Amon Exavery | Social Sciences | Research for Community Impact Award

Dr. Amon Exavery | Social Sciences | Research for Community Impact Award

University of Dodoma | Tanzania

Dr. Amon Exavery is a distinguished statistician and epidemiologist whose research integrates advanced statistical modeling with population health studies to address pressing public health challenges in Tanzania and sub-Saharan Africa. His scholarly contributions span topics such as child and maternal health, HIV/AIDS prevention, household food security, and socioeconomic determinants of well-being. Through the application of multivariate and multilevel statistical methods, he has provided evidence-based insights into issues like early childbearing, breastfeeding practices, and healthcare access. His notable publications in leading international journals, including PLOS ONE, AIDS Research and Therapy, and the International Breastfeeding Journal, highlight his methodological rigor and commitment to data-driven policy solutions. Dr. Exavery’s recent work focuses on mixed-effects ordinal logistic regression and difference-in-differences estimators to evaluate community interventions, such as the WORTH Yetu program, aimed at improving household resilience and caregiver welfare. His interdisciplinary approach bridges statistical innovation and field epidemiology, contributing significantly to the understanding of health disparities, reproductive behavior, and social determinants of disease outcomes. Through his extensive research and evidence-based analyses, Dr. Exavery continues to advance the role of biostatistics and epidemiology in promoting equitable, sustainable health interventions across developing regions.

Profile : Orcid

Featured Publications

Exavery, A., Kirigiti, P. J., Balan, R. T., & Charles, J. (2026, February). Enhancing longitudinal impact evaluation of non-experimental interventions: A comparative analysis of generalized estimating equations and multilevel models based on empirical evaluation of temporal change in food security following an economic empowerment intervention. Evaluation and Program Planning.

Exavery, A., Kirigiti, P. J., Balan, R. T., & Charles, J. (2025). Determinants of participation in WORTH Yetu economic empowerment intervention among caregivers of orphaned and vulnerable children in Tanzania: A longitudinal multivariable logistic regression analysis. Social Sciences & Humanities Open.

Exavery, A., Kirigiti, P. J., Balan, R. T., & Charles, J. (2024, August). Longitudinal evaluation of the influence of WORTH Yetu on household economic status based on the count of non-asset resources for orphaned and vulnerable children’s well-being in Tanzania. Child Indicators Research.

Exavery, A., Katbi, M., Kirigiti, P. J., Balan, R. T., & Charles, J. (2024, April 16). Multivariate mixed-effects ordinal logistic regression models with difference-in-differences estimator of the impact of WORTH Yetu on household hunger and socioeconomic status among OVC caregivers in Tanzania. PLOS ONE.

Exavery, A., Alam, K., Charles, J., Barankena, A., Bajaria, S., Minja, E., Mulikuza, J., Mbwambo, T., Ally, A., Mseya, R., et al. (2022, February 25). Impact of household economic strengthening intervention on food security among caregivers of orphans and vulnerable children in Tanzania. PLOS ONE. 21, December). Accelerating caregivers’ HIV status disclosure to community-based lay social welfare volunteers in Tanzania. AIDS Research and Therapy.

Exavery, A., Charles, J., Barankena, A., Kuhlik, E., Mubyazi, G. M., Tani, K., Ally, A., Minja, E., Koler, A., Kikoyo, L., et al. (2020, December). ART use and associated factors among HIV positive caregivers of orphans and vulnerable children in Tanzania. BMC Public Health.

Charles, J., Exavery, A., Barankena, A., Kuhlik, E., Mubyazi, G. M., Abdul, R., Koler, A., Kikoyo, L., & Jere, E. (2020, December). Determinants of undisclosed HIV status to a community-based HIV program: Findings from caregivers of orphans and vulnerable children in Tanzania. AIDS Research and Therapy.

Bajaria, S., Exavery, A., Toroka, N., Barankena, A., Charles, J., Kikoyo, L., & Kassaye, S. (2020, December 27). Factors associated with HIV status disclosure to orphans and vulnerable children living with HIV: Results from a longitudinal study in Tanzania. AIDS Research and Treatment.

Bajaria, S., Marotta, C., Abdul, R., Exavery, A., Minja, E., Charles, J., Mtenga, S., Jere, E., & Geubbels, E. (2020, September 18). Programmatic determinants of successful referral to health and social services for orphans and vulnerable children: A longitudinal study in Tanzania. PLOS ONE.

