Our Fellows at Work
Based on their expertise, MEPLI Fellows offer research and practice-based resources to support educators in the region to enhance their teaching practice.
Articles By Our Fellows
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By: Fatemah Bazzi August 31, 2025 Teachers’ beliefs about brain development influence their teaching practice and significantly shape how they interact with learners. These beliefs sometimes lead teachers to refrain from providing learning opportunities that require higher order thinking skills because they assume learners primarily use their minds for basic recall and comprehension of material….
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By Dr. Kareem Ali & Dr. Dua’ Ghosheh June 14, 2025 Educating the whole child requires intentional efforts to nurture the mind, body, and soul, a vision that Social-Emotional Learning (SEL) powerfully supports by addressing both academic achievement and emotional well-being (Corcoran et al., 2018). SEL is defined as the process through which students acquire…
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By: Lara El Khatib February 2025 Childhood trauma remains one of the most troubling issues of the 21st century, affecting children worldwide through both domestic sources (abuse, neglect, family violence) and external events (natural disasters, wars, displacement). Because trauma impacts nearly all developmental areas—cognitive skills, social/emotional growth, and communication—it often severely impairs children’s ability to…
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The Experience of the Culture and Free Thought Association in Gaza By: Manar Alzraiy December 2024 As the war on Gaza continues, educational institutions remain at the heart of the humanitarian crisis. Schools have been transformed into emergency shelters, and the roles of teachers and educational staff have shifted dramatically. Teachers have found themselves transitioning…
Opinions expressed in these articles are those of the authors alone and may not represent MEPLI or the Harvard Graduate school of Education.
MEPLI Fellows have created sets of simple intervention cards designed to support children’s learning and well-being both inside and outside of the classroom. Click the button below to explore these useful resources.
“MEPLI taught me to provide my students with the freedom to speak up – to not just be receivers of knowledge- so we can learn together.”
Dalya Saleh
MEPLI Fellow 2021
Usable Knowledge Translations
Usable Knowledge is a digital publication based at the Harvard Graduate School of Education that connects research to practice by publishing content that responds to educators’ pressing challenges.
The MEPLI program works with our Fellows and other regional educational experts to translate Usable Knowledge into Arabic in order to be accessible to educators and community members across the Arabic speaking world.
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