Saaba Education
Board of Advisors

Raymond Scott Robertson is a Scottish Conservative politician, former Member of Parliament, and former Scottish Office Minister with more than three decades of experience in Scottish, UK and European political affairs. He studied at the University of Glasgow, graduating with an MA with Honours in Modern History and Politics, before working as a History and Modern Studies teacher. In 1992, he was elected Member of Parliament for Aberdeen South and, in 1995, was appointed Parliamentary Under-Secretary of State at the Scottish Office, where he served as Minister for Education, Housing, Fisheries and Sport.

After leaving elected politics, Robertson moved into public affairs and strategic communications, becoming a founding director and partner of Halogen Communications, an Edinburgh-based public relations and political communications consultancy. His experience spans government, parliamentary affairs, education policy, public policy, political relations and strategic communications, with a career covering Scotland, Westminster and European political affairs.

Prof. Dr. Mohanad Ismael Ibrahim Al Firas is the President and Full Professor at Gulf University in the Kingdom of Bahrain, with extensive experience in academic leadership, higher education, and engineering. He joined Gulf University in 2006 as an Assistant Professor of Computer Communication Engineering and subsequently served as Head of Department, Dean of Admissions and Registration, Acting President, and President, a position he has held since 2017. He holds a BSc with Honors in Electrical and Electronic Engineering and Master’s and PhD degrees in Communication System Engineering from the University of Technology, Iraq. He was promoted to Full Professor in 2021 and holds a Principal Fellowship from the Higher Education Academy in the UK.

Prof. Al Firas has authored or co-authored more than 41 peer-reviewed research publications, with expertise spanning communication systems, wireless communications, digital technologies, educational technology, and the Internet of Things. He has also been actively involved in advancing artificial intelligence and digital transformation in higher education, including leading AI-focused faculty development initiatives at Gulf University. His academic and professional interests include AI in education, emerging technologies, digital transformation, and the integration of technology into teaching and learning.

Professor Yang Rui is the Dean of the Faculty of Education at the University of Hong Kong (HKU) and a leading scholar in comparative education, educational policy, and the internationalization of higher education. He has held academic positions at Boston College and Monash University before joining HKU in 2008, where he has served as Professor and Associate Dean for Research before becoming Dean. His research examines the development and internationalization of higher education in China and East Asia, with particular focus on the relationship between Chinese cultural traditions and modern higher education systems.

Professor Yang has published extensively on comparative and international education and has authored several influential books, including The Chinese Idea of a University: Phoenix Reborn and The Third Delight: Internationalization of Higher Education in China. His teaching and research cover globalization and higher education, Chinese educational traditions, and the relationship between global and local approaches to education. He has also contributed widely to research and academic discussions on higher education policy, internationalization, and educational transformation.

Professor Vivienne Anderson is Professor and Dean of the College of Education at the University of Otago, New Zealand, a position she has held since February 2022. She began her career as a primary school teacher before moving into higher education and completing a PhD in Education and Anthropology at the University of Otago in 2008. She has held a range of academic and research positions at the University of Otago, including Associate Dean of the College of Education, and her teaching areas include educational sociology, intercultural education, diversity and inclusion, gender and education, and qualitative research methods.

Professor Anderson’s research focuses on educational mobilities, education pathways, gender, equity and education, migration and education, and education policy. She has led and contributed to numerous research projects on international education, refugee-background students, women’s experiences in higher education, and educational transitions, with research supported by the University of Otago, New Zealand Ministry of Education, and other organisations. She has also published widely in international education and higher education research and supervises postgraduate and doctoral students.

Professor Lindelani E. Mnguni is Dean of the Faculty of Education at the University of Pretoria, South Africa. A distinguished educational leader, researcher, and academic, he has held several senior leadership positions, including Deputy Dean of Teaching, Learning, and Undergraduate Affairs in the Faculty of Health Sciences at the University of the Witwatersrand and Director of the School of Teacher Education at the University of South Africa. He completed his PhD in Curriculum and Instructional Design at the age of 28 and became an associate professor at 33.

