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Dr. Mahwish Kamran

Assistant Professor
Iqra University

Education

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.

Research Interests

  • Special Education
  • Inclusive Education
  • Teacher Education

Biography

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”.

Publications

  • 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
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