Akhilesh Yadav | Education | Best Researcher Award

Published on by Global Scholar Awards

Best Researcher Award

Akhilesh Yadav
Affiliation University of Delhi
Country India
Subject Area Education
Event Global Scholar Awards
ORCID 0000-0002-3292-7957

Akhilesh Yadav is affiliated with the University of Delhi, India, and is presented in this academic recognition profile in the field of Education. The Best Researcher Award recognizes scholarly activity, research contributions, publication development, and potential academic impact. This profile summarizes the available researcher information while distinguishing verified supplied details from bibliometric information that has not been provided.

Abstract

Akhilesh Yadav, affiliated with the University of Delhi, India, is profiled for academic activity within Education and considered in relation to the Best Researcher Award. The profile highlights scholarly development, research contributions, publication relevance, academic visibility, and potential research impact. Available information identifies the researcher’s institutional affiliation, subject area, ORCID record, and association with Global Scholar Awards. Bibliometric indicators such as Scopus documents, citations, and h-index have not been supplied and are therefore not assigned numerical values. The profile provides a neutral academic overview intended to support recognition, contextual assessment, and transparent presentation of researcher credentials and scholarly interests.

Keywords

Education; educational research; teaching and learning; pedagogy; higher education; curriculum development; educational technology; academic research; learning outcomes; teacher education; educational innovation; scholarly communication; research methodology; evidence-based education; publication impact; interdisciplinary education; academic collaboration; educational development; research excellence.

Introduction

Akhilesh Yadav represents an academic profile associated with the University of Delhi and the broad discipline of Education. Educational research encompasses the systematic study of learning, teaching, institutions, curriculum, policy, assessment, and related social processes. Scholarly evaluation commonly considers the quality and relevance of research outputs alongside evidence of academic contribution and dissemination. [1]

Research Profile

Akhilesh Yadav has an academic profile situated within Education at the University of Delhi, India. The supplied information establishes the institutional and disciplinary context, while the ORCID identifier provides a persistent scholarly identity mechanism. Research profiles can support attribution, discoverability, and linkage among academic outputs, although complete bibliometric interpretation requires verified publication and citation records. [2]

Research Contributions

Akhilesh Yadav may be evaluated through the relevance, methodological quality, originality, and educational significance of documented research outputs. Within Education, meaningful contributions can address learning processes, teaching practices, curriculum, assessment, institutional development, or emerging educational challenges. Specific contribution claims should remain grounded in verified publications and supporting evidence rather than inferred from affiliation alone. [3]

Publications

Akhilesh Yadav has not been supplied with a publication list, article titles, journal details, citation counts, or DOI records in the source information for this profile. Consequently, no specific publication is attributed here. For academic assessment, publication evidence should be verified through authoritative bibliographic records, including article metadata, journal information, DOI registration, and author attribution where available. [4]

Research Impact

Akhilesh Yadav can have research impact assessed through documented scholarly influence, dissemination, citation activity, educational relevance, collaboration, and practical application. Such assessment should distinguish quantitative bibliometric indicators from qualitative evidence of contribution. Because verified citation and h-index data were not supplied, this profile does not assign numerical impact measures and instead presents a transparent framework for subsequent evidence-based evaluation.

Award Suitability

Akhilesh Yadav is presented as a candidate profile for the Best Researcher Award within Education, based on the supplied institutional affiliation and subject-area information. A formal award assessment should consider originality, research quality, publication record, scholarly influence, academic contribution, and supporting evidence. Final suitability should be determined according to the applicable evaluation framework and verified documentation.

Conclusion

Akhilesh Yadav is associated with the University of Delhi and the field of Education, with an ORCID identifier supplied for scholarly identification. The available information supports a concise academic recognition profile but does not provide sufficient bibliometric or publication evidence for detailed quantitative conclusions. Additional verified research records would strengthen assessment of scholarly contribution, research impact, and award suitability.

