biology membership, and Institute of Biomedical Science membership. No information is available regarding student advisement or research grants.
Assoc. Prof. Dr. Boyan Kolev Zhekov serves as Associate Professor in the Department of Computer Science at the University of Information Technology and Management in Ruse (UniBIT), Bulgaria, with additional scientific supervision roles in doctoral programs at ISTICN and ASOIU. His institutional footprint spans teaching, research leadership, and cross-organizational collaboration in national IT research initiatives. Research activities concentrate on high-impact domains where theoretical computer science meets operational security challenges: Cybersecurity : Developing self-improving cybercrime investigation techniques and security assessment methodologies for information systems/networks, with specialized focus on EU tax administration data protection Blockchain Innovation : Researching secure multi-party computation applications and transaction identification systems for financial assets Big Data Ecosystems : Architecting analytical frameworks for IoT data and learning experience optimization using machine learning Human-Technology Integration : Modeling user experience in workflow management systems and examining legal-technical interfaces in electronic printing As a dedicated doctoral supervisor, Dr. Zhekov guides 11 candidates across these interconnected fields, with research outputs directly addressing Bulgaria's and the EU's evolving cybersecurity infrastructure needs. His supervision portfolio demonstrates exceptional versatility in bridging theoretical rigor with practical implementation in critical national security contexts.
Professor Tanja Brandl-Götz serves as Professor of General Pedagogy with a focus on Early Childhood Education and Program Director for the Bachelor's program in Early Childhood Education at Protestant University of Applied Sciences Nuremberg. A member of the Social Science Institute for Research and Transfer (SWIFT), she brings over two decades of combined academic and practical experience in social pedagogy, having previously led the Fachakademie for Social Pedagogy Hensoltshöhe and coordinated the Familienzentrum Sonnenhof project. Her educational background includes a PhD in Philosophy from Friedrich-Alexander-Universität Erlangen-Nürnberg (2016), Diploma in Educational Sciences from Philipps-Universität Marburg (2007-2009), Diploma in Social Work from Evangelische Fachhochschule Nürnberg (2003-2007), and certification as a state-recognized educator (1998-2001). Additional qualifications include systemic counseling training (2016) and Social Business Administration studies (2007-2008). Brandl-Götz's research centers on early childhood education dynamics, with expertise in play pedagogy, resilience development, and qualitative social research methodologies. She investigates pedagogical processes through the lens of children's perspectives, examining how educational partnerships function during crises like the pandemic and addressing emerging issues such as gender diversity in childhood development. Her work consistently bridges theoretical frameworks with practical applications in kindergarten settings. Analysis of her 15 most recent publications (2011-2025) reveals evolving research trajectories: early work focused on foundational pedagogical theories and play-based learning, transitioning to resilience frameworks during the pandemic, and most recently addressing children's agency in educational design and gender diversity. The publications demonstrate strong interdisciplinary connections between educational theory, child psychology, and social policy implementation. Outstanding Teaching Award 2014 (recognized in Forum der Lehre proceedings) As Program Director, Brandl-Götz oversees curriculum development and student supervision for the Early Childhood Education program, emphasizing reflective practice and theory-practice integration. Her leadership in projects like the Familienzentrum Sonnenhof and 'Kita als sicherer Ort' safety initiative demonstrates successful grant acquisition and implementation. Current research focuses on participatory educational design informed by children's perspectives. Through her membership in SWIFT, Brandl-Götz contributes to interdisciplinary research transfer initiatives that connect academic scholarship with practical applications in social pedagogy and early childhood education settings across Bavaria.
Maria Ranner is a Senior Lecturer and Educational Leader in the Department of Health, Learning and Technology at Luleå University of Technology, specializing in Occupational Therapy within the Health, Medicine and Rehabilitation division. She holds a doctorate in medicine from the Karolinska Institute (2016) and completed postdoctoral work at the Norwegian University of Science and Technology (2017-2019). As Educational Leader, she oversees the entire occupational therapy undergraduate program while maintaining an active research agenda focused on digital rehabilitation solutions. Dr. Ranner's research primarily investigates internet-based interventions for stroke rehabilitation, with particular emphasis on the 'Strategies for Empowering activities in Everyday life' (SEE) program. Her work examines how digital tools can support self-management of daily activities, occupational engagement, and adaptation to changed circumstances following stroke. She explores implementation challenges from multiple perspectives including clients, occupational therapists, and workplace representatives. Analysis of her recent publications (2023-2025) reveals a consistent focus on feasibility, user experiences, and practical implementation of digital rehabilitation tools. Her research demonstrates how structured internet interventions can empower individuals with stroke to drive their own change processes in daily activities, with particular attention to how occupational therapists adapt their roles when delivering digital care. Dr. Ranner supervises doctoral students Monika Lindberg and Ida-Maria Barchéus, in addition to master's thesis students. Her supervisory approach emphasizes the integration of research with clinical practice, preparing students to address contemporary challenges in occupational therapy through innovative solutions. As Educational Leader, Dr. Ranner is responsible for the comprehensive oversight of undergraduate occupational therapy education at Luleå University of Technology. Her leadership extends beyond curriculum development to include quality assurance, teaching innovation, and ensuring alignment between educational content and evolving healthcare needs, particularly in the digital transformation of rehabilitation services.