Exavery, A., Charles, J., Kuhlik, E., Barankena, A., Ally, A., Mbwambo, T., Kyaruzi, C., Mubyazi, G. M., Kikoyo, L., & Jere, E. (2020, July). Correlates of uptake of antiretroviral therapy in HIV-positive orphans and vulnerable children aged 0–14 years in Tanzania. HIV/AIDS – Research and Palliative Care.

Exavery, A., Charles, J., Kuhlik, E., Barankena, A., Mubyazi, G. M., Kikoyo, L., & Jere, E. (2020, July). Relationship between food insufficiency and HIV infection among caregivers of orphans and vulnerable children in Tanzania. HIV/AIDS – Research and Palliative Care.

Exavery, A., Charles, J., Kuhlik, E., Barankena, A., Koler, A., Kikoyo, L., & Jere, E. (2020, February 28). Understanding the association between caregiver sex and HIV infection among orphans and vulnerable children in Tanzania: Learning from the USAID Kizazi Kipya Project. Preprint.

Exavery, A., Charles, J., Kuhlik, E., Barankena, A., Koler, A., Kikoyo, L., & Jere, E. (2020, February 5). Is caregiver sex associated with HIV infection among orphans and vulnerable children in Tanzania? Learning from the USAID Kizazi Kipya Project. Preprint.

Exavery, A., Charles, J., Kuhlik, E., Barankena, A., Koler, A., Kikoyo, L., & Jere, E. (2019, September 12). Closing the pediatric gap in the first 90: Is caregiver sex associated with HIV status of orphans and vulnerable children? Learning from the USAID Kizazi Kipya Project in Tanzania. Preprint.

Hakan Tahiri Mutlu | Social Sciences | Best Researcher Award

Assoc. Prof. Dr. Hakan Tahiri Mutlu | Social Sciences | Best Researcher Award

Bolu Abant İzzet Baysal University | Turkey

Assoc. Prof. Dr. Hakan Tahiri Mutlu is a distinguished academic in the fields of business, statistics, and applied quantitative methods, with a research portfolio spanning management, e-commerce, sustainability, and decision-making techniques. He has authored 11 scholarly documents, which have collectively received 35 citations, and he holds an h-index of 4, reflecting the impact of his work. Dr. Mutlu earned his Ph.D. in Business from Düzce University in 2020 with a thesis on optimal warranty policies and later completed doctoral studies in Statistics at Gazi University in 2016, following a master’s degree in Business and a bachelor’s degree in Mathematics. Throughout his academic career, he has held positions ranging from research assistant to associate professor at Abant İzzet Baysal University, contributing significantly to the Department of Business and Quantitative Methods. He has supervised multiple master’s and doctoral theses on topics including structural equation modeling, employee satisfaction, decision-making systems, and technology adoption. His research outputs include publications in internationally peer-reviewed journals and contributions to scientific books, covering subjects such as ESG performance, food waste, social media addiction, e-commerce, and entrepreneurial capital. Dr. Mutlu has also been actively involved in national research projects and has served in administrative roles such as coordinator for scientific research projects, faculty board member, and deputy head of the department, demonstrating both scholarly and institutional leadership.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

Tutar, H., Streimikiene, D., Mutlu, H. T., Kloudova, J., & Bilan, Y. (2025). Global food waste as an anti-sustainability trend: Analysis of economic and environmental impacts across countries. British Food Journal.

Tutar, H., Štreimikienė, D., & Mutlu, H. T. (2025). The relationship between ESG and financial performance in global firms: A multidimensional study across sectors and regions for the period 2015–2025. Corporate Social Responsibility and Environmental Management.

Tutar, H., Mutlu, H. T., & Streimikiene, D. (2025). Rethinking sustainable development: Multidimensional comparisons across countries and regions. Sustainable Development.

Akın, A., & Mutlu, H. T. (2025). Do Turkish physicians support euthanasia / death tourism? European Journal of Tourism, Hospitality and Recreation.

Akın, A., & Mutlu, H. T. (2025). The gastronomic product of the gastronomy city of Gaziantep: Menengiç coffee. Abant Sosyal Bilimler Dergisi.

Tutar, H., Mutlu, H. T., & Yüzen, İ. (2025). Regional disparities based on foreign trade and growth in TR42 and TR33 regions (2010–2024). Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi.

