Dr Md Shahadat H. Khan

Dept. of Technical & Vocational Education (TVE)
304, Academic Building 1, IUT

  • skha8285@iut-dhaka.edu
    +880 9291254 Ext. 3213


Dr. Md. Shahadat Hossain Khan completed his PhD from the University of Sydney, Australia. He has been working as a Professor of the department of Technical and Vocational Education (TVE), at the Islamic University of Technology (IUT), Bangladesh, since 2018. He has been working (teaching and research) in TVET sectors since 2004. He was awarded Australian Leadership Award Scholarship (Australia), Graduate Research Scholarship (Brunei), Skill-Road Scholarship (Seoul University, South Korea) based on his outstanding academic results, teaching and research expertise. His research area mainly explores on two wide directions: Technology education and TVET sectors. More specifically, he has a wide experience on ICT-enhanced teaching and learning, Curriculum development in tertiary level, Professional development particularly focus on scholarship in teaching (student-centered teaching, ICT-integration, flipped classroom pedagogy during COVID-19 & Beyond) at national and international levels. In TVET sector, he is researching on TVET pedagogy, technology integration in TVET sectors & eTPD Model, and TVET reforms. Currently his research also focuses on TPCK (Technological, Pedagogical, Content, Knowledge) Framework in national and international contexts. He works as an international editorial member of many indexed journals. His research works published in the TOP RANKED ISI/SSCI indexed journals. Hence, his published journals and books chapters have already contributed internationally, few examples are worth to cite in this regard: 

(i) I developed five teaching approaches (ICT-enhanced) based on strategy framework, which is a new innovation in the area of teacher education; (ii) My collaborative research work provided a new approach in understanding TPACK framework particularly when a teacher is planning to use ICT in teaching and learning. This piece of work contributed new insights towards existing knowledge that extended the TPACK framework; and (iii) Mobile learning: Identify different ways of using mobile devices in student learning. The preliminary findings have been reported as a book Chapter in Mobile Learning Design: Theories and Application: Springer.


PhD (ICT Education, The University of Sydney, Australia); MSc & PGD (Technical Education, IUT, Bangladesh); and BSc (Electrical & Electronic Engineering, IUT, Bangladesh)

Experience Portfolio

  • 01 August, 2018 to date Professor
  • 22 February, 2018 to 31 July, 2018 Associate Professor
  • 29 September 2014 to 22 February, 2018 Assistant Professor
  • May 2013 to December 2013 (University of Sydney)
  • 22 May 2007 to 28 February 2011
  • 01 December 2004 to 21 May 2007

  • Areas of Expertise

    • Technology-enhanced teaching and learning
    • Skill development through TVET (technical and vocational education and training)
    • TPACK framework & Flipped Classroom, and Online teaching
    • Outcome Based Education
    • Gender and Inclusive Education
    • Women empower through skills training

    [Google scholar citation : 1030]


    (a) Book/Book Chapters

    1. Asuma, B., Khan, M. S. H. & Mubarak, H.R. (2021) Integrating Web-based Learning in Uganda: Possibilities and Challenges, In: E. Eilu and J. S. Pettersson (Eds) Digital Literacy and Socio-Cultural Acceptance of ICT in Developing Countries, Springer International Publishing, Germany, pp 157-179

    2. Haolader, F.A, & Khan, M. S. H. (In press) Inclusion of Green Competences in the Recognition of Prior Learning: Current Practices in Bangladesh, In: M. Pavlova and M. Singh (Eds) Recognizing Green Skills in Non-formal Learning Settings - A Comparative Study in Asia, Springer International Publishing, Germany

    3. Hasan, M., & Khan, M. S. H. (2019) The Role of Skill Training in Socio-economic Development in Developing Countries. In A.V. Mostafa Zamanian (Eds.), Socio-Economic Perspectives on Vocational Skill Development, IGI-global (USA).

    4. Nambobi, M. & Khan, M. S. H., Ali, A. A. (2018) Big Data: Prospects and Applications in the Technical and Vocational Education and Training Sector. In Mohiuddin Ahmed & Al-Sakib Khan Pathan (Eds.), Data Analytics: Concepts, Techniques, and Applications, CRC press (Taylor & Francis Group).

