Jiawei Shi | curriculum teaching | Best Researcher Award

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Mrs. Jiawei Shi | curriculum teaching | Best Researcher Award

Senior Lecturer | Zhoukou Normal University | China

Mrs. Jiawei Shi is a Senior Lecturer and Research Scholar at Zhoukou Normal University and HUANGHE S&T University, specializing in the intersection of art education, digital pedagogy, and educational equity. His research focuses on addressing structural challenges in China’s basic art education—particularly teacher shortages, disparities in resource allocation, and uneven regional development—through evidence-based digital innovation. As the sole author of the high-impact empirical study “Digital applications inject new vitality into art education—Path analysis based on data of art teachers in basic education in China,” Shi has contributed a rigorous and multidimensional analytical framework that integrates literature review, policy analysis, national education statistics, survey research, Delphi method, Analytic Hierarchy Process (AHP), and the CIPP evaluation model. His work constructs a weighted evaluation index system (Y=0.35X1+0.15X2+0.22X3+0.28X4) and provides robust empirical evidence demonstrating the significant effectiveness of digital applications in enhancing teaching environments, resource distribution, and instructional outcomes in art education. The study’s findings—such as the expert authority coefficient Cr=0.632 and comparative evaluation results between digital demonstration schools and traditional schools—offer both scholarly insight and practical policy value. Shi has authored multiple academic publications and collaborated with interdisciplinary teams and provincial research initiatives, including the 2024 Henan Xingwenhua Cultural Engineering Project (No. 2024XWH241). His research has attracted growing academic attention and citation within the fields of digital education reform and art education modernization. Beyond theoretical contributions, Shi’s work supports national and regional decision-making by proposing actionable strategies for optimizing teacher training, funding mechanisms, and digital resource integration. Committed to advancing educational modernization, he continues to pursue research that promotes equity, innovation, and high-quality development in China’s basic education system, ensuring that digital transformation contributes meaningfully to cultural transmission, artistic literacy, and social progress.

Profile: ORCID

Featured Publications

Shi, J. (n.d.). Digital applications inject new vitality into art education: Path analysis based on data of art teachers in basic education in China.

Jiawei Shi’s research advances the digital transformation of art education by providing a scientifically validated framework that supports equitable resource distribution and improved instructional quality across China’s basic education system. His work guides policymakers, educators, and institutions in adopting evidence-based digital strategies that enhance cultural literacy, modernize teaching practices, and promote inclusive, high-quality education with broad societal impact.

Margarida Romero | Education | Best Researcher Award

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Prof. Dr. Margarida Romero | Education | Best Researcher Award

Professor | Université Côte d’Azur | France

Prof. Dr. Margarida Romero is a distinguished full professor at Université Côte d’Azur, France, where she leads the Learning, Innovation and Education (LINE) research lab. With a strong academic foundation, she holds a European Ph.D. in Psychology of Education jointly awarded by the University of Toulouse Le Mirail and Universitat Autònoma de Barcelona, where she earned the Extraordinary Doctorate Award for her outstanding thesis. Her academic journey also includes master’s degrees in Educational Psychology and Pedagogical Engineering, reflecting her deep commitment to advancing educational sciences. Professionally, she has held prestigious positions, including tenured professorship at Université Laval in Canada and vice-dean of research at Université Côte d’Azur, contributing significantly to the internationalization of educational technology research. Her research interests lie in technology-enhanced learning, creativity in digital education, co-creativity, and the pedagogical integration of serious games, where she has led multiple high-impact projects such as ANR CreaMaker and FP7 Euro-CAT-CSCL. Prof. Romero possesses extensive research and teaching expertise across undergraduate to doctoral levels, having supervised numerous Ph.D. and postdoctoral researchers and organized key international conferences and workshops promoting innovation in digital education. Her exceptional scholarly productivity includes over 35 journal articles, 6 books, and 35 chapters, accumulating more than 6,000 citations and an h-index above 30, signifying her influential academic impact. She has received numerous honors, including the Université d’Été Ludovia Research Award, the Academy of Management MED Barry Armandi Award, and recognition from international institutions for her pioneering contributions to educational innovation. A prolific scholar and leader, Prof. Romero’s work bridges creativity, technology, and pedagogy, making her a prominent figure in shaping 21st-century learning practices. Her dedication to advancing co-creativity, educational innovation, and digital pedagogy continues to inspire global collaborations and drive transformative research in technology-enhanced education.