Tutar, H., Mutlu, H. T., & Uzun, H. (2025). Yöneticilerde empati yoksunluğu ölçeği: Geçerlilik ve güvenirlik çalışması [Lack of empathy in managers scale: Validity and reliability study]. Journal of Business Research - Turk.

Mutlu, H. T., Süvari, E., & Orhan, M. (2024). Coğrafi bilgi sistemi tabanlı çok kriterli karar verme yöntemi ile kaykay parkı yer seçimi: Bolu örneği [Skate park site selection using GIS-based multi-criteria decision method: Bolu case]. Abant Sosyal Bilimler Dergisi.

Tutar, H., & Mutlu, H. T. (2024). Dijital yorgunluk ölçeği (DİYÖ): Geçerlilik ve güvenirlik çalışması [Digital fatigue scale: Validity and reliability study]. İletişim Kuram ve Araştırma Dergisi.

Tutar, H., & Mutlu, H. T. (2024). Problematic digital technology use scale among university students: A validity and reliability study. Yuksekogretim Dergisi.

Ocel, Y., Mutlu, H. T., & Bayat, M. (2023). Determination of the relationship between lifestyle and impulsive purchasing behaviour. Marketing and Management of Innovations.

Tutar, H., & Mutlu, H. T. (2023). The mediating and regulatory role of organizational desensitization in the relationship between shrinkage of aim and loss of motivation. Yönetim ve Ekonomi Araştırmaları Dergisi.

Terzibaş, A., Mutlu, H. T., & Kavcar, B. (2023). Girişimcinin sahip olduğu bireysel girişimci sermayesi türlerinin girişim başarısına etkisi (TR42 bölgesinde bir araştırma) [The effect of individual entrepreneurial capital types on entrepreneurial success: A study in TR42 region]. Fiscaoeconomia.

Mutlu, H. T., & Yildiz, M. S. (2023). Determination of the optimal warranty policy and period from the manufacturer’s/seller’s perspective. Communications in Statistics - Simulation and Computation.

Tamirat Taye | Social Sciences | Best Researcher Award

Mr. Tamirat Taye | Social Sciences | Best Researcher Award

Mizan Tepi University | Ethiopia

Mr. Tamirat Taye is a lecturer in the Department of English Language and Literature at Mizan-Tepi University, Ethiopia, with over six years of academic and research experience. He earned his Bachelor of Arts in English Language and Literature from Mekelle University and his Master of Arts in Teaching English as a Foreign Language (TEFL) from Jimma University. His teaching focuses on undergraduate English courses while actively contributing to curriculum development, community service, and research in applied linguistics, English pedagogy, and literature integration. Tamirat has authored and co-authored several peer-reviewed publications in reputed journals such as Social Sciences & Humanities Open, English Education Journal, and Journal of Social and Educational Research, addressing topics ranging from writing challenges and speaking skills to the role of literary texts in EFL contexts. His recent works highlight critical perspectives on language teaching methodologies, proverbs, and reading strategies in Ethiopian higher education. With a growing academic footprint, he has produced 12 scholarly documents, receiving 65 citations and maintaining an h-index of 4, reflecting both productivity and influence in his field. Through his commitment to teaching, research, and professional development, Tamirat continues to advance language education and foster cross-cultural academic dialogue.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

  • "The impact of extensive reading on academic writing proficiency in EFL undergraduate students"

  • "Negative social implications of Amharic proverbs on women, children, and power dynamics in Ethiopian society"

  • "The benefits and challenges of integrating literary texts in English language textbooks in Ethiopian grade 12 English language classrooms"

  • "The Efficacy of Direct, Indirect and Peer Feedback Error Correction Techniques in EFL Writing"

  • "Assessing Secondary School Students' Awareness and Challenges in Using Intensive and Extensive Reading Methods in Ethiopia"

  • "Assessing the Role of Literary Texts in Students’ Cultural Awareness, Historical Understanding, and Challenges Faced by EFL Students"

Şenol Yağdı | Social Sciences | Best Researcher Award

Dr. Şenol Yağdı | Social Sciences | Best Researcher Award

University of Vienna |Austria

Author Profile

Orcid

🎓 Early Academic Pursuits

Dr. Şenol Yağdı embarked on an impressive academic journey that spans multiple disciplines. He earned dual doctorates: one in Religious Education from the University of Graz, focusing on Islamic religious teachers in Austria, and another in Educational Sciences from Alpe-Adria University Klagenfurt, where he explored the educational strategies of second-generation Turkish migrants. Complementing these were multiple master's degrees in Islamic Studies, Political Education, and Islamic Religious Education, along with undergraduate studies in Philosophy, Educational Sciences, and Islamic Theology.

