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.

Dr. Matthew Oware | Social Sciences | Best Researcher Award

Full Professor at University of Richmond | United States

Dr. Matthew Oware is a distinguished Full Professor of Sociology at the University of Richmond, recognized for his influential contributions to the social sciences, particularly in the areas of race, gender, popular culture, and the sociology of the Black family. He holds a Ph.D. in Sociology from Indiana University, Bloomington, and has since developed a strong academic profile marked by publications, public engagement, and teaching excellence. His professional experience spans years of research and teaching, with a focus on examining how hip hop and rap music function as cultural spaces for exploring racial identity, masculinity, and multiracial experiences. He has authored the widely cited monograph I Got Something to Say: Gender, Race, and Social Consciousness in Rap Music and has published in reputed journals such as the Journal of Black Studies, Journal of African American Studies, Poetics, Sociology of Race and Ethnicity, and Children and Youth Services Review. His research interests include race, popular culture, gender, masculinities, multiracial identity, and the Black family, with particular attention to how these themes manifest in cultural production and social consciousness. He is skilled in qualitative analysis, critical theory, and cultural sociology, applying these approaches to generate impactful insights that bridge academic and public discourse. In addition to scholarly journals, his work has reached broader audiences through contributions to outlets like Newsweek, CNN, and The Conversation. Dr. Matthew Oware’s academic impact is reflected in his research metrics, with 2 citations by 2 documents, 4 documents published, and an h-index of 1, demonstrating an emerging but meaningful presence in sociological research. His professional service includes active membership in the American Sociological Association, and he is widely recognized for mentoring students and contributing to public dialogue on race and culture. Overall, Dr. Matthew Oware’s career reflects deep scholarly commitment, public engagement, and leadership potential, making him a deserving figure whose future research promises to expand the global impact of social sciences.

Profile: Scopus

Featured Publications:

Oware, M. (2018). I got something to say: Gender, race, and social consciousness in rap music. Palgrave Macmillan.

Oware, M. (n.d.). Race and space in rap: Conceptions of (multi)racial identity and urban life in rap music. Journal of Arts and Urban Development.

Oware, M. (n.d.). Rap music and the construction of Black masculinities. Journal of Black Studies.

Oware, M. (n.d.). Multiracial identity in hip hop culture: Performing difference and belonging. Sociology of Race and Ethnicity.

Oware, M. (n.d.). Youth, race, and resistance in hip hop narratives. Children and Youth Services Review.

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