Collins Nkrumah | Education | Young Researcher Award

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Mr. Collins Nkrumah | Education | Young Researcher Award

IEPA, University of Cape Coast |Ghana

Mr. Collins Nkrumah is an emerging education researcher with a strong focus on educational planning, policy, pedagogy, and student affairs. His research examines the relationship between school facilities, leadership practices, teacher commitment, and student academic outcomes in secondary and tertiary education. He has contributed to peer-reviewed publications addressing quality education, climate change awareness, and institutional effectiveness in Ghana. His work is grounded in rigorous quantitative and qualitative research methods, including large-scale surveys and policy-oriented analysis. He actively contributes to collaborative research projects supporting evidence-based educational reform in Sub-Saharan Africa. His scholarly output has received academic recognition with 6 citations and an h-index of 2 . Overall, his research profile reflects growing impact, methodological competence, and commitment to education system improvement.

Citation Metrics (Google Scholar)
8

6

4

2

0

Citations
6

Documents
6

h-index
2


View Google Scholar Profile

Featured Publications

 

Hellen Agumba | Education | Best Scholar Award

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Dr. Hellen Agumba l Education | Best Scholar Award

University of Johannesburg | South Africa

Dr. Hellen Agumba’s research focuses on the intersection of rurality, education access, and curriculum development within higher education contexts. Her scholarly work examines how students from rural backgrounds navigate challenges in entering and succeeding in higher education institutions, with particular attention to socio-economic disparities, institutional support mechanisms, and curriculum inclusivity. Through qualitative and interpretive research approaches, she explores how geographic and cultural contexts shape educational trajectories, student identities, and academic performance. Her contributions extend to curriculum studies, formative assessment practices, and the professional development of educators in economic and management sciences. Agumba’s ongoing research engages with the transformation of educational practices through contextualized pedagogy and equitable learning opportunities, aiming to inform both policy and teaching frameworks that respond to the realities of diverse student populations. She has contributed to national and international collaborative projects, such as the South African Rurality in Higher Education (SARIHE) initiative, which investigates rural transitions and access within post-apartheid education systems. Her current and emerging publications continue to advance discourse on decoloniality, inclusivity, and student agency in curriculum design and implementation, reinforcing her commitment to fostering socially just and responsive higher education in South Africa and beyond.

Featured Publications

Agumba, H., & Simpson, Z. (2024). Towards student engagement: Recognising alternative forms of capital among students from rural backgrounds. In Reimagining South African higher education: Towards a student-centred learning and teaching future (pp. xx–xx). DOI: https://doi.org/10.52779/9781991260468/06

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, 11(1), Article 643. https://doi.org/10.14426/cristal.v11i1.643

Motsaathebe, S., Agumba, H., & Van Vuuren, C. (2022). Situating inquiry pedagogical practices in the classroom to foster a high-impact research-minded learning experience. African Journal of Inter/Multidisciplinary Studies, 4(1), Article 1030. https://doi.org/10.51415/ajims.v4i1.1030

Tanmay Sinha | Education | Best Researcher Award

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Prof Dr. Tanmay Sinha | Education | Best Researcher Award

Tanmay Sinha is a tenure-track Assistant Professor at Nanyang Technological University (NTU), Singapore, with an interdisciplinary background in computer science, artificial intelligence, and learning sciences. He earned his doctorate from ETH Zürich, Switzerland, and previously served as a Postdoctoral Scholar and Executive Director of the ETH-EPFL Joint Doctoral Program. His research delves into the emotional and cognitive processes in technology-supported learning environments, with over 2,100 citations, h-index 21, and numerous peer-reviewed publications. Tanmay’s work spans across multimodal learning analytics, emotion regulation, and productive failure in STEM education. He is recognized for his scholarly contributions through several best paper awards and research fellowships. His career reflects a strong commitment to integrating rigorous research with impactful teaching and learning design. With global academic exposure across the USA, India, and Europe, Tanmay actively contributes to reshaping education with theory-driven, tech-enabled learning innovations rooted in cognitive and affective sciences.

