Dr. Ghaida S. Alrawashdeh, Assistant Professor of Digital Learning and Literacies

Dr. Ghaida S. Alrawashdeh is an Assistant Professor of Digital Learning and Literacies at Oakland University’s School of Education and Human Service, where she conducts cutting-edge research on personalized and adaptive learning technologies, artificial intelligence in education, and early childhood computer science education. With a Ph.D. in Educational Policy, Organization & Leadership with concentrations in Educational Technology/AI and Global Education from the University of Illinois at Urbana-Champaign (2023), Dr. Alrawashdeh brings a unique global perspective to educational technology research. Her doctoral dissertation on personalized and adaptive learning technology for early grade reading in the MENA region won the prestigious LEAP challenge from Jacobs Foundation and MIT Solve. Prior to her current position, she served as a Postdoctoral Fellow Researcher at Boston College and held teaching and leadership positions in the UAE and Jordan for over a decade. Her research has been published in top-tier journals including Educational Research Review, Technology, Pedagogy and Education Journal, and Journal of Research on Technology in Education. Dr. Alrawashdeh has received multiple prestigious awards including the Best Researcher Award (2024) from International Young Scientist Awards and the Abu Dhabi Education Leadership Award (2019). Her interdisciplinary work spans educational technology, literacy development, computer science education, agricultural education for sustainability, and gender equity in education, with a particular focus on underserved populations in low- and middle-income countries.

Online Profiles

Professional Affiliations:

  • Assistant Professor of Digital Learning and Literacies, Oakland University, Michigan, USA
  • Former Postdoctoral Fellow Researcher, Boston College, Massachusetts, USA
  • Former Lecturer and Head of General Education, Al Falah University, Dubai, UAE
  • Member, American Educational Research Association (AERA)
  • Member, Comparative and International Education Society (CIES)
  • Member, International Literacy Association (ILA)

Education

Doctor of Philosophy in Educational Policy, Organization & Leadership

University of Illinois at Urbana-Champaign (UIUC), Illinois, USA
June 2023
Concentration: Educational Technology/AI and Global Education
Dissertation: Personalized and adaptive learning technology for early grade reading: Evidence from MENA

Professional Certificate in Innovation & Entrepreneurship

Stanford University, San Francisco, USA
July 2017
Professional Program focused on Innovation and Entrepreneurship

Master of Arts in Contemporary Literature & Culture

Brunel University, London, United Kingdom
February 2011
Pass with Merit
Thesis: The neo-slave narrative: Re-presenting Black women

Bachelor of Arts in English Language & Literature

University of Jordan, Amman, Jordan
February 2009
Excellent Rank

Research Focus

Dr. Ghaida S. Alrawashdeh’s research addresses critical challenges at the intersection of educational technology, equity, and global development. Her primary research areas include:

  • Personalized and Adaptive Learning Technologies: Investigation of AI-driven learning platforms that customize content and pacing to individual student needs, particularly for early literacy development in diverse global contexts
  • Early Childhood Computer Science Education: Research on integrating coding and computational thinking into K-3 curricula, examining pedagogical approaches, teacher professional development, and student learning outcomes
  • Educational Equity and Access: Examination of how technology can bridge learning gaps for underserved populations, with emphasis on low- and middle-income countries and marginalized communities
  • Student Agency in Digital Learning: Exploration of how personalized learning environments can empower students to take control of their learning while addressing concerns about algorithmic bias and data privacy
  • Teacher Professional Development: Investigation of effective models for preparing educators to implement technology-enhanced curricula, including virtual and hybrid professional development approaches
  • Reading Literacy Development: Research on evidence-based interventions for improving foundational literacy skills, particularly in multilingual contexts and resource-challenged settings
  • Responsible AI in Education: Critical examination of ethical considerations, transparency, and accountability in AI-powered educational tools
  • Sustainable Agriculture Education: Study of how educational interventions can engage youth in agricultural innovation and sustainable farming practices, particularly in rural contexts
  • Gender Equity in Education and Agriculture: Research on women’s and girls’ access to education, technology, and entrepreneurial opportunities in agricultural sectors
  • Emergency Remote Teaching: Analysis of educational responses to crisis situations, examining quality, equity, and effectiveness of distance learning in resource-constrained environments

