My research interests fall within the field of social and cultural history, with a special focus on studying the history of Kurdish women in the Middle Ages, as a field that still needs further exploration and critical analysis. These studies seek to re-read the available historical sources - whether they are historical blogs, biographies, or literary and religious texts - with the aim of clarifying the roles of Kurdish women and their place in the social, political and cultural structures during that era.

This interest stems from the premise that women's presence in medieval history was not marginal as some traditional narratives depicted, but rather was an active and multidimensional presence, manifested in areas such as family life, education, work, and even in some aspects of indirect political influence. Accordingly, the research focuses on dismantling stereotypes and interrogating historical texts to reveal the absent or marginalized roles of Kurdish women.

This approach is also concerned with analyzing the social and economic contexts that contributed to shaping the status of women, including the influence of customs and traditions, tribal structures, and the political changes that the Kurdish regions witnessed during the Middle Ages. It relies on multiple methodologies, combining historical and critical analysis, and benefiting from modern gender studies approaches.

This research trend not only aims to fill a knowledge gap in the field of Kurdish history, but also seeks to contribute to rewriting history from a more comprehensive and balanced perspective that highlights the role of women as a fundamental historical actor, not just a secondary element in traditional narratives.

My academic career began in 2011 as a lecturer in the History Department at the College of Humanities in Aqrah, University of Duhok, a position I held until 2020. This experience formed a solid foundation for my academic and pedagogical expertise. I later moved to the History Department at the College of Education within the same university, a move that broadened my horizons, particularly in combining historical specialization with educational sciences and teaching methodologies.

My teaching experience was characterized by the diversity of subjects I taught. These included courses covering various historical periods, such as the history of the Kurds in ancient and medieval times, the history of Kurdish emirates, and the history of major Islamic states like the Umayyad, Abbasid, and Ayyubid dynasties, as well as the biography of the Prophet Muhammad. This diversity deepened my understanding of the interconnectedness of regional and Islamic history, enabling me to provide students with comprehensive academic content that links local and global contexts.

Later, upon my transfer to the College of Education, my experience expanded to include courses of a pedagogical and methodological nature, such as the foundations of teaching methods and scientific dialogue. This added a new dimension to my academic practice, as the focus was no longer solely on transmitting historical knowledge, but also included developing students' skills in critical thinking, analysis, and scientific discussion.

In my teaching, I adopted an interactive methodology that encouraged students to actively participate by asking questions, stimulating classroom discussions, and connecting historical events to contemporary realities. I also made sure to utilize diverse resources, including academic books and research articles, to enhance students' scientific research skills, especially in advanced courses such as chronology and scientific dialogue.

One of the most prominent challenges I faced throughout my career was the variation in students' cognitive levels. This necessitated the adoption of flexible teaching strategies that take into account individual differences and work to raise the level of all students. My approach also sought to achieve a balance between the transmission of knowledge and the development of higher-order thinking skills, which is one of the most important goals of contemporary university education. In conclusion, my teaching experience has been more than just the transmission of information; it has been an ongoing, interactive process aimed at cultivating a conscious academic personality in my students, one capable of analysis, critique, and contributing to the advancement of historical knowledge. This experience, throughout its various years, has honed my teaching and research skills and reinforced my conviction in the importance of integrating specialized knowledge with pedagogical skills.

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