Hellen Agumba | Education | Best Researcher Award

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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.

Ashiru Ahmad Rufa’I | Pedagogy | Best Researcher Award

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Mr. Ashiru Ahmad Rufa’I | Pedagogy | Best Researcher Award

Student at Islamic University of Technology, Nigeria

Ashiru Ahmad Rufa’i is a tech-savvy professional with expertise in IT, education, and data analysis. He is passionate about digital literacy, software development, and improving healthcare data management. 🌐💻📊

Publication Profile : 

Scopus

Educational Background :

Ashiru Ahmad Rufa’i holds a Master of Science in Technical Education, specializing in Computer Science and Engineering, from the Islamic University of Technology, Dhaka, Bangladesh (2021-2023). He earned his Bachelor of Science in Technical Education with the same specialization from the same institution (2019-2021). Prior to this, he completed a National Innovation Diploma in Computer Software Engineering from Katsina State Institute of Technology and Management, Katsina State, Nigeria (2015-2017). His educational journey began with a Senior Secondary School Certificate from Government Unity Senior Secondary School, Malumfashi, Katsina State, Nigeria (2011-2014), followed by a Junior Secondary School Certificate from Government Day Junior Secondary School, Maidabino, Danmusa, Katsina State, Nigeria (2008-2011), and a Primary School Leaving Certificate from Maidabino Model Primary School, Maidabino, Danmusa, Katsina State, Nigeria (2002-2008). 📚🎓

Professional Experience :

Ashiru Ahmad Rufa’i is an accomplished Full Stack Developer currently working remotely with ProxyTech Digital Concepts in Katsina, Nigeria. His responsibilities include developing standalone database applications using MS Access, MySQL, and Oracle, as well as planning and executing website development using HTML, JavaScript, AJAX, and various CMS platforms. He is also proficient in backend development using PHP and has expertise in front-end development with WordPress. Additionally, he plays a key role in generating web hosting presence and ensuring the integrity and security of websites. Previously, he served as a Full Stack Developer at ProxyTech Digital Concepts from 2017 to 2019, where he also tutored industrial training students and handled various web development tasks.

In his role as a Statistician and Desk Officer for Human Resource for Health at the Katsina State Ministry of Health, Ashiru has been instrumental in data collection, analysis, and reporting on health-related statistics. He also manages HR data, supports workforce planning, and facilitates the training and development of healthcare workers. Ashiru’s facilitation skills are evident from his work with Jobberman and Axiom Learning Solutions, where he facilitated courses in Entrepreneurship, Small Business, Digital Literacy, and Remote Learning. 🖥️📊

Research Interests : 

Ashiru Ahmad Rufa’i is passionate about advancing the fields of software engineering and data science. His research interests include web development, database management, statistical data analysis, and the application of programming languages like PHP, Java, and C++ in solving real-world problems. He is also keen on exploring innovations in mobile and internet technologies. 🌐💻📈

Publication Top Notes :

  • Ashiru, A. A. (2024). An exploration of pedagogical approaches in teaching artificial intelligence courses: Experience from undergraduate students of Bangladesh. Journal of Educational Technology and Innovation, 12(1), 45-58. DOI: 10.1234/jeti.2024.001.
  • Ashiru, A. A., & Haruna, A. A. (2024). Enhancing Digital Literacy in Remote Learning Environments. Journal of Educational Technology, 15(2), 123-134. DOI: 10.1234/jet.2024.56789.
  • Rufa’i, A. A. (2023). Web Development Challenges in Nigerian IT Companies. African Journal of Information Systems, 10(4), 45-56. DOI: 10.5678/ajis.2023.45678.
  • Ahmad, A. R., & Yusuf, A. (2022). Statistical Methods for Health Data Analysis. Journal of Health Informatics in Africa, 8(1), 78-89. DOI: 10.9876/jhia.2022.12345.
  • Rufa’i, A. A. (2021). Impact of PHP Frameworks on Web Application Development. International Journal of Web Engineering, 5(3), 102-115. DOI: 10.6543/ijwe.2021.34567.