Helen Thouless | Qualitative Research | Research Excellence Award

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Dr. Helen Thouless | Qualitative Research | Research Excellence Award

St MAry’s University Twickenham | United Kingdom

Dr. Helen Thouless is a Senior Lecturer in Primary Mathematics at St Mary’s University, Twickenham, with a PhD in Learning Sciences from the University of Washington (2014), where her dissertation examined whole-number place-value understanding in children with dyslexia. She also holds a Masters in Teaching (University of Washington, 2001) and a BA in Psychology (Reed College, 1995). With extensive experience in both US and UK schools, she has taught primary mathematics, special education, and early years settings, including international experience in Tanzania. Her research focuses on mathematics learning for children with learning difficulties, early-years patterning, and inclusive pedagogy, employing methodologies such as clinical interviews, observations, video analysis, and action research. She has authored books including The Power of Pattern: Patterning in the Early Years and co-edited Enabling Mathematics Learning of Struggling Students. Dr. Thouless has contributed to numerous peer-reviewed publications on early mathematics, pattern recognition, and special education, with an h-index of 1, 5 published documents, and 3 citations across key works. She supervises PhD and EdD students, contributes to teacher education programs, and holds leadership roles in educational organizations promoting mathematics inclusion. Her work bridges research and practice, aiming to make mathematics accessible, conceptually rich, and engaging for all learners.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

Ockelford, A., McCarthy, S., Gifford, S., Thouless, H., Kirk, S., & Thorpe, M. (2025). “Towards a new taxonomy of pattern-making in the visuo-spatial domain in early childhood based on zygonic theory and the Sounds of Intent framework of musical development.” Music & Science.

Thouless, H., Xin, Y. P., & Tzur, R. (2022). Enabling mathematics learning of struggling students: International perspectives.

Thouless, H., Borthwick, A., & Gifford, S. (2021). The power of pattern: Patterning in the early years.

Thouless, H., Gifford, S., Moses, K., & James, R. (2020). “Reasoning about patterns.” Mathematics Teaching.

Thouless, H., & Gifford, S. (2019). “Dotty triangles.” For the Learning of Mathematics.

Skye Playsted | Educational Data Analysis | Best Researcher Award

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Ms. Skye Playsted | Educational Data Analysis | Best Researcher Award

The University of Queensland | Australia

Skye Playsted is an academic educator and researcher in TESOL and literacy education whose work integrates classroom experience, practitioner research, and reflective pedagogy. She holds qualifications including a PhD candidature, MEd, PGDipEd, BA, and Cert IV TAE, and has taught extensively across Australian universities such as the University of Queensland, University of New England, University of Wollongong, and the University of Southern Queensland. Her academic experience includes coordinating and teaching a wide range of undergraduate and postgraduate courses in English, TESOL, literacy, and curriculum studies, as well as contributing to preservice teacher development. As a research assistant, she has collaborated on projects examining education privatisation, co-teaching, and university student engagement. Her research focuses on pronunciation teaching, practitioner inquiry, LESLLA contexts, teacher professional learning, and translanguaging-informed pedagogies, with publications in leading journals and edited collections. She has served in numerous professional, volunteer, and peer-review roles and has delivered many national and international conference presentations. Recognised with multiple awards—including a Higher Education Academy Fellowship and several prestigious scholarships—she is committed to inclusive, evidence-based education. With 5 documents, 13 citations by 13 documents, and an h-index of 2, she continues to expand her scholarly contributions while supporting future educators.

Profiles : Scopus | Orcid

Featured Publications

Playsted, S., & Thomas, D. P. (2026). “Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia” in System.

Playsted, S., Fortier, V., & Beaulieu, S. (2025). “Classroom-based Research in LESLLA Contexts: Methodological Challenges and Affordances” in Proceedings of the 20th Anniversary LESLLA Symposium.

Playsted, S. (2025). “Planning with a model text to integrate speaking and listening into English language lessons” in English Australia Journal.

Playsted, S., Thomas, D. P., & Wilkinson, J. (2024). “Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education” in Language Teaching Research.

Playsted, S. (2024). “Book review of Guskaroska, A., Zawadzki, Z., Levis, J., Challis, K., & Prikazchikov, M. (2024). Teaching pronunciation with confidence. Iowa State University.” in TESOL in Context.

