Yaira Hamama-Raz | Psychology | Best Researcher Award

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Dr. Yaira Hamama-Raz | Psychology | Best Researcher Award

Prof. Yaira Hamama-Raz is a distinguished scholar and practitioner in psycho-oncology and social work, currently serving as a full professor at Ariel University’s School of Social Work. Her academic journey spans from a BA to a PhD at Tel Aviv University, with postdoctoral training at the Adler Research Center. With over three decades of clinical and academic experience, she has contributed extensively to understanding psychological resilience, adjustment to cancer, and trauma. Beyond teaching, she actively participates in institutional and national scientific committees, enhancing the academic and clinical landscape of social work and psycho-oncology in Israel. Prof. Hamama-Raz’s research is widely recognized through multiple grants and peer-reviewed publications. She has received repeated awards for excellence in both research and teaching. Her deep commitment to mental health, social well-being, and integrative care defines her contribution to both academia and practice, making her a leading voice in health-related social work research.

Profile

πŸŽ“ Education

Prof. Hamama-Raz completed her academic training at Tel Aviv University. She earned her BA between 1986 and 1989, followed by an MA from 1992 to 1996, during which she explored fear of personal death among physicians under the supervision of Professors Zahava Solomon and Abraham Ohari. Her doctoral research (1997–2003) examined psychological adjustment in melanoma survivors, focusing on gender, identity, cognitive appraisal, hardiness, and attachment style, again under Prof. Solomon’s guidance. She further enriched her academic foundation through a prestigious postdoctoral fellowship (2005–2007) at the Adler Research Center for Child Welfare and Protection. This thorough academic grounding formed the base of her psycho-oncological research and teaching, integrating clinical practice with theoretical depth. Her educational trajectory exemplifies a continuous commitment to psychological and social health, particularly in vulnerable populations facing illness and trauma.

πŸ§ͺ Experience

Prof. Hamama-Raz has a distinguished career that bridges clinical social work and academia. She began as a mental health officer in the Israeli Defense Forces (1989–1990), later working with families and distressed youth in Ramat Gan’s Welfare Department. From 1995 to 2005, she served as a social worker in the Gyneco-Oncology Unit of Rabin Medical Center. Between 2006 and 2009, she led individual psychotherapy at “One in Nine,” an Israeli breast cancer support organization. Since 2009, she has provided psycho-oncological therapy in private practice. Parallel to clinical work, she has held academic roles at Ariel University since 2005, advancing from lecturer to full professor in 2019. She has led graduate programs, chaired committees, and served on institutional boards. Her roles demonstrate a lifelong dedication to mental health and education, with an emphasis on cancer survivorship, trauma care, and integrative psychosocial support.

πŸ… Awards and Honors

Prof. Hamama-Raz has received consistent recognition for her excellence in teaching and research. From 2010 to 2014 and again from 2017 to 2023, Ariel University awarded her annual honors for academic excellence in teaching. In 2015, she received the university’s Reward for Excellence in Research Achievements. In 2016, she was honored by the Israel Cancer Association for outstanding psycho-oncological research. These accolades reflect her sustained commitment to quality education and impactful research. Her work not only advances academic knowledge but also improves clinical practices in social work and mental health care. These recognitions affirm her role as an influential educator and researcher whose work continues to inspire students, colleagues, and practitioners in Israel and internationally. Her ability to translate clinical insight into research findings and educational content is a hallmark of her professional excellence.

πŸ”¬ Research Focus

Prof. Yaira Hamama-Raz’s research lies at the intersection of psychology, oncology, and social work. She focuses on psychological adjustment among cancer survivors, with a particular interest in gender identity, cognitive appraisal, hardiness, and attachment styles. Her early research addressed fear of death among healthcare providers and psychological resilience in trauma survivors. Over the years, her studies have expanded to include kidney transplant patients, informal caregivers, disaster survivors, and populations affected by the COVID-19 pandemic. Her work is grounded in clinical experience, aiming to bridge empirical findings with therapeutic applications. She has led and collaborated on numerous funded projects, including grants from the Israel Cancer Association and Ariel University. Her recent interests include decision-making in elderly cancer patients, adherence among adolescent transplant recipients, and psychological coping mechanisms in response to climate change and global health crises. Her interdisciplinary approach positions her as a leader in psychosocial oncology and health-related social work.

βœ… Conclusion

Prof. Yaira Hamama-Raz is a distinguished academic, clinician, and researcher whose lifelong dedication to psycho-oncology and social work has significantly impacted clinical practice, academic training, and research in health-related social sciences, earning her recognition through awards, grants, and institutional leadership.

Publications

  • Climate Change Anxiety Among Individuals with and Without Chronic Illnesses: The Roles of Exposure, Awareness, and Coping Strategies

    Sustainability
    2025-07-01 |Β Journal article
    DOI:Β 10.3390/su17136034
    CONTRIBUTORS:Β Yaira Hamama-Raz;Β Shiri Shinan-Altman

  • Social acknowledgment and posttraumatic growth among bereaved adult sons and daughters of security forces personnel: The interplay with continuing bonds and complicated grief

    Death Studies
    2025-06-20 |Β Journal article
    DOI:Β 10.1080/07481187.2025.2521505
    CONTRIBUTORS:Β Yaira Hamama-Raz;Β Edit Solomon

  • The Interplay Between Climate Change Exposure, Awareness, Coping, and Anxiety Among Individuals with and Without a Chronic Illness

    Climate
    2025-06-11 |Β Journal article
    DOI:Β 10.3390/cli13060124
    CONTRIBUTORS:Β Shiri Shinan-Altman;Β Yaira Hamama-Raz

  • Can the subjective perception of trauma effectively differentiate between International Classification of Diseases–11 PTSD and complex PTSD? The 2022 Russian invasion analysis.

    Psychological Trauma: Theory, Research, Practice, and Policy
    2025-03 |Β Journal article
    DOI:Β 10.1037/tra0001801
    CONTRIBUTORS:Β Shir Mor-Ben-Ishai;Β Yaira Hamama-Raz;Β Elazar Leshem;Β Menachem Ben-Ezra;Β Yafit Levin

 

 

Marianne Rizk-Hildbrand | Psychology | Best Researcher Award

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Mrs. Marianne Rizk-Hildbrand | Psychology | Best Researcher Award

She is completing her PhD at KJPP ZΓΌrich, focusing on youth suicide prevention through the AdoASSIP project. Her professional experience spans various roles within KJPP ZΓΌrich, including emergency care, inpatient therapy, diagnostics, family counseling, and research. Earlier, she worked in diverse sectors such as aviation, hospitality, and legal assistance, demonstrating adaptability and strong interpersonal skills. Alongside her clinical and research commitments, she has been active in volunteer work, serving as a translator for refugee projects. Her multilingual proficiency in German, English, French, and Egyptian Arabic allows her to connect effectively with diverse populations. She is recognized as an AdoASSIP instructor, supervisor, and therapist, reflecting her advanced therapeutic competencies. She embodies a rare combination of academic rigor, clinical expertise, and cross-cultural sensitivity, preparing her for a leading role in adolescent mental health care and research.

