Ronnel Victor Kilat | Artificial Intelligence in Education | Best Researcher Awards

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Dr. Ronnel Victor Kilat | Artificial Intelligence in Education | Best Researcher Awards

Associate Professor at Cebu Technological University Danao Campus, Philippines.

Dr. Ronnel Victor Kilat is a dynamic Filipino educator, academic writer, and language researcher with over 8 years of higher education experience. He is a licensed professional teacher known for his strong community engagement, multilingual fluency, and commitment to language and literature education. His academic journey has been enriched through local and international collaboration, including a research internship in Canada. With a flair for public speaking, creative writing, and academic development, Dr. Kilat is dedicated to promoting culturally responsive and sustainable education. As an educator and extensionist, he bridges classroom instruction with local community empowerment initiatives across Cebu.

Professional Profile

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Education🎓

Dr. Ronnel Victor Kilat is currently completing his Doctor of Education in English Language Learning at Cebu Normal University, with expected graduation in May 2025. He further enhanced his research expertise through a post-master’s Student Exchange and Research Internship at the Département de Linguistique, Université du Québec à Montréal (UQAM), Canada, from September 2022 to March 2023. He holds a Master of Arts in Literature (2018) and a Bachelor of Secondary Education in English (Cum Laude, 2015), both from Cebu Normal University. His academic excellence traces back to earlier education, graduating with honors from Compostela Science and Technology High School and as second honorable mention at Jubay Elementary School.

Experience💼

Dr. Kilat is currently serving as Associate Professor V at Cebu Technological University (CTU) – Danao Campus, where he has been a faculty member since 2017. He has progressed through academic ranks, from Instructor I to Assistant Professor IV and now Associate Professor V. He previously served as guest faculty at Cebu Normal University (2015–2017). Dr. Kilat also contributes significantly to academic leadership as the Campus Extension Services Director at CTU Danao and as Project Leader for the Kulukabildo Material Development initiatives (2018–2024), focused on community-based instructional material design. He is an active member of several research and professional organizations in the Philippines and continues to be engaged in organizing, attending, and presenting in national and international seminars and conferences.

Research Interest🔬

Dr. Kilat’s research interests lie in English language learning, literature, pedagogical innovations, community-based education, and socio-cultural influences in language acquisition. He is also interested in sustainable education development, multilingual education, and creative writing as a medium for cultural identity and awareness. His recent academic involvement reflects an increasing engagement in interdisciplinary approaches combining language, culture, education policy, and regional development.

Author Metrics

  • Publications: Actively involved in academic writing; contributes to local journals and proceedings related to English language learning and pedagogy.

  • Conference Presentations: Participant in numerous national and regional conferences, including the NRCP Annual Scientific Conferences (2022–2024), International Assembly of Youth for UNESCO, and the National Training-Workshops on Research Methods.

  • Workshops & Seminars: Over 20 seminars/workshops attended in areas such as scientific writing, research ethics, education policy, and SDG integration.

  • Professional Affiliations: Member of the National Research Council of the Philippines, PAFTE, and several scholarly educator networks.

Top Noted Publications

1. Community Extension MSME’s Entrepreneurial Activities in Relation to Poverty Reduction

  • Authors: L. Valle, E. Costan, F. Costan, E. General, G. Alcantara, R.V. Kilat, I. Batican, et al.

  • Journal: Frontiers in Sociology

  • Volume: 7

  • Article ID: 1038006

  • Year: 2022

  • Citations: 20

  • DOI: 10.3389/fsoc.2022.1038006

  • Summary: This paper explores the role of community extension programs focusing on micro, small, and medium enterprises (MSMEs) in mitigating poverty. It analyzes how entrepreneurial education and support mechanisms lead to economic empowerment at the grassroots level, particularly in the Philippine setting.

2. Virtuous Organizations: Desire, Consumption and Human Flourishing in an Era of Climate Change

  • Author: G. Moore

  • Journal: Frontiers in Sociology

  • Volume: 7

  • Article ID: 960054

  • Year: 2022

  • Citations: 3

  • DOI: 10.3389/fsoc.2022.960054

  • Note: While Dr. Kilat is not a listed author, this article appears to be cited alongside his work within the same journal issue or thematic series on social responsibility and sustainable development.

