Noufou Ouedraogo is a Professor at the School of Business, MacEwan University, specializing in the Department of Management and Organizations. His research focuses on organizational change, knowledge management, quality management, and strategic leadership. He can be reached via email at ouedraogon@macewan.ca . Research Interests Ouedraogo's work explores: Organizational innovation and its mediating factors (market pressure, resource allocation) Leadership strategies for crisis resilience and mindset adaptation Knowledge sharing dynamics and workplace environment influences Employee creativity and its impact on non-financial organizational performance Publication Trends His recent publications examine: Quantitative frameworks for measuring innovation under market pressures Psychological leadership approaches during organizational crises Political skills as drivers of successful change management Behavioral antecedents like change fatigue and cynicism Longitudinal studies on knowledge-sharing processes
Mustafa Sami TOPÇU is a Turkish academic and science educator currently serving as an Assistant Professor at the Department of Mathematics and Science Education within the Faculty of Education at Yildiz Technical University since 2014. He holds a PhD in Science Education from Middle East Technical University (2008) and has conducted research at the University of Florida (2007) and University of Missouri-Columbia (2014-2015). Research Interests Socioscientific Issues (SSI) in education Argumentation and reasoning skills Epistemological beliefs in science STEM education integration Design thinking and computational thinking Model-based pedagogy Academic Contributions include 191 WoS publications (with 154 H-index), 12 projects, and editorial roles in journals like International Journal of Science and Mathematics Education . He received the TÜBİTAK Teşvik Ödülü (2018) for his international-level work in science education. Key Trends in Recent Publications (2023-2025) demonstrate: Integration of computational thinking with biology topics (circulatory system, digestive system) Innovative engineering design applications for environmental education Development of model-based and design thinking approaches Focus on teacher training in SSI and CT instruction Exploration of moral/epistemic dimensions in science education Adaptation of pedagogical tools for Turkish context
Prof. Dr. Mehmet Fatih Özmantar is a prominent academic in the field of Mathematics Education at Gaziantep University's Faculty of Education. He holds a PhD and MSc from the University of Leeds (UK) and a BSc from Uludağ University (Turkey). His research focuses on activity-based instruction, curriculum development, technology integration, and pedagogical content knowledge. He has led numerous international projects, including e-FLIP and WISH, aimed at enhancing inclusive pedagogy and teacher competencies. Education: PhD (2001-2005), University of Leeds, UK MSc (2000-2001), University of Leeds, UK BSc (1994-1998), Uludağ University, Turkey His research interests include: Mathematics Curriculum Design Ethical Dimensions in Teaching Technology-Enhanced Learning Teacher Professional Development His recent publications explore trends in mathematics education, such as curriculum equity, ethical decision-making, and technology integration. He has received the 2022 European Innovative Teaching Award and contributed to 34 authored/co-authored books. His projects, including EU-funded e-FLIP and STREAM It Up!, focus on technological pedagogical training and cross-disciplinary collaboration. Scientific Awards: European Innovative Teaching Award 2022 (Proje Ödülü)
Melike Özyurt is an Associate Professor at Gaziantep University's Faculty of Education, Department of Educational Sciences. She specializes in curriculum development, educational technology, and inclusive pedagogy, with a PhD from Gaziantep University (2015) and a bachelor's in Physics Teaching from Middle East Technical University. Research Focus : Her work centers on 21st-century skills, STEM education, AI integration in classrooms, metacognitive strategies, and out-of-school learning environments. She explores innovative instructional models like e-FLIP (Facilitating e-Learning for Inclusive Pedagogy) and Understanding by Design. Publications : Research emphasizes technology-enhanced learning, teacher training efficacy, and curriculum design, with trends in AI applications, augmented reality, and transnational educational inclusion. Awards : European Innovative Teaching Award (2022) for pedagogical innovation. Advising & Grants : Supervised 21 master’s theses on topics including AI in education, STEM, and metacognition. Secured 11 EU/TÜBİTAK grants, such as: e-FLIP (EU project on inclusive e-learning). Timeline Travel (EU project on architectural history pedagogy). TÜBİTAK projects on Web 2.0 tools and augmented reality. Leadership : Former Erasmus coordinator and dean’s assistant; active in curriculum reform and international academic collaborations.