References

    1. Akhilesh Yadav. (n.d.). Parent and teacher endorsement towards child protection and the POCSO Act: A study in rural Indian educational settings.

      https://doi.org/10.1016/j.childyouth.2026.109229

    2. ORCID. (n.d.). ORCID: Akhilesh Yadav. ORCID.
      https://orcid.org/0000-0002-3292-7957
    3. Yadav, A. (n.d.). A content analysis of inclusion in NCERT’s Exploring Society: India and Beyond (Class 6 social science textbook).
      https://www.sciencepublishinggroup.com/article/10.11648/j.ijse.20250901.11
    4. Yadav, A. (n.d.). A study of teachers’ attitudes towards the education of a child with physically impairment students at the higher secondary level.
      https://www.sciencepublishinggroup.com/article/10.11648/j.tecs.20200502.11

Jeevan Khanal | Social Science | Best Researcher Award

Published on by Global Scholar Awards

Assist. Prof. Dr. Jeevan Khanal | Social Science | Best Researcher Award

Assistant Professor | Nepal Open University | Nepal

Dr. Jeevan Khanal is an emerging scholar specializing in educational leadership, digital learning behaviors, equity in education, and data-driven assessment of student outcomes, with a growing research profile that bridges national and global educational challenges. As a faculty member at Nepal Open University, he focuses on improving educational practices through rigorous qualitative and quantitative inquiry, examining how technology integration, socio-cultural influences, and school environments shape learning performance and leadership effectiveness. His research pays special attention to the experiences of marginalized groups, including studies on gendered challenges in educational leadership, offering evidence that supports policy reforms and leadership development in Nepal’s academic landscape. Dr. Khanal’s recent work leverages global datasets such as PISA 2022, producing comparative insights into digital resource engagement, student health challenges, and mathematical achievement, thereby extending his research relevance to the international education community. His contributions highlight critical intersections between digital access, well-being, and academic success an area increasingly vital to designing equitable and effective educational ecosystems in developing countries. With over 20 interdisciplinary collaborators, Dr. Khanal continues to expand his scholarly networks, contributing to conversations on educational inclusion, digital transformation, and resilient learning systems. His publication record reflects consistent engagement with emerging issues in education, providing impactful guidance for policymakers, educators, and institutional leaders seeking to strengthen evidence-based practices. Through his research, he plays a meaningful role in advancing equitable educational opportunities and fostering innovation across learning environments in Nepal and beyond. Dr. Khanal’s academic influence and research productivity are reflected in his metrics 257 citations, 26 documents, and an h-index of 8.

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

Featured Publications

1. Challenges of international students from pre-departure to post-study: A literature review Khanal, J., & Gaulee, U. (2019). Challenges of international students from pre-departure to post-study: A literature review. Journal of International Students, 9(2), 560–581. Cited by: 354

2. Leadership practices of principals of high-performing community high schools: Evidence from Nepal Khanal, J., Freya, P., & Park, S. H. (2020). Leadership practices of principals of high-performing community high schools: Evidence from Nepal. Educational Management Administration & Leadership, 48(6), 1026–1045.
Cited by: 53

3. Corporal punishment in private schools: The case of Kathmandu, Nepal Khanal, J., & Park, S. H. (2016). Corporal punishment in private schools: The case of Kathmandu, Nepal. Journal of Education and Practice, 7(26), 53–61. Cited by: 34

4. Context-specific leadership practices: An examination of evidence of successful community school headteachers in Nepal Khanal, J., Rana, K., Sharma, L., Whybrow, S., Nicola, & Ghimire, L. (2021). Context-specific leadership practices: An examination of evidence of successful community school headteachers in Nepal. Leadership and Policy in Schools, 22(1), 200–224. Cited by: 28

5. Understanding role conflict and role ambiguity of school principals in Nepal Khanal, J., & Ghimire, S. (2024). Understanding role conflict and role ambiguity of school principals in Nepal. Educational Management Administration & Leadership, 52(2), 359–377. Cited by: 25

Jiawei Shi | curriculum teaching | Best Researcher Award

Published on by Global Scholar Awards

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.

Hanife Gülhan Karsak | Education | Best Researcher Award

Published on by Global Scholar Awards

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