Experience

Assistant Professor of Digital Learning & Literacies

Oakland University, School of Education and Human Service, Michigan, USA
August 2024 – Present

Dr. Alrawashdeh conducts research on digital learning technologies, teaches graduate and undergraduate courses in educational technology and literacy, supervises student research, and contributes to curriculum development and program improvement in teacher preparation.

Postdoctoral Fellow Researcher

Boston College, Massachusetts, USA
August 2023 – August 2024

In this postdoctoral position, Dr. Alrawashdeh conducted research on early childhood computer science education, collaborated with the DevTech Research Group led by Professor Marina Umaschi Bers, contributed to randomized controlled trials evaluating coding curricula, and published multiple peer-reviewed articles on teacher professional development and student learning outcomes.

Human-Centered Design in K-12 Scholar

Siebel Center for Design, Illinois, USA
May 2023 – August 2023

Dr. Alrawashdeh applied human-centered design methodologies to educational technology development, focusing on user experience and accessibility in K-12 learning environments.

Research Scholar (Fellowship)

ADM Institute, Illinois, USA
December 2021 – May 2023

During this fellowship, Dr. Alrawashdeh conducted research on agricultural education, sustainable development, and youth engagement in farming innovations, contributing to projects in Cambodia, Bangladesh, and Namibia.

Graduate Mentor

Office of Minority Student Affairs, UIUC, Illinois, USA
August 2019 – May 2021

Dr. Alrawashdeh mentored undergraduate students from underrepresented backgrounds, providing academic guidance, career counseling, and support for navigating university systems.

Lecturer and Head of General Education & Director of Language Center

Al Falah University, Dubai, UAE
August 2015 – August 2019

In this dual administrative and teaching role, Dr. Alrawashdeh led general education curriculum development, directed the Language Center, taught courses in English language and literature, supervised faculty, and developed institutional partnerships. She received the Abu Dhabi Education Leadership Award for Best General Education Professor in 2019.

Primary and Middle School English Language Teacher

Al Itihad School, Dubai, UAE
August 2013 – August 2015

Dr. Alrawashdeh taught English language arts to primary and middle school students, developed curriculum materials, and participated in professional development activities.

Primary and Middle School English Language Teacher

Al Najah School, Abu Dhabi, UAE
August 2012 – August 2013

Primary School English Language Teacher

Al Maarif School, Amman, Jordan
January 2009 – July 2009

Research Timeline

August 2024 – Present: Assistant Professor, Oakland University, Michigan

August 2023 – August 2024: Postdoctoral Fellow, Boston College, Massachusetts

May 2023 – August 2023: Human-Centered Design Scholar, Siebel Center for Design

June 2023: Ph.D. Completion, University of Illinois at Urbana-Champaign

December 2021 – May 2023: Research Scholar, ADM Institute

August 2019 – May 2023: Doctoral Studies, UIUC

August 2015 – August 2019: Lecturer and Academic Leadership, Al Falah University, UAE

July 2017: Professional Certificate, Stanford University

August 2012 – August 2015: Teaching Experience in UAE

February 2011: Master’s Degree, Brunel University, UK

February 2009: Bachelor’s Degree, University of Jordan

January 2009 – July 2009: Teaching Experience in Jordan

Publication

Doctoral Dissertation

Alrawashdeh, G. S. (2025). Personalized and adaptive learning technology for early grade reading: Evidence from MENA (Doctoral dissertation). University of Illinois at Urbana-Champaign, United States. https://www.ideals.illinois.edu/items/128692

