Santiago Alonso García | Educational technology | Top Researcher Award

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Dr. Santiago Alonso García | Educational technology | Top Researcher Award

University of Granada, Spain

Santiago Alonso-García has over fifteen years of experience across the entire educational spectrum—from early childhood to higher education. He holds a Ph.D. in Didactics and School Organization from the University of Granada and has served as a Tenured Professor there since 2019. His previous roles include research and teaching positions at the University of Seville (2016–2019) and the University of Castilla-La Mancha (2008–2013). This diverse academic journey has given him insight into the educational, personal, and social challenges faced by different communities. His research and professional practice focus on pedagogical innovation, inclusive practices, and the integration of digital technologies and gamification in education. Santiago leads and collaborates on applied research projects, working toward educational transformation through organizational co-leadership, faculty training, and evidence-based strategies that aim to generate meaningful and sustainable impact in schools and communities.

Professional Profile

Education

Santiago Alonso-García earned his Ph.D. in Didactics and School Organization from the University of Granada (October 2008–December 2012), focusing on collaborative teaching practices to enhance school management. During his postgraduate studies, he explored educational leadership, digital transformation in classrooms, and inclusive pedagogy. He engaged in national and international seminars and conferences, building a strong academic and professional network. Santiago’s academic background combines rigorous theoretical training with hands-on experience in developing digital tools and strategic models for educational improvement. His deep knowledge of the Spanish and Latin American educational systems allows him to tailor innovative models to diverse socio-cultural and institutional contexts.

Experience

Since 2019, Santiago has served as a Tenured Professor in Didactics and School Organization at the University of Granada, where he teaches, supervises theses, and designs courses focused on educational innovation and school leadership. From 2016 to 2019, he was a researcher and faculty member at the University of Seville, working on projects related to digital competencies in teacher education. Previously, he taught at the University of Castilla-La Mancha (2008–2013), focusing on active learning, gamification, and computational thinking in early childhood. Across all roles, he has led or co-led innovation and inclusion projects, collaborated with regional and national education agencies, and provided training for in-service teachers. He also serves as an academic evaluator for European and Spanish research agencies, highlighting his recognized expertise in educational management and innovation.

Research Focus

Santiago’s research focuses on the intersection of educational innovation, digital competencies, and school leadership. He investigates how artificial intelligence and digital tools enhance teacher training, inclusive learning environments, and organizational improvement. His core topics include teacher self-efficacy, parental involvement, gamification, and early childhood computational thinking. He has published extensively on digital competence assessment in higher education and the integration of technology in pedagogical practices. Santiago also explores the challenges and opportunities of Society 5.0 in Latin America, with a particular focus on Ecuador. His projects combine quantitative and qualitative methods—such as structural modeling and validated questionnaires—to provide evidence-based solutions for sustainable educational development. His ultimate goal is to bridge theory and practice to improve learning outcomes and empower educational communities.

Publication Top Notes

  1. “Artificial Intelligence Adoption Amongst Digitally Proficient Trainee Teachers: A Structural Equation Modelling Approach”

    • Social Sciences, 2025

    • [DOI: 10.3390/socsci14060355]
      🔍 Uses SEM to explore how future teachers adopt AI tools in their practice.

  2. “A Systematic Review of Digital Competence Evaluation in Higher Education”

    • Education Sciences, 2024

    • [DOI: 10.3390/educsci14111181]
      📘 Presents a comprehensive review and proposes an integrative model for assessing digital competence.

  3. “Analysis of Self‑Perceived Digital Competences in Future Educators: A Study at the University of Granada”

    • Journal of Technology and Science Education, 2024

    • [DOI: 10.3926/jotse.2521]
      💻 Surveys trainee teachers’ digital skills using a mixed-methods approach.

  4. “Digital Teaching: Specific Competencies in University Professors”

    • Hachetetepé, 2023

    • [DOI: 10.25267/Hachetetepe.2023.i26.1104]
      🧠 Explores key digital competencies needed for effective higher education teaching.

  5. “Robotics in Early Childhood Education: Introducing Computational Thinking”

    • Book Chapter, 2023
      🤖 Proposes robotics-based activities to foster logic and problem-solving in young learners.

Conclusion

Dr. Santiago Alonso-García demonstrates exemplary qualifications for a Top Researcher Award, with his strong academic background, prolific output, global collaboration, and focus on innovation and societal relevance. With minor enhancements in interdisciplinary engagement and global-scale project leadership, he would not only be a deserving recipient but also an enduring contributor to the international academic community.

