Sindh Institute of Teacher Education
Advancing Equitable, High-Quality Public Education in Pakistan
Faculty research at SITE is anchored in rigorous inquiry, collaborative partnerships, and a strong commitment to improving educational practice and policy. Faculty members lead and contribute to research that addresses critical issues in teacher and school education, language policy, curriculum and pedagogy, and assessment, with a particular focus on school–teacher education linkages in Pakistan.
Faculty members are involved in nationally and internationally funded research, including competitive grants supported by global institutions. Faculty research is disseminated through peer-reviewed journals, policy briefs, and academic networks, ensuring both scholarly impact and practical relevance.
Khalid, A., Ahsan, M. F., & Shamim, F. (2026). The dynamic interplay of ‘political space’ and language activism in education LP development in Pakistan: A historical analysis and lessons learnt. Routledge Open Research 2026, 5:6. https://doi.org/10.12688/routledgeopenres.19507.1
Note: This research was carried out under the DARE-RC project, funded with UK International Development from the UK government and implemented by Oxford Policy Management with consortium partners.
Ali, S. A., Amirali, M., & Sayani, H. (2025). Customized on-site professional development: Empowering a primary math teacher to teach mental math skills. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/10.1007/s10857-025-09730-1
Penmetsa, H. S., Abbasi, R., Yellamilli, N., Winkelman, K., Chan, J., Hwang, J., & Cho, K. T. (2025). Investigating brain activity of children with autism spectrum disorder during STEM-related cognitive tasks. Information, 16(10), Article 880. https://doi.org/10.3390/info16100880
Abbasi, R. (2025). Instructional strategies for teachers in inclusive classrooms: Implications for Pakistani classroom contexts [Dissertation of practice, Northern Illinois University].
Mahmood, S. (2025). AI or peer feedback: What works best in improving writing? [Masters’ Thesis, University of Oxford]. Oxford University Research Archive. https://ora.ox.ac.uk/objects/uuid:b4726753-1818-4d8d-9945-0e353345ac08
Shamim, F., & Smith, R. (2024a). Addressing ‘academic’ conceptions of research. In Stories of mentoring teacher research. British Council.
Shamim, F., & Qureshi, R. (2024b). Informed consent in educational research in the south: Tensions and accommodations. Compare, 43(4), 464–482. [Reprinted 2024 in S. Swartz, N. Singal, & M. Arnot (Eds.), Educational research practice in southern contexts: Recentering, reframing and reimagining methodological canons. Routledge.]
Rahat, A., Nisa, A., Siddiqua, N., Mehmood, H., & Abbasi, R. (2024). Empowerment at the crossroads: Women's educational challenges in Karachi's higher education. Utamax: Journal of Ultimate Research and Trends in Education, 6(1), 12–22. https://doi.org/10.31849/utamax.v6i1.16086
Ahmed, A., Khan, U., & Moiz, Z. (2024). Changing conception of action research in a teacher education programme in Pakistan: Stories of mentoring teacher-research. IATEFL Research Special Interest Group in association with MenTRnet.
Shamim, F. (2023a). ELT, EMI and social justice: Case of Pakistan. In G. Ram (Ed.), English as a medium of instruction in South Asia: Issues in equity and social justice (pp. 94–112). Routledge.
Shamim, F., & Riaz, M. N. (2023b). Impact of multimodal digital media communication on generation Z's language use and literacy practices. Academy of Education and Social Sciences Review, 3(4), 399–409. https://doi.org/10.48112/aessr.v3i4.593
Ahmed, A. (2023). Pre-appointment leadership training: Need for survival of novice school leaders. Academy of Education and Social Sciences Review, 3(4), 385–397. https://doi.org/10.48112/aessr.v3i4.649
Abbas, Q. G., & Habib, Z. (2023). Elementary teachers' perceptions and practices of real-life application of mathematics: A case of a private school in Karachi. International Journal of Social Science & Entrepreneurship, 3(3), 222–242. https://doi.org/10.58661/ijsse.v3i3.199
Anwar, T., & Siddiqi, U. (2023). Transfer of STEM research for designing contextually relevant curriculum in Pakistan: A case study. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology. Springer. https://doi.org/10.1007/978-3-319-17727-4_190-2
The Institution actively supports early-career researchers through mentorship, small-scale grants, and practice-based research opportunities that investigate classroom realities and teacher development pathways.