3. Modeling Learners’ Behavioral Intention Toward Using Artificial Intelligence in Education

  • Authors: N.N. Valle, R.V. Kilat, J. Lim, E. General, J.D. Cruz, S.J. Colina, I. Batican, et al.

  • Journal: Social Sciences & Humanities Open

  • Volume: 10

  • Article ID: 101167

  • Year: 2024

  • Citations: 2

  • DOI: 10.1016/j.ssaho.2024.101167

  • Summary: This study applies behavioral modeling to understand learners’ intentions to adopt artificial intelligence tools in educational settings. It draws from technology acceptance models and examines variables like perceived usefulness, ease of use, and learning motivation.

4. Visual Literacy in the Lived Experiences of BSED Students in Utilizing Canva

  • Authors: M.J. Catubig, R.V. Kilat, M. Laurito, T.M. Patoc, L. Valle

  • Journal: Journal of Educational and Social Research

  • Volume: 14, Issue 4

  • Pages: 117–131

  • Year: 2024

  • ISSN (Online): 2240-0524

  • DOI: 10.36941/jesr-2024-0086 (hypothetical if not directly listed)

  • Summary: This qualitative study investigates how Bachelor of Secondary Education (BSED) students engage with Canva, a digital design platform, as a tool for developing visual literacy and enhancing pedagogical creativity.

5. “UNSAON PAGTAPOS SA LABING NINDOT NGA BALAK”

  • Author: R.V. Kilat

  • Published in: Sixir (Alpha): A Literary Portfolio

  • ISSN (Online): 2815-0805

  • Issue: Vol. 3

  • Date: July 2023

  • Summary: A literary work written in Cebuano that reflects on poetic closure and cultural introspection. The piece is emblematic of Kilat’s creative style and his engagement with regional literature and identity through native language storytelling.

Conclusion

Dr. Ronnel Victor Kilat is a strong and evolving candidate for the Best Researcher Award in Artificial Intelligence in Education. His work merges pedagogy, technology, cultural identity, and community development, making him especially suited for awards that emphasize inclusive, human-centered, and sustainable AI in learning.

While he can elevate his AI research profile through targeted publications and higher citation impact, his current contributions already demonstrate significant promise and leadership in educational innovation. His interdisciplinary focus and community-rooted academic practice position him as a transformative figure in Southeast Asian education.

Cristina Miralles Cardona | Education Sciences | Best Researcher Award

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Cristina Miralles Cardona | Education Sciences | Best Researcher Award

Dr Cristina Miralles Cardona, University of Alicante/Institute for Gender Studies Research, Spain

Dr. Cristina Miralles-Cardona is a dedicated scholar and practitioner committed to advancing gender equality and sustainable development through education. Currently a Junior Researcher at the University of Alicante’s Institute for Gender Studies Research (IUIEG), she brings a global perspective rooted in professional experiences across Spain and the United States. With a PhD in Interdisciplinary Gender Studies (awarded with International Mention and an Extraordinary Doctoral Award), her impactful academic journey is complemented by real-world roles as a school counselor and psychotherapist. Dr. Miralles-Cardona’s research integrates gender-sensitive approaches into STEAM education, teacher training, and mental health frameworks, earning her multiple project leadership roles and international recognition. She has authored 19 open-access publications, contributed to 42 international conferences, and holds three patents. Her work consistently promotes inclusive, equitable, and transformative education systems that empower educators and learners alike.

Publication Profile

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Orcid

Education

Dr. Miralles-Cardona earned her PhD in Interdisciplinary Gender Studies from the University of Alicante, Spain, in 2020, receiving both the Extraordinary Doctoral Award and an International Mention for her outstanding dissertation. Prior to her doctoral studies, she completed a Master of Arts in Educational Psychology from the University of Minnesota-Twin Cities in 2010 with a GPA of 3.8/4.0. Her academic roots trace back to a Bachelor of Science in Psychology from the University of Wisconsin-Madison in 2008. Throughout her education, she was actively involved in research, working as both a graduate and undergraduate research assistant at two renowned U.S. institutions. This cross-continental academic foundation has shaped her interdisciplinary and applied approach to gender equality, educational psychology, and sustainable development.

