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M. Mahruf C. Shohel

University of Surrey

Dr. M. Mahruf C. Shohel is currently working at the Doctoral College, University of Surrey, United Kingdom. Prior to his current role, Dr. Shohel worked for several British universities since completing his doctoral studies at the University of Manchester. He is an academic researcher with special interests in education, childhood studies, international development, teachers’ professional development, technology-enhanced learning, and social science research methods. Most recently, he has taught “Digital Learning in Emergencies” for postgraduates at the University of Geneva, Switzerland. He has written extensively on development issues in the Global South and conducted research on disadvantaged children including socioeconomically deprived children, street children, sex workers’ children, and displaced refugee children. Currently, Dr. Shohel is engaged in the fields of education in emergencies, education for sustainable development and global citizenship, emerging technologies in education, students\' learning journeys and their engagement, and teaching and learning in higher education.

1books edited

3chapters authored

Latest work with IntechOpen by M. Mahruf C. Shohel

E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices.

E-Learning and Digital Education in the Twenty-First Century Edited by M. Mahruf C. Shohel

E-Learning and Digital Education in the Twenty-First Century

Edited by M. Mahruf C. Shohel

Chapters authored

Open and Distance Learning for Teachers' Professional Development: The English in Action (EIA) Model for the Global South

By M. Mahruf C. Shohel

Part of the book: International Perspectives of Distance Learning in Higher Education

Police Education in the United Kingdom: Challenges and Future Directions

By M. Mahruf C. Shohel, Gias Uddin, Julian Parker-McLeod and Daniel Silverstone

This chapter outlines the historical development of police education in the United Kingdom, more precisely in England and Wales, and highlights new strategies and planning for the professional development of the police. There is a plethora of research carried out regarding professionalism in policing to meet the needs and challenges of the twenty-first century. Considering the recent developments in police education and training, this chapter mainly discusses three newly introduced routes for recruitment and education of police constables under the Policing Education Qualifications Framework (PEQF), namely Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP), and Pre-Join Degree (PJD). Higher education institutions (HEIs), in partnership with the police forces, are providing professional qualifications for policing as a graduate level profession. Though they have made remarkable progress in developing police education programmes, they are facing various challenges in implementing the qualification framework. This chapter also explores pedagogical aspects of police education including the effectiveness and contrast between different forms of teaching and learning. While featuring the challenges and prospects of the new police education programmes, this chapter also outlines different aspects of partnership for delivering these professional qualification programmes.

Part of the book: Education, Human Rights and Peace in Sustainable Development

Education in Emergencies, Mental Wellbeing and E-Learning

By M. Mahruf C. Shohel, Arif Mahmud, Munira Azhar Urmee, Muhammad Naveed Anwar, Mohammad Mojibur Rahman, Dev Raj Acharya and Md. Ashrafuzzaman

The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.

Part of the book: E-Learning and Digital Education in the Twenty-First Century

Related collaborators

Paul Birevu Muyinda

Makerere University , Uganda

Charles Potter

University of the Witwatersrand , South Africa

Gordon Naidoo

Maureen Snow Andrade

Utah Valley University , United States of America

John Wall

Waterford Institute of Technology , Ireland

Boris Kruk

Siberian State University of Telecommunications and Informatics , Russia

Olga Zhuravleva

Siberian State University of Telecommunications and Informatics , Russia

Nahid Zarifsanaiey

Shiraz University of Medical Sciences , Iran

Kester Ojokheta

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