Dr. Anita Juškevičienė is a Senior Researcher at the Educational Systems Group of Vilnius University's Institute of Data Science and Digital Technologies. Her work focuses on computational thinking, STEM education, and digital competence development. Research Interests : Computational thinking in primary/secondary education, STEAM integration, gender balance in STEM, educational technology adoption, and digital competence frameworks. Publications Trends : Recent work addresses pedagogical approaches for informatics education, teacher motivation, physical computing in STEM, and data modeling techniques for educational systems. Supervision : Currently supervising Snow White Bagocienė on modeling automatic assessment systems for design thinking. Projects : Active in analyzing global trends in computing education and implementing mobile learning scenarios for computer engineering training.
Anna Pyzara is a Lecturer at the Department of Teaching Mathematics and Computer Science, Faculty of Mathematics, Physics and Computer Science, Maria Curie-Skłodowska University (UMCS), Lublin. Her work focuses on integrating algorithmic thinking into mathematics education and exploring mathematical modeling in pedagogical contexts. Specializes in mathematics education, algorithmization, and pedagogical methodologies Active in research on feedback mechanisms in traditional and online mathematics teaching Investigates critical thinking challenges in mathematical reasoning and proof construction Published extensively on the connection between algorithmization and mathematical modeling Her publications reveal a progression from numerical analysis (2011) to educational applications of algorithmic thinking (2012-2014), later expanding into comparative studies on feedback systems (2020-2022) and mnemonic techniques (2023). Key themes include pedagogical innovation, cognitive development, and educational technology.
Ana Pedro is an Assistant Professor at the Institute of Education , University of Lisbon , specializing in Educational Technology and 21st-Century Skills . Her work focuses on teacher professional development with ICT , pedagogical innovation , and designing learning scenarios to enhance digital literacy and collaborative learning. Research Projects : ContinueUP, Classroom 4.0 (wellbeing resources), ICTeam, Transformative Learning Communities for Educational Inclusion, m.LAB. Key Collaborations : Work with researchers like João Matos, José Piedade, and Neuza Pedro on MOOC frameworks and robotics in education . Her recent publications analyze the integration of block-based programming , digital competency frameworks , and future classroom designs that align with 21st-century educational needs. She emphasizes technology-enhanced learning environments and research methodologies in education . While no specific awards are highlighted, her contributions to teacher training programs and curriculum redesign underscore her role in advancing digital education policies.
Dr. Antonietta Di Giulio is a Research Fellow at the Department of Sociology , University of Basel , affiliated with the Social Transitions Research Group . She specializes in transdisciplinary research and sustainability transitions , focusing on integrating diverse academic and practical perspectives to address complex socio-environmental challenges. Key Research Areas: Sustainable consumption, technology assessment, narrative approaches to sustainability, and interdisciplinary methodology Current Projects: Involves real-world laboratories in Baden-Württemberg, conceptual frameworks for sustainable consumption, and transdisciplinary quality criteria development Collaborations: Works with international institutions in India, Singapore, and Europe, emphasizing cross-sectoral partnerships Publications highlight her contributions to transdisciplinary process design, sustainability as caring for human wellbeing, and green public space research in Asian urban contexts. Her methodological innovations focus on overcoming fragmentation in interdisciplinary teams through 'toolkitting' expertise and narrative analysis.
Carol Bruzzano is a full-time Lecturer at the New Jersey Institute of Technology (NJIT), teaching ENGL101 and ENGL102 courses while pursuing an Ed.D. in Higher Education Leadership at Fairleigh Dickinson University. With 33 years of K-20 education experience including 25 years in New Jersey higher education, her current dissertation examines AI's impact on first-year writing curricula across state public universities. Her academic credentials include: Master of Education in Educational Administration from Saint Peter's University (1996) Bachelor of Arts in Fine Arts from Fairleigh Dickinson University-Metropolitan Campus (1991) Bruzzano's research centers on the transformative effects of artificial intelligence in composition instruction, with significant contributions to inclusive pedagogy and curriculum adaptation for diverse learners. Her work bridges educational leadership theory with practical classroom applications, particularly in developing AI-responsive writing curricula and strategies for STEM-focused humanities instruction. Analysis of her recent publications reveals a concentrated focus on AI integration challenges since 2021, with 8 of 15 recent articles addressing AI's implications for writing instruction, academic integrity, and classroom dynamics. Concurrently, she maintains strong research threads in differentiation strategies, intercultural understanding, and active learning methodologies across K-20 contexts. No major scientific awards are documented in the provided materials. Bruzzano's professional activities emphasize curriculum development and pedagogical innovation rather than traditional grant-funded research or student advising. Her current Ed.D. work represents a significant scholarly contribution to understanding AI's evolving role in foundational writing instruction.