Profile

Scopus

Scholar

🎓 Education 

Tanmay Sinha holds a Doctor of Sciences (Dr. Sc.) in Learning Sciences from ETH Zürich (2017–2021), where he explored emotion and cognition in education. He obtained a Master of Science in Artificial Intelligence from Carnegie Mellon University’s Language Technologies Institute (2014–2016), backed by a full Graduate Research Assistantship. His B.Tech. in Computer Science was earned from the Vellore Institute of Technology (2010–2014), where he engaged in research at leading institutions including Carnegie Mellon and École Polytechnique Fédérale de Lausanne. He has participated in numerous prestigious academic workshops and schools, such as the Alan Turing Centenary Year Workshop, ISSAS, and the Prague Summer School on Education. His educational journey integrates deep technical expertise with human-centered learning science, equipping him with a rare interdisciplinary lens. These formative academic experiences underpin his research interests in multimodal learning analytics, problem-solving, and AI-powered educational technologies designed for meaningful learning.

💼 Experience 

Tanmay Sinha currently serves as a Tenure-track Assistant Professor at NTU Singapore (from July 2023). Prior to this, he was Executive Director of the ETH-EPFL Joint Doctoral Program in Learning Sciences (2021–2023), where he developed program strategy and stakeholder coordination. He also worked as a Postdoctoral Scholar at ETH Zürich (2021–2023), where he led original research, mentored Ph.D. students, and taught graduate-level courses. He has previously held research positions supported by prestigious assistantships at institutions like Carnegie Mellon and EPFL. His professional journey reflects a progression from hands-on AI development to strategic academic leadership and rigorous learning sciences research. Across these roles, he consistently bridged technology with pedagogy, contributing to impactful STEM education innovations. His cross-continental experiences in the USA, Europe, and Asia strengthen his global perspective and ability to lead transformative learning initiatives through interdisciplinary collaboration and applied research.

🏅 Awards and Honors 

Tanmay Sinha has received numerous prestigious honors, including Best Paper and Best Student Paper Awards at EC-TEL (2017) and IVA (2016), and winner of a shared task at EMNLP (2014). He has been selected for elite programs like ISSAS (Switzerland, 2022), CIRCLS Emerging Scholar (USA, 2021), and the ACM Turing Award Celebration as a SIGCHI student representative (2017). He earned competitive fellowships from ETH Zürich, CMU, Microsoft, NSF, and more, totaling over $150,000 in research and conference funding. As a reviewer, he was listed in the Top 1% Cross-Field Reviewers on Publons (2018). His extensive participation in interdisciplinary workshops across Europe, Asia, and the USA underscores his global academic engagement. These recognitions highlight his scholarly impact, leadership potential, and collaborative spirit. They also affirm his standing as a leading voice in technology-enhanced education, artificial intelligence in learning, and affective computing in the learning sciences.

🔬 Research Focus 

Tanmay Sinha’s research lies at the intersection of learning sciences, artificial intelligence, and emotional-cognitive processes in education. He explores the dual roles of emotions in learning—particularly regulation strategies like shame in problem-solving contexts—through multimodal learning analytics. His second major line of research focuses on productive failure and scaffolding in STEM education, emphasizing technology-enhanced, theory-driven learning design. With ~2100 citations and a growing impact (h-index 21), his publications span top-tier journals such as Journal of the Learning Sciences, Learning and Instruction, and Educational Psychology. He also contributes open-source tools for emotion research democratization. Tanmay’s work addresses how instructional interventions, emotional dynamics, and learning mechanisms interact to foster resilience, transfer, and conceptual understanding. His forward-looking vision involves integrating AI with pedagogical principles to design adaptive, affect-aware learning systems, and to reimagine educational experiences that are both intellectually rigorous and emotionally supportive.