🧑‍🏫 Professional Endeavors

Dr. Yağdı's career reflects deep commitment to both teaching and research. He has served as a research assistant and associate across numerous high-impact projects at the University of Vienna and University of Graz, addressing themes such as interreligious education, radicalism prevention, and mosque communities in Austria. His practical experience includes fieldwork, curriculum development, and the implementation of interreligious teaching methods in pilot schools. Since 2014, he has also served as an Islamic religious teacher in Viennese high schools, bringing theory into practice.

📚 Contributions and Research Focus

Dr. Yağdı’s research primarily delves into Islamic religious education, interreligious learning, educational advancement among migrants, and religious pedagogical discourse. He is widely recognized for his reconstructive study on the pedagogical habitus of Islamic teachers and his empirical contributions to Christian-Islamic team teaching. His work is grounded in field research and qualitative methodologies, enriching academic discourse with grounded, practical insights.

🏅 Accolades and Recognition

A significant milestone in Dr. Yağdı’s career was the Austrian Integration Fund Research Award 2024, awarded for his doctoral research exploring the pedagogical orientation of Islamic religious educators in Austria. This award underscores his influence in shaping inclusive and evidence-based educational models in pluralistic societies.

🌍 Impact and Influence

Through a prolific output of peer-reviewed articles, monographs, and edited volumes, Dr. Yağdı has contributed substantially to Islamic theology, religious pedagogy, and educational science. His publications are frequently cited in discussions on interreligious education and the integration of Islamic pedagogy into European contexts. His collaborative research with scholars across disciplines demonstrates his interdisciplinary reach and commitment to dialogue.

🔮 Legacy and Future Contributions

Looking forward, Dr. Yağdı continues to shape the future of religious education through his upcoming works on religious pluralism, theological contributions to education, and interreligious hermeneutics. With several volumes forthcoming in 2025, his legacy as a scholar deeply engaged in the dialogue between tradition and modernity, faith and education, is solidifying. His continued presence in academia and public discourse ensures that his research will influence policy, curriculum, and interfaith understanding for years to come.

Publications


  • 📄 Islamic Religious Education and Citizenship Education: An Empirical Study of Teachers’ Perspectives in Austria
    Author: Şenol Yağdı
    Journal: Religions
    Year: 2025


  • 📄: Bericht über die Online-Tagung „Beiträge der islamisch-theologischen Forschung zur religionspädagogischen Theorieentwicklung – Konzepte und Modelle zur Vermittlung einer zeitgemäßen religiösen Bildung“, organisiert vom Institut für Islamisch-Theologische Studien der Universität Wien
    Author: Şenol Yağdı
    Journal: HIKMA
    Year: 2024


  • 📄 Bericht über die Online-Tagung „Islamische Religionspädagogik im aktuellen Diskurs – Empirische Erkenntnisse zur zeitgemäßen religiösen Bildung in einer pluralen Gesellschaft“, organisiert vom Institut für Islamisch-Theologische Studien der Universität Wien
    Author: Şenol Yağdı
    Journal: HIKMA
    Year: 2024


  • 📄 Bildung für nachhaltige Entwicklung im christlich-muslimischen Dialog – Chancen einer interreligiösen Auseinandersetzung mit Menschenbildern.
    Author: Şenol Yağdı; Christian Feichtinger
    Journal: Theo Web
    Year: 2024


  • 📄 Erfahrungen und Orientierungen islamischer Religionslehrerinnen im österreichischen Schulsystem – Empirische Erkenntnisse zur religiösen und interreligiösen Bildung.*
    Author: Şenol Yağdı
    Book Title: Christlich-Islamischer Religionsunterricht im Teamteaching. Beiträge zu Theorie und Praxis interreligiöser Bildung.
    Year: 2024


 