Profiles: Google Scholar | Scopus | ORCID | ResearchGate | LinkedIn

Featured Publications

  1. Monereo, C., & Romero, M. (2008). Los entornos virtuales de aprendizaje basados en sistemas de emulación cognitiva. In C. Monereo (Ed.), Psicología de la educación virtual. Aprender y enseñar con las Tecnologías de la Información y la Comunicación. [Chapter]. Cited by: 1,532

  2. Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distance Learning, 13(2), 26–44. Cited by: 500

  3. Romero, M., Usart, M., & Ott, M. (2015). Can Serious Games contribute to developing and sustaining 21st century skills? Games and Culture, 10(2), 148–177. https://doi.org/10.1177/1555412014557546 Cited by: 443

  4. Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance, and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133–148. https://doi.org/10.1080/0969594X.2013.877872 Cited by: 417

  5. Romero, M., Lepage, A., & Lille, B. (2017). Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 14(1), 42. https://doi.org/10.1186/s41239-017-0080-z Cited by: 361

Salim Nabhan | Education | Best Researcher Award

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Mr. Salim Nabhan | Education | Best Researcher Award

PhD. Candidate at University of Szeged, Hungary

Dr. Salim Nabhan is a highly suitable candidate for the Best Researcher Award, demonstrating outstanding academic and research excellence in English language education and digital literacy. As a Ph.D. candidate at the University of Szeged, Hungary, and a lecturer at Universitas PGRI Adi Buana Surabaya, Indonesia, he has a strong international academic background supported by prestigious scholarships. His prolific research includes publications in reputable peer-reviewed journals such as SAGE Open and IEEE, focusing on educational technology, digital tools in language learning, and EFL instruction. He is actively involved in international conferences, research networks, and academic training programs across Europe and Asia. In addition to his publications, he holds key academic leadership roles and contributes significantly to teacher development initiatives. To further enhance his profile, he could increase publications in high-impact journals and secure competitive research grants. Overall, Dr. Nabhan’s academic rigor, innovation, and global engagement make him an excellent candidate for this recognition.

Professional Profile 

Education🎓

Dr. Salim Nabhan possesses a strong and diverse educational background that reflects his commitment to academic excellence and international collaboration. He is currently pursuing a Ph.D. in Educational Sciences at the University of Szeged, Hungary, under the prestigious Stipendium Hungaricum Scholarship funded by the European Union. He holds a Master of Arts degree in English from the University of Delhi, India, which he earned through an ICCR Scholarship awarded by the Indian Government. His undergraduate studies were completed at the University of Nusantara PGRI Kediri, Indonesia, where he earned a Bachelor’s degree in English Language Education and graduated with honors (cum laude), achieving a GPA. Throughout his academic journey, Dr. Nabhan has consistently demonstrated academic distinction and cross-cultural adaptability. His diverse educational experiences across Asia and Europe have shaped his global perspective and advanced expertise in language education, curriculum development, and digital literacy, making him a well-rounded scholar and educator.

Professional Experience📝

Dr. Salim Nabhan has a rich and multifaceted professional background that spans academia, research, and international collaboration. Since 2014, he has served as a lecturer at the English Language Education Department of Universitas PGRI Adi Buana Surabaya, Indonesia. In addition to his teaching role, he has held key leadership positions, including Head of the Language Center and National Board Member of the Association of Language Services Institution (FILBA). He is also an active facilitator and assessor for in-service and pre-service English teachers under Indonesia’s Ministry of Education. His professional journey includes international experience, such as serving at the Indonesian Embassy in New Delhi and lecturing at the University of Kadiri. Dr. Nabhan has also worked as a translator and interpreter for academic and international development projects. His career is further enriched by guest lectures and speaking engagements at institutions across Southeast Asia, highlighting his regional influence and educational leadership.