Master’s Thesis

Alrawashdeh, G. S. (2010). The neo-slave narrative: Re-presenting Black women (Master’s thesis). Brunel University, United Kingdom. https://www.academia.edu/125662611/The_Neo_slave_Narrative_Re_presenting_Black_Women

Peer-Reviewed Journal Articles

Bers, M. U., Alrawashdeh, G. S., Nievera, M., Nadler, E. (2025). Exploring Teacher Perspectives on Integrating Character Education into K-3 Computer Science Curriculum. Journal of Moral Education. https://doi.org/10.1080/03057240.2025.2569883

Lindgren, S., & Alrawashdeh, G. S. (In press). Sustainable Agricultural Education and Career Aspirations: (Re)Engaging Cambodia’s Rural Youth in Agricultural Innovation. Journal of Education for Sustainable Development.

Alrawashdeh, G. S., & Castillo, N. M. (2025). Student agency in personalized and adaptive learning technologies: From conceptualization to application. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13772-6

Alrawashdeh, G. S., Bergman, A. J., & Bers, M. U. (2025). From teacher training to student growth: Virtual professional development enhances K–2 computer science education introduction. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01961-4

Blake-West, J., Alrawashdeh, G., & Bers, M. (2024). Validating a Creative Coding Rubric through expressive activities for elementary grades. Journal of Research on Technology in Education, 1–20. https://doi.org/10.1080/15391523.2024.2398502

Alrawashdeh, G. S., Fyffe, S., Azevedo, R. F. L., & Castillo, N. M. (2024). Exploring the impact of personalized and adaptive learning technologies on reading literacy: A global meta-analysis. Educational Research Review, 42, 100587. https://doi.org/10.1016/j.edurev.2023.100587

Alrawashdeh, G. S. (2023). A mixed-methods approach to exploring university students’ perspectives of emergency remote teaching in resource-challenged contexts: The case of Jordan. Technology, Pedagogy and Education Journal, 32. https://doi.org/10.1080/1475939X.2023.2218390

Alrawashdeh, G. S., Lindgren, S., Reyes, M., & Pisey, S. (2022). Engaging youth at school to advance sustainable agriculture and inspire future farming: evidence from Cambodia. The Journal of Agricultural Education and Extension, 29(5), 539–556. https://doi.org/10.1080/1389224X.2022.2117213

Al Barghouthi, S., Rehman, I. U., & Rawashdeh, G. (2016). Testing the efficiency of ASE by the two step regression based technique, the johansen multivariate technique cointegration, and granger causality. Electronic Journal of Applied Statistical Analysis, 9(3), 572–586. https://doi.org/10.1285/i20705948v9n3p572

Peer-Reviewed Book Chapters

Vornberger, R., Alrawashdeh, G. S., & Alexander, D. (In press). Transforming early literacy with AI-driven personalized content assessment and feedback: A review of six tools. In S. Papadakis (Ed.), Virtual Tutors and AI-Powered Instructional Tools in K-12 Settings. IGI Global.

Alrawashdeh, G. S., & Castillo, N. M. (2025). Responsible AI in Personalized Adaptive Learning: A Global Review of 40 Products. In S. Papadakis (Ed.), AI Roles and Responsibilities in Education. Signals and Communication Technology (pp. 171–198). Springer, Cham. https://doi.org/10.1007/978-3-031-96855-6_8

Alrawashdeh, G. S., Nadler, E., & Umaschi Bers, M. (2024). Virtual professional development enhances elementary teachers’ coding skills and self-efficacy: A comparison of three models. In S. Papadakis & M. Kalogiannakis (Eds.), New approaches in mobile learning for early childhood education (pp. 114-137). IGI Global. https://doi.org/10.4018/979-8-3693-2377-9.ch005

Castillo, N. M., Wagner, D. A., Alrawashdeh, G. S., & Gidra, A. (2022). Language choice, technology and international education. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 817–824). Elsevier. https://www.sciencedirect.com/science/article/abs/pii/B978012818630507130X

Conference Proceedings, Reports, White Papers and Blogs

Kucirkova, N. I., Rafla, J., Jasińska, K., & Alrawashdeh, G. S. (In press). Key learnings from outcomes-based contracting with educational technology in MENA. In A. Terway & A. Mehendale (Eds.), NORRAG Special Issue 12: Innovative financing for education: Potentials, challenges, and learnings. NORRAG.