    5. Khan, M. S. H., Shamim, M. R. H, & Nambobi, M. (2018) Learning styles and online tools: How to construct an effective online learning environment, In A.V.Senthil Kumar (Eds.), Optimizing Student Engagement in Online Learning Environments, IGI-global (USA), P. 147 -162 DOI: 10.4018/978-1-5225-3634-5.ch007

    6. Khan, M. S. H., Nambobi, M., & Ali, M. S. (2017) MOOCs in TVET Sectors of Developing Countries: Benefits, Possibilities, and Challenges. In Frank Giuseffi (Eds.), Handbook of Research on Self-Directed Learning Strategies in the Digital Age, IGI-global (USA), P. 22 - 47

    7. Khan, M. S. H., Hasan, M., Rabbani, K. M. M. G. (2017). Current trends and issues in TVET in Bangladesh. In Ugochukwu Chinonso Okolie & Asfa M. Yasin (Eds.), Technical Education and Vocational Training in Developing Nations: IGI-global (USA), P. 131-153 DOI: 10.4018/978-1-5225-1811-2.ch007

    8. Khan, M. S. H., Abdou, B. O., & Clement, C. K. (2016). University student conceptions of M-Learning in Bangladesh. In Daniel Churchill, Jie Lu, Thomas Chiu & B. Fox (Eds.), Mobile Learning Design: Theories and Application: Springer (Singapore), P. 127-138

    (b) Peer Reviewed Referred Journal

    9. Al Mamun, M. A., Hossain, M. A., Salehin, S., Khan, M. S. H., & Hasan, M. (2022). Engineering students' readiness for online learning amidst the COVID-19 pandemic: Scale validation and lessons learned from a developing country. Journal of Educational Technology & Society 25 (3) https://www.j-ets.net/collection/forthcoming-articles/25_3; Impact Factor of 3.522

    10. Mubarak, H.R. & Khan, M. S. H. (2022) Variations in students' conceptions of good teaching in engineering education: a phenomenographic investigation, European Journal of Engineering Education, DOI: https://doi.org/10.1080/03043797.2022.2049216 (Emerging SCI, and Scopus indexed)

    11. Fahadi, M. & Khan, M. S. H. (2022). Technology-enhanced teaching in engineering education: Teachers' knowledge construction using TPACK Framework. International Journal of Instruction, 15 (2), 519-542.(Emerging SCI, and Scopus indexed)

    12. Khan, M. S. H. & Gregory, S. (2021). New way of investigating ICT-enhanced teaching in TAFE Australia: Disciplinary focused. In Gregory, S., Warburton, S., & Schier, M. (Eds.), Back to the Future - ASCILITE '21. Proceedings ASCILITE 2021 in Armidale (pp. 213-218. https://doi.org/10.14742/ascilite2021.0132

    13. Sha, U., Khan, M. S. H., Reynolds, M (2020) Insights into variation in teachers' conceptions of ICT use; a phenomenographic exploration in a Pakistani higher education context, Technology, Pedagogy and Education, 29 (5), 541-555 (SSCI Journal) Impact Factor: 1.481

    14. Khan, M. S. H., Abdou, B. O., Kettunen, J. & Gregory, S. (2019) A phenomenographic research study of students' conceptions of mobile learning: An example from higher education, SAGE Open, 9 (3), (SSCI + Scopus Indexed): Impact Factor: 1.356

    15. Asuma, B., Khan, M. S. H. (2018) Integration of web-based learning into higher education institutions in Uganda: teachers' perspectives, International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13 (3), 33-50 (Scopus Indexed)

    16. Khan, M. S. H. & Markauskaite, L. (2018) Technical and vocational teachers' conceptions of ICT in the workplace: bridging the gap between teaching and professional practice, Journal of Educational Computing Research, 56 (7), 1099-1128. (SSCI + Scopus Indexed): Impact Factor: 3.088

    17. Khan, M. S. H. & Markauskaite, L. (2017). Approaches to ICT-enhanced teaching in technical and vocational education: a phenomenographic perspective. Higher Education, 73(5), 691-707 (SSCI + Scopus Indexed): Impact Factor: 4.634

    18. Bibi, S. & Khan, M. S. H. (2017) TPACK in Action: A Study of a Teacher' Thoughts When Planning to Use ICT, Australasian Journal of Educational Technology, 33(4), 70-87. (SSCI + Scopus Indexed) Impact Factor: 3.067

    19. Khan, M. S. H., Bibi, S., & Hasan, M. (2016). Australian Technical Teachers' Experience of Technology Integration in Teaching. SAGE Open, 6(3). (SSCI + Scopus Indexed): Impact Factor: 1.356

    20. Khan, M. S. H. (2015). Emerging conceptions of ICT-enhanced teaching: Australian TAFE context. Instructional Science, 43(6), 683-708. (SSCI + Scopus Indexed): Impact Factor:2.620