Research Interest🔎

Dr. Salim Nabhan’s research interests lie at the intersection of English language education, digital literacy, educational technology, and teacher professional development. He is particularly focused on exploring how digital tools and platforms—such as Grammarly, Powtoon, and Hello English—can enhance language learning outcomes and foster multimodal literacy among students and educators. His scholarly work also delves into the challenges and opportunities faced by digital immigrant teachers in adapting to online learning environments, especially in EFL contexts. Dr. Nabhan is committed to improving academic writing and critical thinking skills through the integration of innovative technologies and instructional strategies. His recent research includes the development of academic writing assessment tools and datasets for automated English speaking tests, reflecting a growing interest in AI-assisted language education. Through both qualitative and quantitative methodologies, his research aims to inform best practices in 21st-century teaching and learning, with a focus on inclusivity, accessibility, and pedagogical innovation.

Award and Honor🏆

Dr. Salim Nabhan has received several prestigious awards and honors that highlight his academic excellence, global engagement, and professional contributions. He is a recipient of the Stipendium Hungaricum Scholarship from the Hungarian government for his ongoing Ph.D. studies in Educational Sciences at the University of Szeged, one of Europe’s prominent academic institutions. Earlier, he was awarded the ICCR Scholarship by the Government of India to pursue his Master’s degree in English at the University of Delhi, recognizing his academic potential and cross-cultural aptitude. During his undergraduate studies, he graduated cum laude from the University of Nusantara PGRI Kediri, Indonesia, marking his early commitment to excellence. In addition to academic honors, Dr. Nabhan has been frequently invited as a speaker, guest lecturer, and presenter at international conferences and educational forums across Asia and Europe. These recognitions reflect his sustained impact on language education, digital literacy, and international academic collaboration.

Research Skill🔬

Dr. Salim Nabhan possesses a diverse and advanced set of research skills that underpin his contributions to the fields of language education, digital literacy, and educational technology. He is proficient in both qualitative and quantitative research methodologies, enabling him to conduct comprehensive studies on learner behavior, teaching strategies, and digital tool effectiveness. His expertise includes academic writing assessment, content analysis, case study research, and exploratory factor analysis, as demonstrated in his recent publication in SAGE Open. Dr. Nabhan is skilled in using educational research tools and platforms such as SPSS, Google Forms, Grammarly, and various AI-based language applications. He also contributes to dataset development for automated testing systems, reflecting his technical capability in handling complex data. His strong publication record, conference presentations, and collaborative projects highlight his ability to design, execute, and disseminate impactful research. These skills make him a valuable contributor to modern educational innovation and academic advancement.

Conclusion💡

Dr. Salim Nabhan is a strong and deserving candidate for the Best Researcher Award. His academic achievements, publication record, international exposure, and dedication to English education and digital literacy research stand out. With continued progress in publishing in high-impact journals and securing competitive grants, his contributions will only grow more influential in the field of educational research and innovation.

Publications Top Noted✍️

  • R. Setiawan, N. Syahria, F.D. Andanty, S. Nabhan (2022)
    “Pengembangan Modul Ajar Kurikulum Merdeka Mata Pelajaran Bahasa Inggris SMK Kota Surabaya”
    Citations: 189

  • A.F. Muhammad, D. Susanto, A. Alimudin, F. Adila, M.H. Assidiqi, S. Nabhan (2020)
    “Developing English Conversation Chatbot Using Dialogflow”
    Citations: 73

  • S. Nabhan, R. Hidayat (2018)
    “Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study”
    Citations: 52

  • S. Nabhan (2021)
    “Pre-service Teachers’ Conceptions and Competences on Digital Literacy in an EFL Academic Writing Setting”
    Citations: 49

  • S. Nabhan (2019)
    “Bringing Multiliteracies into Process Writing Approach in ELT Classroom: Implementation and Reflection”
    Citations: 47

  • S. Nabhan (2016)
    “The Process Approach to Improve Students’ Writing Ability in English Education Department University of PGRI Adi Buana Surabaya”
    Citations: 29

  • H. Sa’diyah, S. Nabhan (2021)
    “Collaborative Writing Using Google Docs in an EFL Classroom: Voices from High School Students”
    Citations: 16