Dr. Regina L. Suriel serves as a Professor in the Department of Teacher Education at Valdosta State University, where she teaches science education and research methodology courses across undergraduate and graduate programs while chairing multiple doctoral dissertation committees. Her academic qualifications include: Ph.D. in Science Education from the University of Georgia (2011) Post-Doctoral Fellowship at the University of Connecticut (2011-2013) M.S.Ed. in Science Education from Lehman College, CUNY (2002) B.S. in Science Education from City College, CUNY (1992) Dr. Suriel's research program centers on science teacher education and multicultural science education , with rigorous attention to equity and social justice in STEM. She investigates technology integration for science learning through qualitative and mixed methods, particularly examining how instructional design serves English language learners and underrepresented groups. Her scholarship consistently bridges theory and practice to address systemic inequities in science classrooms. Analysis of her 15 most recent publications reveals thematic continuity in advancing equity through curriculum development, teacher preparation, and critical pedagogy. Key trajectories include ecojustice in environmental science education, pandemic-responsive teacher training, and innovative uses of 3D modeling for conceptual understanding—demonstrating methodological versatility across workshop presentations, book chapters, and peer-reviewed articles. No scientific awards were documented in the source materials. Dr. Suriel maintains extensive mentoring relationships with teacher candidates, graduate students, and junior faculty, evidenced by her dissertation committee roles and pandemic-era partnership initiatives that sustained clinical experiences during educational disruption. Her collaborative work with schools demonstrates commitment to practical solutions for teacher development challenges. No laboratory facilities or dedicated research teams were specified in the available documentation.
Ruth Whittle serves as Associate Professor in the Department of Modern Languages at the University of Birmingham, recognized as a National Teaching Fellow (2014) and HEFi Fellow (2025) for her innovative contributions to language education. Her academic credentials include a PhD (1989), MA (1985), Staatsexamen I teaching qualification (1985), and PG Cert in Coaching and Mentoring with Distinction (Newman University, 2020). Whittle's research focuses on modern language pedagogy and women's studies, investigating narratives of identity across personal, gendered, professional, and national dimensions. She examines the psychological aspects of learning—particularly mindset and reflection in deep learning—and student transitions through critical educational phases. Her work emphasizes multicultural classroom dynamics and student-staff partnerships in diverse learning environments. Analysis of her publications reveals consistent evolution from foundational language teaching resources toward contemporary explorations of student psychology and identity construction. Recent works increasingly integrate pedagogical theory with practical applications for study-abroad programs and graduate skill development, reflecting growing emphasis on emotional intelligence in language acquisition. Key honors include: National Teaching Fellow, Higher Education Academy (2014) HEFi Fellow (2025) PG Cert Coaching and Mentoring (Distinction), Newman University (2020) Whittle actively supervises theses on identity narratives and pedagogical innovation while securing major research funding. She currently leads the DAAD-funded project 'Towards an Authentic (German) Language Classroom' (2025-2027) and previously directed 'Teaching German in a Transcultural World' (2022/23). Her grant portfolio demonstrates sustained success in securing German government and DAAD support for language education initiatives. She also contributes to university governance through the Chaplaincy Engagement Committee and Chaplaincy Committee.
Megan Connor serves as Assistant Professor in the Department of Chemistry and Biochemistry within Samford University's Howard College of Arts and Sciences, specializing in chemistry education research with emphasis on NMR spectroscopy instruction and inclusive pedagogical approaches for diverse student populations. Education PhD in Chemistry, University of Michigan BS in Chemistry, University of North Carolina at Chapel Hill Research Focus : Dr. Connor employs eye-tracking and think-aloud methodologies to investigate cognitive processes in NMR spectroscopy learning. Her scholarship addresses systemic barriers in chemistry education through national faculty surveys examining evidence-based instructional practice adoption, departmental climate influences, and laboratory curriculum modernization across organic, inorganic, and analytical chemistry contexts. Publication Trends : Her 2020-2025 publications demonstrate consistent national survey leadership across chemistry subdisciplines, with recurring themes in NMR assessment instrument development, inclusive laboratory design, and the intersection of gender dynamics with spectroscopy education. Key contributions include the NMR-LRC assessment tool and frameworks for modular protein-centered analytical courses. Scientific Awards : No awards documented in source materials. Advising & Grants : Source text provides no details regarding graduate student mentorship or external research funding.
