Dr. Mahdi Ganjvar | Social Sciences | Research Excellence Award

Associate Professor at University of Isfahan |Iran

Dr. Mahdi Ganjvar is a highly respected scholar in the Social Sciences whose career reflects a deep commitment to advancing philosophical thought, ethical inquiry, and the intellectual study of human development and societal progress. With strong academic foundations built through formal studies in Islamic philosophy and theology at undergraduate, master’s, and doctoral levels, he has developed a rigorous academic trajectory grounded in classical philosophical traditions and their relevance to contemporary discourse. Dr. Mahdi Ganjvar has extensive academic and administrative experience, having contributed to multiple scholarly committees, curriculum development efforts, postgraduate supervision, and participation in academic conferences at national and international levels. He has published widely in leading journals, producing influential research that bridges traditional philosophical frameworks with modern societal concerns, demonstrating an ability to translate complex theoretical principles into practical insights. His scholarly impact is supported by 62 citations, an h-index of 5, and an i10-index of 2, showcasing the growing influence and sustained engagement his work has achieved in the academic community. Dr. Mahdi Ganjvar’s research interests span philosophical theology, ethical education, the role of reason in social life, liberation theology, intercultural dialogue, spiritual development, social ethics, the interface between philosophy and governance, and the contributions of thinkers such as Mulla Sadra, Avicenna, and other major classical philosophers to contemporary thought. His analyses frequently explore how philosophical insight can guide societal behavior, cultivate peaceful coexistence, and enrich educational systems to support holistic intellectual and moral development. Through publications, teaching, graduate supervision, and participation in academic discourse, he has made meaningful contributions to advancing intellectual scholarship and strengthening the global relevance of classical philosophical perspectives in addressing modern challenges. His ongoing work demonstrates a consistent dedication to thoughtful inquiry, academic excellence, and the creation of knowledge that informs both theoretical understanding and real-world applications. In conclusion, Dr. Mahdi Ganjvar stands as a respected voice in modern philosophical research, with a profile that reflects scholarly credibility, academic leadership, and continued contributions to the evolving landscape of philosophical and social science research.

Profile: Scopus | Orcid | Google Scholar

Featured Publications:

Ganjvar, M. (2019). Islamic model of children’s spiritual education (CSE); Its influence on improvement of communicational behaviour with non-coreligionists. International Journal of Children’s Spirituality, 24(2), 124–139.

Ganjvar, M. (2020). Faith in God, philanthropy and foundations of criticism of religious violence in Mulla Sadra’s philosophy. HTS Teologiese Studies/Theological Studies, 76(1).

Ganjvar, M. (2022). Philosophy for children (PFC) as an educational practice to promote peace and non-violent coexistence. South African Journal of Philosophy, 41(1), 49–60.

Ganjvar, M.,(2018). Religious normative pluralism in Imam Mahdi’s mode of conduct: Imam Mahdi’s pattern of behavior with followers of other religions. Comparative Theology, 9(19), 1–4.

Ganjvar, M. (2021). The role of communication ethics in propagating the Shiite school with emphasis on Razavi teachings. Research Quarterly in Islamic Ethics, 14(51), 93–114.

Ganjvar, M. (2024). Divine solidarity with the oppressed: The socio-political implications of liberation theology in the Christian-Islamic tradition. Journal of Islam and Social Sciences, 16(32), 21–41.

Ganjvar, M. (2012). Modeling the soul in Mulla Sadra’s view. Wisdom and Philosophy, 8(29), 93–116.

Ganjvar, M. (2025). Delineation of gradation neo-theocracy system based on Mullah Sadra’s epistemological opinions. Philosophical Meditations, 14(33), 203–235.

Ganjvar, M. (2023). How can philosophical education contribute to the denial of religious violence? European Journal of Science and Theology, 19(1), 1–20.

