Emerald & HETL Outstanding Doctoral Research Awards

The challenges faced in fostering problem-solving skills development in early years are multifaceted and originate from various factors. Dr. Mizyed's research attempts to provide a comprehensive understanding of these challenges. "In applying Bronfenbrenner’s (1979) ecological systems theory, several factors emerged in contributing to the challenges faced by early years teachers. These factors included low teacher self-efficacy, insufficient exposure to pre-service training, mis-aligned in-service professional training, as well as socio-cultural complexities. The results from the exploratory needs assessment which included a mixed method design of surveys, interviews, and document reports, confirmed these factors and revealed the necessity to further investigate potential solutions," Dr. Mizyed explains.

Through collegial peer coaching grounded in reflection, Dr. Mizyed developed a multi-faceted professional development program rooted in socio-culturally relevant practices. The professional development model, based on the ‘brain-targeted teaching pedagogical framework,’ aimed at increasing teachers’ pedagogical content knowledge with the goal of increasing teachers’ self-efficacy.

Dr. Mizyed's contemporary professional development model was designed to enhance teachers' understanding of fundamental cognitive and learning science principles, pedagogical content knowledge, and child-centered teaching approaches. The overarching objective was to increase teachers' self-efficacy in their ability to effectively foster problem-solving skills development among early years students. "Promoting child-centered instruction can help achieve goals related to the development of problem-solving skills from the very beginning of a child's educational journey," Dr. Mizyed notes.

While Dr. Mizyed's professional development model holds the greatest potential for changing Emirati teaching efficacy in fostering problem-solving skills in the early years, it can also provide support for teachers across grade levels. "By integrating collegial peer-coaching, observation, and self-reflection within a socio-culturally relevant context, the model has the potential to change Emirati teachers’ pedagogical content knowledge and self-efficacy across grade levels even beyond the early years," Dr. Mizyed concludes.

We are hopeful that the research to which she has dedicated her energy and time will have a meaningful impact within the academic community.

"My research deals with the roles of various institutions and policies that facilitate or hinder the social inclusion of refugees into higher education in Norway. A few years ago, I was advised by someone in a position of authority within an institution to be a janitor when I mentioned that my goal was to pursue higher education. This and other discouraging practices that I have experienced as a refugee motivated me to pursue this line of research," explains Dr. Abamosa.

Refugees who arrive in high-income countries face layers of challenges in accessing and succeeding in higher education. Instead of alleviating these challenges to help refugees pursue higher education, national and institutional policies and practices force refugees to take on low-skilled jobs. "Refugees are assumed to fill low-skilled positions not wanted by others, and this assumption is embedded in national policies," Dr. Abamosa observes. His research suggests that integration and educational policies in Norway limit refugees' ability to acquire employable skills, constraining them to pursue low-paying jobs. Refugee higher education is a peripheral concern for many public institutions that aim at integrating refugees into Norway. Higher education institutions in the country approach refugee higher education, particularly that of non-European refugees, in a superficial and unorganised manner.

Refugees who encounter unfair barriers to accessing higher education in their new country may struggle to assimilate with the local population, ultimately leading to marginalisation. Dr. Abamosa's research advocates for policy changes aimed at enhancing refugees' social inclusion in higher education and to equip refugees with the skills needed to contribute positively to society. "There must be a conscious effort to reduce marginalisation and prioritise refugee higher education. Refugees, if given genuine rather than falsely generous opportunities, can become knowledge producers, not just knowledge consumers," explains Dr. Abamosa.

The assumption that refugees have privileged access to higher education can have widespread harmful effects, particularly when embraced by funding institutions. Dr. Abamosa's research underscores the urgent need for funding institutions in Norway and beyond to critically examine unfounded assumptions that contribute to policy design. This can help ensure that refugees are not subjected to discrimination. Project funding institutions should not assume that refugees (re)settled in high-income countries are by default better off in accessing and succeeding in higher education. Any diversity, inclusion, and equity educational policy at institutional, national, supranational, and international levels must take into account the needs of refugees to prevent marginalisation.

When asked how he feels about receiving this award, Dr. Abamosa says, "This recognition is a reassurance for me, and perhaps for other refugees, to continue challenging taken-for-granted and ostensibly benevolent systems, which in practice reinforce refugees' marginalisation from knowledge production."

Dr. Abamosa thanks his supervisors Professor Kariane Therese Gärtner Westrheim and Professor Line Torbjørnsen Hilt.