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.

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).

Farrukh Kamran | Education Assessment and Evaluation | Best Researcher Award

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Dr. Farrukh Kamran | Education Assessment and Evaluation | Best Researcher Award

Lecturer at University of Baltistan Skardu, Pakistan

Dr. Farrukh Kamran is a highly accomplished academic and educator specializing in English Language and Literature, Education, Teacher Training, and Educational Research. He currently serves as a Lecturer at the University of Baltistan, Skardu, Pakistan. With over a decade of experience in higher education, he has contributed significantly to teacher education, digital transformation in learning, and educational policy analysis.

Publication Profile 

Scopus

Professional Experience 💼

Dr. Kamran has over 15 years of experience in academia, starting his career as an English Language Instructor under the EAMP project at Kohat University of Science & Technology in 2009. He later served as a Lecturer at Government Postgraduate College Kohat from 2010 to 2019. Since September 2019, he has been working as a Lecturer at the University of Baltistan, Skardu. In addition to his regular appointments, he also contributed as a visiting lecturer at the University of Engineering and Technology (UET) Peshawar, Kohat Campus, and Kohat University of Science & Technology, where he taught various courses related to English and Education.

Research Interests 🔬

  • Formative Assessment & Feedback

  • Digital Transformation in Education

  • AI Literacy & Educational Technology

  • Self-Regulated Learning

  • Educational Sustainability & Green Leadership

  • Interdisciplinary & Inclusive Education

  • Multilingualism & Language Interplay

  • Teacher Evaluation & Educational Policy

  • Life Skills & Social Skill Development

  • Ethical Education and Leadership

Conclusion🌟

Dr. Farrukh Kamran is a dedicated scholar and educational reform advocate with a diverse academic background and extensive teaching experience. His research bridges theory and practice in education, promoting sustainable, inclusive, and digitally competent learning environments. Recognized for his excellence in teaching and academic performance, Dr. Kamran contributes to national and international scholarship through active research and publication in well-regarded journals. His work not only enriches the field of education and language learning but also informs policy and pedagogical innovations in Pakistan and beyond.

Publications 📚

  • 🧠📊 Zhang, C., Hu, M., Wu, W., Chen, Y., Kamran, F., & Wang, X. (2025).
    A profile analysis of pre-service teachers’ AI acceptance: Combining behavioral, technological, and human factors.
    Teaching and Teacher Education, 163, 105086.

  • 🌱📘 Ramzan, A., Siddique, A., & Kamran, F. (2025).
    Pedagogical innovation for sustainable education: A case study of teacher education programs in Pakistan.
    Research Consortium Archive, 3(2).

  • 🌍🗣️ Alam, I., Kamran, F., & Kamal, M. (2025).
    English in contact with Pashto and other Pakistani languages: A review of studies on the language interplay.
    Social Sciences Spectrum, 4(2), 387–401.

  • 🏫📈 Afzal, A., Khan, A., & Kamran, F. (2025).
    From Policy to Practice: A Critical Monitoring of Punjab’s Progress toward SDG-4 Implementation in School Education.
    Research Journal for Social Affairs, 3(2), 475–482.

  • 💻🎓 Mehboob, K., Kamran, F., & Ain, Q. U. (2024).
    From Chalkboards To Digital Platforms: The Impact Of Media On Modern Education.
    Gomal University Journal of Research, 40(4), 411–424.

  • 🌳🧑‍🏫 Urooj, T., Kamran, F., & Jamil, M. (2024).
    Head Teachers’ Perspectives and Implementation of Green Leadership in Pakistani Secondary Schools.
    Journal for Social Science Archives, 2(2), 369–377.

  • 🧬🧑‍🏫 Ahmad, F., Fida, F., Kamran, F., & Jamil, M. (2024).
    Life Skills Integration in Teaching: A Phenomenological Study of FG Public School Teachers’ Lived Experiences.
    ProScholar Insights, 3(1), 54–65.

  • 🌿📚 Rafiq, S., Kamran, F., & Afzal, A. (2024).
    Assessing Environmental Awareness Integration in the Curriculum: A Case Study of Lahore’s Private Schools.
    Al-Qudwah, 2(4).

  • 🧠📖 Jamil, M., Kamran, F., & Taj, S. (2024).
    Understanding Education for Sustainable Development: Prospective Teachers’ Perspectives, Pedagogical Approaches, and Implementation Challenges.
    Qlantic Journal of Social Sciences, 5(4), 110–118.

  • 🤖🏫 Safdar, S., Kamran, F., & Anis, F. (2024).
    Beyond accommodation: Artificial intelligence’s role in reimagining inclusive classrooms.
    Indus Journal of Social Science, 2(2).