Jones, M., Lindgren, S., Alrawashdeh, G. S., & Mozumdar, L. (2023). Scaling mechanization in a gender-responsive manner in Bangladesh [Blog]. AgriLinks. https://agrilinks.org/post/scaling-mechanization-gender-responsive-manner-bangladesh

Lindgren, S., Alrawashdeh, G. S., & Jones, M. (2023). Toward women and youth’s adoption of and access to postharvest mechanization and entrepreneurial models in Bangladesh [Blog]. ADMI. https://postharvestinstitute.illinois.edu/women-entrepreneurship-mechanization/

Adam, T., Alam, A., Alrawashdeh, G. S., Castillo, N. M., El-Serafy, Y., Sivanandan, M. S., & Tiwari, P. (2023). Trends in digital personalized learning in low and middle-income countries [Report]. Office of Global Insight and Policy, UNICEF, New York. https://www.unicef.org/innocenti/reports/trends-digital-personalized-learning

Castillo, N. M., Wagner, D. A., Alrawashdeh, G. S., & Moog, C. (2023). EdTech and marginalization: Scaling for learning equity (Background paper prepared for the 2023 Global Education Monitoring Report: Technology in education, ED/GEMR/MRT/2023/P1/17). UNESCO. https://doi.org/10.54676/ZKZT2998

Lindgren, S. A., Alrawashdeh, G. S., Vaughn-Guy, C., & Keding, V. (2022). Youth environmental sustainability education and practices at home: Longitudinal evidence from Namibia. In Proceedings of the 10th International Conference on Sustainable Development (ICSD). https://icsd.org/2022/11/10/proceedings-from-icsd-2022/

Alrawashdeh, G. S., Lindgren, S., Reyes, M., & Pisey, S. (2022). Developing youth’s capacities as active partners in achieving sustainable global food security through education. Environmental Sciences Proceedings, 15(1), 28. https://doi.org/10.3390/environsciproc2022015028

Alrawashdeh, G. S. (2022). Approaches to technology-enabled personalized and adaptive learning: A brief overview. OSF [Preprint]. https://doi.org/10.31219/osf.io/5jeyh

Alrawashdeh, G. (2020). Jordan’s high-stakes educational testing challenges during COVID-19 [Blog]. ICTworks. https://rb.gy/cpbqdn

Research Impact

Dr. Alrawashdeh’s research has made substantial contributions to educational technology, literacy development, and global education equity. Her doctoral dissertation on personalized and adaptive learning for early grade reading in the MENA region won the prestigious LEAP challenge from Jacobs Foundation and MIT Solve (2022), recognizing its potential to bridge learning gaps for underserved children. The adaptive platform designed for her dissertation was selected as one of only eight technology-enabled solutions worldwide with potential to meet the holistic needs of underserved learners ages 5-18. Her systematic meta-analysis published in Educational Research Review examining the impact of personalized and adaptive learning technologies on reading literacy provides rigorous evidence synthesis that informs policy and practice globally. This comprehensive review analyzed studies from multiple countries and contexts, identifying conditions under which personalized learning technologies are most effective. Her research on emergency remote teaching in Jordan, published in Technology, Pedagogy and Education Journal, provides critical insights into educational responses to the COVID-19 pandemic in resource-challenged contexts, informing future crisis preparedness. Her work on early childhood computer science education, conducted through her postdoctoral fellowship at Boston College’s DevTech Research Group, has contributed to evidence-based approaches for introducing computational thinking in elementary grades. Her research on virtual professional development for teachers demonstrates scalable models for building educator capacity in technology integration. Her contributions to UNICEF’s global landscape review of digital personalized learning in low- and middle-income countries directly inform international development agencies’ education technology investments. Her UNESCO background paper on EdTech and marginalization contributes to the 2023 Global Education Monitoring Report, influencing global education policy discussions. Her work on sustainable agriculture education in Cambodia and gender-responsive mechanization in Bangladesh addresses critical development challenges at the intersection of education, food security, and gender equity. Her research has been cited by scholars, policymakers, and practitioners across education, technology, and development sectors. Her book chapter reviewing 40 AI-powered personalized learning products provides critical analysis of responsible AI implementation in education, addressing urgent concerns about algorithmic bias, data privacy, and educational equity.