  • N. Syahria, I. Rifai, F.D. Andanty, S. Nabhan (2021)
    “Pemanfaatan Teknologi di Era New Normal Untuk Pembelajaran Speaking dan Listening bagi Guru-Guru SMA/SMK Kota Surabaya”
    Citations: 10

  • A.F. Muhammad, D. Susanto, A. Alimudin, Z.A. Rochman, M.H. Assidiqi, S. Nabhan (2020)
    “Development of English Conversation Practice App with Artificial Intelligence & Speech Recognition”
    Citations: 10

  • G.D. Kirana, S. Nabhan (2021)
    “Exploring Technological Pedagogical and Content Knowledge (TPACK) in English Language Classroom Setting: In-Service English Teachers’ Perspectives”
    Citations: 8

  • S. Nabhan (2016)
    “Students’ Journal Writing: Promoting Reflective Learning on Students’ Perception and Comprehension towards Students’ Self-Awareness and Critical Thinking Development”
    Citations: 8

Hanife Gülhan Karsak | Education | Best Researcher Award

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Assoc. Prof. Dr. Hanife Gülhan Karsak | Education | Best Researcher Award

Assoc.Prof.Dr. at Kırklareli University, Turkey

Dr. Hanife Gülhan Karsak, currently serving as a Doçent (Associate Professor) at Kırklareli University, stands out as a highly qualified candidate for the Best Researcher Award. With a robust academic foundation in education, including a Ph.D. from Yıldız Technical University, her scholarly contributions span instructional technologies, curriculum design, and special education. She has supervised multiple graduate theses, led nationally funded research projects, and published extensively in reputable international journals on topics such as STEM education, digital storytelling, and metaverse-based learning environments. Her work reflects a strong commitment to educational innovation and the integration of technology in pedagogy. Recognized with TÜBİTAK’s Publication Incentive Award and acknowledgments from the Ministry of National Education, Dr. Karsak also excels in academic leadership and mentorship. While her research portfolio is impressive, expanding collaborations internationally could further enhance her global impact. Overall, her accomplishments and dedication make her a strong and deserving candidate for this prestigious award.

Professional Profile 

Education🎓

Dr. Hanife Gülhan Karsak holds a comprehensive and progressive academic background in the field of education. She earned her Bachelor’s degree in Primary School Teaching from Marmara University in 2003, followed by a Master’s degree in the same university with a thesis focused on the impact of computer-assisted instruction on reading and writing success. In 2014, she completed her Ph.D. in Curriculum and Instruction at Yıldız Technical University with a dissertation examining the effects of individual and collaborative blog-integrated writing instruction on the performance of both typical and gifted students. Her academic journey reflects a strong emphasis on instructional technologies, curriculum development, and innovative teaching methods. This solid educational foundation has been instrumental in shaping her career as a researcher, educator, and academic mentor. Her qualifications and scholarly interests have continually aligned with advancements in pedagogy, educational assessment, and digital learning environments, making her a valuable contributor to the field of educational sciences.

Professional Experience📝

Dr. Hanife Gülhan Karsak has built a distinguished career in academia, marked by progressive roles and impactful contributions to the field of education. She began her academic journey as a lecturer and later advanced to the position of Doctor Faculty Member at Kırklareli University in 2014. In 2020, she was appointed as an Associate Professor at both Kırklareli University and İnönü University, reflecting her recognized expertise in curriculum and instruction. Her professional focus lies in educational measurement, instructional technologies, and program evaluation. Dr. Karsak has played key roles in national research projects, contributed to curriculum development, and actively mentored graduate students. In addition to teaching various undergraduate and postgraduate courses, she has published extensively in international peer-reviewed journals and participated in educational conferences. Her leadership in research and dedication to innovative pedagogy underscore her valuable presence in academia, making her a respected figure in educational sciences and teacher training.

