1. التكيف الاكاديمي لدى التلاميذ الموهوبين في إقليم كوردستان العراق، مجلة جامعة دهوك للعلوم الانسانية، المجلد(26)العدد(2) 2023، ص 102-119

2. أساليب ادارة الصراع التظيمي وعلاقتها بالانماط القيادية لدى رؤساء الاقسام الاكاديمية في جامعة دهوك، مجلة زانكو للعلوم الانسانية، ,المجلد 25، العدد 4، 2021/doi.org/10.21271/zjhs.25.4.9 3. معوقات تطبيق الادارةالالكترونية في المدارس الاساسية في محافظة دهوك من وجهة نظر مديري هذه المدارس، مجلة الفنون و الادب وعلوم الانسانيات والاجتماع، المجلد65.

4. صورة ذوي الاحتياجات الخاصة في الكتب المدرسية الكوردية، بحث مقدم الى المؤتمر العلمي الاول بين جامعة دهوك /كلية التربية الاساسية ومديرية الشؤون الاجتماعية ب بعنوان "العمل الاجتماعي بين الطموح و التحديات" 2019.

5. واقع البحث العلمي في جامعة دهوك، بحث مقدم الى المؤتمرالدولي العلمي الثاني لجامعة زاخو، نيسام 20217.

6. المضامين الاجتماعية والسياسية و الدينية لقيم التسامح في الكتب المدرسية الكوردية (كتب التربية المدنية و العلوم الاجتماعيةانموذجاً)، مجلة جامعة زاخو، المجلد 3، العدد 1، 2015

7. مكانة المرأة في الكتب المدرسية الكوردية( كتب اللغة الكودرية انموذجاً) ، مجلة جامعةزاخو للعوم الانسانية، المجلد (2)2014.

8. أسباب ضعف تبوا المرأة للمناصب القيادية في مدينة دهوك من وجهة نظر الموظفين، مجلة جامعة دهوك للعلوم الانسانية,المجلد17،العدد2 ، 2014.

9. الالتزام التنظيمي وعلاقته بالمسؤولية الاجتماعية لدى موظفي كلية التربية الاساسية، المجلة الاكايمية لجامعة نوروز،المجلد 11، العدد 4، 2022.

10. Chapter in a book / The Obstacles that Persons with Disability face in Work contests in Duhok Governorate/ From Challenges to Opportunities/© 2023 Pauline Runge, Joachim Schroeder, Negin Shah Hosseini– Books on Demand, ISBN: 978-3-7578-3996-3.

11. The Social, Political and Religious Values of Tolerance in School Iraq (History Text Books as a Sample) International Journal of Humanities and Social Sciences, Vol.35, 2022.

My research interests focus on Educational Administration and the broader field of Education. I am particularly interested in how effective leadership, organizational planning, and administrative decision-making can improve educational institutions and enhance learning outcomes. My teaching experience at the University of Duhok has strengthened my interest in exploring modern pedagogical approaches, curriculum development, and the challenges learners and educators face in contemporary classrooms. Participation in academic events such as the 3rd International Conference on Education (ICET 2023) has further deepened my commitment to studying innovative and evidence-based practices. Overall, my research aims to contribute to the development of efficient, inclusive, and high-quality educational systems.

From 2010 to 2016, I gained extensive teaching experience in the Department of Kindergarten, where I delivered a range of foundational and developmental courses essential for preparing future early-childhood educators. My teaching portfolio during this period included subjects such as thinking skills, play psychology, and physical education—areas that are central to understanding how young children learn, explore, and grow. Through these courses, I aimed to equip students with both theoretical knowledge and practical strategies for fostering cognitive development, supporting socio-emotional growth through play, and promoting healthy physical activity in early childhood settings. This period of teaching allowed me to contribute meaningfully to the preparation of qualified kindergarten professionals and strengthened my expertise in early childhood education.

Since 2016, I have been teaching in the Department of Special Education, where I continue to deliver core courses that shape the academic and professional competencies of future specialists in the field. My teaching responsibilities include research methodology, educational administration, and educational psychology—subjects that provide students with essential skills in scientific inquiry, effective leadership, and understanding the cognitive and behavioral foundations of learning. Through these courses, I strive to cultivate critical thinking, evidence-based decision-making, and professional ethical practice among students. My ongoing work in this department reflects a sustained commitment to advancing the quality of special education and preparing graduates to support learners with diverse needs.

I have supervised numerous bachelor and master theses across a wide range of educational fields, with a particular focus on graduate research in special education. My master’s-level supervision includes studies addressing the unique psychological needs and academic adaptation of talented pupils, as well as investigations into their quality of life and how it relates to experiences of social loneliness. I have also guided empirical research exploring the impact of thinking games on enhancing the creative thinking skills of gifted learners, contributing to evidence-based approaches for fostering their cognitive growth. Additionally, I supervised a specialized study examining the effect of group play interventions in reducing maladaptive behaviors among children with autism, supporting the development of more effective therapeutic and educational practices. Through these diverse supervisory roles, I have contributed to advancing research that meaningfully improves educational and psychological outcomes for learners with exceptional needs.

I have been actively engaged in professional development and international collaboration. Between 2016 and 2020, I participated in a specialized program with the University of Oldenburg in Germany focused on advancing knowledge and practice in the field of special education. This experience enriched my understanding of global perspectives on inclusion and evidence-based intervention. I have also completed several training courses in mediation, conflict assessment, and reconciliation, which have strengthened my ability to manage interpersonal dynamics, support collaborative problem-solving, and contribute to creating positive, inclusive educational environments. These activities have collectively enhanced my professional competence and broadened my capacity to serve learners and academic communities with diverse needs

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