Jean Henry Blignaut | Education and Self-directed learning | Best Researcher Award

Jean Henry Blignaut | Education and Self-directed learning | Best Researcher Award

Dr Jean Henry Blignaut, Cape Peninsula University of Technology, South Africa

Dr. Jean Henry Blignaut is an esteemed academic, researcher, and curriculum development expert currently serving as Acting Head of Department at the Cape Peninsula University of Technology (CPUT), South Africa. With a strong foundation in teacher education and curriculum studies, Dr. Blignaut has established a career dedicated to advancing inclusive, context-responsive pedagogy in higher education. He has played pivotal roles in curriculum innovation, programme evaluation, academic leadership, and policy alignment within South African universities. Dr. Blignaut’s scholarly interests bridge critical themes such as gender and sexual diversity inclusion, self-directed learning, and transformative teacher education. He actively collaborates with both national and international academics and contributes extensively to research, publishing in peer-reviewed journals, editing academic volumes, and authoring impactful book chapters. His work has reached audiences across five continents and continues to shape the discourse on equitable and innovative education practices globally.

Publication Profile

Google Scholar

Education

Dr. Blignaut holds a PhD in Curriculum Development, Innovation and Evaluation (2021) from North-West University (NWU), where his thesis explored the inclusion of gender and sexual diversity in higher education curricula. He completed a Master of Education (MEd) cum laude in Curriculum Development in 2015, and a Bachelor of Education Honours (BEdHons) cum laude in Curriculum Studies in 2013, both from NWU. His foundational BEd degree in Senior and FET Phase Education (Economics and Life Orientation) was awarded in 2012. His postgraduate research has consistently addressed issues of equity, moral education, and diversity within teacher training curricula. Dr. Blignaut’s academic training reflects deep engagement with critical curriculum theory, underpinned by interdisciplinary and social justice perspectives. These qualifications provide a strong foundation for his impactful teaching, academic leadership, and ongoing scholarly contributions to the fields of education and curriculum transformation.

Experience

Dr. Blignaut’s academic career spans over a decade in South African higher education. He is currently Acting Head of the Senior and FET Department at CPUT, where he provides strategic academic leadership, oversees postgraduate supervision, and advances curriculum development. Previously, he served as a Senior Lecturer and Programme Leader at NWU, managing and evaluating seventeen BEdHons programmes across multiple campuses. His expertise encompasses programme accreditation, HEQSF alignment, quality assurance, and research management. Dr. Blignaut holds membership in several key university governance and quality committees and has coordinated national and institutional curriculum evaluations. He has taught at both undergraduate and postgraduate levels, integrating philosophy of education, self-directed learning, and social justice themes. His leadership reflects a strong commitment to faculty development, research advancement, student success, and institutional transformation. Additionally, he has engaged in community outreach and school-level teacher training through WIL (Work Integrated Learning) programmes.

Awards and Honors

Dr. Blignaut has received multiple academic accolades reflecting his excellence and commitment to education and research. These include the PhD Sol Plaatjie Bursary (2016–2017), PhD Academic Merit Bursary, and the MEd Academic Merit Bursary. He was also awarded Honorary Colours for graduating cum laude in BEdHons and received a Golden Key International Honour Society Award in 2015. His leadership qualities were recognized early, receiving an Outstanding Achievement in Leadership Award as Vice-President and Treasurer of the NWU Student Council in 2011. Additionally, he was awarded an NRF research grant for his participation in the Edu-HRight and Human Rights Education in Diversity projects. These recognitions reflect not only academic merit but also a profound commitment to leadership, community engagement, and scholarly impact. Dr. Blignaut’s consistent academic excellence has positioned him as a respected and influential figure in South African higher education.

Research Focus

Dr. Blignaut’s research centers on curriculum innovation, inclusion of gender and sexual diversity, and self-directed learning (SDL). His PhD focused on embedding gender and sexual diversity in higher education curricula, using a queer theoretical lens to explore pedagogical opportunities and institutional challenges. He has also contributed extensively to literature on SDL, emphasizing its application in teacher training, homeschooling, and multilingual education. A cross-cutting theme in his work is equity—advancing inclusive and socially just educational practices in curriculum design and classroom application. He collaborates with national and international scholars on SDL praxis, curriculum evaluation, and distance learning, contributing to transformative educational discourse. Dr. Blignaut’s research has real-world impact, offering actionable frameworks for school teachers, policymakers, and university educators to reimagine pedagogy in inclusive and reflective ways. His work is widely cited and has global reach, reflecting sustained scholarly engagement and influence.