A C2 National Research Foundation-rated scientist, Professor Mnguni’s research focuses on visual literacy, curriculum transformation, science and health education, and the integration of artificial intelligence in education. With an academic background in molecular biology, biochemistry, and genetics, he promotes student-centered and context-responsive approaches to science education. He has also developed technology-driven learning tools, mentors students and emerging researchers, and has authored books including Your Cum Laude is Waiting, supporting the development of the next generation of African researchers.

Dr. Jennifer Tupper is Dean of the Faculty of Education at the University of Alberta, Canada, currently serving her second term. She previously spent more than a decade at the University of Regina, where she held roles including Secondary Program Chair, researcher, Associate Dean, and Dean of Education. She returned to the University of Alberta in 2017, where she had previously earned her Bachelor of Education with distinction and PhD in Secondary Education. Her academic leadership has focused strongly on teacher education and institutional reform in support of public education.

Dr. Tupper is a prominent scholar of Curriculum Studies whose research focuses on treaty education, truth and reconciliation, and critical citizenship. Her work examines how schools and curricula can contribute to reconciliation and challenge dominant Eurocentric perspectives in education. Her research has received support from the Social Sciences and Humanities Research Council of Canada, and she is recognized for her contributions to teaching, research, and educational reform, including advocacy for Indigenous education and anti-oppressive approaches in teacher preparation.

Professor Aziz Mimoudi is an Assistant Professor, researcher, and educational technologist at Mohammed VI Polytechnic University (UM6P) in Morocco, where he co-founded the Institute of Education Sciences and coordinates the Digital & AI Axis. With more than 20 years of teaching and applied research experience across Morocco and Canada, he holds a PhD in Education from the University of Sherbrooke. His work focuses on Artificial Intelligence in Education, intelligent tutoring systems, and the use of digital technologies to expand access to personalized learning while addressing issues such as algorithmic bias and data privacy.

Professor Mimoudi is also the co-developer of the AIA-PCEK framework, which integrates Ethical Knowledge into teacher professional development and supports educators in navigating emerging generative AI technologies responsibly. His work extends to international research and development initiatives, including ERASMUS+ projects focused on digital learning innovation, computational thinking, and inclusive education. Through his research and leadership, he contributes to the responsible integration of AI and educational technology in higher education.

Dr. Yousef Mohammad Alshaboul is a Professor of Curriculum and Instruction specializing in TESOL and literacy at Qatar University, with more than two decades of academic and teaching experience across Qatar, Jordan, the United Arab Emirates, and the United States. Before entering higher education, he taught English at the K-12 level in Jordan and later held academic positions at institutions including the Hashemite University, the American University of Ras Al Khaimah, and Missouri Western State University. He holds a PhD in Curriculum and Instruction with a specialization in Reading Education from the University of North Texas, an MA in Applied Linguistics and TESOL from Yarmouk University, and a BA in English Language and Literature from Yarmouk University.

Dr. Alshaboul’s expertise includes EFL/ESL pedagogy, literacy education, reading and writing practices, Arabic word reading, orthographic and phonological processing, teacher education, and educational technology. He has published research in international peer-reviewed journals on topics including K-12 online learning, parental perspectives during remote education, Arabic reading processes, and teacher preparation for inclusive EFL classrooms. At Qatar University, he contributes to curriculum development, teacher professional development, academic research, and postgraduate education, teaching and supervising graduate students in the fields of curriculum, instruction, TESOL, and literacy.

Prof. Dr. Nasser Mansour is Professor of Science Education at Qatar University and a leading scholar in science and STEM education. He previously held several academic and leadership positions at the University of Exeter in the United Kingdom, including Associate Professor, MSc Programme Director, and Director of the university’s STEM Centre. He earned his PhD from the University of Exeter in 2008 and has also held academic positions at Tanta University and served as a Distinguished Visiting Professor at The American University in Cairo.