 

 

Prof.Gwo-Jen Hwang | Educational Technology | Best Researcher Award

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Prof. Gwo-Jen Hwang | Educational Technology | Best Researcher Award

Professor, National Taichung University of Education, Taiwan

Gwo-Jen Hwang is a prominent Chair Professor at National Taichung University of Education and National Taiwan University of Science and Technology in Taiwan. He holds a PhD from National Chiao Tung University, Taiwan, and has an illustrious career focused on educational technology, mobile and ubiquitous learning, flipped classrooms, game-based learning, and AI applications in education. His extensive research output includes over 400 journal papers indexed by SSCI/SCI. With a global reputation, Gwo-Jen is the Editor-in-Chief of multiple influential journals, including Computers & Education: Artificial Intelligence, and serves as a lead editor and associate editor for several others. He has led more than 150 academic projects and has contributed significantly to shaping the future of education through his innovative approaches to learning environments, technologies, and methodologies.

Profile

Education

Gwo-Jen Hwang received his PhD from National Chiao Tung University, Hsinchu, Taiwan, specializing in educational technology. He has since become a leading academic figure, influencing the educational landscape globally. His academic journey led him to significant roles such as Chair Professor at both National Taichung University of Education and National Taiwan University of Science and Technology. Dr. Hwang’s research integrates advanced technologies like artificial intelligence, mobile learning, and ubiquitous learning into education, striving to improve learning outcomes and methodologies. His academic foundation in educational measurement and digital learning is paired with a deep understanding of the theoretical and practical applications of learning technologies. Through his dedication to continuous research, innovation, and teaching excellence, he has profoundly impacted education systems, pushing the boundaries of digital and interactive learning.

Experience

Gwo-Jen Hwang has an exceptional academic and professional career, contributing significantly to the field of educational technology. As Chair Professor at prestigious universities in Taiwan, he holds leadership positions that influence both the research and development of educational technologies. His experience includes leading over 150 research projects, many funded by national and international grants, in areas like mobile learning, AI, and flipped classrooms. With extensive editorial roles, including Editor-in-Chief of several top educational journals, he has influenced the dissemination of cutting-edge research in education. His work spans multiple disciplines within educational technology, with a focus on the development and application of ubiquitous learning environments, collaborative learning tools, and AI-powered educational systems. Through consultancy projects in various industries, he applies his research findings to real-world settings, impacting fields such as healthcare and professional training. His expertise has established him as a global leader in the integration of technology into education.

Research Focus

Dr. Gwo-Jen Hwang’s research primarily revolves around educational technologies that enhance learning experiences. His main areas of focus include mobile and ubiquitous learning, flipped learning, game-based learning, and artificial intelligence (AI) in education. Through his research, Hwang aims to bridge the gap between physical and digital learning environments, creating more interactive and adaptive systems. His work emphasizes personalized, collaborative, and inquiry-based learning models that leverage new technologies to promote active student engagement and improve learning outcomes. By integrating AI into educational systems, he investigates how intelligent tools can support personalized learning paths, feedback mechanisms, and assessments. Additionally, his research into flipped classrooms aims to revolutionize traditional educational structures, providing learners with more control over their educational experiences. Dr. Hwang is also exploring the potential of immersive technologies like augmented and virtual reality to transform learning environments, particularly in healthcare and professional training.

Publication

  1. A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students 📱✏️
  2. Vision, challenges, roles, and research issues of Artificial Intelligence in Education 🤖📚
  3. A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course 🔄🧮
  4. Criteria, strategies, and research issues of context-aware ubiquitous learning 🌐📖
  5. An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities 🌟🔬
  6. Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies 📱🎓
  7. Application and theory gaps during the rise of artificial intelligence in education 🧠💻
  8. Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 📘📱
  9. A collaborative game-based learning approach to improving students’ learning performance in science courses 🎮🔬
  10. A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence, and learning achievement 🎬📈

 

SAMUEL BOADU | MATHEMATICS & ICT | Best Researcher Award

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Mr. SAMUEL BOADU | MATHEMATICS & ICT | Best Researcher Award

PHD STUDENT, AKENTEN APPIAH-MENKA UNIVERSITY OF SKILLS TRAINING AND ENTREPRENEURIAL DEVELOPMENT, Ghana

Samuel Kwaku Boadu is a Ghanaian mathematics educator, researcher, and PhD candidate at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. Born on 28th October 1992 in Asuoso-Offinso, Samuel has been deeply committed to improving mathematics education in Ghana. He is passionate about using technology to enhance learning and strives to be one of the most influential mathematics educators globally. He holds an MPhil in Mathematics Education from AAMUSTED and a BSc from the University of Education, Winneba. Samuel is a self-motivated, result-oriented individual with a strong interest in using research to address educational challenges, especially in mathematics.