Kristina Murtazin is a Lecturer at Tallinn University of Technology's School of Information Technologies, Department of Software Science, where she has been employed since 2017. Previously, she served as a Lecturer in the Department of Informatics (2015-2016) and as an Assistant in the Chair of Software Engineering (2002-2015). Her academic career spans over two decades in Estonian higher education, with a brief period teaching at Liivalaia High School (2001-2002). Dr. Murtazin holds a Master's degree in Computer Science from Tallinn University of Technology (2004) and a Master of Arts in Education with Mathematics specialization from Tallinn Pedagogical University (2001). She is currently completing her PhD research on personalized student management and support systems in work-based study programs, particularly in Business Information Technology. Her research focuses on work-based learning integration, educational technology development, and student retention in ICT studies. Murtazin has published extensively on topics including learning analytics, curriculum development for Business IT programs, automated assessment systems, and the application of emerging technologies like ChatGPT in educational contexts. Her work demonstrates a consistent commitment to improving the connection between academic education and workplace requirements in technology fields. Analysis of her 15 most recent publications reveals a clear trajectory from foundational work on student retention and ICT education toward increasingly sophisticated applications of machine learning and AI in educational contexts. Her research consistently addresses practical challenges in technology education while incorporating cutting-edge technological solutions. Murtazin has participated in significant research projects including 'Creating additional workplace-based learning places' (2018-2021, 72,000 EUR) and 'Conceptual framework for increasing society's commitment in ICT' (2013-2015, 320,534 EUR). These projects reflect her dedication to strengthening the connection between academic institutions and industry needs in the ICT sector. As an educator, Murtazin has taught a wide range of courses including Informatics, Business Process Modeling, and Analytical Methods in Logistics. She has also developed curricula and teaching materials, particularly for Business Information Technology programs, and has completed extensive pedagogical training to enhance her teaching effectiveness.
Taylor Okonek is an Assistant Professor of Statistics in the Department of Mathematics, Statistics, and Computer Science at Macalester College. She holds additional affiliations as an External Affiliate of the Center for Studies in Demography and Ecology and an External Member of the Minnesota Population Center. Dr. Okonek earned her BA in Mathematics and Religion from St. Olaf College in 2018 and completed her PhD in Biostatistics from the University of Washington in 2023 under the supervision of Jon Wakefield. During her doctoral studies, she worked as a research assistant focusing on spatio-temporal methods for under-5 mortality estimation and HIV prevalence estimation, primarily in sub-Saharan Africa. Her research focuses on developing statistical methodologies for demographic applications, with particular emphasis on small area estimation, survival analysis, and statistical methods for official statistics and complex survey data settings. Much of her work is motivated by applications for the United Nations in producing under-5 mortality estimates. She is especially interested in creating computationally efficient statistical methods, with current research extending existing approaches for estimating mortality across time using continuous, parametric survival models applied to complex survey data. Dr. Okonek's publications demonstrate a consistent focus on improving computational efficiency in Bayesian frameworks for demographic estimation, particularly in benchmarking subnational estimates to national level estimates. Her methodological contributions address critical needs in official statistics where agreement between different levels of estimation is often required. As a former TRIO McNair scholar and first-generation college student from a low-income background, Dr. Okonek is deeply committed to creating inclusive learning environments. She teaches multiple statistics courses at Macalester College including Statistical Theory (MATH/STAT 355), Probability (MATH/STAT 354), and Introduction to Statistical Modeling (STAT 155), where she implements teaching practices informed by her own educational journey.