Professor Mansour’s research focuses on Science-Technology-Society education, STEM education, digital learning technologies, and the sociocultural dimensions of learning. He also contributes to international curriculum development as a curriculum developer and designer in Physics, Chemistry, and STEM for Cambridge International Examinations. His research and contributions to teacher education and STEM scholarship have received international recognition, including the CognitiveScientist Best Paper Award.

Prof. Dr. Lucy Avraamidou is Professor of Science Education and a Rosalind Franklin Fellow at the University of Groningen, Netherlands. She holds a PhD in Curriculum and Instruction from Pennsylvania State University and has held academic and research positions at King’s College London and the University of Nicosia in Cyprus. She currently serves as President of the European Science Education Research Association (ESERA) for the 2023–2027 term and directs the University of Groningen’s Centre for Learning and Teaching.

Professor Avraamidou’s research focuses on widening and diversifying participation in STEM education, with particular attention to science identities, belonging, gender, ethnicity, and social class. Using qualitative narrative and life-history approaches, she examines the experiences of underrepresented groups in STEM. She also leads and contributes to major European research projects addressing issues such as inclusion in technology and informatics education and social and gender biases in artificial intelligence.

Professor Dr. Ridwan Maulana is Professor of Educational Sciences and holds the Chair of Comparative Learning Environments at the University of Groningen, Netherlands. Originally from Indonesia, he joined the University of Groningen in 2006 to pursue a Master’s degree in Educational Effectiveness and Improvement, followed by a PhD in 2012 examining teacher-student relationships in Dutch and Indonesian secondary schools. His research has contributed to the understanding of teaching quality, student well-being, and effective learning environments, and his scholarly impact has earned him recognition among the top 2% of the world’s most-cited scientists in education.

Professor Maulana’s research focuses on improving educational quality, reducing inequality, classroom diversity, differentiated instruction, and the use of emerging technologies such as artificial intelligence in education. He has published more than 100 peer-reviewed articles and leads international research collaborations across more than 20 countries. He also contributes to the global academic community as General Chair of the Learning Environments Special Interest Group of the American Educational Research Association and Europe Editor of Learning Environments Research.

Dr. Mohammad Fteiha is Director of the Al Ain Campus and Director of the Center for Faculty Development and Learning Innovation at Abu Dhabi University. He holds a PhD in Special Education from Amman Arab University, an MA in Speech and Language Pathology, and a BS in Nursing from the University of Jordan. He joined Abu Dhabi University in 2012 as an Associate Professor and Department Chair, and has since focused on inclusive education, assistive technology, and improving teaching and learning practices in higher education. He is also a Principal Fellow of the Higher Education Academy (PFHEA).

Dr. Fteiha is a researcher, clinical autism specialist, and licensed speech therapist in the UAE. His work focuses on special needs education, early intervention, neurodiversity, and community-based support. He is the author of the Arabic-language Autism Encyclopedia and has received several regional awards for his contributions to education and special education, including the Khalifa Award for Education, the Princess Haya Award for Special Education, and the Tamayoz Award from the Harvard Medical School Dubai Center.

Dr. Zeina Hojeij-Abi Abdallah is an award-winning educator, Professor, and Assistant Dean for Research and Outreach in the College of Interdisciplinary Studies at Zayed University, United Arab Emirates. With more than 25 years of experience in higher education, she is an academic leader, researcher, executive coach, and keynote speaker specializing in educational leadership, interdisciplinary education, experiential learning, and educational innovation. She holds a Doctor of Education (Ed.D.) in Educational Leadership and Administration from Saint Louis University and is a Fellow of the Higher Education Academy (FHEA). Her professional credentials also include Certified Online Instructor, Blackboard Certified Associate and Accredited Facilitator, and Erickson-trained Executive Coach.

