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  • Dr. Mahwish Kamran

Dr. Mahwish Kamran

Assistant Professor

Ph.D. Department of Education and Social Sciences, Iqra University,Karachi, Pakistan.

M.Phil. (Master of Philosophy) in Education, Iqra University, Karachi, Pakistan.

M.Ed. (Master of Education), Indus University, Karachi, Pakistan.

B.Ed. (Bachelors of Education), University of Karachi, Karachi, Pakistan.

M.Sc. (Master of Science) in Microbiology, University of Karachi, Karachi.

About

Dr Mahwish Kamaran holds a PhD in Education (Special Education/Inclusive Education) from Iqra University. After completing her M.Phil. and Ph.D. research based on children with disabilities and promoting inclusive educational practices. She came up with a Praxis Inclusive Education Model which she will implement to promote inclusive educational practices. She has been conducting professional development workshops for teachers. She has presented her research papers at many international and national conferences. She has published many research papers in international journals. Also, she is an author of a book chapter. She is a part of research projects including NRPU’s project. Other areas of interest are curriculum development, qualitative research, thematic analysis, bullying and cyberbullying.. Currently Editor at “Frontiers in Education”.

Area of Expertise

  • Special Education
  • Inclusive Education
  • Teacher Education

Publications & Research Work

Dr. Muhammad Shahnawaz Adil

Dr. Muhammad Shahnawaz Adil is an Associate Professor of Leadership and Strategic Management at Iqra University, Karachi. He holds more than 17 years of full-time university teaching, research, mentorship, and graduate thesis supervision experience. Additionally, he has been serving as the Cluster Head (Management) since January 2020 at the Main Campus. He is currently a member of the advisory and review boards of 18 national and international scholarly journals. 

He has presented various research ideas at international conferences abroad and has published over 25 research papers in national and international journals with 700+ Google citations. He has also authored a monograph on Leadership and Strategy published in Germany. He is an HEC-approved PhD supervisor and five Ph.D. candidates are going to complete their doctoral thesis under his sole supervision. In addition to supervising several industrial projects, 32 MPhil and hundreds of MBA students have successfully passed their research thesis in the Management discipline under his sole supervision. His research interests include the dark side of leadership, workplace mistreatment, multilevel modeling, and creative performance in higher education. He completed a ten-day comprehensive Training of Trainers conducted by Sindh HEC in May 2023.

Dr. Shahnawaz earned his Ph.D. degree in Management from an AACSB and AMBA-accredited business school of Malaysia in 2021. Earlier, he received his MPhil from Iqra University, a ‘triple-crown’ (AACSB, AMBA, and EQUIS-accredited) MBA from Newcastle University (UK), Postgraduate Diploma from Stratford College London (UK), and B.Sc. (Honours) with Distinction from London Metropolitan University, UK. He has secured seven consecutive distinctions in his academic career and has clinched First Class First Position at Sindh Board of Technical Education. He has been associated with Iqra University as a permanent faculty member in the Department of Business Administration since August 2008. His main hobbies include horse-riding, playing scrabble, cooking, bird-farming, and long driving.

  • Kamran, M. & Siddiqui, S. (2024). Roots of Resilience: Uncovering the Secrets behind 25+ Years of Inclusive Education Sustainability. Sustainability, 16, 4364. https://doi.org/10.3390/su16114364
  • Kamran, M., Bano, N., Siddiqui, S. (2024). A SWOT: Thematic Analysis of Pedagogical Practices at Inclusive School of Pakistan. Societies, 14(2), 21. https://doi.org/10.3390/soc14020021
  • Kamran, M. & Bano, N. (2023). A systematic review of literature on inclusive education with special emphasis on children with disability in Pakistan. International Journal of Inclusive Education. DOI: 10.1080/13603116.2023.2256321
  • Mohammad, R.F. and Kamran, M. (2023), "Examining the efficacy of online learning in nurturing students' learning: An analysis of students' experiences", Asian Association of Open Universities Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/AAOUJ-11-2022-0163
  • Kamran, M., Siddiqui, S., & Adil, M. S. (2023). Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs). Education Sciences, 13(6), 606. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci13060606
  • Siddiqui, S., Kazmi, A. B., & Kamran, M. (2023). Teacher professional development for managing antisocial behaviors: A qualitative study to highlight status, limitations and challenges in educational institutions in the metropolis city of Pakistan. Frontiers inEducation, 8, 1177519. https://doi.org/10.3389/feduc.2023.1177519
  • Siddiqui, S., Schultze-Krumbholz, A., & Kamran, M. (2023). Sohanjana anti bullying intervention: Culturally and socially targeted intervention for teachers in Pakistan to take actions against bullying. European Journal of Educational Research, 12(3), 1523-1538. https://doi.org/10.12973/eu-jer.12.3.1523
  • Kazimi, A. B., Kamran, M., & Siddiqui, S. (2023). The effect of teacher’s attitude in supporting inclusive education by catering diverse learners. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1083963
  • Hinduja, P., Siddiqui, S., & Kamran, M. (2023). Public sector education and gender inequality: A mixed-method Study in metropolis city of Pakistan. Asian Women, 39(1), 45-68. https://doi.org/10.14431/aw.2023.12.39.1.45
  • Kamran, M., Thomas, M., & Siddiqui, S. (2022). Teachers’ opinions about promoting inclusive classroom settings: An investigation regarding the presence of special needs assistants. The Government: Research Journal of Political Science, 11, 57-71
  • Kamran, M. & Thomas, M. (2022). Inclusive education in Pakistan: Role of teachers’ sense of self-Efficacy. Disability, CBR & Inclusive Development, 33(3), 91– 96. http://doi.org/10.47985/dcidj.539
  • Kamran, M. & Thomas, M. (2021). The effect of teachers’ perception of organizational justice on their job stress. International Journal of Organizational Leadership, 10(Special Issue 2021), 89-98. http://doi.org/10.33844/ijol.2021.60537
  • Kamran, M., & Siddiqui, S. (2023). Assistive technology integration: Promoting inclusion and achieving sustainable development goals. In P. Escudeiro, N. Escudeiro & O. Bernardes (Eds.). Handbook of research on advancing equity and inclusion through educational ‘ technology (pp. 1-25). IGI Global: Hershey, PA, United States. https://doi.org/10.4018/978-1-6684-6868-5.ch001