Profile

πŸŽ“ Education

Her academic journey began with a Bachelor of Science in Psychology (2014-2018) from the University of ZΓΌrich, supplemented by an exchange semester at Humboldt University, Berlin (2019). She then pursued a Master of Science in Psychology at the University of ZΓΌrich (2018-2021), successfully completed in HS2020. Additionally, she earned multiple certifications in AdoASSIP therapy, including supervisor and instructor credentials between 2022 and 2024. In December 2024, she attained the title of federally recognized psychotherapist (IPKJ). Currently, she is finalizing her PhD (expected 2025), focusing on youth suicidality. Her earlier studies include the Gymnasium at Kantonsschule Hottingen (2006–2010), Bachelor of Law studies (incomplete, 2011–2014), and primary education in Opfikon. This strong educational background provides her with a solid foundation in both psychological theory and clinical practice, which she continuously enriches with ongoing training and research involvement, particularly in adolescent mental health, suicidality, and peer influence dynamics.

πŸ§ͺ Experience

Her clinical experience is extensive, primarily at KJPP ZΓΌrich since 2020. As a doctoral student (2021-2024) and psychologist on youth wards (2023-2024), she conducted diagnostics, therapy, psychodiagnostic testing, family consultations, and managed clinical documentation. She contributed significantly to research, including master’s student supervision and publishing scholarly articles. Earlier roles include psychologist at the emergency centre KANT (2021-2023), where she handled acute psychiatric assessments and crisis interventions. She previously held positions in other sectors such as aviation (Swissport), hospitality (Migros Fitnesspark), legal assistance (Wenger Plattner), and customer service (Jelmoli), which enriched her communication and organizational skills. Additionally, she volunteered as a translator for refugees, showcasing her humanitarian commitment. Her interdisciplinary and multicultural experience enables her to work effectively with diverse patient populations, while her research roles highlight her commitment to advancing evidence-based interventions for youth at risk of suicide.

πŸ… Awards and Honors

While no formal awards are explicitly mentioned, her series of professional certifications reflect significant achievements in her field. She became a certified AdoASSIP therapist (2022), supervisor (2023), and instructor (2024), underlining her deep specialization in evidence-based suicide prevention methods for adolescents. Her admission to the federally recognized psychotherapy program (IPKJ) and successful completion in December 2024 further demonstrate her recognized competence in clinical psychotherapy. The selection to pursue a PhD focused on adolescent suicidality at KJPP ZΓΌrich itself indicates academic merit and research potential. In addition, her consistent involvement in both clinical practice and cutting-edge research within one of Switzerland’s leading psychiatric institutions highlights her professional excellence. Her voluntary contributions to refugee support services reflect an ongoing commitment to social responsibility and community engagement, qualities often acknowledged and respected in healthcare professionals and researchers alike.

πŸ”¬ Research Focus

Her research centers on adolescent suicidality, particularly within the AdoASSIP program, a specialized intervention for youth following suicide attempts. Her doctoral dissertation (to be defended in September 2025) investigates complex factors such as body shaming, violence, self-care, and the social contagion of suicidality among peers. This work contributes to a nuanced understanding of the psychosocial dynamics leading to youth suicide attempts. She is deeply involved in intervention research, combining clinical practice with empirical investigation, which allows her to test, refine, and implement effective therapeutic strategies. Her work also involves supervising master’s theses, publishing scientific papers, and contributing to ethical and methodological standards within clinical research. By integrating her practical experience with academic inquiry, she addresses pressing public health concerns and advances therapeutic techniques aimed at reducing youth suicidality. Her research holds significant potential to inform policy, clinical practice, and future studies in adolescent mental health.

βœ… Conclusion

Through a combination of advanced clinical training, focused research on adolescent suicidality, and diverse professional experiences, she emerges as a highly competent psychologist and researcher poised to make impactful contributions to youth mental health care, suicide prevention, and evidence-based therapeutic interventions within multicultural contexts.

Publications

  • The Body as a Battleground: A Qualitative Study of the Impact of Violence, Body Shaming, and Self-Harm in Adolescents with a History of Suicide Attempts

    International Journal of Environmental Research and Public Health
    2025-05-30 |Β Journal article
    DOI:Β 10.3390/ijerph22060859
    CONTRIBUTORS:Β Marianne Rizk-Hildbrand;Β Tara Semple;Β Martina Preisig;Β Isabelle Haeberling;Β Lukasz Smigielski;Β Dagmar Pauli;Β Susanne Walitza;Β Birgit Kleim;Β Gregor E. Berger

Lin Zhou | Cognitive Development | Best Researcher Award

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Assoc. Prof. Dr. Lin Zhou | Cognitive Development | Best Researcher Award

Dr. Zhou Lin is an accomplished Associate Professor at Shandong Sport University, serving as a master’s supervisor and Deputy Director of the Sports Rehabilitation Research Center. A recipient of the May 4th Outstanding Youth Medal from the Shanghai Health System and the Hebei Doctoral Innovation Program award, Dr. Zhou has made notable contributions to sports rehabilitation. With extensive clinical and academic experience, she focuses on musculoskeletal rehabilitation, cognitive function promotion through exercise, and digital health. She previously worked at Huadong Hospital, Fudan University, where she specialized in neurorehabilitation and orthopedic recovery. Dr. Zhou is actively engaged in scholarly activities, having published over 20 peer-reviewed articles in SCI/SSCI/CSCD journals, and serves as an editorial board member and reviewer for top international journals. Her current academic service includes membership in the Pediatric Rehabilitation Committee (DCD Group) of the Chinese Association of Rehabilitation Medicine.