Research Interest🔎

Dr. Hanife Gülhan Karsak’s research interests are deeply rooted in the fields of curriculum development, instructional technologies, educational measurement and evaluation, and teacher training. She is particularly passionate about exploring innovative teaching methods such as collaborative learning, digital storytelling, and gamified learning environments. Her work frequently focuses on how these methods can enhance student engagement, motivation, and academic performance, especially among gifted and pre-service teachers. Dr. Karsak has also conducted extensive research on the integration of digital tools and platforms—including blogs and metaverse environments—into educational practices to improve writing skills and language acquisition. She is equally invested in assessing the effectiveness of educational programs and studying lifelong learning tendencies in students and teachers, particularly in the context of the COVID-19 pandemic. Through her diverse and impactful studies, she aims to contribute to the development of more inclusive, effective, and technology-enhanced educational models that respond to the evolving needs of learners.

Award and Honor🏆

Dr. Hanife Gülhan Karsak has been recognized for her outstanding contributions to the field of education through several prestigious awards and honors. Notably, she received the TÜBİTAK Publication Incentive Award in 2014, a testament to the high quality and impact of her scholarly publications in educational research. Her early dedication and excellence in teaching were also acknowledged by the Turkish Ministry of National Education, which granted her both a Certificate of Appreciation and a Certificate of Achievement in 2004. These accolades highlight her commitment to academic excellence, innovation in teaching, and dedication to student development. Dr. Karsak’s consistent recognition by national institutions not only underscores her professional credibility but also reflects her sustained efforts in advancing educational practices and research. Her achievements continue to inspire peers and students alike, positioning her as a respected leader and role model in the academic community of educational sciences.

Research Skill🔬

Dr. Hanife Gülhan Karsak possesses a comprehensive and versatile set of research skills that underpin her significant contributions to educational sciences. She is adept in both qualitative and quantitative research methodologies, enabling her to design and execute complex studies that address critical issues in curriculum development, instructional design, and teacher education. Her expertise extends to experimental research, case studies, program evaluation, and the use of digital tools for data collection and analysis. Dr. Karsak has demonstrated a strong capacity for interdisciplinary collaboration, as evidenced by her involvement in projects focusing on STEM education, metaverse-based learning environments, and digital literacy. She excels at integrating theory with practice, often translating her findings into actionable strategies for classroom application. Additionally, her scholarly output in peer-reviewed international journals showcases her ability to present data-driven insights with academic rigor and clarity. These skills make her an influential figure in shaping contemporary educational research and innovation.

Conclusion💡

Dr. Hanife Gülhan Karsak is highly suitable for the Best Researcher Award based on her extensive, consistent, and impactful contributions to educational sciences, instructional design, and curriculum development. Her prolific publication record, graduate supervision, award recognitions, and national-level research involvement demonstrate the academic excellence and leadership expected of a recipient of this award. With added global engagement and impact metrics, her profile would be even more compelling.

Publications Top Noted✍️

  • HGO Karsak, S Fer, F Orhan – 2014
    Title: The effect of using cooperative and individual weblog to enhance writing performance
    Citations: 27

  • HG Orhan – 2007
    Title: Bilgisayar destekli öğretimin ilkokuma yazma başarısına etkisi
    Citations: 21

  • HGO Karsak, M Yurtçu – 2021
    Title: The Effects of Pre-service Teachers’ Extracurricular Study Habits and Emotion Regulation on Lifelong Learning Tendencies in Covid-19 Process
    Citations: 18

  • EG Özenç, HG Orhan-Karsak – 2019
    Title: İlkokul Birinci ve İkinci Sınıf Türkçe Ders Kitaplarında Milli ve Kültürel Kavramlara Yer Verilme Durumu
    Citations: 13

  • HG Orhan Karsak – 2014
    Title: Bireysel ve işbirlikli blogla bütünleştirilmiş yazma öğretiminin normal ve üstün zekâlı öğrencilerin yazma performanslarına etkisi (Doctoral Thesis)
    Citations: 11

  • HG Karsak – 2014
    Title: Bireysel ve işbirlikli blogla bütünleştirilmiş yazma öğretiminin normal ve üstün zekâlı öğrencilerin yazma performanslarına etkisi
    Citations: 11

  • O Karsak, H Gülhan – 2014
    Title: Seels ve Glasgow ‘Generic Model’in Bir Değerlendirmesi
    Citations: 11*

  • HGO Karsak, EG Özenç – 2019
    Title: Türkçe ders kitaplarında millî ve kültürel kavramların incelenmesi
    Citations: 10