Publication Top Notes

  1. Botha, E.A., Du Toit-Brits, C. & Blignaut, J.H. (2025). Charting New Pathways: Unleashing the Potential of Self-Directed Learning… Education Sciences, 15(5), 524. https://doi.org/10.3390/educsci15050524
    Explores SDL in the context of teacher transformation and innovation in education.

  2. Blignaut, J.H. & Du Toit-Brits, C. (2022). Stay safe at the expense of our future workforce… Journal of Humanities, 62(1), 150-168.
    Critically examines the implications of COVID-19 on SDL implementation.

  3. Du Toit-Brits, C. & Blignaut, J.H. (2019). Positioning self-directed continuing learning skills… Journal of Humanities, 59(4), 219–529.
    Discusses lifelong learning through the SDL framework in the 21st century.

  4. Blignaut, J.H., Du Toit-Brits, C. & Wirth, C. (2024). Cultivating Self-Authorship… In: Du Toit-Brits et al., eds. Aosis.
    Addresses SDL environments fostering learner autonomy.

  5. Blignaut, J.H., Balfour, R.J. & Rothmann, J. (2023). Understanding gender and sexual diversity… In: Meletiadou, E., ed. IGI Global.
    Applies queer theory in educational settings.

  6. Scheepers, M., Du Toit-Brits, C. & Blignaut, J.H. (submitted). Parental Understanding of SDL in Homeschooling. ECNU Review of Education.

Giambattista Bufalino | Education | Best Researcher Award

Giambattista Bufalino | Education | Best Researcher Award

Dr Giambattista Bufalino, Department of Educational Science, Italy

Dr. Giambattista Bufalino 🌱📘 is a Tenure-Track Researcher in General and Social Education at the University of Catania, Italy. He holds an Italian National Scientific Qualification for Associate Professor in Pedagogy and a Ph.D. in Educational Research from the University of Lincoln 🇬🇧, specializing in educational leadership and teacher education. His research projects, including the Green Education Lab and Eco-Narratives workshops, emphasize sustainability, ecological thinking, and ethical responsibility 🌍. Dr. Bufalino has also contributed to numerous international research initiatives and publications, fostering interdisciplinary collaborations on environmental pedagogy 🌐. He actively participates in academic societies, including SIPED and SIPEGES 📚.

Publication Profile

Orcid

Education

Dr. Giambattista Bufalino is a distinguished educational researcher and psychologist with Italian National Scientific Qualification for Associate Professor in Pedagogy (11/D1) 🏅. He completed his Ph.D. in Educational Research & Development at the University of Lincoln, UK (2019), focusing on educational leadership and teacher education 🎓. Holding both M.S. and B.S. degrees in Psychology from the University of Catania, Italy, he graduated cum laude 🌟. Dr. Bufalino is a Tenure-Track Researcher in General and Social Education at the University of Catania, where he also contributes to EU-funded research on environmental leadership in education 🌍📘, advancing sustainability and intercultural pedagogy.

International Teaching and Research Experience

Dr. Giambattista Bufalino is an experienced educator and researcher with a global teaching footprint. He has held visiting positions across Europe, focusing on topics like environmental education and leadership. Notably, he taught at the University of the Aegean in Greece, the University of Tartu in Estonia, and Cadi Ayyad University in Morocco, promoting sustainability in education. As a faculty member at the University of Catania, he teaches courses on Environmental Education, Intercultural Pedagogy, and General and Social Pedagogy, integrating diverse perspectives into his work. His collaborations emphasize distributed leadership and teacher agency in educational settings 🌍📘👨‍🏫🌱.

Research Projects

Dr. Giambattista Bufalino is a dedicated educational scientist at the University of Catania, specializing in environmental pedagogy and inclusive education 🌍📘. He co-coordinates Eco-Narratives workshops for ecological education in Italy and leads the Green Education Lab, promoting environmental leadership and sustainability 🌱. As a SIPED member, he advocates for EU-aligned environmental education 🎯. Dr. Bufalino has collaborated on numerous projects, from multicultural leadership in schools to inclusive education for refugee children and inter-religious dialogue across Europe 🤝🌍. His work emphasizes empathy, cultural understanding, and innovative educational practices for a more inclusive, sustainable future 🌎🌿.

