Dr. Dirgha Joshi | Education | Best Researcher Award

Dr. Dirgha Joshi | Education – Tribhuvan University, Nepal

Dr. Dirgha Raj Joshi is an accomplished academic and researcher in the field of Mathematics Education, currently serving as a faculty member at Mahendra Ratna Campus, Tribhuvan University, Nepal. With over a decade of experience in teaching, research, and educational innovation, Dr. Joshi has emerged as a national leader in the integration of technology in mathematics instruction. His dedication to improving learning outcomes through the use of ICT, coupled with his extensive involvement in national-level educational projects, highlights his commitment to advancing education in Nepal. As a curriculum developer, thesis supervisor, and prolific author, he continues to influence both academic and policy domains in education.

Profile Verified:

Orcid | Scopus | Google Scholar

Education:

Dr. Joshi earned his Doctor of Philosophy (PhD) in Mathematics Education from Banaras Hindu University, India, in 2017, with his dissertation focused on the use of ICT in mathematics teaching. He completed his Master of Education (M.Ed.) and Bachelor of Education (B.Ed.) in Mathematics from Tribhuvan University, Nepal. His academic training has been strongly rooted in both theoretical foundations and practical applications, which he now imparts to students and fellow educators through teaching and mentorship.

Experience:

Dr. Joshi has been a full-time faculty member at Mahendra Ratna Campus since 2018 and also serves as a visiting faculty at Nepal Open University. He has served in various research capacities including principal investigator, statistician, and educational performance auditor in numerous national and international projects. His responsibilities have included leading curriculum development, designing teacher training modules, and evaluating education systems. Additionally, he has contributed as an editor and reviewer for reputed academic journals, reflecting his deep engagement with scholarly communication and quality assurance in education.

Research Interests:

Dr. Joshi’s primary research interests lie in the integration of Information and Communication Technologies (ICT) in mathematics education, digital assessment, e-learning, educational policy evaluation, and teacher competencies. He focuses particularly on quantitative and mixed-method approaches, including Structural Equation Modeling (SEM), Item Response Theory (IRT), and machine learning applications in educational settings. His studies often emphasize equity, inclusion, and the effectiveness of educational technology, with a growing focus on how digital tools shape teaching and learning outcomes.

Award:

Dr. Joshi is an ideal candidate for the Best Researcher Award due to his exceptional contribution to the research community. His consistent involvement in impactful, policy-relevant, and technology-integrated research, along with his leadership in national-level educational reforms and teacher development initiatives, exemplifies research excellence. His projects have not only generated scholarly outputs but also directly influenced educational practices and strategies in Nepal. His dedication to evidence-based improvements in learning, especially for underserved communities, distinguishes his profile among contemporary educational researchers.

Selected Publications:

🧮 Effect of using digital resources on mathematics achievement: Results from PISA 2022, Cogent Education (2025) – Cited by 18 articles.

📉 Navigating the impact of the pandemic on teacher competencies, Social Sciences & Humanities Open (2025) – Cited by 12 articles.

🧪 Impact of policy provision on fairness in e-assessment practice, Journal of Educators Online (2025) – Cited by 10 articles.

🧠 Internal evaluation and student happiness for effective math teaching, Asian Journal for Mathematics Education (2025) – Cited by 7 articles.

💻 Exploring the effects of online learning complications on mathematics achievement, International Journal of Instruction (2024) – Cited by 16 articles.

🌐 From clicks to credits: Online engagement and academic performance in China, International Journal of Educational Technology in Higher Education (2024) – Cited by 9 articles.

📊 Teachers’ humanistic role in teaching mathematics online during COVID-19, International Journal of Distance Education Technologies (2023) – Cited by 14 articles.

Conclusion:

In conclusion, Dr. Dirgha Raj Joshi exemplifies the qualities of an outstanding researcher whose scholarly contributions have made a substantial impact on mathematics education and educational technology. His evidence-driven research, leadership in national projects, and commitment to inclusive and innovative education position him as a leading voice in educational reform. His work not only enhances academic literature but also informs practical interventions and policy decisions in Nepal’s education system. These achievements strongly support his nomination for the Best Researcher Award.

Assoc. Prof. Dr. Zerrin Toker | Education | Best Researcher Award

Assoc. Prof. Dr. Zerrin Toker | Education – Assoc. Prof. Doctor at Ted University, Turkey

Assoc. Prof. Dr. Zerrin Toker is an accomplished academic and researcher specializing in mathematics education, with a particular focus on teacher development and reflective practices. She has significantly contributed to the field through her work in designing instructional programs for mathematics teachers, curriculum development, and her extensive research on the professional growth of pre-service and in-service educators. Her expertise has been recognized both nationally and internationally, with her research published in several prestigious academic journals. Over the years, Dr. Toker has also taken on several leadership roles at academic institutions, guiding initiatives to enhance the quality of education in mathematics. Her dedication to transforming teaching practices, advancing educational policies, and mentoring future educators has had a profound impact on the academic community.

