Ahmed Ali Alhazmi

Seasoned academic leader, researcher, and educator with over two decades of professional experience in higher education. Expertise in curriculum design, cross-cultural education, and educational leadership, with significant empirical studies and mentorship of emerging scholars. Full Professor at Jazan University with a strong publication record in peer-reviewed journals, focusing on critical pedagogy, cultural studies, and socio-cultural dimensions of education. Recognized for pioneering research on cross-cultural pedagogy, educational leadership, and technology-driven learning environments. Advanced CQ Facilitator certification highlights dedication to fostering cultural intelligence, diversity, and inclusivity in teaching and research. Collaborative engagements with prestigious institutions such as the University of Sussex, SOAS University of London, and Brighton University have strengthened contributions to global academic discourse. Student-centered professor with 22 years of experience supporting students and developing instructional plans. Proficient in organizing and grading exams and tests while maintaining an effective learning environment. Consistently delivers prepared classes and relevant assignments to achieve classroom management and academic goals.

• Educational Leadership and Policy Development
• Cross-Cultural Pedagogy and Curriculum Design
• Cultural Studies and Social Justice in Education
• Critical Pedagogy and Methodological Innovations

Educational Leadership and Policy

1. Institutional givism: What is the major determinant of Arabs’ satisfaction in academia?
Cogent Business & Management, 11(1), 2024. [DOI: 10.1080/23311975.2024.2335875]

2. Fragmentation of organizational identity in Saudi universities: The impact of neoliberalism.
Studies in Higher Education, 49(12), 2311–2327, 2024. [DOI: 10.1080/03075079.2023.2299326]

Cross-Cultural Pedagogy and Social Justice

3. Pedagogy of tolerance and violence prevention in the Arab world.
British Journal of Religious Education, 46(1), 26–42, 2024. [DOI: 10.1080/01416200.2023.2254511]

4. The Saudi Arabian international student experience: From a gender-segregated society to studying in a mixed-gender environment.
Compare, 43(3), 346–365, 2013. [DOI: 10.1080/03057925.2012.716738]

COVID-19 and Distance Learning

5. The pandemic of distance learning: How Arab high school students see online learning during COVID-19.
Psychology in the Schools, 60(11), 4394–4403, 2023. [DOI: 10.1002/pits.22893]

6. Coronian education: Perceptions of educational changes during the COVID-19 pandemic in Arab countries.
International Journal of Environmental Research and Public Health, 19(15), 2022. [DOI: 10.3390/ijerph19159506]

Technology and Education

7. Education versus technology: Educationally oppressed, technologically emancipated.
E-Learning and Digital Media, 17(4), 307–323, 2020. [DOI: 10.1177/2042753020933998]

8. Knowledge management practices in new public universities in Saudi Arabia.
Journal of Educational and Psychological Sciences, 20, 2019. [CorpusID: 216616427]