Awards and Recognition 

Dr. Giambattista Bufalino has received numerous accolades for his contributions to public administration training and educational research 🌍📘. Notably, he was honored with the prestigious Basile Prize from the Italian Association for Training in Public Administration (AIF) for his project Eco-Narrations: Formative Workshops for Educational Care 🏆. In 2021, he won the Italian Pedagogy Award (SIPED) for his book Pedagogia e Leadership Educativa 📖. His international accomplishments include the Estonian Government Scholarship (2023), Latvian State Education Development Agency Fellowship (2021), Slovak National Scholarship (2019), Dora Plus Grant (2018), and Erasmus+ Research Fellowship (2017) 🌐🎓, underscoring his impact on global educational initiatives.

Research Focus

Giambattista Bufalino’s research focuses on eco-narrative approaches, educational innovation, and critical pedagogy. His studies explore the role of storytelling in fostering environmental consciousness and developing sensitive, inclusive learning environments. Bufalino examines how elements like silence and relational aesthetics impact teaching, emphasizing the importance of social justice and leadership in education. Through his work, he aims to inspire transformative teaching methods that nurture ecological awareness, critical thinking, and empathy in students. His contributions encourage educators to adopt reflective practices, promoting sustainability and inclusivity in educational settings. 📚🌱💡💬🤝

Publication Top Notes

 

Margarida Marques | Educational Innovation in Science | Best Researcher Award

Margarida Marques | Educational Innovation in Science | Best Researcher Award

Dr Margarida Marques, University of Aveiro, Portugal

Dr. Margarida Marques appears to be a strong candidate for the Best Researcher Award based on her impressive credentials and contributions.

Publication profile

google scholar

Research Focus

Dr. Margarida Marques specializes in Social Sciences and Education, with a focus on innovative teaching and learning methodologies. Her recent projects include developing smart educational environments and combating misinformation through educational initiatives.

Achievements

Research Roles: Dr. Marques has been a researcher at the Universidade de Aveiro since 2015, focusing on didactics and technology in teacher training. She has led several high-impact projects funded by Erasmus Plus and the Fundação para a Ciência e a Tecnologia. Educational Contributions: She has designed and implemented multiple training programs and workshops for teachers, emphasizing critical thinking, online learning, and digital education tools. Publications & Presentations: She has presented her work at international conferences and published in notable journals, contributing significantly to the field of educational technology and teacher training.

Additional Contributions

Editorial Work: Dr. Marques serves as a reviewer for prominent journals in education and technology, including MDPI’s Games and Sustainability. Leadership: She is actively involved in coordinating significant research projects and educational programs, such as the Smart Knowledge Garden and the Open Education Smart Campus.

Current Research Projects

Margarida is currently co-principal investigator of the EduCITY project and contributes to several other significant projects, including CURIOSOIL, OpenUS4ALL, School FaN, MEREVIA, and VaBioLa. Her involvement in these diverse projects demonstrates her extensive engagement in advancing educational technologies and science literacy.

Professional Background and Recognition

Margarida’s professional journey includes roles as a research fellow and teacher in various projects and institutions. Her experience spans from her doctoral studies to recent research endeavors, showcasing a consistent and impactful career in educational research. Her awards and contributions to knowledge dissemination further affirm her suitability for the Best Researcher Award.

Conclusion

Margarida M. Marques’ combination of innovative research, impactful projects, and prestigious recognitions aligns well with the criteria for the Best Researcher Award, making her an excellent candidate.

Publication top notes

Climate literacy: a systematic review and model integration

MOOC success factors: Proposal of an analysis framework

The potential educational value of mobile augmented reality games: The case of EduPARK app

The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

Marker-based augmented reality application for mobile learning in an urban park: Steps to make it real under the EduPARK project

Improving students’ learning with a mobile augmented reality approach–the EduPARK game

Evaluation of a Mobile Augmented Reality Game Application as an Outdoor Learning Tool

The EduPARK Mobile Augmented Reality Game: Learning Value and Usability.

Augmented Reality and Mobile Learning in a Smart Urban Park: Pupils’ Perceptions of the EduPARK Game

The dynamics of an online community of practice involving teachers and researchers