Iris BenDavid-Hadar | Education | Research Excellence Award

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Prof. Iris BenDavid-Hadar | Education | Research Excellence Award

Bar Ilan University | Israel

Prof. Iris BenDavid-Hadar is an internationally recognized scholar in the fields of economics of education, education finance policy, and educational equity, whose research has significantly advanced understanding of how resource allocation shapes educational opportunity, justice, and outcomes within diverse societies. Her scholarship integrates economic theory, public policy analysis, and comparative education to examine inequalities in schooling systems, with particular attention to needs-based funding models, achievement gaps, and the balance between equity and efficiency in education governance. She has produced an extensive body of peer-reviewed books, journal articles, and book chapters that are widely cited and influential in debates on school finance reform, social justice in education, and higher education policy, including work on student mobility, internationalization, refugees’ access to education, early childhood education policy, and financial literacy. Her contributions often bridge research and policymaking, offering analytically rigorous yet policy-relevant insights that inform national and international decision-makers. In addition to her scholarly output, she has held senior academic leadership roles, contributing to faculty development, evaluation, institutional compliance, and program-level strategic planning, while mentoring doctoral and master’s researchers and collaborating within international research networks. Through editorial leadership, interdisciplinary collaboration, and sustained engagement with comparative and international perspectives, her work continues to shape contemporary discussions on fairness, equality, and justice in education systems, emphasizing evidence-based policy solutions aimed at reducing disparities and improving educational outcomes for marginalized and diverse populations.

Profiles: Scopus | Orcid | Google Scholar

Featured Publications

Meoded, R., & BenDavid-Hadar, I. (2025). Fiscal decentralization of education: A social network analysis of values underlying local decision-making processes. International Journal of Educational Development, 103, 103444.

Meoded, R., & BenDavid-Hadar, I. (2025). Education policy in culturally diverse countries: The case of ultra-Orthodox schools in Israel. Research Papers in Education.

Malki-Levy, S., Altman, C., Shnitzer-Meirovich, S., & Ben-David Hadar, I. (2025). Impact of bilingual intervention on Arabic–Hebrew speaking children: Investigation of the dynamics between SES and bilingualism. International Journal of Bilingual Education and Bilingualism.

Gilead, T., & BenDavid-Hadar, I. (2025). Educational justice and formula funding: A complex adaptive systems perspective. Educational Philosophy and Theory.

Betser-Nahum, Y., & BenDavid-Hadar, I. (2025). The municipalities efficiency in Israel: The case of the provision of educational services. International Journal of Educational Development, 103, 103370.

Shadrack Mwakalinga | Educational Justice | Outstanding Contribution Award

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Dr. Shadrack Mwakalinga | Educational Justice | Outstanding Contribution Award

Lecturer at Catholic University of Mbeya | Tanzania

Dr. Shadrack Ernest Mwakalinga is an education scholar whose research focuses on educational justice, teacher professionalism, curriculum implementation, science and mathematics education, and the sociocultural dynamics that influence students’ learning experiences. His scholarly contributions examine issues such as equity in education, free education policy outcomes, gender disparities in science participation, assessment practices, motivation in teaching and learning, and the evolving role of artificial intelligence in classrooms. He also investigates challenges in educational leadership, including teacher misconduct, corruption, and ethical considerations in pedagogy. His multidisciplinary approach extends to studies on alternative education pathways, lifestyle factors affecting academic performance, and barriers to schooling within Tanzanian communities. Dr. Mwakalinga has published widely in international peer-reviewed journals and has contributed empirical insights that inform educational policy, curriculum innovation, and school improvement efforts. He is recognized for advancing discourse on learner-centered approaches, professional growth among educators, and the creation of inclusive and holistic learning environments. His research impact is reflected in 34 citations, with an h-index of 4 (all since 2020), underscoring the growing relevance of his work within the global education research community.

Profile: Google Scholar

Featured Publications

Mwakalinga, S. (2024). The use of artificial intelligence in teaching and learning: Opportunities and challenges. Students vs lecturers perception. International Journal for Multidisciplinary Research.

Mwakalinga, S., & Leandry, L. (2021). Application of assessment and evaluation in learning: Theories and realities. International Journal of Education and Research, 9(10), 65–72.

Mwakalinga, S. E. (2024). The role of alternative education to students’ holistic learning: A case of Tanzanian schools in Morogoro. British Journal of Multidisciplinary and Advanced Studies, 5(6), 25–39.

Kissima, A., Lema, G. S., & Mwakalinga, S. (2024). Analysing mathematics performance in Tanzanian primary schools through the lens of candidate items response analysis reports. Journal of Education and Practice.

Mwakalinga, S. (2022). Teaching science practicals in Tanzanian secondary schools. International Journal of Social Science and Human Research.

Amoni Kitooke | Educational Sciences | Best Researcher Award

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Mr. Amoni Kitooke | Educational Sciences | Best Researcher Award

Doctoral Researcher at University of Borås | Sweden

Amoni Kitooke is a Ugandan scholar and doctoral researcher in Educational Sciences at the University of Borås and Lund University, Sweden, focusing on community-oriented praxis in teacher education. His research interests center on educational transformation, social justice, decolonial pedagogy, and the integration of community perspectives into teacher preparation. Holding a master’s degree in Educational Research from the University of Gothenburg and a background in English language and literature education, his work critically examines cross-cultural research, researcher positionality, and professional learning in higher education. Kitooke has authored and co-authored several peer-reviewed publications, book chapters, and conference papers that have contributed to global discussions on participatory and transformative education. His scholarly impact is reflected in Scopus with three citations by three documents across four publications and an h-index of one, while his Google Scholar profile shows eighty citations since 2020, with an h-index of four and an i10-index of two. He has presented his research at prominent international conferences and workshops across Africa, Europe, and Asia. Before pursuing his doctoral studies, he held leadership positions at the Cross-Cultural Foundation of Uganda, where he coordinated programs on cultural heritage, education, and human rights advocacy. Kitooke’s academic and professional journey demonstrates a strong commitment to advancing inclusive and community-based educational practices, with a particular emphasis on equity, intercultural understanding, and sustainable social change through education.

Profile: Scopus | Orcid | Google Scholar

Featured Publications

Pandya, J. Z., Mora, R. A., Alford, J. H., Golden, N. A., & De Roock, R. S. (2022). The handbook of critical literacies.

Reimer, K. E., Kaukko, M., Windsor, S., Mahon, K., & Kemmis, S. (2023). Living well in a world worth living in for all: Volume 1: Current practices of social justice, sustainability and wellbeing.

Windsor, S., & Kitooke, A. (2023). Practices and experiences in educational researcher training: Reflections from research students exploring the theme, living well in a world worth living in during the Covid-19 pandemic. In Living well in a world worth living in for all: Volume 1: Current practices of social justice, sustainability and wellbeing.

Kitooke, A. (2021). The expulsion of pregnant students in Uganda: Teacher perspectives on a contravention of ‘Education for All’.

Kaya, J., & Kitooke, A. (2021). Critical literacy in Uganda and Congo: The urgency of decolonizing curricula. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. De Roock (Eds.), The handbook of critical literacies (pp. 297–304).