Hellen Agumba | Education | Best Researcher Award

Published on by Innovation Technologist

Dr. Hellen Agumba | Education | Best Researcher Award

Senior Lecturer at University of Johannesburg | South Africa

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.

Profile: Scopus | Orcid | Google Scholar | Research Gate | LinkedIn

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.

Kamal Koirala | Science Education | Best Scholar Award

Published on by Innovation Technologist

Dr. Kamal Koirala | Science Education | Best Scholar Award

Researcher at Tribhuvan University | Nepal

Dr. Kamal Prasad Koirala is a dedicated academic and researcher in the field of science education, with a strong focus on connecting indigenous knowledge systems with modern school science. His scholarship explores multicultural and ethnoscientific approaches to teaching, aiming to make science education more inclusive, transformative, and contextually relevant. He has contributed significantly to both teaching and research at the university level, while also shaping educational practices in schools across Nepal.

Publication Profile 

Scopus

Orcid

Educational Background 

He holds a PhD in Science Education from Tribhuvan University, where his doctoral research examined the integration of Vedic and ethno-scientific knowledge with the school science curriculum of Nepal. He earned his Master of Education degree with a specialization in Chemistry Education and a Bachelor of Education degree in Science Education, both from Tribhuvan University.

Professional Experience 

Dr. Koirala has extensive teaching and academic leadership experience. He has served as a university teacher at Tribhuvan University, contributing to science education at undergraduate and postgraduate levels. Prior to this, he taught for several years at Gorkha Campus, where he also held administrative roles such as department head of Mathematics and Science Education, coordinator of the Research Management Cell, and assistant campus chief. Earlier in his career, he gained valuable classroom experience as a science and pedagogy teacher at primary, secondary, and higher secondary levels in various schools.

Research Interests 

His research interests lie in science education, curriculum development, multicultural classroom practices, transformative and equitable pedagogy, indigenous knowledge systems, STEAM education, and the integration of socio-cultural perspectives in teaching and learning. He has published widely in peer-reviewed journals, including internationally recognized outlets indexed in Scopus and SCImago.

Awards and Honors 

Dr. Koirala has been the recipient of multiple research grants and fellowships. His projects have been supported by the University Grants Commission of Nepal, Tribhuvan University’s Rector Office, Dean’s Office, and Research Management Cells. His funded studies have addressed themes such as privatization in education, assessment practices in science teaching, culturally diverse classrooms, and STEAM-based curriculum innovation.

Research Skills 

He possesses expertise in both qualitative and quantitative research methodologies, including phenomenological studies, curriculum analysis, and mixed-methods research. He has demonstrated proficiency in statistical methods, open and distance learning, and the application of formative assessment systems. His fieldwork experience includes collaborations with institutions such as CERID and the British Council, where he contributed to large-scale educational studies on library and laboratory management, integrated curriculum, and audiovisual materials in teaching.

Publications 

  • Unveiling the pedagogical epistemics of science teaching in a multicultural classroom: a case study of Gorkha campus, Gorkha
    Year: 2025

  • Pedagogical challenges and possibilities of critical thinking in the culturally diverse classroom: connecting secondary science teaching with STEAM approach
    Year: 2025

  • De/colonizing epistemic of science teaching styles among novice and experienced teachers in Nepal: a case study of multicultural classroom
    Year: 2025

  • Indigenous Science and School Science Curriculum: Possibilities for Integration in Nepal
    Year: 2025

  • Transformative and equitable science teaching in the culturally diverse classroom: application of formative assessment system
    Year: 2025

Conclusion 

Through his academic journey, Dr. Koirala has established himself as a leading voice in science education reform in Nepal, bridging traditional wisdom with modern scientific pedagogy. His teaching, research, and leadership roles reflect a commitment to fostering culturally responsive and equitable education. By linking indigenous knowledge with contemporary educational practices, he continues to inspire transformative approaches in science education that are both globally relevant and locally grounded.