Professional Profile

Education

Dr. Zhou Lin holds a strong academic foundation in medicine and rehabilitation sciences. She earned her Bachelor’s degree in Clinical Medicine, followed by a Master’s degree in Sports Rehabilitation, and subsequently completed her Doctorate in Sports Human Science. Her academic training spans clinical diagnostics, physical therapy, and the integration of kinesiology and cognitive health. The multi-disciplinary nature of her educational background equips her with a robust skill set for addressing complex health issues, particularly in musculoskeletal and neurological rehabilitation. Dr. Zhou’s academic journey reflects her deep commitment to both foundational medical science and applied rehabilitation practices. Her studies have enabled her to investigate the mechanisms of human movement and recovery while emphasizing evidence-based, life-cycle health interventions, making her an influential figure in China’s sports medicine and rehabilitation research landscape.

Experience

Dr. Zhou Lin began her clinical career in 2008 at Huadong Hospital affiliated with Fudan University, where she worked until 2016 in the Department of Rehabilitation. Her practice focused on orthopedic and neurorehabilitation, managing conditions like sports injuries, spinal pain syndromes, osteoarthritis, and post-surgical recovery. She is proficient in a range of physical therapy techniques, including Maitland and Mulligan joint mobilizations, PNF, Bobath, Brunnstrom, Rood therapies, McKenzie diagnostics, and kinesiology taping. After transitioning into academia, she became an Associate Professor at Shandong Sport University, where she also supervises graduate students and coordinates research at the Sports Rehabilitation Research Center. Additionally, she has served in national rehabilitation societies, including the DCD Group of the Pediatric Rehabilitation Committee and previously as a youth member of Shanghai Rehabilitation Medical Association committees. Her rich blend of clinical and academic roles uniquely positions her to train future practitioners while contributing to the development of rehabilitation science.

Research Interests

Dr. Zhou Lin’s research focuses on musculoskeletal rehabilitation, exercise-cognition interactions, and digital health promotion. Her work emphasizes improving physical function and cognitive well-being across the human lifespan through scientifically structured rehabilitation programs. She explores the interplay between physical activity and mental performance, especially in populations affected by neurological or orthopedic conditions. Additionally, her interest in digital health tools aligns with the growing need for tech-enabled, personalized rehabilitation strategies. Dr. Zhou has been involved in multiple high-impact research initiatives, including a project under the Hebei Doctoral Innovation Program, and has contributed to national and provincial research efforts like the National Social Science Foundation, Shandong Province Key R&D Plan, and Hebei Virtual Simulation Projects. Her role as an editor and reviewer for over ten international SCIE-indexed journals underlines her thought leadership and scientific influence in the global rehabilitation and public health communities.

Awards

Dr. Zhou Lin has been recognized for her excellence in healthcare and research with several prestigious awards. Notably, she received the May 4th Outstanding Youth Medal from the Shanghai Health System, an honor bestowed upon emerging leaders making impactful contributions in the medical field. She was also selected for the Hebei Province Doctoral Innovation Program, highlighting her innovative research contributions in sports rehabilitation. Her editorial roles in high-impact journals such as Journal of Medical Internet Research, BMC Public Health, Frontiers in Psychology, and Frontiers in Public Health demonstrate her recognition at the global level. Over the past three years, she has published 23 research articles in top-tier SCI, SSCI, and CSCD journals. These honors reflect her commitment to advancing rehabilitation science and promoting interdisciplinary innovations that improve patient care and health outcomes through evidence-based interventions and digital technologies.

Conclusion

Dr. Zhou Lin is a dynamic researcher, clinician, and educator whose interdisciplinary expertise in musculoskeletal rehabilitation, cognitive health, and digital innovation places her at the forefront of sports rehabilitation science in China and internationally.

Β Publications

  • Understanding parental support for children’s 24‐hour movement behaviors based on an adapted HAPA framework: A three‐wave prospective study

    Applied Psychology: Health and Well-Being
    2025-06 |Β Journal article
    DOI:Β 10.1111/aphw.70034
    Part ofISSN:Β 1758-0846
    Part ofISSN:Β 1758-0854
    CONTRIBUTORS:Β Wei Liang;Β Guifang Liu;Β Ning Su;Β Ryan E. Rhodes;Β Yanping Duan;Β Chun-Qing Zhang;Β Lingfei Wang;Β Lin Zhou;Β Hanxiao Zhu

  • Associations of Reallocating Sedentary Time to Physical Activity and Sleep with Physical and Mental Health of Older Adults

    Medicine & Science in Sports & Exercise
    2024-10 |Β Journal article
    DOI:Β 10.1249/mss.0000000000003491
    Part ofISSN:Β 1530-0315
    Part ofISSN:Β 0195-9131
    CONTRIBUTORS:Β WEI LIANG;Β YANPING WANG;Β NING SU;Β HUIQI SONG;Β RYAN E. RHODES;Β XIANG WANG;Β BORUI SHANG;Β LIN ZHOU;Β QIAN HUANG;Β DANRAN BUΒ et al.

  • Adherence to 24-Hour Movement Guidelines Among Chinese Older Adults: Prevalence, Correlates, and Associations With Physical and Mental Health Outcomes

    JMIR Public Health and Surveillance
    2024-06-13 |Β Journal articleΒ |Β Author
    DOI:Β 10.2196/46072
    Part ofISSN:Β 2369-2960
    CONTRIBUTORS:Β Wei Liang;Β Yanping Wang;Β Qian Huang;Β Borui Shang;Β Ning Su;Β Lin Zhou;Β Ryan E. Rhodes;Β 0000-0002-9093-7897;Β Yanping Duan

  • Electronic Health Literacy Scale-Web3.0 for Older Adults with Noncommunicable Diseases: Validation Study

    Journal of Medical Internet Research
    2024-06-03 |Β Journal articleΒ |Β Author
    DOI:Β 10.2196/52457
    Part ofISSN:Β 1438-8871
    CONTRIBUTORS:Β wenfei cai;Β Wei Liang;Β HUAXUAN LIU;Β Rundong Zhou;Β Given Names Deactivated Family Name Deactivated;Β Lin Zhou;Β Ning Su;Β Hanxiao Zhu;Β Yide Yang

  • Individual, family, and environmental correlates of fundamental motor skills among school-aged children: a cross-sectional study in China

    BMC Public Health
    2024-01-17 |Β Journal article
    DOI:Β 10.1186/s12889-024-17728-2
    Part ofΒ ISSN:Β 1471-2458
    CONTRIBUTORS:Β Yuxiu He;Β Lin Zhou;Β Wei Liang;Β Qi Liu;Β Wanxin Liu;Β Shijian Wang

Virginia Lam | Student diversity and development| Excellence in Research

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Dr. Virginia Lam | Student diversity and development| Excellence in Research

Dr. Virginia L. Lam is a Senior Lecturer in the School of Psychology at the University of Roehampton, London, where she also leads the MSc Psychology programme. With a PhD in Psychology from Goldsmiths University of London, her research spans bilingual identity, ethnic development, intergenerational adaptation, and child psychology. Her academic journey includes over two decades of teaching and leadership roles at the University of East London and Open University. Dr. Lam has led several externally funded projects focusing on multilingualism, emotional wellbeing, and cultural identity in educational settings. She is currently an Associate Editor for the Social Development journal and plays a key role in curriculum development, student mentoring, and ethical oversight. Her work blends psychological theory with social impact, promoting inclusive education and cultural understanding. A highly regarded supervisor and examiner, Dr. Lam continues to inspire through scholarship, teaching innovation, and impactful research in developmental and social psychology.