Innovation & Intellectual Property

While Dr. Alrawashdeh’s work is primarily academic in nature, her research has generated significant innovations in educational technology design and implementation. Her doctoral dissertation involved co-designing an adaptive learning platform with Little Thinking Minds, demonstrating successful university-industry collaboration for educational innovation. This platform integrates artificial intelligence algorithms to personalize reading instruction based on individual student performance, incorporating culturally relevant content for MENA contexts. The platform’s selection by MIT Solve and Jacobs Foundation as one of eight promising technology solutions worldwide validates its innovative approach. Her research on responsible AI in personalized learning has influenced the development and evaluation frameworks used by educational technology companies and procurement decision-makers. Her work on creative coding rubrics provides validated assessment tools that enable educators to evaluate student learning in computer science education. Her contributions to professional development models for computer science teaching provide scalable frameworks that can be adapted across diverse educational contexts. Her research on student agency in digital learning environments has informed design principles for educational technology that empowers learners while maintaining appropriate scaffolding and support. Her methodological innovations, including mixed-methods approaches combining randomized controlled trials with qualitative case studies, advance research methodologies in educational technology evaluation. Her work on outcomes-based contracting for educational technology in MENA contributes to innovative financing mechanisms for education. While patents and commercial products are not documented in her CV, her research generates intellectual contributions through validated assessment instruments, design frameworks, implementation models, and evidence-based guidelines that advance the field of educational technology.

Research Projects & Funding

Dr. Alrawashdeh has successfully secured competitive research funding and participated in major international research initiatives. Her doctoral research received the Graduate College Dissertation Travel Grant (2023) from UIUC, supporting international data collection and research dissemination. Her work with Little Thinking Minds won the LEAP (Leveraging Evidence for Action to Promote change) challenge from Jacobs Foundation and MIT Solve (2022), which provided funding and support for developing and evaluating the adaptive learning platform. Her doctoral studies were supported by the William Chandler Bagley Doctoral Scholarship (2022-2023), a prestigious award recognizing outstanding doctoral students in the College of Education at UIUC. She received the Block Grant Fellowship (2021) from the College of Education, providing financial support for her graduate studies and research. She was awarded the Summer Supplemental Block Grant Fellowship (2020) to support summer research activities. She received the COVID-19 Emergency Grant (2020) from the College of Education to address financial challenges during the pandemic. Her Research Scholar fellowship at the ADM Institute (December 2021 – May 2023) provided funding and institutional support for research on agricultural education and sustainable development in multiple countries. Her postdoctoral fellowship at Boston College (2023-2024) provided funding for research on early childhood computer science education. Her work has contributed to major externally funded projects including UNICEF’s global landscape review of digital personalized learning in low- and middle-income countries, UNESCO’s Global Education Monitoring Report on technology in education, and various agricultural development projects in Cambodia, Bangladesh, and Namibia. While she may not have been the primary grant holder for all these projects, her contributions as researcher and co-author demonstrate successful participation in significant funded research initiatives. Her early career funding success positions her well for future grant applications as principal investigator.

