Dr. Hellen Ochuot-Agumba is an accomplished scholar and educator in Education and Curriculum Studies, widely recognized for her research on social justice, rurality, formative assessment, and teacher professional development within higher education. Her scholarly contributions explore how rural contexts influence students’ access to and participation in higher education, emphasizing equity and inclusive pedagogical practices. She has published influential works in leading journals such as Critical Studies in Teaching and Learning (CriSTaL), Interchange, and the International Journal of Learning, Teaching and Educational Research. Actively engaged in postgraduate supervision, academic examination, and journal reviewing, Dr. Agumba demonstrates a sustained commitment to nurturing scholarly excellence and advancing transformative educational practices. Beyond research, she contributes to key academic and community initiatives, including the Teaching Advancement at University (TAU) Fellowships and professional development programs for teachers. Her outstanding achievements have earned her notable recognitions, including the Vice Chancellor’s Distinguished Award for Most Promising Young Teacher and the Duncan Fraser Award for best paper at the Research in Engineering Education Symposium. A member of prestigious associations such as HELTASA and WERA, Dr. Agumba continues to influence educational discourse at both national and international levels. Her academic portfolio reflects measurable scholarly impact, with 13 citations by 13 documents, 5 published works, and an h-index of 2, demonstrating her growing influence in advancing equitable and inclusive education research.
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Featured Publications
Agumba, H., Simpson, Z., & Ndofirepi, A. (2023). Towards understanding the influence of rurality on students’ access to and participation in higher education. Critical Studies in Teaching and Learning (CriSTaL), 11(1), 22–42.
Ochuot, H. A., & Modiba, M. (2018). Formative assessment as critical pedagogy: A case of business studies. Interchange, 49(4), 477–497.
Agumba, H. (2020). The rural gaze: Access, participation, and success in higher education. In Rurality, Social Justice and Education in Sub-Saharan Africa, Volume II.
Ndofirepi, A., & Masinire, A. (2020). Rurality, social justice and education in Sub-Saharan Africa. Palgrave Macmillan.
Serekoane, M., Ochuot-Agumba, H., & van Vuuren, C. J. (2022). Situating inquiry pedagogical practices in the classroom to foster a high-impact research-minded learning experience. African Journal of Inter/Multidisciplinary Studies, 4(si1), 14–27.