Profile 

Orcid

Education

Samuel’s educational journey has been focused on Mathematics Education. He is currently pursuing a PhD at Akenten Appiah-Menka University (2024–Present). Previously, he earned an MPhil in Mathematics Education from the same institution (2021–2022). Samuel completed his BSc in Mathematics Education at the University of Education, Winneba, from 2015 to 2019. He also attended Dwamena Akenten Senior High School (2007–2011) and Asuoso D/A Junior High School (2004–2007). Samuel’s academic trajectory reflects his deep passion for mathematics and education, positioning him as a future leader in the field.

Experience

Samuel has rich teaching experience in both secondary and tertiary education. Since 2021, he has been a Mathematics Teacher at Kumasi Senior High/Tech. School under the Ghana Education Service. He previously served as a Teaching Assistant at the University of Education, Winneba, where he assisted with courses like Discrete Mathematics and Differential Equations. Samuel also gained valuable experience during his internship at Techiman Senior High School (2018) and his time as a Pupil Teacher at Solid Foundation International School, Offinso (2011–2014). His combined academic and practical teaching experience has shaped his effective approach to mathematics education.

Awards and Honors

Samuel has received significant recognition for his academic excellence. He was awarded the Vice-Chancellor’s Scholarship Fund at the University of Education, Winneba (2016–2018), which helped support his studies. His strong academic record, research accomplishments, and contributions to mathematics education have solidified his standing as an emerging leader in the field. Samuel’s awards highlight his commitment to excellence and his ongoing pursuit of advanced studies in mathematics education.

Research Focus

Samuel’s research interests lie at the intersection of mathematics education, technology, and student achievement. His work explores the effects of peer tutoring, motivation, teaching quality, and the integration of technology on mathematics performance in Ghanaian schools. He is particularly focused on understanding how collaborative learning and student motivation impact academic success in mathematics. His current PhD research builds on these themes, aiming to improve teaching practices and educational outcomes through the use of innovative methodologies. Samuel’s contributions are pivotal in shaping the future of mathematics education in Ghana.

Publications

  1. Effects of Peer tutoring, Motivation, and Teaching Quality on Mathematics Achievement in Senior High Schools.
  2. Mediation and Moderation Effects of Motivation and Teaching Quality on the Relationship Between Peer Tutoring and Mathematics Achievement.
  3. A Comparative Study of Two Methods for Solving Quadratic Equations.
  4. Investigating Hindrance Factors Which Forestalled Teachers’ Participation in Performance Contracts in Senior High Schools in Ghana.
  5. Effects of Teaching Quality, Teaching Competence, and Mathematics Connection on Mathematics Achievement Motivation Among Senior High School Students in Ghana.
  6. Enhancing Students’ Achievement in Mathematics Education in the 21st Century Through Technology Integration, Collaborative Learning, and Student Motivation: The Mediating Role of Student Interest.
  7. The Role of Philosophy of Mathematics Education in Mathematics Teacher Education.

Øystein Gilje | Digital Pedagogy | Best Researcher Award

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Prof Øystein Gilje | Digital Pedagogy | Best Researcher Award

Prof Øystein Gilje, University of Oslo, Norway

Professor Øystein Gilje, born on June 9, 1967, is a Norwegian expert in education, technology, and literacy. With over two decades of experience, his work focuses on integrating learning with technology and the impact of generative artificial intelligence. Gilje is currently leading several key projects, including Ki_OSLO, Learning in the Age of Algorithms, and Agile_EDU, which explore the role of AI in education. He serves as the scientific leader of FIKS, a center at the University of Oslo that fosters collaboration between academia and schools. Additionally, Gilje heads the MuLVu project, which enhances teachers’ assessment practices through iPads in Norwegian schools. His work at the University of Stavanger further extends his influence, contributing to the GrunnDig project. Gilje’s dedication to improving educational practices through innovative research makes him a pivotal figure in the field.

Publication Profile

Scopus

Strengths for the Award

  1. Extensive Research Experience: Professor Øystein Gilje has over 20 years of experience in the field of learning, technology, and literacy. His work spans various interdisciplinary areas, including generative artificial intelligence, which is highly relevant to current educational challenges.
  2. Leadership and Innovation: Gilje is the scientific leader of the Research, Innovation, and Competence Development in School (FIKS) center at the University of Oslo. His leadership in this role showcases his ability to drive innovative educational practices and foster collaboration between academic institutions and schools.
  3. Diverse Project Involvement: He is actively engaged in multiple significant research projects, such as Ki_OSLO, Learning in the Age of Algorithms, and Agile_EDU, demonstrating his commitment to advancing knowledge in education and technology.
  4. Practical Impact: The iPad-Innovation project (MuLVu) led by Gilje is a prime example of his focus on practical applications. This project has directly impacted the teaching practices of 16,000 students and has contributed to national competence development in Norway.
  5. Academic Contributions: Gilje’s publication record includes numerous peer-reviewed articles, book chapters, and a co-authored book. His work is widely cited, indicating the impact and recognition of his research in the academic community.