📝 Conclusion

Dr. Tanmay Sinha demonstrates a stellar academic trajectory, with a high-impact research record, international leadership experience, and innovative interdisciplinary scholarship in the Learning Sciences. His work bridges cutting-edge AI with educational theory and practice, positioning him as a rising global thought leader in educational technology and pedagogy. With continued development in outreach, grant leadership, and broader public engagement, he is highly deserving of the Best Researcher Award and will likely remain an influential figure in the years to come.

Publication

  • From problem-solving to sensemaking: A comparative meta-analysis of preparatory approaches for future learning

    • Year: 2021

    • Author(s): T. Sinha, M. Kapur

 

  • Understanding randomness on a molecular level: A diagnostic tool

    • Year: 2023

    • Author(s): S. Tobler, K. Köhler, T. Sinha, E. Hafen, M. Kapur

 

  • Trends and research directions for privacy preserving approaches on the cloud

    • Year: 2013

    • Author(s): T. Sinha, V. Srikanth, M. Sain, H.J. Lee

 

  • Leveraging user profile attributes for improving pedagogical accuracy of learning pathways

    • Year: 2013

    • Author(s): T. Sinha, A. Banka, D.K. Kang

 

  • A Novel Multimodal Approach for Studying the Dynamics of Curiosity in Small Group Learning

    • Year: 2021

    • Author(s): T. Sinha, Z. Bai, J. Cassell

 

  • Impact of Explicit Failure and Success-driven Preparatory Activities on Learning

    • Year: 2019

    • Author(s): T. Sinha, M. Kapur, R. West, M. Catasta, M. Hauswirth, D. Trninic

 

  • Cognitive Correlates of Rapport Dynamics in Longitudinal Peer Tutoring

    • Year: 2016

    • Author(s): T. Sinha

 

  • Modeling Similarity in Incentivized Interaction: A Longitudinal Case Study of StackOverflow

    • Year: 2015

    • Author(s): T. Sinha, W. Wei, K. Carley

 

  • Who negatively influences me? Formalizing diffusion dynamics of negative exposure leading to student attrition in MOOCs

    • Year: 2014

    • Author(s): T. Sinha

 

  • Does Deliberately Failing Improve Learning in Introductory Computer Science?

    • Year: 2022

    • Author(s): S. Thorgeirsson, T. Sinha, F. Friedrich, Z. Su

 

  • The Impact of Prior Knowledge in Narrative-Based Learning on Understanding Biological Concepts in Higher Education

    • Year: 2022

    • Author(s): S. Tobler, T. Sinha, K. Koehler, E. Hafen, M. Kapur

 

  • Effects of narratives on undergraduate student understanding of fundamental concepts in biology

    • Year: 2022

    • Author(s): S. Tobler, T. Sinha, K. Köhler, E. Hafen, M. Kapur

 

  • Embodied agents to scaffold data science education

    • Year: 2022

    • Author(s): T. Sinha, S. Malhotra

 

  • Proposal of a Social Network Analytic Framework to develop a better participation model for Online Education Platforms

    • Year: 2013

    • Author(s): T. Sinha

 

  • Telling stories as preparation for learning: a Bayesian analysis of transfer performance and investigation of learning mechanisms

    • Year: 2024

    • Author(s): S. Tobler, T. Sinha, K. Köhler, M. Kapur

 

 

  • Democratizing emotion research in learning sciences

    • Year: 2022

    • Author(s): T. Sinha, S. Dhandhania

 

 

 

Habtam Genie Dessie | Education Leadership | Excellence in Research

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Mr Habtam Genie Dessie | Education Leadership | Excellence in Research

Mr Habtam Genie Dessie, Injibara University, Ethiopia

Habtam Genie Dessie is a passionate lecturer in Educational Management and Leadership at Injibara University, Ethiopia. Born on January 31, 1991, he is driven by a strong commitment to enhancing educational practices and leadership. Dessie holds a Master’s degree in Educational Planning and Management from Bahir Dar University and has expanded his academic prowess with additional qualifications in Economics and Professional Teacher Education. His dedication extends beyond teaching to research, focusing on educational reform and leadership challenges. Dessie’s involvement in community service and his active role in academia highlight his goal of contributing to educational advancements. His research articles in Education 3-13 reflect his expertise and commitment to understanding and improving educational environments.