Dr. Hojeij-Abi Abdallah’s research interests include educational leadership, mobile learning technology, experiential learning, hybrid education, and language education, while her teaching areas include ethics, leadership, and education. She has contributed to higher education through research, institutional leadership, professional mentoring, and community engagement, including a decade of mentoring teachers through the Al Jalila Foundation. She has also served as a judge and committee member for regional innovation programs and regularly delivers keynote addresses on female academic leadership, future-ready higher education, leadership during uncertainty, and human-centered approaches to hybrid learning.

Dr. Emad A.S. Abu-Ayyash is Associate Professor of Education/TESOL and Coordinator of the Master of Education (MEd) program at The British University in Dubai (BUiD). He earned his PhD in Education/TESOL from BUiD in 2016, following a Bachelor’s degree in English Literature and Linguistics and a Master’s degree in Translation from Yarmouk University in Jordan, both completed with honors. Before joining BUiD in 2017, he worked as an Instructional Leadership Coordinator at Madares Al Ghad and as a part-time translator for the HH Sheikh Tahnoon Research Centre.

Dr. Abu-Ayyash’s research and teaching interests include TESOL pedagogy, discourse analysis, translation studies, curriculum design, and educational technology. He has trained numerous teachers in innovative instructional approaches and regularly contributes as a plenary speaker at international academic forums and as a judge for undergraduate research competitions. His scholarly work includes co-editing the Springer volume TESOL Teacher Research: Perspectives from Arabia, alongside other contributions to language education and teacher development.

Professor Philip Garner is a Professor of Education at Brunel University London, specializing in Special Educational Needs and Disabilities (SEND), inclusive education, and challenging classroom behaviors. Before entering higher education, he spent nearly 20 years teaching in mainstream and specialist schools, developing extensive expertise in student exclusion and emotional difficulties. He has held Chairs in Education at Nottingham Trent University and the University of Northampton, where he remains an Emeritus Professor.

Professor Garner has extensive international experience in research and consultancy, working with organizations including UNICEF, the European Commission, and the British Council. He has led educational projects in countries including Malaysia, China, Bhutan, and Sierra Leone, with a focus on improving professional practice, school leadership, and support for marginalized young people. At Brunel University London, he continues to publish, supervise doctoral research, and contribute to the development of inclusive education.

Prof. Dr. Mustafa Öztürk is a Professor of Education at Boğaziçi University, Türkiye, in the Faculty of Education’s Department of Educational Sciences. He holds a Ph.D. in Curriculum and Instruction from Middle East Technical University and completed postdoctoral research at Teachers College, Columbia University, in International and Comparative Education. His academic work focuses on curriculum development, teacher education, educational sustainability, inclusive education, and the transformation of education systems in response to global challenges. He has also held academic and administrative positions at Boğaziçi University and Hacettepe University, including Vice Dean and Director of the School of Foreign Languages.

Professor Öztürk has extensive international research and project experience, collaborating with organizations and institutions including UNESCO, the European Commission, TÜBİTAK, the United Nations Sustainable Development Solutions Network, and Columbia University. His research and professional work address Education for Sustainable Development, digital and STEM education, teacher development, curriculum reform, and social inclusion. He has led and contributed to numerous national and international education projects, published widely in academic journals, and edited books on sustainable development and inclusive education. He is also a recipient of the TÜBA-GEBİP Outstanding Young Scientists Award and has served as a researcher, curriculum development expert, and international education specialist across a range of major educational initiatives.

Dr. Mohammed Ateek is a Lecturer in Applied Linguistics and Language Education at the University of Leicester, United Kingdom. He joined the UK academic community in 2013 to pursue doctoral studies in Applied Linguistics and TESOL and has since developed extensive experience in language education and research. His research focuses on language and migration, language and identity, linguistic issues affecting refugees and migrants, minority language education, and social justice. He has been invited to deliver keynote addresses and contribute to national and international events related to these areas. Before joining the University of Leicester, he served as a Lecturer in Applied Linguistics and TESOL at Birkbeck, University of London, and as a Teaching Fellow in English Language and Applied Linguistics at the University of Reading.