Conference Contributions

Dr. Alrawashdeh has been exceptionally active in presenting her research at premier international conferences, with over 30 presentations at major venues including the American Educational Research Association (AERA), Comparative and International Education Society (CIES), and International Conference on Sustainable Development (ICSD). Her 2025 AERA presentations in Denver include four papers on topics ranging from computer science professional development in Uruguay to equity in early computer science education, demonstrating the breadth of her research portfolio. At the 2025 CIES conference in Chicago, she presented research on teacher readiness for computer science education and the impact of virtual professional development. Her 2024 AERA presentations in Philadelphia addressed personalized technology for early grade reading and computational thinking in early childhood education. At the 2024 CIES conference in Miami, she presented findings from her randomized controlled trial on personalized and adaptive learning in the MENA region. Her 2023 conference presentations spanned multiple international venues, including AERA in Chicago where she presented on ending learning poverty in MENA and meta-analysis of personalized learning for reading, CIES in Washington DC where she addressed student agency in digital environments and women’s adoption of agricultural mechanization, ICSD in New York on women’s access to mechanization, and the CGIAR GENDER Impact Conference in Delhi, India on scaling women’s access to mechanization services. Her 2022 conference contributions included presentations at AERA in San Diego on agricultural education in Cambodia and UNICEF’s landscape review of personalized learning technologies, CIES in Minneapolis on tech-enabled personalized learning and youth environmental sustainability in Namibia, and ICSD in New York on youth environmental education. Her 2021 CIES presentation addressed emergency eLearning during COVID-19 in Jordan. Her 2018 presentation at Harvard University’s WEI International Academic Conference addressed women empowerment and sustainable development. These conference presentations demonstrate sustained engagement with international research communities, dissemination of findings to diverse audiences, and contribution to scholarly conversations across multiple disciplines including educational technology, international development, agricultural education, and gender equity.

Academic Excellence

Dr. Alrawashdeh has achieved extraordinary recognition for academic excellence throughout her career. She received the Best Researcher Award (2024) from the International Young Scientist Awards, recognizing her outstanding contributions to educational technology research. She was nominated for the Outstanding Student Medal (2023) by the College of Education at UIUC, a distinction reserved for the most exceptional doctoral students. She was selected as a William Chandler Bagley Doctoral Scholar (2022-2023), one of the most prestigious scholarships awarded by UIUC’s College of Education, honoring students with exceptional academic achievement and research promise. She received the Abu Dhabi Education Leadership Award for Best General Education Professor (2019) from the World Federation of Academic and Educational Institutions while serving at Al Falah University, recognizing excellence in teaching and academic leadership. She was honored with the Prof. Indria Parikh 50 Women in Education Leaders Award at the World Education Congress in both 2019 and 2018, placing her among the most influential women educators internationally. She received the Women in Education Leadership Award (2018) from Asia’s Education Excellence Award in Singapore, recognizing her leadership in higher education. Her undergraduate studies at the University of Jordan were supported by the Royal Makruma scholarship from Queen Rania’s Fund (2005-2009), a prestigious scholarship for underprivileged students demonstrating exceptional academic promise. She graduated with an “Excellent” rank from her bachelor’s program and achieved “Pass with Merit” distinction for her master’s degree from Brunel University. Her success in completing a Ph.D. at a top-tier American research university while conducting research across multiple countries demonstrates exceptional research capability and dedication. Her publication record, with articles in high-impact journals and contributions to UNESCO and UNICEF reports, reflects research quality that meets the highest international standards. Her multiple competitive fellowships and grants demonstrate consistent recognition of her academic merit. Her membership in prestigious professional organizations including AERA, CIES, and ILA indicates active engagement with scholarly communities. Her progression from classroom teacher to university professor and internationally recognized researcher within 15 years exemplifies exceptional career trajectory and academic achievement.

