Dr. Kahsay | Managing Research | Best Researcher Award

Assistant Professor, Adal Medical University, Somalia

Dr. Kahsay Hailu Negash is a distinguished academic and researcher with over 16 years of professional experience in the areas of inclusive education, language teaching, curriculum design, and educational policy development. Based in Borama, Somaliland, he currently serves as Vice President for Research and Community Service at Adal Medical University. Dr. Negash has demonstrated a long-standing commitment to academic excellence, research advancement, and inclusive community service, particularly in the context of Ethiopia and the Horn of Africa. He is recognized for his bilingual and cross-cultural communication expertise and has provided substantial contributions through teaching, supervision, and collaborative international training programs.

Professional Profile

• Google Scholar

Education 🎓

Dr. Negash began his academic journey at Addis Ababa University, where he earned a Bachelor of Education in English Language Education in 2007, graduating with distinction. He continued his studies at the same institution, obtaining a Master’s degree in English Language Teaching in 2011. His academic pursuit culminated in a Doctoral Degree in Inclusive Education from the University of South Africa in 2017. His educational background is enriched with more than 20 professional trainings, including certifications from YALI, the World Bank Institute, the US Peace Corps, and others in curriculum development, research, and intercultural communication.

Experience 💼

Professionally, Dr. Negash has served in diverse academic and consultancy roles. He has held faculty and leadership positions at several higher education institutions, including Adal Medical University, Mekelle University, Jigjiga University, and the US Peace Corps. His roles have spanned from lecturer to assistant professor and eventually vice president, reflecting his steady career progression. At Jigjiga University, he also directed the Disability Studies and Support Directorate. His responsibilities have included teaching undergraduate and postgraduate courses, developing curricula, managing community outreach programs, conducting research, and supporting students with disabilities. Furthermore, he contributed as a senior communication and social affairs expert at Motion Consultancy, enhancing communication strategies and policy advocacy efforts.

Research Interest 🔬

Dr. Negash’s research interests lie at the intersection of inclusive education, visual impairment, language acquisition, behavioral sciences, and educational equity. He is particularly invested in understanding barriers to inclusion for learners with disabilities and exploring strategies to improve access to quality education for marginalized groups. His research spans qualitative and quantitative methods and has influenced training programs, curriculum reforms, and policy development within the East African region. He has also supervised multiple postgraduate theses on visual impairment, school environments, and mental health challenges.

Awards 🏆

Among his notable recognitions, Dr. Negash received a certificate for graduating with distinction from Addis Ababa University in 2007. Additionally, he has earned numerous training and proficiency certificates from prestigious institutions, including a certificate in “Understanding Human Rights” from YALI and language proficiency testing certification from the US Peace Corps. These accolades underscore his excellence in academics, research, and community service.

Publications Top Notes 📚

• Negash, K.H., & Gasa, V. (2022). Academic barriers that prevent the inclusion of learners with visual impairment in Ethiopian mainstream schools. SAGE Open, 12(2), 21582440221089934.
  — This study investigates systemic academic challenges—including curriculum inaccessibility, lack of teacher training, and inadequate materials—that hinder the inclusion of visually impaired students in Ethiopian mainstream schools.

• Negash, K.H. (2017). The inclusion of visually-impaired learners in Ethiopian secondary schools (Unpublished Doctoral Dissertation). University of South Africa.
  — This doctoral thesis provides a comprehensive analysis of the educational inclusion landscape for visually impaired students in Ethiopian secondary schools, identifying both obstacles and emerging opportunities.

• Negash, K.H. (2020). Possible strategies to be considered to realise the inclusion of learners with visual impairment; a case study of secondary schools in Ethiopia. International Journal of Humanities Social Sciences and Education, 7(1), 93–102.
  — The paper offers practical strategies—such as teacher training, adaptive technology, and policy reform—to promote inclusive education for visually impaired learners in Ethiopian secondary schools.

• Negash, K.H. (2019). Pre-service Teachers’ Attitude towards the Inclusion of Students with Disabilities. International Journal of Innovative Research and Development, 8(12), 271–274.
  — This article examines pre-service teachers’ attitudes towards disability inclusion, revealing a mixture of optimism and a need for improved training in inclusive education principles.

• Negash, K.H., & Gasa, V. (2025). Academic dishonesty among higher education students in Somaliland. Social Sciences & Humanities Open, 11.
  — The study explores the prevalence and underlying factors of academic dishonesty in Somaliland’s universities, focusing on cultural, institutional, and policy-related influences.

• Negash, K.H. (2020). Somaliland’s University Students’ Online Learning Experiences during the COVID-19 Lock-down. International Conference on Studies in Education and Social Sciences (ICSES).
  — This conference paper investigates the challenges and adaptations experienced by university students in Somaliland during COVID-19-induced remote learning.

• Hailu, K. (2013). Teaching Speaking Skills through Role Play: Teachers’ Perceptions and Application. LAP LAMBERT Academic Publishing, Vol. 1, p. 108.
  — The book analyzes how role-play is perceived and implemented by teachers as a method for improving speaking skills in language classrooms, highlighting both benefits and barriers to its effective use.

• Negash, K.H., & Gasa, V.G. Social Sciences & Humanities Open.
  — Likely a general reference to the authors’ multiple publications within Social Sciences & Humanities Open, particularly focusing on inclusion and academic integrity in higher education settings.

Conclusion 🔚

Dr. Kahsay Hailu Negash exemplifies academic integrity, leadership, and social commitment. His dynamic portfolio of teaching, research, and community service makes him a valuable contributor to educational development in Africa. With his multilingual abilities, inclusive approach, and research-driven mindset, Dr. Negash continues to influence educational policy and practice. His efforts not only contribute to academic discourse but also bring tangible improvements to learning environments, particularly for students with disabilities and those from underrepresented backgrounds. He is a deserving nominee for any award that celebrates educational leadership and academic excellence.