Dr. Ateek has extensive teaching experience in English as a Foreign Language (EFL) and English for Academic Purposes (EAP), having taught across the Middle East and the United Kingdom. His academic work is informed by his experience as a refugee academic and his commitment to social justice, with a particular interest in the experiences of refugees, migrants, and minority-language communities. Before entering academia, he worked as a television journalist, producing investigative reports on international contemporary issues and researching emerging news stories. His diverse academic and professional background brings together expertise in applied linguistics, language education, migration, refugee and minority language issues, social justice, and journalism.

Dr. Al-Mothana Mustafa Abdullah Gasaymeh is an Associate Professor of Instructional Technology at the College of Education, Administrative and Technical Sciences at Arabian Gulf University, Bahrain. He previously served as a Professor in the Department of Curriculum and Instruction at Al-Hussein Bin Talal University, Jordan, where he also held leadership positions including Vice Dean of Scientific Research and Head of the Center for Innovation, Creativity, and Entrepreneurship. He holds a PhD in Instructional Technology from Ohio University, an MA in Instructional Technology from San José State University, a Master’s in Renewable Energy Engineering from Al-Hussein Bin Talal University, and a Bachelor of Engineering in Electrical and Telecommunication Engineering from Mu’tah University.

Dr. Gasaymeh’s expertise includes instructional technology, emerging educational technologies, artificial intelligence in education, digital transformation, instructional design, flipped and blended learning, and mobile learning. His research focuses on the integration of emerging technologies in education, particularly artificial intelligence, virtual reality, mobile learning, and digital transformation in higher education. He has published in international peer-reviewed journals on topics including generative AI, ChatGPT in education, computational thinking, ICT use in learning, and technology-enhanced education.

Dr. Sandra Baroudi is an Associate Professor in the College of Interdisciplinary Studies at Zayed University, United Arab Emirates, specializing in educational leadership, digital transformation, education policy, and professional development. She joined Zayed University as an Assistant Professor in 2020 and was subsequently promoted to Associate Professor. She is also the CEO and Co-Founder of Eduvate, a professional training institute focused on leadership, professional development, and innovative learning solutions. She holds a PhD in Leadership, Management, and Policies in Education from The British University in Dubai and is a Fellow of the Higher Education Academy (FHEA).

Dr. Baroudi’s research focuses on digital transformation, crisis leadership, female leadership in education, sustainable innovation, and emerging trends in higher education. Her work examines digital transformational leadership during crises, Arab female educational leadership, and institutional responses to disruption and digital transformation. She also holds a Quality Matters Peer Reviewer Certification, reflecting her expertise in online and hybrid learning quality assurance. Through her academic and professional work, she combines research with leadership development, professional training, and innovative approaches to education.

Dr. Negmeldin Omer Alsheikh is an Associate Professor in the Department of Curriculum and Instruction at United Arab Emirates University, with more than two decades of higher education experience. He has taught undergraduate and postgraduate students at institutions including the State University of New York (SUNY), Plattsburgh, and currently teaches PhD, Master’s, and undergraduate courses at UAE University. He also supervises Master’s and doctoral dissertations and contributes to postgraduate research and academic development.

Dr. Alsheikh’s research focuses on literacy practices, metacognition and reading, bilingualism and biliteracy, language learning and acquisition, second and foreign language reading, multimodal literacy, and curriculum and instructional design. His broader research interests include teacher retention and training, early childhood literacy, gifted education, differentiated instruction, and sociocultural aspects of language learning in the UAE and wider Gulf region. He has published numerous research articles, books, and book chapters and has presented his work at international and regional conferences, contributing to research and innovation in literacy and language education.

Prof. Dr. Constantine Andoniou is an Associate Professor of Education at Abu Dhabi University, United Arab Emirates, with extensive teaching, research, and academic leadership experience across Europe, Australia, and the Middle East. His academic work focuses on educational technology, digital learning, ICT in education, digital transformation, and the evolving relationship between education and emerging technologies. He holds a PhD in Education from The University of Queensland, Australia, a Master of Education in Sociology and Philosophy of Education from the University of Wales, and a Bachelor of Education from the Paedagogical Academy of Larissa, Greece. He has held academic and leadership positions at several institutions, including Abu Dhabi University, the American University in the Emirates, King Saud University, Hamdan Bin Mohamed e-University, and the University of Queensland.

