• Mohammed Ali, A. B., & Vierbuchen, M. C. (2024). Inclusive Education in Duhok City; the gap between policy and implementation, contextual challenges and consequences. In Bartels, F., Vierbuchen, M. C., & Hillenbrand, C. (eds.), Inclusive (teacher) education after war. (pp.103 – 115). Münster; New York: Waxman.
• Mohammed Ali, A. B., & Vierbuchen, M. C. (2023). Quality of inclusive primary schools in Duhok governorate, Kurdistan region of Iraq: An observation study. Studies in Ethnicity and Nationalism, 23(3), 299-313.
• Mohammed Ali, A. B., Ali, J. A. M., & Melhum, A. I. (2022). Predicting Kurdish EFL university learners' oral reading fluency using Support Vector Machine. International Journal on Humanities and Social Sciences, (39), 246-258.
• Mohammed Ali, A. B., & Poulis, V. M. (2022). Assessing English Oral Reading Fluency of Kurdish EFL Students at University of Duhok. Journal of Arts, Literature, Humanities and Social Sciences, (83), 282-299.

My research interests focus on the intersection of education policy and classroom practice, with a particular focus on literacy teaching, learning, and assessment. I am deeply engaged in exploring how oral reading fluency and reading literacy assessment can serve as key indicators of student progress, while also investigating effective pedagogical approaches that foster equitable learning opportunities. Central to my work is a commitment to inclusive education, examining how policies and instructional strategies can be designed to support diverse learners and ensure that literacy development is accessible to all. By bridging policy frameworks with practical classroom applications, I aim to contribute to evidence-based approaches that enhance literacy outcomes and promote educational equity.

My journey as an educator at the University of Duhok began in 2013, when I joined the College of Spatial Planning to teach courses that combined language with professional application. During those early years, I was responsible for teaching English for Planners and Academic Writing. These subjects allowed me to introduce students to the essential role of language in planning and research, while also guiding them in developing the academic skills necessary for success in their field. From 2013 to 2017, I worked closely with students to strengthen their ability to communicate effectively in English, both in academic contexts and in professional planning environments.

From 2017 to 2018, my teaching responsibilities expanded to include a broader range of courses across different levels of undergraduate study at College of Basic Education. I began teaching Reading and Writing to first- and second-year students, a role that required me to nurture foundational skills in comprehension, analysis, and written expression. These courses provided me with the opportunity to help students transition from basic language proficiency to more advanced academic literacy, preparing them for the challenges of higher-level coursework.

For third-year students, I continued to teach Academic Writing “Essay Writing”, where the focus shifted toward more sophisticated forms of written communication. In this stage, I emphasized critical thinking, argumentation, and the ability to produce structured, well-researched essays. My goal was to equip students with the tools to engage meaningfully with scholarly discourse and to express their ideas with clarity and precision.

Finally, form 2018 to present, for fourth-year students, I took on the responsibility of teaching Research Writing. This course represented the culmination of their academic journey, as it required students to synthesize the skills they had acquired throughout their studies. I guided them through the process of designing, drafting, and presenting research projects, encouraging them to approach academic inquiry with rigor and creativity.

Since 2013, I have supervised a number of BA students from both the English Language Department at the College of Basic Education and the Spatial Planning Department at the University of Duhok (UoD). My supervision has included guiding students through their research projects, fostering critical inquiry, and supporting their academic development. In 2016, I supervised a research group in the Spatial Planning Department, and in 2018, I directed another group within the English Department, both of which produced valuable contributions to their respective fields. In addition to individual and group supervision, I organized two Academic Poster Sessions and Exhibitions, providing students with opportunities to present their work publicly, engage in scholarly dialogue, and develop professional presentation skills.

My academic journey reflects a strong commitment to professional development, inclusive education, and international collaboration. I began by completing English for Academic Purposes (EAP) at the University of Birmingham, UK, from 28 May to 14 September 2012, earning a Certificate of Completion. This experience laid the foundation for my academic communication skills and prepared me for further scholarly engagement.

In April 2019, I participated in the E-Learning ERASMUS PLUS-OPATEL program at the University of Duhok, funded by the ERASMUS+ Programme of the European Union, where I received a Certificate of Completion. Later that year, from 21 to 29 August 2019, I attended the Qualification for Inclusive Education in Iraq program at the University of Vechta, Germany, funded by DAAD, further strengthening my expertise in inclusive education.

My involvement in inclusive education deepened through the LEARN AS YOU ARE (LAYA) project, funded by DAAD, where I contributed to designing and improving an e-learning platform for learners with disabilities in Iraq (07 April – 07 December 2021). I received both a Certificate of Contribution and a Certificate of Membership as part of the steering group for this initiative.

I also engaged in several DAAD-funded E-Conferences on inclusive and teacher education in Iraq and the Kurdistan Region. These included:

• E-Conference of Qualifying and Improving Inclusive (TEACHER) Education (July 2020, Certificate of Attendance)
• E-Conference of Inclusive Education: Current Challenges and Progress Development (17 November 2020, Certificate of Lecture Presentation)
• Final Session of the Project of Improving Inclusive (TEACHER) Education (12 January 2021, Certificate of Attendance)
• Final E-Conference of Improving Inclusive (TEACHER) Education (07 December 2021, Certificate of Lecture Presentation)

Additionally, I completed Pedagogical Training for Teacher Professional Development at the Pedagogical Training and Academic Development Center, University of Zakho, from 11 January to 08 July 2021, earning a Certificate of Completion.

I also participated in the International Workshop of Inspiring the Extraordinary: Research Writing, jointly organized by Durham University and Nawroz University, on 13 June 2022 and 29 September 2022 through wish I published a SCOPUS Q3-indexed research paper in an international well-known journal. This workshop, funded by The British Academy, culminated in Certificates of Attendance and Completion, enriching my academic writing and research skills.

Most recently, I had the privilege of attending the second and final round of the International Workshop of Inspiring the Extraordinary Research Writing, jointly organized by Durham University and Soran University on 15–16 December 2024. As part of this program, spanning from 28 March 2023 to 31 March 2025, I actively participated in two face-to-face international workshops and four virtual workshop webinars. At the conclusion of this round, I was awarded a Certificate of Participation, recognizing my engagement and achievement in advancing research writing skills through international collaboration.

No CV available