Saba Ahmed | Education | Best Research Award

Ms Saba Ahmed | Education | Best Research Award

Bradford College | United Kingdom

Author Profile

Orcid

🎓 Early Academic Pursuits

Ms. Saba Ahmed’s journey in academia began with a strong foundation in the sciences. She pursued her MPharm degree at the University of Bradford, graduating with First-Class Honours. Her passion for education and research led her to further qualifications, including a Level 7 Postgraduate Diploma in Education and Training, which she completed with merit. This advanced qualification not only honed her pedagogical skills but also provided her with the platform to publish her research in TES, a significant milestone in her academic career. Her dedication to lifelong learning is evident in her numerous certifications, including the Fellowship of the Higher Education Academy (FHEA) and various specialized pharmacy training programs, which have strengthened her expertise in both clinical practice and education.

📚 Professional Endeavors

With a career spanning both Further Education (FE) and Higher Education (HE), Ms. Ahmed has played a crucial role in shaping the future of healthcare professionals. She currently serves as a Pharmacy Professional Development Lecturer at Bradford College and a Healthcare Management Lecturer at Arden University, where she also supervises undergraduate dissertations.

Her work includes:

  • Teaching healthcare management and pharmacy modules.
  • Supervising Quality Improvement (QI) projects in the NHS.
  • Encouraging reflective practice in healthcare education.
  • Developing course materials that enhance clinical and literacy skills.
  • Publishing education research and action research to improve academic writing and research methodologies.

Beyond academia, she has accumulated rich industry experience as a pharmacist, researcher, and mentor, having worked in various roles, including NHS 111 Advisor, Clinical Pharmacist, and Course Tutor at Buttercups Training.

🔬 Contributions and Research Focus

Ms. Ahmed’s research interests lie in education methodologies and action research, particularly within STEM and healthcare education. Her notable contributions include:

  • The publication of her book, "A 101 Action Research Guide for Beginners," which serves as an essential resource for educators looking to integrate action research into their practice.
  • Research on improving academic writing for college students, published in TES.
  • A reflective study on teaching course updates and quality assurance, published in the IMPACT Journal of the Chartered College of Teaching.

She is an active member of the West Yorkshire Pharmacy Research Network and the NHS England SoPMO Research Advisory Group, where she promotes the importance of education research and action research to benefit future STEM and healthcare practitioners.

🏆 Accolades and Recognition

Ms. Ahmed’s contributions to education and research have been widely recognized. Her work has been published in prestigious academic journals, and she has been invited to contribute to various research networks and advisory groups. Achievements include:

  • Fellowship of the Higher Education Academy (FHEA), highlighting her excellence in teaching.
  • Publication in TES and the IMPACT Journal, demonstrating her influence in education research.
  • Recognition as an expert in action research, with her book being widely cited and reviewed.

🌍 Impact and Influence

Ms. Ahmed’s influence extends beyond her students—she is a thought leader in education and healthcare research. Through her work, she has:

  • Helped shape the future of pharmacy professionals by equipping them with strong research skills.
  • Advocated for the integration of research-based learning in healthcare education.
  • Inspired fellow educators and researchers by sharing her findings in national and international publications.

Her dedication to improving academic literacy and research capabilities ensures that future healthcare professionals not only excel in their fields but also contribute to evidence-based practices that benefit their communities.

🚀 Legacy and Future Contributions

As a dedicated educator, researcher, and mentor, Ms. Ahmed continues to make significant strides in education and healthcare research. Her future endeavors include:

  • Expanding her research on education methodologies in STEM and healthcare.
  • Continuing to supervise and mentor undergraduate and postgraduate researchers.
  • Advocating for action research as a key methodology in healthcare education.
  • Writing additional publications and resources to support new educators and researchers.

Her legacy as a transformative educator and researcher ensures that her work will continue to impact academia, healthcare, and research for years to come.

Publications


  • 📄 A 101 Action Research Guide for Beginners
    Author: Saba
    Journal: PeterLang Publishing
    Year: 2024


  • 📄 A Reflection on Course Updates and Quality Assurance for a Newly Qualified Teacher During the Pandemic
    Author: Saba
    Journal: Impact
    Year: 2021


  • 📄 How to Improve College Students’ Academic Writing
    Author: Saba
    Journal: TES
    Year: 2020


 

Valeria Cavioni | Psychology | Best Researcher Award

Prof. Valeria Cavioni | Psychology | Best Researcher Award

Universitas Mercatorum, Rome | Italy

Author Profile

Scopus

Orcid

Google Scholar

🌱 Early Academic Pursuits

Prof. Valeria Cavioni’s academic journey began with a solid foundation in psychological sciences at the University of Pavia, earning a Bachelor’s degree in 2004 and a Master’s degree in 2008. Her early research, such as socio-emotional education in preschool settings, set the stage for her lifelong commitment to developmental psychology. She later achieved a Ph.D. in Psychology in 2013, focusing on the short and long-term effects of social-emotional learning programs. Her dedication to academic excellence continued with advanced certifications from globally renowned institutions like Arizona State University and the University of Pennsylvania.