Profile

πŸŽ“ Education

Dr. Lam holds a PhD in Psychology from Goldsmiths University of London (2003), with a thesis on ethnic identity development in middle childhood. She earned a Master of Science (MRes) in Psychological Research Methods with Distinction from Exeter University in 1999 and a BA (Hons) in Psychology from Cardiff University in 1998, graduating with Upper Second Class Honours. In addition to her core academic qualifications, she completed a Postgraduate Certificate in Teaching and Learning in Higher Education at the University of East London in 2004, enhancing her pedagogical proficiency. This combination of high-level training in both psychological research and education forms the foundation of her interdisciplinary approach, integrating rigorous methodology with applied practice in developmental, social, and bilingual psychology. Her educational background underpins her role as a researcher-practitioner, enabling her to navigate and contribute to complex psychological and educational environments with expertise and innovation.

πŸ§ͺ Experience

Dr. Lam’s academic career spans over two decades, including her current role as Senior Lecturer at Roehampton University (2021–present), where she also leads the MSc Psychology and MSc Developmental Psychology programmes. She coordinates research initiatives, ethics review, and curriculum development. Previously, she served at the University of East London from 2004 to 2021 in various capacities, including Programme Leader for BSc Child Psychology and Senior Lecturer, overseeing curriculum design, accreditations, and change management. Earlier roles include associate lectureships at the Open University and a research assistant post at Goldsmiths. Her expertise includes teaching developmental psychology, lifespan development, and self & identity, with strong administrative leadership, student engagement strategies, and cross-institutional collaboration. Dr. Lam also serves as Associate Editor of the Social Development journal, engaging in peer review, editorial decisions, and academic convening. Her sustained excellence in teaching, supervision, research, and programme management reflects a dynamic and impactful career in higher education.

πŸ… Awards and Honors

Dr. Lam has earned recognition through multiple competitive research grants and leadership roles that reflect her academic distinction. She has secured funding from prestigious institutions such as the Economic and Social Research Council (ESRC), the British Psychological Society (BPS), the Methodist Trust, and the Arts and Humanities Research Council (AHRC). These awards supported projects on bilingual development, emotional wellbeing in multilingual families, and cross-sector educational adaptation. Her successful RKE bids highlight her ability to lead interdisciplinary, collaborative research with practical societal impact. In 2025, she assumed the role of Associate Editor of Social Development, an honor that underscores her research credibility and scholarly influence. She has also been an invited viva chair and examiner for numerous PhD theses across institutions. Additionally, her consistent involvement in ethics committees, curriculum validation panels, and student progression frameworks reflects peer recognition of her commitment to academic excellence and institutional development.

πŸ”¬ Research Focus

Dr. Virginia Lam’s research focuses on identity development in multilingual and multicultural contexts, particularly among children and adolescents. Her work investigates how language, culture, and ethnicity shape self-concepts and psychological wellbeing, especially within educational systems. She leads interdisciplinary projects on emotional wellbeing among adult ESOL learners, the cultural adaptation of complementary language schools, and bilingual identity formation among diasporic populations. Methodologically, her studies integrate qualitative and mixed-method approaches, often engaging community partners and schools to bridge academic research with real-world practice. Her earlier longitudinal studies explored executive function, attention control, and cognition in bilingual children, contributing to the understanding of developmental advantages in diverse learning environments. Dr. Lam also supervises PhD projects on intersectionality, trauma, minority mental health, and self-esteem, fostering emerging research in identity, culture, and social equity. Her scholarly contributions are grounded in psychological theory yet extend to civic engagement and inclusive pedagogical innovations in higher education.

βœ… Conclusion

Dr. Virginia L. Lam exemplifies academic excellence through her leadership in multilingual identity research, curriculum innovation, and impactful psychological education, making her a valuable scholar in developmental and social psychology.

Publications

  • Academic Behavioural Confidence: The Role of Demographic, Institutional, Psychosocial, and Behavioural Factors Across Diverse University Students in England

    Psychology International
    2025-05-20 |Β Journal article
    DOI:Β 10.3390/psycholint7020039
    Part ofISSN:Β 2813-9844
    CONTRIBUTORS:Β Virginia L. Lam;Β Paulina Taylor

  • Growing up bilingual through a pandemic: Children’s language exposure, proficiency, social identities, and competences pre- and post-lockdowns

    INTERNATIONAL JOURNAL OF BILINGUALISM
    2024-08-06 |Β Journal articleΒ |Β Author
    DOI:Β 10.1177/1367006924124093

    SOURCE-WORK-ID:

    34db72df-a7e8-4e8c-b0a3-961e86ef563c

    2-s2.0-85201010050

    CONTRIBUTORS:Β Layal Husain;Β Virginia Lam;Β Martin Pinder

  • Depth of emotional experiencing and outcome in therapy with young people

    Psychology and Psychotherapy: Theory, Research and Practice
    2024-06-12 |Β Journal article
    DOI:Β 10.1111/papt.12537
    Part ofISSN:Β 1476-0835
    Part ofISSN:Β 2044-8341
    CONTRIBUTORS:Β Darcy Geyer;Β Virginia Lam;Β Hannah Gilbert;Β Mick Cooper

  • On return to school: disorder symptoms, stress at home and evaluations of school COVID-19 measures

    Journal of Child & Adolescent Mental Health
    2024-04-18 |Β Journal articleΒ |Β Author
    DOI:Β 10.2989/17280583.2023.2290647
    Part ofΒ ISSN:Β 1728-0583
    Part ofΒ ISSN:Β 1728-0591
    CONTRIBUTORS:Β Virginia Lam;Β Mandy F. O’Driscoll

Kadir Uludag | Educational Psychology | Educational Psychology Impact

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Dr. Kadir Uludag | Educational Psychology | Educational Psychology Impact

Dr. Kadir Uludag is a postdoctoral researcher in psychology with a Ph.D. in Applied Psychology from the University of Chinese Academy of Sciences. His research bridges schizophrenia, brain imaging, and educational psychology. Dr. Uludag is passionate about disseminating scientific knowledge through his personal website (ifx0.com/psychology), YouTube channel (youtube.com/boooringlearning), and as the founder of the open-access journal Novelty in Psychology. He has published extensively, including 12 Web of Science (Q1) and 21 Scopus-indexed works, and serves on the editorial boards of 24 international journals. With over 670 manuscript reviews listed on ORCID, he has received multiple awards recognizing his scientific contributions. Dr. Uludag also manages four ongoing book projects. Skilled in Python-based machine learning and data analysis tools, he is eager to collaborate on innovative research that contributes meaningfully to psychology and society.