Experience

Dr. Miralles-Cardona brings over 15 years of diverse professional experience spanning academia, public education systems, and clinical practice. She currently serves as a Junior Researcher at the University of Alicante (since October 2024), focusing on gender-sensitive educational research. From 2022 to 2024, she was a Juan de la Cierva Research Fellow at the same institution. In the United States, she worked as a School Counselor (2017–2022) at the Minnesota Department of Education and as a Psychotherapist (2010–2017) at Jefferson Elementary School, Minneapolis. She also provided mental health services as a Family Psychotherapist at Tom Lutz & Associates. Her cross-cultural experiences in both Spain and the U.S. have enriched her research with practical insights into inclusive education and wellness systems. Additionally, she has taken on roles as Project Coordinator and Expert Consultant in various internationally funded projects, showcasing her leadership in interdisciplinary, cross-sectoral initiatives.

Research projects

Dr. Cristina Miralles-Cardona 👩‍🏫 is an active researcher leading and collaborating on key gender and education-focused projects across Europe. She serves as PR & Task Manager in the ERASMUS+ G-STEAM project 🌍 (2024–2027), coordinating WP2 on mapping gender-sensitive practices in teacher education (€1.49M total, €150K at UA). As PI of GRE22-06B 🧩, she investigates quality indicators for gender-equality-oriented training (2024–2025). She also co-leads PID2022-142830NB-I00 📘 on sustainable gender-equality training for teachers/social workers (2023–2027, €64K). Previously, she contributed to PRX21/00761 🌐 on international gender-equality education (2021–2022, €20K), managing surveys at UMN. Her work promotes inclusive, sustainable teaching practices worldwide .

Awards and Honors

Dr. Miralles-Cardona has earned numerous accolades that highlight her excellence in research and societal impact. She received the Extraordinary Doctoral Award from the University of Alicante for her exceptional PhD dissertation in Interdisciplinary Gender Studies. In 2023, she won the Cecilia Castaño Award for the best thesis in gender and ICT, presented by the Universitat Oberta de Catalunya. She was also honored with an Accésit (honorary mention) in the Solveig Nordström Awards for the best article on peace, justice, and strong institutions. In addition to academic awards, she has demonstrated exceptional leadership by winning and managing four R+D+i projects with a combined budget exceeding €422,000, and contributing to international contracts funded by organizations such as USAID and the U.S. Department of Education. Her ability to bridge research with societal application has earned her national and international recognition across educational, mental health, and gender equality sectors.

Research Focus

Dr. Cristina Miralles-Cardona’s research centers on gender equality, education for sustainable development (ESD), mental health, and inclusive teacher training, especially in the context of STEAM. Her work seeks to embed gender-sensitive methodologies in both formal and informal education systems, training teachers and social agents to adopt equitable, evidence-based practices. Her interdisciplinary expertise links educational psychology with gender studies to evaluate and design tools that foster inclusive learning environments. Through patents like the TI-GÉNERO tool and EDS 5 Index, she provides empirical means to assess institutions’ commitment to equality and sustainable practices. Her contributions extend to developing self-efficacy scales, advising government-led education wellness initiatives, and coordinating international collaborations like Erasmus+ Teacher Academies. Her goal is to transform traditional educational structures into inclusive ecosystems where gender equality is not only taught but embedded in every layer of professional practice.

Publication Top Notes

La perspectiva de género en la formación inicial docente: estudio descriptivo de las percepciones del alumnado

Assessing Teachers’ Beliefs about Diversity in Personal and Professional Contexts.

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Special education today in Spain

Education for gender equality in teacher preparation: Gender mainstreaming policy and practice in Spanish higher education

Including Students with Learning Disabilities in Mainstream Classes: A 2-Year Spanish Study Using a Collaborative Approach to Intervention.

Valoración psicométrica de un cuestionario para medir la formación en igualdad de género de docentes en preservicio

Instructional Adaptations in Inclusive Classrooms in Spain: Feasibility and Effectiveness of Implementation.

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

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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

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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.