🏛️ Professional Endeavors

With a career spanning over a decade, Prof. Cavioni has held key academic and research positions. As an associate professor at Universitas Mercatorum and adjunct professor at the University of Pavia, she has significantly influenced the field of developmental and educational psychology. She has also contributed to numerous European projects, such as “Teaching to Be” and “PROMEHS,” promoting mental health and social-emotional learning in schools. Her collaboration with international institutions like SUPSI further emphasizes her global impact.

🔬 Contributions and Research Focus

Prof. Cavioni has made substantial contributions to social-emotional learning (SEL) and mental health interventions. Her research spans the evaluation of SEL programs, resilience-building strategies, and evidence-based mental health interventions in educational settings. Notably, she managed projects like "Learning2Be," which assessed SEL competencies in schools, and contributed to the groundbreaking "EVERMIND" project on cognitive and emotional well-being.

🏆 Accolades and Recognition

Prof. Cavioni’s dedication has been recognized through numerous accolades and opportunities. Her post-graduate specialization in psychotherapy and certifications in resilience and positive psychology reflect her relentless pursuit of knowledge. Her international collaborations and active participation in European projects demonstrate her standing as a respected expert in her field.

🌍 Impact and Influence

Prof. Cavioni’s work has profoundly influenced how educational systems integrate social-emotional learning and mental health practices. Her initiatives have helped shape policies and programs that prioritize students' emotional and psychological well-being. Through teaching, mentorship, and research, she has inspired countless students and professionals to adopt innovative approaches to education and mental health.

✨ Legacy and Future Contributions

As a scholar, educator, and innovator, Prof. Cavioni’s legacy lies in her ability to bridge research and practice. Her work continues to redefine the role of social-emotional learning in modern education. Looking forward, her ongoing projects and collaborations promise to bring transformative changes to psychological practices and educational systems worldwide.

 

Publications


  • 📄Psychological and Educational Challenges of Immigrant Adolescents in Italy: Exploring Mental Health, Life Satisfaction, Student–Teacher Relationship, and Academic Disparities
    • Author(s): Cavioni, V., Conte, E., Ornaghi, V.
    • Journal: Adolescents
    • Year: 2024

  • 📄Exploring Pre-service Special Education Teachers' Self-Perceptions in Addressing Students' Academic, Social, and Emotional Needs
    • Author(s): Cavioni, V., Toto, G.A.
    • Book Chapter: Nurturing the Wellbeing of Students in Difficulty: The Legacy of Paul Cooper
    • Year: 2024

  • 📄Measurement Invariance of Children's SEL Competencies: An Examination of the SSIS SEL Brief Scales with a Multi-Informant Sample from Six Countries
    • Author(s): Anthony, C.J., Lei, P.-W., Elliott, S.N., Simões, C., Colomeischi, A.A.
    • Journal: European Journal of Psychological Assessment
    • Year: 2024

  • 📄Measuring Social and Emotional Learning Skills of Preschool Children in Croatia: Initial Validation of the SSIS SEL Brief Scales
    • Author(s): Vorkapić, S.T., Anthony, C.J., Elliott, S.N., Grazzani, I., Cavioni, V.
    • Journal: International Journal of Emotional Education
    • Year: 2024

  • 📄Bridging the SEL CASEL Framework with European Educational Policies and Assessment Approaches
    • Author(s): Cavioni, V., Broli, L., Grazzani, I.
    • Journal: International Journal of Emotional Education
    • Year: 2024

 

Elias Kuche | Social Sciences | Research for Community Impact Award

Mr. Elias Kuche | Social Sciences | Research for Community Impact Award

Arba Minch University | Ethiopia

Author Profile

Google Scholar

🎓 Early Academic Pursuits

Mr. Elias Kuche’s academic journey began with his primary education at Ligaba Beyene in Wolita Sodo, Ethiopia. He continued his studies through Sodo Ber Melestegna Secondary School and Sodo Comprehensive High School. He earned his first formal qualification, a Diploma in Teaching English from Hawassa College of Teacher Education in 1996, which laid the foundation for his teaching career. Mr. Kuche further advanced his education by earning a Bachelor of Arts in English in 2010 and a Master’s degree in Teaching English as a Foreign Language (TEFL) in 2016, both from Arba Minch University.