Profile

Education πŸŽ“

Dr. Uludag earned his Ph.D. in Applied Psychology from the University of Chinese Academy of Sciences (2019–2023, GPA 3.93), focusing on brain imaging and mental health. He completed an M.A. in Forensic Sciences (Social Sciences) from Istanbul University (2016–2018, GPA 3.61), where he developed a strong foundation in psychological evaluation in legal settings. His undergraduate degree in Psychological Counseling and Guidance was obtained from Γ‡anakkale Onsekiz Mart University (2012–2016, GPA 3.30), complemented by an associate degree in Laboratory Assistant and Veterinary Sciences from Eskisehir Anatolian University (2013–2015, GPA 3.79). He has also pursued training in TESOL, SPSS, machine learning (random forest, SVM, logistic regression, neural networks), Python programming, web development, and data visualization. His education has been guided by distinguished scholars including Prof. Xiang Yang Zhang, Prof. Erdinc Ozturk, and Prof. Neylan Ziyal. These experiences shaped his multidisciplinary approach to psychological research.

Experience πŸ‘¨β€πŸ«

Dr. Kadir Uludag is currently a postdoctoral researcher at Shanghai Jiao Tong University (2023–Present) and has been appointed for a future role at Capital Medical University, Beijing (2025–). His expertise spans schizophrenia, neuroimaging, and educational psychology. Previously, he served as a special education teacher for autistic children at KarabΓΌk Municipality Autistic Children Education Center (2017), applying cognitive-behavioral and humanistic therapeutic approaches. He also completed internships as a psychological counselor at Toki Anadolu Lisesi (2016) and a veterinary technician at Safranbolu Veterinary Clinic (2015). He brings in-depth knowledge of psychological development and intervention techniques across diverse settings. In academia, Dr. Uludag serves on the editorial boards of 24 journals and has edited four book projects. His dynamic involvement in teaching, research, editing, and mentoring reflects a holistic commitment to the field of psychology and science communication.

Awards & Recognitions πŸ…

Dr. Uludag has received numerous accolades, including the β€œHighest Number of Views” award (2023–2024) from the Journal of Clinical and Basic Psychosomatics for his narrative review on smoking and schizophrenia. He earned reviewer awards from Imeta Journal and Imetaomics for reviewing more than five papers each. Additionally, he holds a Certificate of Excellence from the Shanghai Table Tennis Museum and the American Chemical Society Reviewer Lab Certificate. His extensive peer-review contributions (over 670 reviews) are recognized by ORCID and editorial teams worldwide. His editorial involvement includes serving on boards of journals like Health Policy and Technology, Plos One, and Asean Journal of Psychiatry, among others. He has received invitations for guest editorships and honorary memberships in various scholarly outlets. These honors reflect his impactful presence in academia and his dedication to advancing global psychological research.

Research Interests πŸ”¬

Dr. Kadir Uludag’s primary research interests include schizophrenia, neuroimaging (fMRI and EEG), and educational psychology. His doctoral work applied Python-based machine learning (random forest, SVM, logistic regression) to brain imaging data, emphasizing computational psychiatry and precision diagnostics. He has published in Q1 journals such as Asian Journal of Psychiatry, American Chemical Neuroscience, Psychology Research and Behavior Management, General Psychiatry, and Antioxidants. His Scopus-indexed contributions span educational psychology, forensic science, and neuroscience. His research applies interdisciplinary toolsβ€”Python, Psychopy, SPSS, R, NLP, and image processing librariesβ€”to explore psychiatric conditions. He integrates theory and practice through data visualization, cognitive-behavioral therapy models, and open-science advocacy. Dr. Uludag actively shares findings via his YouTube channel and academic website, fostering transparency and education. His work aims to bridge gaps between neuroscience, education, and technology to improve mental health outcomes and knowledge dissemination.

Publications

Rodrigo Mendes | Physical Education and Sports Training | Young Scientist Award

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Prof. Rodrigo Mendes | Physical Education and Sports Training | Young Scientist Award

Rodrigo Silva Mendes πŸ‡΅πŸ‡Ή, an Assistant Professor at the Higher Education School, Polytechnic Institute of Coimbra, is a dynamic young researcher and educator in Sports Sciences πŸ‹οΈβ€β™‚οΈπŸ“š. Starting his academic journey with a Degree in Sports Training and a MSc in Physical Education πŸŽ“, Rodrigo entered scientific publishing at only 18 πŸ§‘β€πŸ”¬, marking an early breakthrough in academia. At 20, he became one of Portugal’s youngest university professors πŸŽ“βš‘. His commitment to research has led to 19 publications, numerous collaborations, and a robust research profile 🧬🌍. Currently pursuing a PhD in Physical Education πŸ†, Rodrigo is studying the visual behavior of Physical Education teachers, aiming to bridge cognitive and sports training gaps through innovative methodologies πŸ”¬πŸ‘οΈβ€πŸ§ . A dedicated scholar and active member of Applied Sports Sciences Research Unit, Rodrigo blends theory with practice, empowering the next generation of sports professionals and contributing significantly to cognitive and sports science fields πŸ…πŸ“–.

Profile

Education πŸŽ“

Rodrigo Silva Mendes holds a Degree in Sports Training πŸ‹οΈβ€β™‚οΈ from a Portuguese institution and a Master’s Degree in Physical Education πŸŽ“, reflecting his commitment to both academic excellence and sports expertise πŸ†πŸ’ͺ. Currently, he is pursuing a PhD in Physical Education πŸ“–πŸ”¬, focusing on teacher visual behavior analysis, potentially becoming one of the youngest PhDs in Portugal and the first born in the 21st century πŸŽ―πŸ‡΅πŸ‡Ή. His educational journey has blended academic rigor with hands-on coaching in tennis 🎾, demonstrating a rare fusion of practice and theory. From his teenage years, Rodrigo showed intellectual curiosity and brilliance 🌟, publishing his first scientific paper at just 18 πŸ§ πŸ“. As a lifelong learner, Rodrigo continues to expand his knowledge through research projects, scientific event organization, and collaboration with renowned institutions like the University of Coimbra πŸ§‘β€πŸ«πŸ“Š. His education highlights determination, vision, and passion for lifelong learning πŸ“šπŸš€.