Profile:

Scopus

Education:

Dr. Toker’s educational background is rooted in mathematics education. She earned her Bachelor’s degree from Middle East Technical University (METU), where she also pursued her Master’s and Doctoral degrees in the same field. Her Ph.D. research focused on preservice mathematics teachers’ reflective practices in teaching and learning. Through her studies, she has gained a deep understanding of how students and teachers develop their mathematical thinking, which has shaped much of her career. This academic foundation, along with her commitment to continuous learning, has propelled her to become an influential figure in the field of mathematics education.

Experience:

Dr. Toker’s professional journey spans over two decades, beginning as a mathematics teacher, where she developed valuable insights into the challenges of classroom teaching. She served as the head of the mathematics department and professional development coordinator for several years, further establishing her leadership in shaping educational practices. Dr. Toker has also worked as an instructor at various universities, where she taught courses in mathematics education and mentoring programs for pre-service teachers. She has contributed significantly to curriculum development, particularly in designing textbooks used across elementary schools in Turkey. Her experience in these areas has allowed her to effectively integrate theoretical research with practical application, benefiting both teachers and students.

Research Interests:

Dr. Toker’s research interests lie in several key areas: the development of mathematical thought, conceptual learning, teacher training, and curriculum development. Her focus on reflective thinking practices, both in pre-service and in-service teachers, is central to her work, as she believes that reflective practitioners are better equipped to handle the dynamic challenges of teaching. She is also interested in design-based research, which allows educators to create solutions rooted in real-world classroom settings. Dr. Toker’s interest in interdisciplinary learning, differentiated instruction, and data-driven instructional design showcases her dedication to enhancing student outcomes and improving teaching methodologies.

Awards:

Dr. Toker has earned significant recognition for her contributions to mathematics education. Her work has been acknowledged through various awards and appointments, including leadership roles in accreditation commissions, curriculum development teams, and educational policy committees. These roles have allowed her to influence the broader educational landscape, ensuring that her research and teaching practices contribute meaningfully to improving the quality of mathematics education. She has also been nominated for the Best Researcher Award due to her impactful research and leadership in the field.

Publications:

A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research
Journal: Journal of Mathematics Teacher Education (2024) 📘
Cited by: This article offers insights into professional development strategies for mathematics educators and the role of coaching.
Analysis of distractors in mathematics questions and their potential to lead to misconceptions
Journal: Thinking Skills and Creativity (2024) 📝
Cited by: The study identifies how question design in mathematics assessments can lead to student misconceptions, influencing instructional practices.
Teachers’ Reflective Thoughts and Perceptions About Change in the Process of Adaptation to the International Curriculum
Journal: Education and Science (2021) 📚
Cited by: The paper explores the challenges and reflections of teachers adapting to international curricula, highlighting issues of curriculum reform.
Preservice teachers’ reflections on learning number bases and teaching base ten
Journal: International Journal of Research in Education and Science (2023) ✏️
Cited by: This article presents preservice teachers’ insights into their understanding of number systems, a core concept in mathematics education.
A Professional Development Model Proposal Including Lesson Supervision Practices: School-Based Reflective Mathematics Coaching
Journal: Milli Eğitim (2023) 🔍
Cited by: The paper proposes a professional development model focused on reflective teaching practices for mathematics educators.
Identifying the presence of context and item-writing flaws in practice items: The case of Turkish mathematics textbooks
Journal: International Journal of Assessment Tools in Education (2022) 📏
Cited by: A critical analysis of flaws in Turkish mathematics textbooks, aiming to improve assessment quality.
In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development
Journal: Kuramsal Eğitimbilim Dergisi (2022) 🎥
Cited by: This article discusses how video-based reflection can enhance teachers’ pedagogical practices.

Conclusion:

Assoc. Prof. Dr. Zerrin Toker’s body of work is a testament to her dedication to improving mathematics education at all levels. Through her leadership, research, and publications, she has had a lasting influence on teacher development, curriculum design, and instructional methodologies. Her ability to blend theoretical insights with practical applications in education makes her a distinguished researcher in her field. As a nominee for the Best Researcher Award, Dr. Toker stands out not only for her scholarly contributions but also for her ongoing commitment to the professional growth of educators and the transformation of mathematics teaching practices worldwide.