💼 Professional Endeavors

Mr. Kuche began his professional career as an English Language Teacher at Areka Preparatory School, where he served from 2005 to 2018. His dedication and passion for teaching saw him transition into a lecturer position at Arba Minch University, where he has been working since 2018. As a lecturer, he teaches English language skills to both English-majoring and non-majoring students, advises senior essay projects, and actively contributes to research in the field of language education. In addition to his role at Arba Minch University, he has taught at various teacher education colleges and nursing schools, further expanding his influence in the academic community.

🔬 Contributions and Research Focus

Mr. Kuche’s research focuses on English language teaching methodologies and educational management. His work is highlighted by two publications in international journals—International Journal of Foreign Language Teaching and Research (2018) and Studies in Educational Management (2021). He has also received recognition for his outstanding contributions to peer reviewing, earning a Certificate of Excellence from BP International in 2024. Currently, his PhD research focuses on the preparation of English Language Teacher Educators and their curricular responses to early grades reading instruction in Ethiopia, a subject of significant importance for improving educational outcomes.

🏆 Accolades and Recognition

Mr. Kuche’s accomplishments have been recognized through multiple certifications, including awards for instructional skills training, multimedia classroom management, and excellence in communicative English language skills training. These certifications reflect his commitment to continuous professional development and his impact on enhancing English language instruction at both secondary and higher education levels.

🌍 Impact and Influence

Mr. Kuche’s influence extends beyond the classroom, as he actively participates in training programs aimed at improving English language proficiency among students and educators alike. His work in peer reviewing and research demonstrates his dedication to the advancement of knowledge in English language teaching. His ability to adapt to diverse, multicultural environments, combined with his language proficiency in English, Amharic, and his mother tongue Wolitigna, positions him as a key figure in Ethiopian academia.

🏅 Legacy and Future Contributions

As he continues his PhD studies, Mr. Kuche’s research on early grades reading instruction is poised to make significant contributions to the development of English language education in Ethiopia. His work will likely influence curriculum design, teacher preparation, and overall educational policy in the region. With his extensive experience, commitment to teaching, and research-driven mindset, Mr. Kuche is set to leave a lasting legacy in the field of English language teaching and educational management.

 

Publications


📘English Language Teacher Educators’ Knowledge and Skills on Early Grade Reading Instruction
Authors: Elias Kuche, Abate Demissie, Wendiyfraw Wanna
Publication Date: 2024
Journal: Heliyon


📘The Relationship Between Attitude Towards Communicative Language Learning and English Language Achievement Among Ethiopian EFL Learners
Authors: Abate Gedamu, Elias Kuche
Publication Date: 2018
Journal: International Journal of Foreign Language Teaching and Research


 

Casey Mainsbridge | Education | Best Researcher Award

Dr. Casey Mainsbridge | Education | Best Researcher Award

University of New England | Australia

Author Profile

Scopus

🎓 Early Academic Pursuits

Dr. Casey Mainsbridge embarked on his academic journey at the University of Tasmania, where he earned a Bachelor of Human Movement Studies in 1999. His passion for education led him to pursue a Bachelor of Education (In-Service with Honours), which he completed in 2005. Demonstrating a commitment to advancing his expertise, Dr. Mainsbridge achieved his PhD in December 2016, focusing on the effects of workplace interventions on the health of desk-based employees. This strong foundation in both human movement and education has been pivotal in shaping his multifaceted career.

💼 Professional Endeavors

Dr. Mainsbridge's professional career is marked by his extensive roles in academia and sports coaching. Since 2022, he has been serving as a Senior Lecturer in Personal Development, Health and Physical Education at the University of New England. Prior to this, he dedicated over 17 years to the University of Tasmania, where he played a key role in delivering and coordinating various education programs. Beyond academia, Dr. Mainsbridge has made significant contributions to the sports community as a Fitness and Strength Conditioning Trainer for the Launceston Football Club and as an Accredited Triathlon Australia Coach. His leadership extended to managing the Ross Marathons and serving as President of Triathlon Tasmania, showcasing his ability to blend education with practical sports management.