Prof. Andoniou’s research interests include artificial intelligence in education, digital pedagogy, educational technology, digital transformation, information and communication technologies, immersive learning, and metaverse technologies. His work also explores technology integration and the impact of digital transformation on education. In addition to his academic and research contributions, he serves as Editor-in-Chief of Crossroads of Social Inquiry at Abu Dhabi University and continues to contribute to research and innovation in the field of education and emerging technologies.

Dr. Ahmed Maher Khafaga Shehata is an Associate Professor of Information Studies at Sultan Qaboos University, Oman, with more than 16 years of international academic experience across Egypt, the United Kingdom, and Oman. He holds a PhD in Information Studies from Aberystwyth University, Wales, UK, where his research examined the impact of information and communication technologies on informal scholarly communication networks. His research expertise includes scholarly communication, digital libraries, information-seeking behavior, information overload, news avoidance, open access, digital repositories, and the adoption of emerging technologies, including artificial intelligence, in libraries and information institutions.

Dr. Shehata has published more than 40 peer-reviewed articles in international journals indexed by Scopus and Web of Science, including Scientometrics, IEEE Access, Journal of Academic Librarianship, and the IFLA Journal. He has received several notable recognitions, including being named among Stanford University's World's Top 2% Scientists in 2024, receiving the Sultan Qaboos University Researcher Award in 2024, and the Sharjah Award for Library Literature in 2018. In addition to his research, he teaches library and information science courses, supervises master's and doctoral students, contributes to research projects, reviews for academic journals, and participates in professional organizations.

Dr. Humam ElAgha is an Associate Professor of Information Technology and academic administrator at the Royal University for Women, Bahrain, with more than a decade of higher education experience across Bahrain, the UAE, Palestine, and Cyprus. He has held several academic leadership positions, including Acting Dean of the College of Engineering and Technology and Director of the Centre for General Studies. His academic and leadership work focuses on Management Information Systems, Information Systems Management, IT Governance, and the strategic use of technology in higher education. He holds a PhD in Management Information Systems from the Arab Academy for Banking and Financial Sciences, Jordan, and an MSc and BSc in Computer Engineering from Eastern Mediterranean University, Cyprus.

Dr. ElAgha’s research focuses on IT Governance, Information Systems Management, IT strategy, and technology applications in education and healthcare. He has published research in international journals and conferences and authored the book IT Governance and Firm's Performance: Theories and Best Practice. He has also contributed to postgraduate education, including coordinating the MSc in Advanced Data Science and Artificial Intelligence, as well as curriculum development, academic quality initiatives, and industry engagement. Through technology projects and academic mentorship, he actively supports student development and innovation.

Dr. Ghalia Nassreddine is an Associate Professor of Information Technology and Systems at Rafik Hariri University, Lebanon, with extensive academic experience in information technology, artificial intelligence, and data science. She previously served as Head of the Business Computing Department at Jinan University and spent nearly a decade as an Assistant Professor at the Lebanese International University. She holds a PhD and Master’s degree in Technology of Information and Systems from the University of Technology of Compiègne, France, as well as an Engineering degree in Informatics and Industrial Control from the Lebanese University. Her teaching expertise includes Artificial Intelligence, Machine Learning, Data Mining, Business Intelligence, Image Processing, Web Programming, Advanced Databases, and System Security.

Dr. Nassreddine’s research expertise spans Artificial Intelligence, Machine Learning, Deep Learning, Data Science, Business Analytics, Cybersecurity, and renewable energy systems. Her research applies AI and machine learning to a range of fields, including renewable energy, healthcare, business, education, and cybersecurity. She has published in international journals and conferences, supervises graduate research, and contributes to the academic community as a reviewer for international academic journals.