Publication Profile

Orcid

Strengths for the Award

  1. Academic and Research Background:
    • Habtam Genie Dessie has a solid academic foundation with a BA and MA in Educational Planning and Management, complemented by additional qualifications in Economics and Professional Teacher Education.
    • His research outputs are notable, with published articles in Education 3-13, a reputable journal. His research topics, such as teacher engagement and its impact on readiness for change, and factors influencing student dropout, reflect a focus on significant issues in educational leadership and management.
  2. Relevant Work Experience:
    • Dessie’s experience as a lecturer at Injibara University demonstrates his active engagement in teaching and research within his field. His role involves responsibilities in teaching, research, and community service, aligning well with the criteria for research excellence.
    • His prior role as a Plan and Social Service Affaires Expert involved preparing and implementing training programs, showcasing his capability in educational planning and management.
  3. Continuous Professional Development:
    • He has engaged in various short-term training programs, including manuscript preparation and statistical analysis, which enhance his research capabilities and align with the requirements for rigorous research work.
  4. Language and Communication Skills:
    • Proficiency in English, alongside his native Amharic, allows him to engage with a broad academic audience and disseminate research findings effectively.
  5. Passion for Education Leadership:
    • His research interest in educational leadership and change management reflects a commitment to advancing knowledge in a critical area of education.

Areas for Improvement

  1. Research Output Volume and Impact:
    • While the research articles published are valuable, increasing the volume of high-impact publications could strengthen his candidacy. Diversifying research topics or exploring collaborative projects could enhance his research profile.
  2. Professional Networks:
    • Expanding his professional network and collaborations with international researchers could provide new opportunities for research projects and funding.
  3. Grants and Funding:
    • There is no mention of involvement in research grants or funding. Securing research grants or funding could significantly boost his research activities and outcomes.
  4. Broader Research Contributions:
    • While his research focuses on important issues, contributing to or leading larger, multi-disciplinary research projects could provide a broader impact and visibility in the academic community.

Education 

Habtam Genie Dessie holds a Master’s degree in Educational Planning and Management from Bahir Dar University (2016-2019) and a Bachelor’s degree in the same field from the same institution (2009-2012). In addition, he earned a BA in Economics from Injibara University (2018-2022) and a Higher Diploma License in Professional Teacher Education (2021-2022). Dessie’s educational journey reflects his dedication to understanding educational systems and their management comprehensively. He has also participated in specialized training programs, including manuscript preparation and statistical analysis, further enhancing his academic skills. These qualifications demonstrate his commitment to continuous professional development and a strong foundation in both educational theory and practical application.

Experience

Since September 2021, Habtam Genie Dessie has been a Lecturer in the Department of Educational Planning and Management at Injibara University, focusing on teaching, research, and community service. His prior role from February 2013 to September 2021 as a Plan and Social Service Affaires Expert with Awi Nationality Administration involved developing and implementing training programs, highlighting his expertise in educational planning and social service. Dessie’s roles in academia and government have equipped him with a broad perspective on educational management and leadership, making him adept at addressing complex educational challenges and contributing to the development of effective educational strategies.

Research Focus

Habtam Genie Dessie’s research interests center on educational leadership and change management, exploring how leaders handle educational reforms, innovation, and transformation. His work delves into the dynamics of educational leadership, emphasizing the impact of professional development on teachers’ readiness for change and the factors influencing student dropout rates. Dessie aims to understand and improve how educational leaders navigate challenges and implement effective changes within their institutions. His research contributes valuable insights into the management of educational systems and the promotion of successful educational practices, reflecting his dedication to advancing knowledge in the field of education.