Areas for Improvement

  1. Global Recognition: While Gilje has made substantial contributions within Norway and Europe, further expanding his research collaborations internationally could enhance his global recognition and influence in the field.
  2. Interdisciplinary Expansion: Although his work is interdisciplinary, exploring additional intersections between educational technology and other fields, such as cognitive science or social innovation, could further strengthen the breadth of his research portfolio.
  3. Further Dissemination of Findings: Increasing efforts to disseminate research findings through open-access platforms, international conferences, and public engagement activities could amplify the societal impact of his work.

Education 

Øystein Gilje has an extensive academic background that underpins his contributions to education and technology. He earned his Ph.D. from the University of Oslo in 2010, where he focused on expanding educational chronotopes with personal digital devices. This work laid the foundation for his research in integrating technology with learning. Prior to his Ph.D., Gilje completed a Master of Arts (MA) at the University of Oslo in 2002, further solidifying his expertise in pedagogy and education. His journey in education began with a Teacher (Adjunct) qualification from Oslo University College (now OsloMet) in 1992, providing him with a solid grounding in teaching practices. Additionally, Gilje holds a journalism diploma from Gimlekollen in Kristiansand, Norway, obtained in 1989, which complements his research with strong communication skills. His diverse educational background has been instrumental in shaping his innovative approach to education and technology.

Experience 

Professor Øystein Gilje has a rich professional background, with significant roles at the University of Oslo and the University of Stavanger. Since 2020, he has been a professor at the Department of Teacher Education and School Research at the University of Oslo, where he also leads the Research, Innovation, and Competence Development in School (FIKS) initiative. FIKS promotes collaboration between higher education and schools to enhance educational practices in Norway. From 2015 to 2020, Gilje served as an Associate Professor at the same department, contributing to various research projects like Knowledge in Motion and Ark&App. His role as Professor II at the University of Stavanger between 2021 and 2022 involved leading the dissemination and publication efforts for the GrunnDig project, further solidifying his expertise in educational research. Gilje’s experience reflects his commitment to advancing education through research, technology, and innovation.

Research Focus 

Professor Øystein Gilje’s research is at the intersection of education, technology, and literacy, with a strong focus on how digital tools and artificial intelligence can transform learning environments. His work primarily explores the integration of multimodal learning and assessment practices, particularly in relation to generative artificial intelligence. Gilje leads several innovative research projects, including Ki_OSLO, which examines decentralized competence development, and Learning in the Age of Algorithms, a study funded by the Norwegian Research Council (NRC) that investigates the implications of AI in education. His research also extends to the MuLVu project, where he collaborates with teachers to enhance formative assessment practices using iPads. Gilje’s scholarly contributions aim to bridge the gap between technology and pedagogy, ensuring that digital advancements are effectively integrated into educational systems to improve learning outcomes. His work is pivotal in shaping the future of education in the digital age.

Publication Top Notes

  • Expanding educational chronotopes with personal digital devices 📱📚 – Learning, Culture and Social Interaction, 2019
  • Unpacking FIFA play as text and action in literacy practices in and out of school 🎮✍️ – Learning, Media and Technology, 2019
  • Multimodal composition and assessment: a sociocultural perspective 🎨📝 – Assessment in Education: Principles, Policy and Practice, 2019
  • Multimodality, moving images, and aesthetics 🎥🎨 – Multimodality and Aesthetics, 2018
  • Learning identities, education and community: Young lives in the cosmopolitan city 🏙️🌍 – Learning Identities, Education and Community, 2016
  • Authenticity, agency and enterprise education studying learning in and out of school 🎓💼 – International Journal of Educational Research, 2015
  • The making of a filmmaker: Curating learning identities in early careers 🎬🎓 – E-Learning and Digital Media, 2015
  • Curation as a new literacy practice 🗂️✍️ – E-Learning and Digital Media, 2015
  • Writing within and across modes in filmmaking 📝🎥 – Studies in Writing, 2015
  • Tracing learning across contexts: Methodological challenges and ethical considerations 🔍📜 – Methodological Challenges When Exploring Digital Learning Spaces in Education, 2014

Conclusion

Professor Øystein Gilje is a strong candidate for the Best Researcher Award. His extensive experience, leadership in educational innovation, and active involvement in impactful projects underscore his suitability for this recognition. While there are areas where further expansion could be beneficial, his current contributions are exemplary, making him a deserving candidate for the award.