Sadoor Ahmad
I am a dedicated educator and researcher with a passion for Education Technology (EdTech), teaching, and academic inquiry. With over eight years of practical experience and two years of teaching in academic institutions, I bring a deep understanding of technology integration and innovative educational practices.
Currently pursuing a Ph.D. in Education at the International Islamic University, Islamabad, my academic foundation is strengthened by an M.Phil. in Educational Leadership and Management and a Master's in Education. These qualifications, paired with certifications in teaching and technology, have shaped my expertise in areas like ICT integration, online learning, and teacher training.
My research explores the intersections of technology, teaching practices, and learner development. I have published several research articles in reputable journals, addressing topics such as emotional regulation's impact on academic performance, the use of ICT tools in secondary education, and smartphone addiction's effects on interpersonal relationships. These contributions underscore my commitment to advancing knowledge in education.
In my professional journey, I have held roles such as IT Manager, Tutor, Visiting Lecturer, and Deputy Administrator IT, combining leadership, strategic planning, and technology implementation to enhance institutional growth. As a tutor and lecturer, I have delivered courses on Educational Technology, Fundamentals of ICT, and Open and Distance Education, while also mentoring students and supervising research projects.
Additionally, I have presented at international conferences, sharing insights on transitioning traditional universities to online modes, seamless learning, and the challenges of online education during emergencies. My active participation in global academic dialogues reflects my drive to contribute meaningfully to the educational landscape.
I thrive on creativity, innovation, and collaboration, with a vision to foster transformative learning experiences. By bridging the gap between technology and education, I aim to empower educators and students to excel in a rapidly evolving academic environment.
Supervisors: Prof. Dr Samina Malik
Phone: 92 304 0158919
Currently pursuing a Ph.D. in Education at the International Islamic University, Islamabad, my academic foundation is strengthened by an M.Phil. in Educational Leadership and Management and a Master's in Education. These qualifications, paired with certifications in teaching and technology, have shaped my expertise in areas like ICT integration, online learning, and teacher training.
My research explores the intersections of technology, teaching practices, and learner development. I have published several research articles in reputable journals, addressing topics such as emotional regulation's impact on academic performance, the use of ICT tools in secondary education, and smartphone addiction's effects on interpersonal relationships. These contributions underscore my commitment to advancing knowledge in education.
In my professional journey, I have held roles such as IT Manager, Tutor, Visiting Lecturer, and Deputy Administrator IT, combining leadership, strategic planning, and technology implementation to enhance institutional growth. As a tutor and lecturer, I have delivered courses on Educational Technology, Fundamentals of ICT, and Open and Distance Education, while also mentoring students and supervising research projects.
Additionally, I have presented at international conferences, sharing insights on transitioning traditional universities to online modes, seamless learning, and the challenges of online education during emergencies. My active participation in global academic dialogues reflects my drive to contribute meaningfully to the educational landscape.
I thrive on creativity, innovation, and collaboration, with a vision to foster transformative learning experiences. By bridging the gap between technology and education, I aim to empower educators and students to excel in a rapidly evolving academic environment.
Supervisors: Prof. Dr Samina Malik
Phone: 92 304 0158919
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Papers by Sadoor Ahmad
has been a swift transition to alternative learning modalities worldwide,
predominantly relying on web-based platforms. Owing to the imperative
safety measures amid the precarious coronavirus situation, educators and
learners found themselves compelled to adopt online modes. Educational
institutions, from primary schools to universities, swiftly migrated their
classes to online platforms, and even corporate and government offices
embraced online engagement with their workforce. Furthermore, the
evolving global climate underscores the necessity to expand online
curricula towards a sustainable, reduced carbon footprint model.Notably,
there has been a marked increase in the enrollment of nontraditional
students, contributing to the momentum of enhanced online learning modalities in recent years. Presently, three main types of online learning
modes exist: remote, hybrid, and hybrid. This study aims to explore the
predominant challenges faced in online learning during the recent
pandemic. A sample of 16 faculty members specializing in STEM
subjects across four prestigious universities in Lahore was randomly
selected for an exploratory qualitative study.
Given the stringent lockdown conditions during the recent pandemic, the
scope of this study may not offer a comprehensive overview of the subject.
Nevertheless, it addresses the inquiry's need by tapping into the firsthand
experiences of faculty members engaging with the online mode of
teaching and learning. The results highlight that despite the opportunity
to explore and adopt new technologies, educators encountered substantial
challenges during online classes, surpassing the benefits. Issues such as
inadequate arrangements and the unavailability of essential resources were
significant impediments. The sudden onset of the pandemic placed the
entire educational, corporate, and institutionalized interactive setup in a
challenging predicament.
Keywords: Online Teaching, Online Learning, Challenges, Online
Teaching Challenges.
has been a swift transition to alternative learning modalities worldwide,
predominantly relying on web-based platforms. Owing to the imperative
safety measures amid the precarious coronavirus situation, educators and
learners found themselves compelled to adopt online modes. Educational
institutions, from primary schools to universities, swiftly migrated their
classes to online platforms, and even corporate and government offices
embraced online engagement with their workforce. Furthermore, the
evolving global climate underscores the necessity to expand online
curricula towards a sustainable, reduced carbon footprint model.Notably,
there has been a marked increase in the enrollment of nontraditional
students, contributing to the momentum of enhanced online learning modalities in recent years. Presently, three main types of online learning
modes exist: remote, hybrid, and hybrid. This study aims to explore the
predominant challenges faced in online learning during the recent
pandemic. A sample of 16 faculty members specializing in STEM
subjects across four prestigious universities in Lahore was randomly
selected for an exploratory qualitative study.
Given the stringent lockdown conditions during the recent pandemic, the
scope of this study may not offer a comprehensive overview of the subject.
Nevertheless, it addresses the inquiry's need by tapping into the firsthand
experiences of faculty members engaging with the online mode of
teaching and learning. The results highlight that despite the opportunity
to explore and adopt new technologies, educators encountered substantial
challenges during online classes, surpassing the benefits. Issues such as
inadequate arrangements and the unavailability of essential resources were
significant impediments. The sudden onset of the pandemic placed the
entire educational, corporate, and institutionalized interactive setup in a
challenging predicament.
Keywords: Online Teaching, Online Learning, Challenges, Online
Teaching Challenges.