Prof. Dr.Umesh Ramnarain | Social Sciences | Best Researcher Award

Professor at University of Johannesburg | South Africa

Prof. Dr. Umesh Ramnarain is a highly accomplished scholar and Professor of Science Education at the University of Johannesburg, widely recognized for his influential contributions to advancing inquiry-based science teaching and learning in diverse educational contexts. As the Director of the Centre for Advanced Learning Technologies in Science, Technology, Engineering, Arts, and Mathematics, he has played a pivotal role in transforming science education through innovative pedagogical models that integrate technology and equity-driven approaches. His academic journey reflects a strong foundation in science and education, culminating in advanced qualifications that underpin his expertise in curriculum design, teacher development, and inquiry-oriented pedagogy. Over the course of his distinguished career, Prof. Dr. Umesh Ramnarain has held various academic and leadership positions, including head of department and research center director, where he has mentored numerous postgraduate students and led multidisciplinary research initiatives. His extensive publication record includes 102 scientific documents and more than 1,055 citations from 835 scholarly sources, earning him an h-index of 18, which highlights his sustained academic impact and influence. His research primarily focuses on inquiry-based learning, science teacher education, technology-enhanced instruction, and the contextual challenges of implementing equitable and effective science teaching in under-resourced environments. He has contributed to internationally recognized journals such as Journal of Research in Science Teaching, Research in Science Education, and Science & Education, while also editing and authoring several key books that have shaped science education discourse in Africa and beyond. In addition to his research and teaching excellence, Prof. Dr. Umesh Ramnarain has been honored with awards recognizing his leadership in research capacity development, transformative education, and innovation in pedagogical practice. His work continues to bridge the gap between theory and classroom practice, emphasizing inclusivity, critical thinking, and the integration of emerging technologies such as virtual and augmented reality in science education. Through his scholarship, mentorship, and leadership, Prof. Dr. Umesh Ramnarain has established himself as a thought leader committed to fostering a generation of educators equipped to meet the demands of 21st-century learning in a rapidly evolving global landscape.

Profile: Scopus | Orcid | Google Scholar | Linkedin

Featured Publications:

Ojetunde, S. M., & Ramnarain, U. (2025). Like objects or like subjects? Effects of student–robot interaction (SRI) and mathematical ability on students’ learning outcomes. Smart Learning Environments, 12(1), 1–9.
Chanetsa, T., & Ramnarain, U. (2025). The effect of textbook analysis as a teacher professional development tool on teacher understanding of nature of science. Science and Education, 34, 73–93.
Mhlungi, X., Ramaila, S., & Ramnarain, U. (2025). The cognitive complexity of technical sciences: An analysis using the depth-of-knowledge level scheme. International Journal of Learning, Teaching and Educational Research, 24(2), 613–635.
Van Wyk, L., Ramnarain, U., & Segun, O. (2025). The effects of inquiry-based learning on STEM-related career aspirations of grade 9 natural sciences students. Research in Science Education.
Ojetunde, S. M., Ramnarain, U., & Teo, T. (2024). Task-technology fit of Fourth Industrial Revolution (4IR) education technology for inquiry-based learning (IBL). Educational Media International, 62(1), 29–53.
Lotter, L., & Ramnarain, U. (2025). An exploratory study on the use of a flipped classroom model for supporting inquiry-based learning in natural sciences classrooms. African Journal of Research in Mathematics, Science and Technology Education, 29(1), 99–112.
Ogegbo, A. A., Ramnarain, U., & Krajcik, J. (2024). Factors predicting teachers’ implementation of inquiry-based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective. Journal of Research in Science Teaching, 1–35.
Ramnarain, U., Penn, M., & Mdlalose, N. (2025). Engaging science learners at disadvantaged schools in South Africa in the use of culturally-anchored virtual reality simulations for inquiry-based learning. LUMAT-B: International Journal on Math, Science and Technology Education, 10(2), 7.
Ramnarain, U., & Moosa, S. (2023). The impact of an empowerment evaluation approach on teachers’ TPACK-P proficiency levels. African Journal of Research in Mathematics, Science and Technology Education, 27(2), 180–191.
Adeyele, V. O., & Ramnarain, U. (2024). Exploring the integration of ChatGPT in inquiry-based learning: Teacher perspectives. International Journal of Technology in Education, 7(2), 200–217.

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