Publication Top Notes

Dessie, H. G. (2024): The relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia 📚

Dessie, H. G., & Alene, A. A. (2023): The status of students’ dropout and its contributing factors in the Fagita Lekoma District primary schools of Ethiopia 📉

Demozie, A. A., & Dessie, H. G. (2022): The effect of professional qualification and work experience on primary school principals’ instructional leadership performance in the Awi

Conclusion

Habtam Genie Dessie shows considerable promise for the Research for Excellence in Research Award due to his strong academic background, relevant teaching and research experience, and clear focus on significant issues in educational leadership. To enhance his suitability further, he should focus on increasing the volume and impact of his research outputs, expanding his professional network, seeking research grants, and engaging in broader, multi-disciplinary research projects. Addressing these areas could bolster his profile and strengthen his candidacy for the award.

 

 

Man Huang | Education | Best Innovation Award

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Ms. Man Huang| Education | Best Innovation Award

Ms.  Man Huang South China Normal University,  China

Man Huang is currently pursuing an M.Ed. in English Language Education at South China Normal University, expected to graduate in 2025. With a solid foundation in English Language Education from Hanshan Normal University (B.A.), she brings over 14 years of teaching experience at Shaoguan No.1 Middle School, where she has also served as a headteacher for a decade. Huang’s research primarily focuses on enhancing English education through innovative methods like sketchnoting and Smart Class technology. She has led and contributed to several municipal-level projects and presented her work at notable conferences. Her technical skills span Python, SPSS, NVivo, and more, with a multilingual proficiency in Cantonese, Chinese, and English.

Publication Profile

Scopus

Research for Best Innovation Award Evaluation

Strengths for the Award 🌟

  1. Innovative Approaches: Man Huang has demonstrated a commitment to innovative educational practices, particularly through the use of sketchnotes and smart classroom technology. His research into integrating visual note-taking and smart classroom theory reflects a forward-thinking approach to enhancing student learning experiences.
  2. Impactful Research: Huang’s research on sketchnoting and its effect on English reading comprehension, as well as the application of smart classroom technology in teaching listening and speaking skills, shows a strong focus on improving educational outcomes. His work has received positive feedback and recognition at municipal and international conferences.
  3. Diverse Research Experience: Huang has led and participated in multiple research projects covering a range of educational topics, including emotion regulation in online teaching and the transition challenges for high school entrance exams. This diversity in research topics demonstrates his broad expertise and adaptability.
  4. Strong Academic and Professional Background: With substantial teaching experience and multiple scholarships, Huang’s academic achievements and professional development reflect a high level of dedication and expertise in his field.
  5. Technical Skills: Proficiency in research tools such as SPSS, NVivo, and emerging technologies like Python indicates Huang’s capability to conduct sophisticated analyses and adapt to new methodologies.

Areas for Improvement 🔍

  1. Broader Impact Evidence: While Huang’s research is innovative, more evidence of its broader impact on educational practices or outcomes beyond the local context could strengthen his candidacy. Providing data or case studies demonstrating widespread adoption or significant improvements in educational settings would be beneficial.
  2. Publication and Dissemination: Although Huang has presented at conferences, additional high-impact journal publications could enhance the visibility and credibility of his work. Publishing in top-tier educational or technology journals might provide further recognition.
  3. Collaborations and Partnerships: Expanding research collaborations with other institutions or industries could enhance the scope and applicability of his projects. Building partnerships could lead to more comprehensive studies and innovative applications.
  4. Practical Implementation: Focusing on the practical implementation of his research findings in real-world educational settings could provide a clearer picture of how his innovations are being applied and tested outside of research environments.