Experience πŸ‘¨β€πŸ«

Rodrigo Silva Mendes, with a dual passion for research and teaching, began his academic career remarkably early as a published author at 18 and a university professor by 20 πŸ§ πŸ“ˆ. Currently serving as an Assistant Professor at the Higher Education School, Polytechnic Institute of Coimbra πŸ‘¨β€πŸ«, Rodrigo has balanced teaching and research seamlessly. His professional experiences also include working as a tennis coach πŸŽΎπŸ§‘β€πŸ«, reinforcing his practical sports background. Rodrigo has actively participated in 3 research projects πŸ§ͺπŸ”¬ and co-organized 8 scientific events πŸŽ€πŸ“‹. His interdisciplinary collaborations with the Faculty of Sports Sciences, University of Coimbra 🌍🏫, showcase his commitment to advancing sports science knowledge. Besides publishing 19 scientific articles and 5 books πŸ“–βœοΈ, Rodrigo’s teaching philosophy emphasizes innovation, cognitive engagement, and bridging research with real-world applications πŸŽ―πŸ’‘. His professional timeline is marked by early achievement, research passion, and inspiring educational leadership βš‘πŸ….

Awards & Recognitions πŸ…

Rodrigo Silva Mendes’s academic journey is defined by distinction, starting as one of the youngest scientific authors in Portugal at age 18 πŸ“„πŸ†. His exceptional performance earned him early teaching roles, becoming a university professor at 20 πŸ‘¨β€πŸ«πŸ’«. His ongoing PhD pursuit may soon make him one of Portugal’s youngest PhDs and the first 21st-century-born graduate πŸŽ“πŸŽ―. Rodrigo has been actively nominated for international recognitions like the Young Researcher Award, Young Scientist Award, Best Scholar Award, and Young Innovator Award πŸ…πŸŒ. As a researcher with 19 publications, 5 authored books πŸ“š, and key collaborations, Rodrigo’s scholarly impact is widely acknowledged in sports and cognitive sciences 🧠⚽. His active role in organizing scientific events and shaping young minds through teaching has further established him as an emerging thought leader πŸ†πŸ”₯. Rodrigo embodies academic excellence, innovation, and leadership in sports science education πŸ§¬πŸš€.

Research Interests πŸ”¬

Rodrigo Silva Mendes’s research focuses on Physical Education and Sports Training πŸ‹οΈβ€β™‚οΈπŸ”¬, with a special interest in the cognitive and visual behavior of Physical Education teachers πŸ‘οΈπŸ§ . His PhD explores how teachers’ visual attention patterns correlate with students’ individual characteristics, using a pioneering multidisciplinary approach πŸŒπŸ“Š. Rodrigo’s contributions aim to close key research gaps in the educational training of sports instructors and cognitive load theory application in real-life teaching environments πŸ’‘πŸ«. With 3 ongoing/completed research projects, 19 publications, and 5 authored books πŸ“š, his work blends sports science, cognitive psychology, and pedagogy seamlessly 🧠⚽. His innovative research fosters a deeper understanding of perceptual-cognitive skills in education and sports performance, potentially redefining teaching strategies and training programs πŸŽ―πŸ”. Through cross-institutional collaborations and international conferences, Rodrigo’s research impact continues to grow, setting a high standard for young researchers in the sports and cognitive sciences communities πŸ…πŸŒ.

PublicationsΒ 

  • Analysis of Teachers’ Visual Behaviour in Classes: A Systematic Review

    European Journal of Investigation in Health, Psychology and Education
    2025-04-05 |Β Journal article
    DOI:Β 10.3390/ejihpe15040054
    CONTRIBUTORS: Rodrigo Mendes; MÑrio Pereira; Paulo Nobre; Gonçalo Dias

  • Analysis of teachers’ visual behaviour on student performance in classes: A systematic review

    2024-12-20 |Β Report
    DOI:Β 10.37766/inplasy2024.12.0086
    CONTRIBUTORS: Rodrigo Mendes; MÑrio Pereira; Paulo Nobre; Gonçalo Dia

Fahri SEZER | Guidance and Psychological Counseling | Best Researcher Award

Posted on by Cognitive Scientist Awards

Dr. Fahri SEZER | Guidance and Psychological Counseling | Best Researcher Award

Dr. Fahri Sezer is a distinguished academic and researcher at BalΔ±kesir University Necatibey Faculty of Education πŸ‡ΉπŸ‡·, specializing in psychological counseling, music therapy 🎡, career guidance 🧭, developmental and educational psychology πŸ§ πŸ“š; his work bridges theory and practice, emphasizing student well-being πŸ’ͺ, self-esteem 🌱, coping strategies 🧩, and resilience; he is known for mentoring young scholars πŸ§‘β€πŸ« and leading interdisciplinary mental health research 🀝, with a strong publication record in both national and international platforms πŸ…πŸ“–.

Profile

Education πŸŽ“

Dr. Fahri Sezer holds advanced degrees in psychological counseling and developmental psychology πŸŽ“πŸ§ ; his educational foundation includes robust training in educational sciences, guidance, and counseling πŸ’‘πŸ“š, providing him the expertise to design psycho-pedagogical models for enhancing emotional well-being and cognitive growth in diverse populations 🌍; his academic journey is marked by scholarly excellence, reflective inquiry, and continuous contribution to mental health education and teacher training programs πŸŽ―πŸ§‘β€πŸ«.

Experience πŸ‘¨β€πŸ«

Dr. Fahri Sezer serves as an Associate Professor at BalΔ±kesir University’s Department of Guidance and Psychological Counseling πŸ›οΈ; he has led and collaborated on numerous research projects exploring student well-being, family dynamics, and teacher competencies πŸ§ πŸ‘¨β€πŸ«; his career highlights include national-level research on social skills, divorce effects, conflict resolution, and child psychology πŸ’”βž‘οΈβ€οΈ, along with authoring educational materials for classroom management, counseling, and developmental psychology πŸ“˜βœοΈ; he also provides academic mentoring and scientific editing πŸ§ΎπŸ”¬.