Societal & Industry Contribution

Dr. Alrawashdeh’s work addresses critical societal challenges and contributes directly to improving education for underserved populations globally. Her research on personalized and adaptive learning technologies for early grade reading addresses the global learning crisis, with UNESCO estimating that over 600 million children and adolescents worldwide are not achieving minimum proficiency levels in reading. By developing and evaluating evidence-based interventions for improving literacy, particularly in the MENA region, her work has potential to impact millions of children in resource-challenged contexts. Her contributions to UNICEF’s global landscape review of digital personalized learning directly inform international development agencies’ multi-million dollar investments in educational technology, ensuring that funds are directed toward evidence-based solutions. Her UNESCO background paper on EdTech and marginalization influences global education policy, advocating for equity-focused approaches to technology integration that serve the most vulnerable learners. Her research on emergency remote teaching in Jordan during COVID-19 provides practical insights for education systems responding to crises, informing preparedness planning for future disruptions. Her work on computer science education in elementary grades contributes to preparing the next generation for an increasingly digital economy, with particular attention to ensuring equitable access for all students regardless of socioeconomic background. Her research on integrating character education into computer science curriculum addresses growing concerns about ethical technology use and digital citizenship. Her work on sustainable agriculture education in Cambodia, Bangladesh, and Namibia contributes to food security, environmental sustainability, and rural economic development in countries facing significant development challenges. Her research on women’s and youth access to agricultural mechanization addresses gender equity while promoting agricultural productivity and economic empowerment in rural communities. Her invited talks and blogs for practitioner audiences including AgriLinks and ADMI ensure that research findings reach policymakers, NGO professionals, and agricultural extension workers who can apply insights in their programs. Her teaching at Oakland University prepares future teachers with skills and knowledge to effectively integrate technology in their classrooms, multiplying her impact across future student generations. Her leadership roles at Al Falah University, including Head of General Education and Director of Language Center, demonstrate contribution to institutional development and quality improvement in higher education. Her work consistently centers equity, advocating for marginalized populations and ensuring that technological innovations serve social justice rather than exacerbating existing inequalities.

Global Recognition

Dr. Alrawashdeh has achieved significant international recognition through her research, awards, and collaborative work spanning multiple continents. Her doctoral dissertation won international recognition from MIT Solve and Jacobs Foundation, organizations with global reach and influence in education innovation. Her Best Researcher Award (2024) from International Young Scientist Awards represents recognition from the international scientific community. Her publication record spans journals with global readership including Educational Research Review, Early Childhood Education Journal, Journal of Research on Technology in Education, and Technology, Pedagogy and Education Journal, ensuring worldwide visibility of her research. Her contributions to UNICEF and UNESCO reports position her research at the center of global education policy discussions, with these UN agencies’ publications influencing education systems in over 190 countries. Her book chapters published by Springer and IGI Global, international academic publishers, disseminate her research globally. Her research has been conducted across multiple countries and regions including the Middle East and North Africa (MENA), South Asia (Bangladesh), Southeast Asia (Cambodia), Sub-Saharan Africa (Namibia), and North America (USA), demonstrating truly global research engagement. Her international education background, with degrees from Jordan, United Kingdom, and United States, plus professional certificate from Stanford University, reflects multicultural academic experience. Her work experience spans three countries (Jordan, UAE, USA) across different roles including teaching, research, and academic leadership. Her conference presentations at prestigious international venues bring her research to global audiences of scholars, policymakers, and practitioners. Her invited talks have reached audiences in Bangladesh, India, and through UNICEF’s global platforms. Her Women in Education Leadership Awards from Asian and international organizations recognize her influence beyond her immediate geographical context. Her collaboration with international researchers, evident in her co-authored publications, demonstrates integration into global research networks. Her research topics, addressing universal challenges in education, technology, literacy, sustainability, and equity, have relevance across diverse cultural and economic contexts. Her multilingual capabilities (evident from her work in Arab contexts and international settings) enable cross-cultural research and communication. Her membership in international professional organizations including AERA and CIES connects her to global scholarly communities. Through her research, teaching, service, and advocacy, Dr. Alrawashdeh has established herself as a globally engaged scholar making significant contributions to international education development and educational technology innovation worldwide.

Dr. Ghaida S. Alrawashdeh, Oakland University, United States