Victoria Cole is a Lecturer in Mental Health Nursing at the School of Nursing, Faculty of Health, Medicine and Social Care, Anglia Ruskin University (ARU), Chelmsford. A registered mental health nurse, she specializes in community and enhanced support learning disabilities nursing and is dedicated to promoting inclusivity for neurodiverse students and advancing understanding of learning disabilities and autism in healthcare education. Her educational background includes a BSc (Hons) in Mental Health Nursing from the University of Dundee, a PG Certificate in Learning and Teaching in Higher Education (with Fellowship to Advance HE), and a BA (Hons) in Classical and Archaeological Studies from the University of Kent. Victoria's research integrates neurodiverse student experiences, autism spectrum disorder, and Classical Greek Philosophy into modern nursing practice. She advocates for recognizing neurodiversity as an asset in mental health nursing and developing inclusive educational strategies for learners with additional needs. Her recent scholarly contributions explore innovative approaches like role-playing games for neurodiverse student support and highlight the professional strengths of autism spectrum disorder in nursing contexts, demonstrating her commitment to transformative healthcare education. Scientific Awards: None mentioned in the provided text. Victoria co-founded the HeMS Neurodiverse Peer Support Group, providing structured mentorship and safe discussion spaces for neurodiverse healthcare students. This initiative reflects her hands-on approach to student development and inclusive academic environments. She actively leads the HeMS Neurodiverse Peer Support Group, which serves as a critical platform for addressing academic challenges, fostering peer connections, and building resilience among neurodiverse learners in healthcare programs.
Dr. Ivana Lessner Listiakova is an Associate Professor and Head of Childhood and Education in the School of Business, Arts, Social Sciences and Technology at the University of Suffolk. She has previously held academic positions at Comenius University in Bratislava, Slovakia, Palacky University in Olomouc, Czech Republic, and the University of Northampton, UK. Her educational background includes: PhD in Pre-school and Primary Education (2012) Master's degree in Therapeutic Education (2009) Additional studies at Eötvös Loránd University in Budapest and New York University Dr. Lessner Listiakova's research focuses on inclusive education, learning support, sensory processing difficulties, and creative arts therapies including art and dramatherapy. She has extensive expertise in working with children with autism, ADHD, sensory processing difficulties, and multiple disabilities. Her methodological expertise lies primarily in qualitative research methodologies and interpretative and pragmatic research paradigms, though she has also conducted mixed-methods research. She has been involved in research projects focused on evaluating expressive art therapies, multisensory approaches, and autism education. Her recent publications show a strong emphasis on autism education in rural settings, teacher training for autism support, and the application of expressive arts therapies in educational contexts. These works demonstrate her commitment to addressing educational disparities and developing effective interventions for vulnerable populations. Professional recognition includes: Fellow of the Higher Education Academy (FHEA, D2) Member of ProLP Association of Therapeutic Educators in Slovakia Editorial board member of Preschool Education Journal in Slovakia Peer-reviewer for multiple international academic journals Dr. Lessner Listiakova has supervised numerous BA and MA dissertation students and is currently accepting PhD students with a focus on inclusion - inclusive education and social inclusion, interventions and strategies to support vulnerable and marginalised groups. She has secured research funding for projects including the ASD-EAST project focused on training specialist teachers working with children with autism in Croatia, Poland and North Macedonia, and has collaborated with institutions like FermynWoods Contemporary Arts and The National Museum of Computing. Her international engagement includes coordination of several international LLP Leonardo da Vinci projects across multiple European countries.
Nor Hafizah Binti Ramli is a Professor in the Department of Civil Engineering at Universiti Teknologi Malaysia (UTM), Faculty of Civil Engineering. With over 15 years of academic experience since completing her Master's research on steel connections under fire conditions in 2005, she has established herself as a leading researcher in structural engineering, particularly in steel connections, concrete structures, and structural fire engineering. Her research program focuses on innovative structural systems including boltless steel connections, concrete-filled steel tubes, FRP strengthening techniques, and sustainable construction materials. Professor Ramli has made significant contributions to understanding structural connection behavior under various loading conditions including monotonic, cyclic, seismic, and fire scenarios. Her work bridges fundamental structural mechanics with practical construction applications, addressing critical industry challenges in structural safety and performance. Professor Ramli's recent publications reveal a strategic evolution in her research approach, increasingly incorporating computational methods and machine learning applications alongside traditional experimental investigations. Her work spans from fundamental material behavior studies to full-scale structural system evaluations, with growing emphasis on sustainable construction practices using recycled and alternative materials like rubberized concrete and seawater sea sand concrete. She has successfully supervised numerous graduate students who have become active researchers in structural engineering, with many continuing to collaborate with her on publications. Her international research network includes collaborations with institutions across Australia, Iran, Iraq, and other countries, reflecting the global relevance of her work in structural engineering. Professor Ramli leads a comprehensive structural engineering research facility at UTM with capabilities for advanced material testing, structural connection evaluation, and fire resistance testing. Her research team conducts both experimental and computational studies to advance structural engineering knowledge while addressing practical industry needs for safer, more efficient, and sustainable construction systems.