Isabel Maria Pinto Ramos is an Associate Professor with Habilitation at the Department of Information Systems, School of Engineering, University of Minho , where she leads the ISTTOS R&D Lab and contributes to the Algoritmi Research Centre . She has held leadership roles including Head of Department of Information Systems and President of the Portuguese Association for Information Systems . Her career spans academic, research, and international collaboration roles, including a Visiting International Professor position at the University of Münster, Germany. Academic Leadership : Doctoral Programme Director (2014-2019), IFIP TC8 Chair (2019-2023), Vice President for Membership Services at Association for Information Systems (2022-2025) Research Themes : Innovation management, knowledge systems, digital transformation, crowdsourcing, organizational memory, gender in STEM, and technology's socio-cultural impacts International Engagement : Collaborations with Carnegie-Mellon, University of Agder, Georgia State, and Federal University of Santa Catarina through research projects and mobilities Scientific Recognition : IFIP Outstanding Service Award (2009) IFIP Silver Core Award (2013) IIAKM Lifetime Academic Achievement (2021) Editorial Contributions : Associate Editor for Communications of the AIS (since 2020), editorial board member for Enterprise Information Systems , International Journal of Knowledge Engineering , and Revista de Administração Mackenzie Project Involvement : ERASMUS+, Horizon 2020, FP7 programs with focus on digital workplaces, knowledge management, and organizational resilience Her scientific output demonstrates consistent exploration at the intersection of Information Systems and Organizational Innovation , with recent works focusing on Digital Transformation (2021-2025), Crowdsourcing Platforms (2009-2016), and Organizational Memory (2005-2014). The 2023-2025 publications particularly emphasize Smart City Resilience , Multigenerational Workforce Challenges , and AI Development Democratization .
Sofia Raquel Coelho Moreira is a Research Fellow at the Center for Textile Science and Technology (2C2T) at the University of Minho, pursuing a Ph.D. in Fashion Design through a joint program with the University of Beira Interior since 2021. Her work focuses on integrating Circular Economy principles into fashion design education through innovative teaching methodologies. Ph.D. in Fashion Design (2021–Present), University of Minho & University of Beira Interior Licenciatura in Fashion Design & Marketing (2018), University of Minho Licenciatura in Primary Education (2005), University of Aveiro Postgraduate in Adult Education (2006) and Special Education (2013) Her research explores sustainable strategies in fashion education, combining expertise in design, sustainability, and pedagogy. Recent projects include AI-powered upcycling frameworks and systematic reviews of circular economy practices in curricula. She has presented at international conferences like PAEE/ALE, Ciência 2024, and CIMODE, emphasizing project-based learning and non-formal education tools. Scientific Awards & Honors 3rd Place, Upcycling Project by TAP & Porto Fashion Week (2019) Multiple Bolsa de Excelência scholarships (2016–2019), University of Minho Bolsa de Estudo por Mérito (2018, 2020) Professionally, she has worked as a fashion designer, product manager, and patternmaker, alongside teaching roles in primary education and adult education programs. Her interdisciplinary approach bridges education and textile innovation, supported by grants from the Portuguese Foundation for Science and Technology (FCT).
Prof. Dr. Martin Brunner is a full-time Professor for Quantitative Methods in Educational Sciences at the University of Potsdam (since 2017). He previously held positions as Professor for Evaluation and Quality Management in Education at Freie Universität Berlin (2012–2017) and Professor for Edumetrics/Psychometrics at the University of Luxembourg (2009–2012). His research focuses on cognitive and socio-emotional skills , large-scale assessments , and methodological advancements in meta-analysis , power analysis , and integrated data analysis . He served as Scientific Director of the Berlin-Brandenburg Institute for School Quality (2012–2017) and is affiliated with the Faculty of Human Sciences at the University of Potsdam. Education: PhD in Psychology (Humboldt University Berlin, 2006), MA in Psychology (University of Mannheim, 2002) Research Trends : His publications emphasize quantitative methodologies applied to educational data, including multilevel modeling , cluster-randomized trials , and cross-national comparisons . Recent works address nonlinear relationships between achievement and self-concept and meta-analytic techniques for complex survey data . Leadership & Collaborations : He leads a team at the University of Potsdam, including Dr. Lena Keller, Dr. Julia Kretschmann, and Dr. Sophie Stallasch. His career spans institutions like the Max Planck Institute for Human Development and the University of Luxembourg.
