Contact
Members
Academic Background
Ph.D in Education and Psychology, International Christian University (Japan)
M.A. in Education and Psychology, International Christian University (Japan)
B.A. in Language Studies, Ain Shams University (Egypt)
M.A. in Education and Psychology, International Christian University (Japan)
B.A. in Language Studies, Ain Shams University (Egypt)
Biography
I grew up in Egypt, where education has long been regarded as a powerful pathway for social mobility and personal transformation. Witnessing both the opportunities that education can create and the inequalities that can limit access to quality learning inspired me to pursue a career dedicated to improving education and expanding learning opportunities for all.
I began my professional career at the Japan International Cooperation Agency (JICA), where I worked on international education development and educational cooperation. After eight years in the field of international education, I realized that I wanted to deepen my understanding of education from both academic and psychological perspectives. This motivated me to pursue graduate studies in Japan, where I completed both my master's degree and Ph.D. majoring in Education and Psychology.
My research lies at the intersection of educational technology, pedagogy, and sociology of education with a particular focus on open education and the responsible use of emerging technologies. I examine how learners develop agency within technology-rich learning environments and how educational innovation can contribute to more inclusive, equitable, and sustainable learning systems, particularly in the Global South.
As part of my research, I developed a Learning Ecology model for STEM education to examine how Open Educational Resources (OER), Open Educational Practices (OEP), and culturally responsive pedagogy can support learner’s cognitive, metacognitive, and non-cognitive development while fostering equitable and locally grounded educational reform. This work resulted in a single-authored publication in Thinking Skills and Creativity (Elsevier) and received the Outstanding Research Presentation Award at the 33rd Conference of the Japan Society for Africa Educational Research (JSAER), held at Tohoku University in 2024.
More recently, my research has expanded to explore the role of generative artificial intelligence in higher education. I investigate how students negotiate the opportunities and challenges of AI-supported learning and how educators can design learning environments that encourage critical, ethical, and reflective engagement with emerging technologies.
As a female educator and scholar from the Middle East, I bring a perspective that remains underrepresented in many academic settings. I believe that diverse cultural and educational experiences enrich both teaching and learning by encouraging students to engage with perspectives beyond Western-centered viewpoints. My own experiences studying, living, and teaching across cultures have shown me that meaningful learning occurs when we approach one another with curiosity, openness, and mutual respect.
I began my professional career at the Japan International Cooperation Agency (JICA), where I worked on international education development and educational cooperation. After eight years in the field of international education, I realized that I wanted to deepen my understanding of education from both academic and psychological perspectives. This motivated me to pursue graduate studies in Japan, where I completed both my master's degree and Ph.D. majoring in Education and Psychology.
My research lies at the intersection of educational technology, pedagogy, and sociology of education with a particular focus on open education and the responsible use of emerging technologies. I examine how learners develop agency within technology-rich learning environments and how educational innovation can contribute to more inclusive, equitable, and sustainable learning systems, particularly in the Global South.
As part of my research, I developed a Learning Ecology model for STEM education to examine how Open Educational Resources (OER), Open Educational Practices (OEP), and culturally responsive pedagogy can support learner’s cognitive, metacognitive, and non-cognitive development while fostering equitable and locally grounded educational reform. This work resulted in a single-authored publication in Thinking Skills and Creativity (Elsevier) and received the Outstanding Research Presentation Award at the 33rd Conference of the Japan Society for Africa Educational Research (JSAER), held at Tohoku University in 2024.
More recently, my research has expanded to explore the role of generative artificial intelligence in higher education. I investigate how students negotiate the opportunities and challenges of AI-supported learning and how educators can design learning environments that encourage critical, ethical, and reflective engagement with emerging technologies.
As a female educator and scholar from the Middle East, I bring a perspective that remains underrepresented in many academic settings. I believe that diverse cultural and educational experiences enrich both teaching and learning by encouraging students to engage with perspectives beyond Western-centered viewpoints. My own experiences studying, living, and teaching across cultures have shown me that meaningful learning occurs when we approach one another with curiosity, openness, and mutual respect.
Message to Students
One of the greatest privileges of studying at the University of Tokyo is learning alongside people from diverse cultural, linguistic, and academic backgrounds. Every person you meet carries unique experiences, perspectives, and ways of understanding the world. Never underestimate someone's ideas simply because they come from a different background or because they see things differently from you. Some of the most meaningful learning happens when we listen with curiosity, ask thoughtful questions, and remain open to perspectives that challenge our own.