Awards & Recognitions πŸ…

Dr. Fahri Sezer has earned wide recognition for his contributions to educational psychology πŸ§ πŸŽ–οΈ; his research on self-esteem, life satisfaction, and student resilience has been featured in peer-reviewed journals and global conferences πŸŒπŸ“’; his book chapters and co-authored volumes demonstrate academic leadership πŸ“˜πŸ‘‘; Sezer is admired for his impactful national projects addressing teacher training, family therapy, and psychosocial support frameworks πŸ§‘β€πŸ«πŸ’‘; his role as editor, author, and mentor enriches Turkey’s academic landscape πŸ‡ΉπŸ‡·πŸ’«.

Research Interests πŸ”¬

Dr. Fahri Sezer’s research revolves around psychological counseling πŸ§ πŸ’¬, music therapy 🎡🧠, career guidance 🧭, educational resilience, developmental psychology πŸ‘Άβž‘οΈπŸ§“, social skill interventions 🀝, and student mental health πŸ’–; he investigates how attitudes, coping mechanisms, and counseling practices affect life satisfaction and emotional growth πŸŒˆπŸ“ˆ; his focus also includes designing educational materials, studying teacher awareness, and exploring psychosocial dimensions of divorce and child development πŸ§Έβš–οΈ; blending research with community service and academic collaboration πŸ€—πŸ”.

PublicationsΒ 

Mehmet Okur | Working Memory Intervention | Memory Mastery Award

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Dr. Mehmet Okur | Working Memory Intervention | Memory Mastery Award

Dr. Mehmet Okur is a researcher and educator specializing in special education, learning disabilities, and cognitive interventions. He holds bachelor’s degrees in Mathematics and Special Education and a Ph.D. in Special Education. As the founder of the Mega-Cognition Center, he develops innovative tools to support cognitive development, attention, and learning difficulties. His research includes early screening tools for learning disabilities, ADHD interventions, and processing speed assessments. Dr. Okur has contributed significantly to special education, collaborating with experts worldwide to advance cognitive and educational research. His work bridges theory and practice, enhancing learning outcomes for individuals with diverse needs.

Profile

Education πŸŽ“

Dr. Mehmet Okur holds dual bachelor’s degrees in Mathematics and Special Education, providing a strong foundation in both analytical and educational sciences. He earned his Ph.D. in Special Education, focusing on cognitive development, learning disabilities, and ADHD. His doctoral research contributed to the development of innovative assessment tools for early detection of learning disabilities. His academic journey includes interdisciplinary studies, integrating cognitive neuroscience with educational psychology. He continuously enhances his expertise through professional training and collaborative research, ensuring his contributions to special education remain cutting-edge and impactful.

Experience πŸ‘¨β€πŸ«

Dr. Mehmet Okur has extensive experience in special education, cognitive research, and intervention program development. As the founder of the Mega-Cognition Center, he designs educational tools for children with learning disabilities and ADHD. His work includes developing the Γ–GEBTΓ– screening tool, processing speed interventions, and attention assessment tests. He collaborates with institutions and researchers to enhance cognitive and learning strategies. Additionally, he has consulted on educational projects, conducted training workshops, and contributed to national and international research initiatives, making a significant impact on special education and cognitive science.

Research Interests πŸ”¬

Dr. Mehmet Okur’s research revolves around learning disabilities, ADHD, cognitive interventions, and early screening tools. He has developed innovative assessment methods like Γ–GEBTΓ– for early detection of learning disabilities and interventions to improve processing speed. His work also focuses on executive function training, attention development, and working memory enhancement. He collaborates with cognitive scientists and educators to refine assessment tools and intervention strategies. His research bridges neuroscience and education, aiming to create effective solutions for children with learning challenges, ultimately enhancing their cognitive and academic performance.

Awards & Recognitions πŸ…

Dr. Mehmet Okur has received recognition for his contributions to special education and cognitive research. His development of the Γ–GEBTΓ– screening tool earned industry and academic acclaim. He has been honored for his work in cognitive interventions, receiving nominations for prestigious awards like the Memory Mastery Award. His contributions to learning disability research, ADHD interventions, and cognitive assessment tools have been acknowledged by professional societies. His dedication to advancing educational methodologies and his commitment to improving cognitive development continue to earn him accolades in the field.

Publications πŸ“š

Grazia Ragone | Human-Computer Interaction | Best Researcher Award

Posted on by Cognitive Scientist Awards

Dr. Grazia Ragone | Human-Computer Interaction | Best Researcher Award

πŸ”¬ Grazia Ragone is a researcher in Human-Computer Interaction (HCI) with a focus on autism and interactive systems. 🏫 She earned her PhD from the University of Sussex, UK, where she investigated social motor synchrony in autistic children through motion capture and sonification. 🎼 With a background in psychology, developmental science, and music therapy, she integrates interdisciplinary methods into assistive technology. πŸ’» She has extensive teaching experience in research methods, cognitive science, and HCI at the University of Sussex. πŸ† Her research has been recognized with multiple international awards, including Microsoft Research’s Best Student Research Competition. 🌍 She actively contributes as a reviewer and associate chair for HCI conferences and journals. πŸ“– Her work bridges psychology, technology, and education, aiming to enhance accessibility and interaction for neurodiverse individuals.

Profile

Education πŸŽ“

She completed her PhD in 2023 at the University of Sussex, UK, where her research focused on autism, motion capture, and social motor synchrony. Prior to this, she earned an MSc in Psychological Methods from the University of Sussex in 2018, with a focus on autism and interactional features. She also holds an MPhil in Developmental Psychology from London Metropolitan University (2015), specializing in child development and interaction. In 2014, she completed her BSc in Developmental Psychology at London Metropolitan University, studying early cognitive and social development. She further enriched her expertise with a Master’s in Music & Art Therapy from Tor Vergata University in Rome (2006), where she focused on therapeutic interventions for individuals with special needs. Her academic journey began with a BA in Humanities from the University of Pavia, Italy (2004), where she studied philosophy, linguistics, and cultural studies.

Experience πŸ‘¨β€πŸ«

From 2019 to 2023, she worked as a Teaching Assistant at the University of Sussex, UK, where she taught Human-Computer Interaction (HCI), research methods, and professional skills. Prior to this, she served as a Research Assistant at the University of Sussex (2016-2018), focusing on technology designed for neurodiverse children. From 2014 to 2016, she conducted research on autism and interactive environments at London Metropolitan University. Earlier in her career, she was a Research Assistant at CNR-ISTI Pisa, Italy (2008-2014), where she contributed to the development of assistive software for autistic children. Her experience also includes working as a Music Therapist for the Rome City Council (2005-2010), providing therapeutic interventions for autistic children. Additionally, from 2010 to 2019, she worked as a Trainer and Consultant, conducting workshops and training programs for professionals in the field of autism.