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.
Dr. Erin McCabe serves as an Assistant Professor in the Department of Physical Therapy within the Faculty of Rehabilitation Medicine at the University of Alberta. Her academic appointment focuses on advancing patient-centered measurement and implementation science in rehabilitation contexts. Her educational background includes: PhD in Rehabilitation Science (2021), University of Alberta Masters of Science in Physical Therapy (2008), University of Alberta Bachelor of Science in Biological Sciences with Physical Sciences Minor (2005), University of Alberta Additional specialized training encompasses the CIHR Health System Impact Fellowship (2022), OCAP® certification (2024), and UCL Value-Based Health Care (2022). Dr. McCabe's research centers on patient-reported outcome measures (PROMs) implementation in child and adolescent mental health services, with particular emphasis on psychometric validation and equitable access to rehabilitation. Her work bridges clinical practice and health systems research, using implementation science frameworks to overcome adoption barriers in complex healthcare environments. Current projects examine organizational change requirements for PROMs integration and the impact of measurement systems on care coordination. Her publication record demonstrates consistent contributions to rehabilitation science, with recent work focusing on pediatric PROMs implementation, therapeutic relationship measurement, and health systems improvement. Key themes include learning health system development, stakeholder engagement in implementation, and equity considerations in outcome measurement. Scientific recognition includes: 2022 CIHR Health System Impact Fellowship Dr. McCabe actively contributes to academic training through courses including PTHER 526 (Professional Issues III) and REHAB 601 (Research Design in Rehabilitation Science). Her teaching integrates clinical expertise with research methodology, emphasizing evidence-based practice and professional communication skills development for future physical therapists.
Alejandro Prieto Ayuso is a Lecturer in the Department of Physical Education, Arts Education and Music at the University of Castilla-La Mancha, Spain. His academic work focuses on talent identification and development within Physical Education contexts, with particular emphasis on motor competence, social skills in sports, health habits, and the relative age effect (RAE). He is actively involved in research and teaching within the Faculty of Education, contributing to both undergraduate and graduate programs. Alejandro completed his PhD in Physical Education, specializing in Sport Talent, at the University of Castilla-La Mancha (2014-2017). Prior to this, he earned additional qualifications in Physical Education from the Autonomous University of Madrid (2013-2014) and completed his undergraduate studies in Physical Education at the University of Castilla-La Mancha (2009-2013). Prieto Ayuso's research primarily centers on talent identification and development in Physical Education settings. His work explores how schools can effectively identify and nurture athletic talent among students, while also examining the impact of relative age on sports performance and development. He investigates motor competence assessment methods, social skills development through sports participation, and health habit formation in educational contexts. His research bridges theoretical frameworks with practical applications for Physical Education teachers, providing evidence-based approaches to talent development that can be implemented in regular classroom settings. His extensive publication record demonstrates a consistent focus on talent identification tools, assessment methodologies, and the application of educational models to sports pedagogy. Recent work shows increasing attention to sustainable development goals within Physical Education, gifted students in physical contexts, and innovative teaching methodologies like flipped classroom approaches. His research spans both theoretical frameworks and practical interventions, with strong emphasis on validation studies and assessment tools that can be directly applied in educational settings. Alejandro Prieto Ayuso has received recognition for his scholarly contributions: Premio al mejor póster en la rama de artes y humanidades (VI Jornadas Doctorales UCLM, 2016) Contratos predoctorales para la formación de personal investigador en el marco del Plan Propio de I+D+i cofinanciados por el Fondo Social Europeo (2014) As a researcher and educator, Prieto Ayuso has secured predoctoral research contracts and actively contributes to academic discourse through his extensive publication record. His work often involves collaborative research with colleagues across various institutions, demonstrating strong networking within the academic community. He has contributed to innovative teaching proposals that integrate technology and new pedagogical approaches into Physical Education curriculum. Prieto Ayuso is involved in research groups focused on Physical Education and Sports Pedagogy, contributing to projects that develop and validate assessment tools for talent identification and sustainable development in educational contexts. His work with the PEToolFinder project demonstrates his commitment to providing practical resources for Physical Education teachers to enhance their assessment practices.
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