Dennis Franscico Chandiona | Educational Innovation in Science | Innovative Research Award

Published on by Innovation Technologist

Innovative Research Award

Dennis Franscico Chandiona
Exploits University, Malawi

Dennis Franscico Chandiona
Affiliation Exploits University
Country Malawi
Scopus ID 60377889100
Documents 1
Citations 2
h-index 1
Subject Area Educational Innovation in Science
Event Global Innovation Technologist Awards
ORCID 0009-0003-7573-3735

Dennis Franscico Chandiona is a researcher affiliated with Exploits University, Malawi, whose stated subject area is Educational Innovation in Science. His academic profile is presented in connection with the Innovative Research Award under the Global Innovation Technologist Awards. The research information highlights scholarly documentation, citation activity and interdisciplinary themes involving innovation, education, technology and institutional development. The following overview presents the supplied academic indicators and publication records without treating unverified publication authorship or research contributions as independently established facts.

Abstract

This academic profile examines the research record and thematic relevance of Dennis Franscico Chandiona in relation to educational innovation in science. The supplied Scopus indicators report one document, two citations and an h-index of one. The accompanying publication records address technological innovation, generative artificial intelligence in higher education and responsible learning. These themes provide a broader context for examining contemporary relationships between research, technology and educational development. [1]

Keywords

Educational Innovation; Science Education; Technological Innovation; Generative Artificial Intelligence; Higher Education; Research Impact; Responsible Learning; Academic Development.

Introduction

Educational innovation increasingly involves integrating emerging technologies, interdisciplinary knowledge and learner-centred approaches into academic environments. Scientific education benefits from approaches that connect theoretical understanding with practical applications, critical thinking and responsible technology adoption. These developments provide an important context for evaluating research interests associated with educational innovation and contemporary higher education.

Research Profile

The supplied researcher information identifies Exploits University in Malawi as the institutional affiliation. The Scopus author identifier is 60377889100, while the ORCID record provides a persistent researcher identification reference. These identifiers support academic record discovery and bibliographic verification. [1] [2]

Research Contributions

The supplied thematic and publication information highlights three relevant areas:

  • Technological innovation and its implications for individuals, organizations and broader environments.
  • Generative artificial intelligence, collaborative thinking and knowledge transformation in higher education.
  • Responsible learning, institutional responsibility and pedagogical development.

These topics demonstrate the relevance of examining technological and educational change through interdisciplinary research perspectives.

Publications

Three publication records were supplied for consideration. Their individual authorship association with the researcher requires bibliographic verification.

  1. A systematic review of technological innovation in marketing: implications for individuals, organizations, and the broader environment. Cogent Business & Management (2026). [3]
  2. Dialogic Co-Creation with Generative AI: Reconciling Parallel Thinking Channels, Intuition, and Epistemic Transformation in Higher Education. Academia Eğitim Araştırmaları Dergisi (2026). [4]
  3. Supervisory Stakeholders as Architects of Responsible Learning: Reframing Corporate Social Responsibility into Pedagogical Paradigm Shifts in Higher Education. London Journal of Research in Management and Business (2026). [5]

Research Impact

The supplied bibliometric indicators comprise one indexed document, two citations and an h-index of one. These figures represent an early-stage measurable research record. Citation counts and h-index values provide quantitative indicators but do not independently establish research quality, originality or societal influence. [1]

Award Suitability

The Innovative Research Award recognizes research-oriented work and its potential relevance to technological, scientific and educational advancement. The stated subject area and supplied publication themes provide a basis for considering Chandiona within this recognition category. Final assessment should consider verified authorship, originality, methodological quality, documented outcomes and independent academic evidence.

Conclusion

Dennis Franscico Chandiona’s submitted profile connects educational innovation in science with contemporary discussions of technology and higher education. The supplied academic indicators and publication records offer preliminary material for scholarly recognition. Further verification of publication authorship and research contributions is necessary for a comprehensive evaluation under the Global Innovation Technologist Awards.

References

  1. Elsevier. (n.d.). Scopus author details: Dennis Franscico Chandiona, Author ID 60377889100. Scopus.
    Scopus Author Profile
  2. ORCID. (n.d.). Dennis Franscico Chandiona: ORCID researcher record.
    ORCID Profile
  3. Cogent Business & Management. (2026). A systematic review of technological innovation in marketing.
    https://doi.org/10.1080/23311975.2026.2621458
  4. Academia Eğitim Araştırmaları Dergisi. (2026). Dialogic Co-Creation with Generative AI.
    https://doi.org/10.53506/egitim.1960289
  5. London Journal of Research in Management and Business. (2026). Supervisory Stakeholders as Architects of Responsible Learning.
    https://doi.org/10.34257/LJRMB226397UK
  6. Global Innovation Technologist Awards. (n.d.). Official Awards Website.
    innovationtechnologist.com

Amoni Kitooke | Educational Sciences | Best Researcher Award

Published on by Innovation Technologist

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).