Research Interests πŸ”¬

Her research focuses on Human-Computer Interaction (HCI) and autism, developing interactive systems to support neurodiverse individuals. She explores the role of music and sonification in enhancing motor and social skills through auditory feedback. Her work also includes investigating social motor synchrony using motion capture technology. She designs AI-powered assistive technology to support autistic children and applies user-centered design principles to create accessible interfaces for individuals with special needs.

Awards & Recognitions πŸ…

She has received several prestigious awards and honors for her contributions to autism research and assistive technology. In 2021, she was awarded the Best Student Research Award by Microsoft Research at the ASSETS Conference. Her work was also recognized with the Best Work in Progress Award at the IDC Conference on autism research in 2020. In 2013, she received the Horizon Research Award from London Metropolitan University for outstanding research. Her contributions to autism research earned her a Massachusetts Senate Citation in 2012, and in 2011, she was honored with the Rotary Club Research Award from CNR Pisa for excellence in autism studies.

Publications πŸ“š

  • Β Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system
    International Journal of Child-Computer Interaction
    2025-02 |Β Journal article
    DOI:Β 10.1016/j.ijcci.2025.100726
    CONTRIBUTORS:Β Grazia Ragone;Β Judith Good;Β Kate Howland

  • Child-Centered AI for Empowering Creative and Inclusive Learning Experiences

    Proceedings of ACM Interaction Design and Children Conference: Inclusive Happiness, IDC 2024
    2024 |Β Conference paper
    DOI:Β 10.1145/3628516.3661157

    EID:

    2-s2.0-85197894406

    Part ofISBN:Β 9798400704420
    CONTRIBUTORS:Β Ragone, G.;Β Ali, S.A.;Β Esposito, A.;Β Good, J.;Β Howland, K.;Β Presicce, C.

  • Designing Safe and Engaging AI Experiences for Children: Towards the Definition of Best Practices in UI/UX Design

    arXiv
    2024 |Β Other
    DOI:Β 10.48550/arXiv.2404.14218

    EID:

    2-s2.0-85192517180

    Part ofΒ ISSN:Β 23318422
    CONTRIBUTORS: Ragone, G.; Buono, P.; Lanzilotti,

Meredith Storey | Pedagogy | Best Researcher Award

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Dr. Meredith Storey | Pedagogy | Best Researcher Award

πŸ“Œ Meredith Storey, Ph.D. is a Senior Manager at the UN Global Compact’s Principles for Responsible Management Education (PRME), dedicated to advancing business education for sustainable development. 🌱 She has extensive experience in pedagogy, curriculum development, and lifelong learning, integrating play-based learning strategies into management education. πŸŽ“ Before joining PRME, she contributed to the UN Sustainable Development Solutions Network and held academic roles at the University of Limerick. πŸ“š Her work has been influential in shaping responsible management education (RME), emphasizing the Sustainable Development Goals (SDGs). 🌍 As a researcher, she has led interdisciplinary projects and collaborated with global institutions to drive innovation in education. ✨ Meredith actively contributes to policy discussions, global education initiatives, and industry collaborations, ensuring the next generation of business leaders is well-equipped for ethical and sustainable leadership. πŸš€

Profile

Education πŸŽ“

πŸŽ“ Ph.D. in Responsible Management Education & Sustainability – Focus on integrating SDGs into business curricula and experiential learning models. 🌍 M.A. in Educational Leadership – Specialized in pedagogical innovations and lifelong learning. πŸ›οΈ B.A. in Business & Management – Studied at renowned institutions with a focus on corporate social responsibility (CSR) and ethical leadership. πŸ“š Meredith’s education blends business, education, and sustainability, enabling her to bridge the gap between academic research and practical applications. πŸ† She has received global recognition for her scholarly contributions, shaping the field of responsible management education. πŸ”¬ With training from institutions like Harvard Graduate School of Education, she remains at the forefront of education policy, curriculum development, and international collaboration in sustainability education. 🌱

Experience πŸ‘¨β€πŸ«

πŸ’Ό Senior Manager, PRME, UN Global Compact – Leading business education for sustainability initiatives. 🌍 Formerly at the UN Sustainable Development Solutions Network, spearheading research on SDGs integration in education. πŸŽ“ University of Limerick (Kemmy Business School) – Developed curricula on responsible leadership. πŸ“š Key projects: LEGO Learning Through Play in Business Education, oikos LEAP Programme, Business Education for Sustainable Development. πŸ” Consultancy Experience: Worked with The LEGO Foundation, Higher Education Sustainability Initiative (HESI), Sulitest, and PRME Chapters worldwide. 🌱 Active in global forums, industry projects, and research collaborations, Meredith influences policy, curriculum innovation, and business education reform. πŸ† Her expertise spans pedagogical development, corporate sustainability, interdisciplinary learning, and digital education strategies. πŸš€

Research Interests πŸ”¬

πŸ” Responsible Management Education (RME) & Curriculum Development – Innovating pedagogical models for sustainable business leadership. 🌱 Integration of SDGs in Higher Education – Designing curricula that foster ethical decision-making and corporate responsibility. πŸ“š Experiential Learning & Play-Based Pedagogy – Leveraging LEGO Learning Through Play in business education. 🌍 International Collaboration in Sustainability Education – Engaging with global institutions to shape educational policies. πŸ’» Digital Learning & Online Pedagogies – Exploring AI-driven education models for global business training. 🌟 Community Building & Stakeholder Engagement – Creating networks of educators, policymakers, and industry leaders. πŸš€

Awards & Recognitions πŸ…

πŸ† PRME Leadership Excellence Award – Recognized for advancing sustainability in business education. 🌱 Global Responsible Management Education Innovator Award – Honored for pioneering curriculum strategies integrating SDGs. πŸ“š Best Research Paper Award (International Journal of Management Education) – Acknowledged for groundbreaking work on transformative pedagogy. πŸŽ–οΈ LEGO Foundation Learning Through Play Recognition – Applauded for creative pedagogical approaches in management education. 🌍 Higher Education Sustainability Impact Award – Celebrated for influencing education policies worldwide. πŸš€ Invited Speaker at Global Sustainability Summits – Shared insights on digital learning, ethics, and sustainability education.

Publications πŸ“š