Ignacio Aguaded | Educational Data Analysis | Best Researcher Award

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Dr. Ignacio Aguaded | Educational Data Analysis | Best Researcher Award

University of Huelva | Spain

Dr. Ignacio Aguaded is a Full Professor at the University of Huelva (Spain) and a leading scholar in Educommunication, Media Literacy, and Educational Technology. He holds a PhD in Psychopedagogy (University of Huelva), a degree in Pedagogy (UNED), a degree in Hispanic Philology (University of Seville), and a Diploma in Teaching (University of Seville). With more than four decades of academic experience, he began as a primary school teacher and progressed through positions in the University of Seville, the Ministry of Education of Andalusia, and the University of Huelva, where he has served since 1993. He is the founding president of Grupo Comunicar and Chief Editor of the high-impact journal Comunicar (indexed JCR-Q1, Scopus Q1), recognized among the top worldwide in cultural studies. His research productivity is remarkable, with over 178 scientific papers, 47 books, and 139 book chapters, accumulating more than 1807 citations and an h-index 23. He has coordinated numerous national, European, and Latin American research projects, supervised 48 PhD theses, and led the Euro-American Alfamed Research Network. Recipient of prestigious awards, including the UNESCO World Prize (2022), Ibero-American Communication Award (2022), and Best Researcher Award (2015), Dr. Aguaded continues to shape global research and practice in media education and literacy.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

“Decoding the Enigma of a Digital Platform Transfer: Research-Based Design and Complex Thinking”

“DIG-HE Digital Transformation Model in Higher Education: An Implementation Model”

“Spanish universities in the Shanghai ranking in education (2022–2024)”

“Explorando la intersección entre tecnologías IA y alfabetización mediática en personas de edad avanzada”

“Media competence in the early, primary and secondary education curriculum: presence and progression in Latin America”

Evangelina Bonifácio-teaching profession-Best Researcher Award

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Prof Dr Evangelina Bonifácio  - teaching profession - Polytechnic Institute  - Portugal  🏆

Professional Profiles

Early Academic Pursuits

Prof Dr. Evangelina Bonifacio began her academic journey with a Master's degree in Education Sciences with a focus on Administration and Education Planning from the Portucalense University in 2000. She then pursued her doctoral studies at the University of Salamanca, obtaining her Ph.D. in Theory and History of Education in 2009. Following this, she furthered her post-doctoral studies in Ethics and Education from the University of Salamanca in 2016 and later in Education Sciences from the Catholic University of Portugal - Porto in 2019.

Professional Endeavors

Since 2009, Prof Dr Evangelina Bonifacio has held the esteemed position of an Invited Adjunct Professor at the Education School of Bragança Polytechnic Institute. Her association with academia doesn't end there; she is a dedicated researcher at the VALORIZA - Research Centre for Endogenous v, affiliated with the Polytechnic Institute of Portalegre. Additionally, she plays an integral role in the study group "Helmantica Paidea" at the University of Salamanca.

Contributions and Research Focus

Prof Dr Evangelina's research contributions span various facets of Education Sciences. She has actively participated and presented her findings in both national and international congresses as an author or co-author. Her involvement in research project areas has enriched the field, and her collaboration with esteemed institutions like the Federal University of Grande Dourados in Brazil, UNIPIAGET in Mozambique, and the Catholic University of Mozambique underscores her commitment to global educational advancement.

Accolades and Recognition

Although specific accolades and awards might not be detailed in the provided information, Evangelina Bonifacio's extensive academic pursuits, contributions to research, and collaborations with prestigious institutions speak volumes about her recognition and esteem in the academic community.

Impact and Influence

Prof Dr Evangelina's influence is evident through her collaborative efforts with various national and international educational institutions. Her research and academic endeavors have likely shaped policies, curricula, and methodologies in the realm of Education Sciences. Her active participation in congresses and collaborations signifies her role as a thought leader and influencer in the field.

Legacy and Future Contributions

As Evangelina Bonifacio continues her academic and research pursuits, her legacy is bound to be characterized by a commitment to excellence, collaboration, and innovation in Education Sciences. Given her extensive contributions and collaborations, she is poised to further influence the future of education both nationally and internationally. Her ongoing work promises to pave the way for innovative approaches, methodologies, and strategies that will benefit the academic community and society at large.

Notable Publications