العربية
Prof. Irfan Ahmed Rind
Biography
Professor Dr. Irfan Ahmed Rind joins Sohar University as the Dean of the Faculty of Language Studies, bringing with him a rich tapestry of academic accomplishments and educational leadership. Prof. Rind’s academic journey is marked by a Master’s in English Literature from the University of Sindh, Pakistan, and a second Master’s in Applied Linguistics from Sussex University, UK. He furthered his expertise with a Ph.D. in Education from Sussex University, followed by postdoctoral studies at Harvard University on Mindfulness of Educator in 2016 and at Teachers College, Columbia University, focusing on Epistemic Beliefs and Critical Thinking in 2020.
Currently serving as an international research fellow for the Center of International Education at the University of Sussex and Teachers College, Columbia University, USA, Prof. Rind previously held the position of full professor of Education at Sukkur IBA University, Pakistan. He was the pioneering force behind the establishment of the Department of Education at Sukkur IBA University in 2013, which he nurtured from a modest beginning into a fully-fledged Faculty offering undergraduate, postgraduate, and Ph.D. programs. Prof. Rind’s leadership roles include serving as the Head of the Department for nine years and later as Dean for a year before his appointment at Sohar University. His contributions to educational development are substantial, securing multiple funded projects from organizations such as the Higher Education Commission of Pakistan, World Bank, UNESCO, UNICEF, JICA, and UNPD. These projects have focused on areas critical to educational advancement, including gender empowerment, teacher education, professional development, assessment, evaluation, and SDGs.
Among his notable achievements, Prof. Rind played a crucial role in the design and implementation of the first-ever teacher licensing initiative in the Sindh province of Pakistan. He has also been instrumental in reforming the primary and secondary education systems in Sindh through the development and implementation of the School Cluster Policy. His pioneering research efforts include a comprehensive evaluation of the quality of examinations of the Secondary Examination Board in Sindh, leading to significant reforms.
A UNESCO-certified master trainer, Prof. Rind has led training for UNESCO since 2017 and has been actively involved in a UNESCO-UNICEF funded project on the “Post MDGs agenda,” contributing significantly to the inception of the SDGs. His passion for teaching is evident in his commitment to teaching at all levels and being honored with the “Best University Teacher Award” in 2017 by the Higher Education Commission of Pakistan.
Prof. Rind’s scholarly contributions are extensive, with more than 35 publications in high-impact factor journals, book chapters, and reports. He is an active member of various national and international committees, including the National Accreditation Council for Teacher Education (NACTE) in Pakistan and the British Association of International and Comparative Education (BAICE).
Sohar University warmly welcomes Prof. Dr. Irfan Ahmed Rind, whose vast experience, pioneering efforts in educational reform, and dedicated scholarship are poised to enrich the Faculty of Language Studies and the broader academic community.
Qualifications
- Post Doc in Education, Teachers College, Columbia University, USA, 2019-20
- Post Doc in Education, Harvard Graduate School of Education, USA, 2016
- Ph.D. in Education, University of Sussex, UK. 2009-12
- M.A in Applied Linguistics, University of Sussex, UK. 2007-08
- M.A in English Literature (Gold Medalist), University of Sindh, Pakistan. 2003-04
- B.A in English Literature (Gold Medalist), University of Sindh, Pakistan. 2001-03
Teaching Interest
- Advance Research Methods
- Foundation of Education
- Philosophy of Education
- Gender, Language, and Education
- Teaching English as a Second Language
- Critical Thinking and Creativity
Research Interest
- Teachers’ Disposition
- Epistemic Beliefs
- Teacher Education and Training
- Assessment and Evaluation
- Policy Analysis and Evaluation
- Gender Identities and Education
- Education management and leadership
Publications
- Rind, I. A. & Ning, B (2024). Pre-service teacher education reforms: An attempt to make Pakistan a tolerant society. Asia-Pacific Education Researcher 33, 383–394.
- Rind, I. A. (2022). Developing prospective science teachers’ multivariable thinking capabilities. Thinking Skills and Creativity, (43), 101168.
- Asad, M.M. Ather, R, Rind, I.A, & Imran, M. (2022). Transitional Change Towards Flipped Classroom Approach in COVID-19 Pandemic to Develop Online Learning Community. In (ed.) Artificial Intelligence in Higher Education. Taylor & Francis.
- Rind, I. A. (2021). Becoming an ESL Researcher: A Personal Monologue. Journal of Language and Education, 7(1), 234-243.
- Asad, M.M., Rind, A.A., Khand, Z.H., Rind, I.A. and Mughal, S.H. (2021), Curriculum up-gradation practices among higher education institutions of Pakistan: does curriculum ideologies make difference?, Journal of Applied Research in Higher Education, Vol. 13 (4), 980-990
- Rind, I. A and Ning, B. (2020) Evaluating scientific thinking among Shanghai’s students of high and low performing schools, The Journal of Educational Research,113 (5). 364-373.
- Ning, B., Rind, I. A, and Asad, M. (2020) Influence of teacher educators on the development of prospective teachers’ personal epistemology and tolerance. Sage Open. 10 (1), 1-14.
- Singh A.K., Rind, I.A., & Sabur, Z. (2020) Continuous Professional Development of School Teachers. In: Sarangapani P.M., Pappu R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore.
- Rind, I.A. and Malik, A. (2019) The examination trends at the secondary and higher secondary level in Pakistan. Social Sciences & Humanities Open 1 (1), 100002.
- Rind, I. A. and Mari, M. A. (2019) Analyzing the impact of external examination on teaching and learning of English at the secondary level education, Cogent Education, 6 (1), 1-14.
- Mwale, S., Alhawsawi, S., Sayed, Y. and Rind, I. A., (2018) Being a mobile international postgraduate research student and parent in the UK: conflict, contestation, and contradictions, Journal of Further and Higher Education, 42(3), 301-312.
- Rind, I. A. (2016). Conceptualizing students’ learning experiences in English as a second language in higher education from Structure and Agency. Cogent Social Sciences 2: 1191978.
- Rind, I. A., & Kadiwal. L (2016). Analyzing institutional influence on teaching-learning practices of English as a second language program in a Pakistani university. Cogent Education, 3: 1160606.
- Rind, I. A. (2015). Gender identities and female students’ learning experiences in studying English as a Second Language at a Pakistani university.Cogent Education, 2: 1115574.
- Rind, I. A. (2014) Investigating students’ experiences in an ESL program at the University of Sindh, Jamshoro, Pakistan. Compare,44(6), 1002-1004.
- Rind, I. A. (2013) ‘Critical Review: Applying Theory to Educational Research: An Introductory Approach with Case Studies’, International Journal of Lifelong Education, 32(5), 679-681.
- Kadiwal. L. & Rind, I. A. (2013). Selective cosmopolitans: Faculty members and students’ experience of engaging with the UK’s offshore teacher education program in Dubai from a cross-cultural perspective, Compare, 43(5), 689-711.
- Rind, I. A. & Alhawsawi, S. (2013).The effects of students’ previous learning on graph-comprehension in English as the second language (ESL) textbooks in a Pakistani university. EducationalFutures, 5 (2), 44-58.