🧠 Contributions and Research Focus

Dr. Mainsbridge has a prolific research portfolio, with numerous publications spanning topics from workplace health interventions to health literacy in education. His work explores the intersection of physical activity, health education, and behavioral science, aiming to improve both individual health outcomes and educational practices. He has successfully secured over $735,000 in grants, supporting projects that range from promoting health literacy in primary schools to developing e-health solutions. Additionally, Dr. Mainsbridge actively supervises PhD candidates, guiding research on topics such as wearable devices in adolescent athletes and the impact of online practicals in education.

🏆 Accolades and Recognition

Dr. Mainsbridge’s dedication and excellence have been recognized through numerous awards. He received the Faculty of Education Research Merit Certificate for Outstanding Contribution to Research multiple times between 2014 and 2016. In 2016, he was honored with the Australian Council for Educational Leaders (ACEL) Certificate of Excellence in Educational Leadership and the Tasmanian University Union Societies Council Staff Award for exceptional service. His consistent recognition for teaching excellence includes multiple Teaching Merit Certificates from the University of Tasmania, reflecting his unwavering commitment to education and student success.

🌍 Impact and Influence

Dr. Mainsbridge has significantly impacted both the academic and athletic communities. As the Director of Student Engagement at the University of New England, he has spearheaded initiatives to enhance student participation and retention, ensuring a supportive and engaging learning environment. His involvement in various committees, such as the Tasmanian Active Living Coalition and Sport Integrity Australia, underscores his influence in shaping health and physical education policies. Through his extensive teaching, he has mentored countless students, fostering their academic and professional growth while promoting health and physical activity as integral components of education.

🌟 Legacy and Future Contributions

Looking ahead, Dr. Mainsbridge is poised to continue his influential work in both education and health promotion. His ongoing research projects, supported by substantial grants, aim to further explore the benefits of physical activity interventions and health literacy programs. As he takes on new roles such as the Impact and Engagement Coordinator, he will continue to develop strategies that enhance teaching effectiveness and student learning outcomes. Dr. Mainsbridge’s legacy is one of dedication to improving public health through education, inspiring future educators and health professionals to adopt innovative practices that promote well-being and active lifestyles.

 

Publications


  • 📝 Article: "Is there education in physical education? A narrative systematic review of research in physical education and learning"
    Authors: Mainsbridge, C.P., Iannucci, C., Pill, S., Williams, J.
    Journal: Sport in Society
    Year: 2024

  • 📝 Article: "Becoming and being a masters athlete: Class, gender, place and the embodied formation of (anti)-ageing moral identities"
    Authors: Hookway, N., Palmer, C., Dwyer, Z., Mainsbridge, C.
    Journal: International Review for the Sociology of Sport
    Year: 2024

  • 📝 Article: "Primary school Physical Education (PE) specialist teachers’ experiences of teaching Health Education and Physical Education"
    Authors: Cruickshank, V., Pill, S., Williams, J., Mainsbridge, C., Nash, R.
    Journal: Curriculum Perspectives
    Year: 2024

  • 📝 Article: "Supporting engagement and retention of online and blended-learning students: A qualitative study from an Australian University"
    Authors: Fan, S., Trimble, A., Kember, D., Masters, J., Mainsbridge, C.
    Journal: Australian Educational Researcher
    Year: 2024

  • 📝 Article: "Breaking the Habit? Identifying Discrete Dimensions of Sitting Automaticity and Their Responsiveness to a Sitting-Reduction Intervention"
    Authors: Gardner, B., Mainsbridge, C.P., Rebar, A.L., O’Brien, J., Pedersen, S.J.
    Journal: International Journal of Behavioral Medicine
    Year: 2024

  • 📝 Article: "Influence of short bouts of stair climbing on young adults during prolonged sitting on posture, discomfort, and musculoskeletal performance outcomes: a counterbalanced pilot randomised crossover trial"
    Authors: Raj, A.K., Pedersen, S.J., Mainsbridge, C., Roy, S., Chandrasekaran, B.
    Journal: Ergonomics
    Year: 2024