Walaa Badawy | Psychology | Best Researcher Award

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Assist. Prof. Dr. Walaa Badawy | Psychology | Best Researcher Award

Mounfia | King Khalid | Saudi Arabia

Assist. Prof. Dr. Walaa Badawy is an accomplished Associate Professor of Psychology at King Khalid University and the Faculty of Arts at Menoufia University, Egypt, specializing in clinical psychology and psychotherapy. Her research focuses on cognitive-behavioral therapy, addiction psychology, emotional regulation, epilepsy-related psychological disorders, and mental health promotion among vulnerable populations. She has published extensively in leading international journals, contributing to areas such as resilience, artificial intelligence in healthcare, educational psychology, and geriatric mental health. Dr. Badawy’s scholarly work integrates psychological science with applied clinical practice, emphasizing evidence-based interventions to improve well-being and quality of life. She has supervised postgraduate students, served as an international peer reviewer for high-impact journals including Scientific Reports, BMC Health Services Research, and Anxiety and Depression, and is listed in the AD Scientific Index for her academic influence. Beyond research, she has delivered numerous training workshops on psychotherapy, mental health awareness, and academic counseling, reflecting her commitment to professional development and community service. Her professional memberships span global organizations such as the Society of Addiction Psychology, the International Society of Substance Use Prevention and Treatment Professionals, the Saudi Psychological Association, the American Society of Addiction Medicine, and the Egyptian Association of Psychologists. Through her multidisciplinary expertise, leadership roles in academic committees, and active engagement in conferences and community initiatives, Dr. Badawy continues to advance the field of clinical and applied psychology, fostering psychological resilience, ethical practice, and evidence-based therapeutic innovation.

Profiles: Scopus | Orcid | Google Scholar

Featured Publications

Badawy, W., & Shaban, M. (2025). Exploring geriatric nurses’ perspectives on the adoption of AI in elderly care: A qualitative study. Geriatric Nursing, 41–49.

Badawy, W., Helal, M. M. I., Hashim, A., Zinhom, H., & Shaban, M. (2025). Ethical boundaries and data‐sharing practices in AI‐enhanced nursing: An Arab perspective. International Nursing Review, 72(1), e70013.

Badawy, W., & Shaban, M. (2025). Intergenerational relationships and their impact on social resilience amongst Arab society elderly populations: A qualitative exploration. Journal of Clinical Nursing.

Badawy, W., Shaban, M., Elsayed, H. H., & Hashim, A. (2025). Eco-conscious nursing: Qualitative analysis of nurses’ engagement with environmental sustainability in healthcare. Teaching and Learning in Nursing, 20(2), 137–147.

Badawy, W., & Shaban, M. (2025). Educational interventions to enhance empathy in undergraduate nursing students: An integrative review. Teaching and Learning in Nursing.

Anna Sfard | Learning Sciences | Best Researcher Award

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Prof. Dr. Anna Sfard | Learning Sciences | Best Researcher Award

Full Professor | The University of Haifa | Israel

Prof. Dr. Anna Sfard is an internationally renowned scholar in the field of mathematics education, recognized for her pioneering contributions to the theory of learning as a communicative process, known as the “commognitive” framework. Her research bridges mathematics, psychology, linguistics, and philosophy, offering a transformative perspective on how people learn, teach, and use mathematics as a discourse. A Professor Emerita at the University of Haifa and former Lappan-Phillips-Fitzgerald Professor at Michigan State University, she has also held visiting and distinguished fellow positions at leading global institutions, including the University of California, Berkeley; University College London; the University of Melbourne; and the University of Bergen. Her extensive publication record, editorial board memberships, and keynote lectures at major international conferences reflect her central role in shaping contemporary mathematics education research. Prof. Sfard’s work emphasizes the interplay between thinking, communication, and identity, redefining learning as participation in mathematical discourse. She has mentored numerous graduate and doctoral students, many of whom have become prominent researchers, and has served on influential committees for the International Commission on Mathematical Instruction (ICMI) and major educational journals. Her scholarship continues to influence how mathematics learning and teaching are conceptualized worldwide, advancing both theoretical insight and practical implications for education.

Profiles: Scopus | Orcid

Featured Publications

Sfard, A. (2023). The devil’s finest trick: Routines that make teachers matter against their better judgement. Journal of Curriculum Studies.

Sfard, A. (2022). The conversation that never stopped. ZDM – International Journal on Mathematics Education.

Sfard, A. (2021). Taming fantastic beasts of mathematics: Struggling with incommensurability. International Journal of Research in Undergraduate Mathematics Education, 7(3), 349–366.

Sfard, A. (2020). Learning, discursive faultiness and dialogic engagement. In Routledge International Handbook of Research on Dialogic Education (pp. 119–135). Routledge.

Chan, M. C. E., & Sfard, A. (2020). On learning that could have happened: The same tale in two cities. Journal of Mathematical Behavior, 59, 100815.