🎓 Education

South China Normal University (2022.9 – 2025.9) M.Ed. English Language Education (expected). Hanshan Normal University (2005.9 – 2009.7)
B.A in English (English Language Education) GPA: 3.29 (Top 5%)

 

🔬 Research Experience

The Power of Sketchnotes: Enhancing English Reading Comprehension in Middle School (Sep 2017 – Jan 2019) Introduced sketchnoting and trained students in visual note-taking techniques. Integrated sketchnoting into middle school readings, leading to enhanced information retention and learner engagement. Presented findings in an award-winning paper at the 2019 municipal conference.. Project Member, Municipal-Level Research Project (Sep 2016 – Aug 2018) Contributed to a research project on micro-lessons for teaching English grammar tenses in middle schools. Designed 10+ micro-lessons and presented them in public demonstration classes. Presented findings at a municipal teaching seminar. Project Leader, Municipal-Level Research Project (Sep 2022 – Present) Led research on Smart Classroom technology to enhance English listening and speaking skills in Grade 7 students. Conducted data analysis using SPSS, wrote and presented research findings in various conferences. Project Member, South China Normal University (Nov 2022 – Present) Investigated teachers’ perceptions and emotion regulation strategies in online teaching. Independently handled data collection, analysis, and thesis writing. Research is currently under review. Project Leader, South China Normal University (Mar 2023 – Present) Led research on emotions and strategies during the High School Entrance Exam transition. Conducted large-scale surveys, interviews, and data analysis using SPSS, leading to the development of key research theses.

👩‍🏫 Teaching Experience

  • Headteacher and English Teacher, Shaoguan No.1 Middle School, Shaoguan, Guangdong (Sept. 2009 – Present)
    Advanced Middle School English Teacher with 14 years of teaching experience and 10 years as a headteacher. Successfully guided the graduation of three classes and annually conducted demonstration classes as a key teacher.

🎖️ Honors and Awards

  • Guangdong Province Excellent Course (2018)
  • Second Prize for Primary and Secondary School Young Teachers Teaching Ability Competition (Junior High School English Group) in Guangdong Region, China (2017)

💻 Additional Skills

  • Technical: Python (learning), Amos/Mplus (learning), SPSS, NVivo, Citespace, AntConc, Office Software
  • Languages: Cantonese (native), Chinese (native), English (fluent), Spanish (beginner)

 

Publication Top Notes

  • Influence of the Sn(Fe)–C Bonds Content in SnFe₂O₄@Reduced Graphene Oxide Composites on the Electrochemical Behavior of Lithium-Ion Batteries
    • Authors: Y.-H. Sun, M.-X. Huang, D.-C. Guan, J.-M. Nan, F.-Y. Yi
    • Journal: Journal of Alloys and Compounds
    • Year: 2021
    • Volume: 854
    • Article ID: 157297
    • Citations: 18

 

  • Hydrothermal Synthesis of Mesoporous SnO₂ as a Stabilized Anode Material of Lithium-Ion Batteries
    • Authors: M.-X. Huang, Y.-H. Sun, D.-C. Guan, J.-M. Nan, Y.-P. Cai
    • Journal: Ionics
    • Year: 2019
    • Volume: 25
    • Issue: 12
    • Pages: 5745-5757
    • Citations: 6

 

  • Mesoporous CuFe₂O₄/CuO and Reduced-Graphene Oxide Composite Anodes Mediated by Prussian Blue Analogues and Different Surfactants for Advanced Lithium Storage Applications
    • Authors: J.-Q. Li, Y.-H. Sun, M.-X. Huang, J.-M. Nan
    • Journal: Journal of Alloys and Compounds
    • Year: 2019
    • Volume: 788
    • Pages: 690-700
    • Citations: 7

 

Conclusion 🏆

Man Huang is a strong candidate for the Research for Best Innovation Award due to his innovative approaches, impactful research, and extensive experience. His work in sketchnotes and smart classroom technology demonstrates a clear commitment to advancing educational practices. However, strengthening the evidence of broader impact, increasing publication reach, expanding collaborations, and focusing on practical implementations could further enhance his suitability for the award.