    21. Khan, M. S. H., Bibi, S., & Rahman, M. J (2015). Professional Development of Engineering Education in Bangladesh: Electrical and Electronic Engineering Teachers perceptions. Journal of Electrical Engineering, EE 41, (1 & 2). (IEB Journal)

    22. Asuma, B., Khan, M. S. H., & Clement, C. K. (2015). Constraints encountered by teachers to the implementation of Web-based learning in Uganda. Journal of engineering and technology, 12(2), 21-28. (IUT Journal)

    23. Khan, M. S. H. (2014). A model for integrating ICT into teacher training programs in Bangladesh based on TPCK. International Journal of Education and Development using ICT, 10(3), 21-31 (Australian Research Council indexed journal)

    24. Khan, M. S. H. (2014). Phenomenography: a qualitative research methodology in Bangladesh. International Journal on new trends in education and their implication, 5(2), 34-43. (Australian Research Council indexed/approved journal)

    25. Khan, M. S. H., & Hasan, M. (2013). Introducing ICT into Teacher-Training Programs: Problems in Bangladesh. Journal of Education and Practice, 4(14), 79-86

    26. Khan, M. S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: the example of Bangladesh International Journal of Instruction, 5(2), 61-80. (Emerging SCI, and Scopus indexed)

    27. Mamun, A.A., Khan, M. S. H., Tapan, S.M., (2009). ICT Tools with the Different Learners and Its Practicability in Bangladesh. Journal of Teacher Education, 4, 188-197. (Open University, Bangladesh Journal)

    28. Khan, M. S. H., Tapan, S.M., (2007). Concept of teachers' training among the Science and Technology University Teachers: A case study of BUET. Journal of Teacher Education, 3, 59-67. (Open University, Bangladesh Journal)

    (c) Conference Papers (Peer Reviewed)

    29. Hasan, M., Khan, M. S. H. & Clement, C. K. (2015). Emerging Trends of Using Open Source Technology for Sustainable Teacher Training Programme in Bangladesh. Procedia - Social and Behavioral Sciences, 195, 862-871. Elsevier

    30. Abdou, B. O., Khan, M. S. H., & Clement, C. K. (2015). Students' conceptions of m-learning Proceedings of the International Mobile Learning Festival 2015: mobile learning, MOOCs and 21st century learning, Hong Kong, pp. 498-515.

    31. Khan, M. S. H. & Markauskaite, L. (2013). Emerging teachers' conceptions about their current use of ICT in vocational education. In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney, Australia pp.476-480

    (d) Participation in Regional & International Conferences

    Conference (abstract & presentation)

    32. Salele, N., & Khan, M. S. H. (2021). Trainee-Teachers' Attitudes Towards Technology Use in Engineering Education of Bangladesh, Paper presented at 45th ATEE Annual Conference on (Re)imagining & Remaking Teacher Education organize by University of Warsaw, Poland, Poland 9-11 September 2021, (Page: 139-140).

    33. Khan, M. S. H. (2020). Prospects & Challenges in Skills Devolvement of Bangladesh: A Qualitative Investigation, Paper presented at International Conference on Skills Readiness for Achieving SDGs & Adopting IR 4.0 organize by Institution of Diploma Engineers, Bangladesh (IDEB) & Colombo Plan Staff College (CPSC), Manila, at Dhaka, Bangladesh, 02-04, February, 2020.

    34. Khan, M. S. H., & Islam, T. (2019). Skills gap assessment between TVET institutions and industries of Bangladesh: Perspectives from Industrial Experts, Paper presented at International Conference on Technical and Vocational Education and Training, organize by Kathmandu University School of Education, 11-12 September, 2019.

    35. Khan, M. S. H., Adamu, I., Suleman, A. B. (2018). STEM students' experience on Project Based Learning in Banglades, Paper presented at ERAS-APERA International Conference 2018, organized by National Institute of Education (NIE), Nanyang Technological University, 12 - 14 November 2018.

    36. Khan, M. S. H. (2017). Memorization or Understanding: What do we really want from TVET students? Paper presented at the International Conference on Skills for the Future World of Work and TVET for Global Competitiveness Dhaka, Bangladesh, 27-29 July 2017.

    37. Adamu, I & Khan, M. S. H. (2017) Project Based Learning: How it has impact on students' learning Technical Education of Bangladesh Paper presented at the International Conference on Skills for the Future World of Work and TVET for Global Competitiveness Dhaka, Bangladesh, 27-29 July 2017.

    38. Kassim, K & Khan, M. S. H. (2017). Need for implementing Massive Open Online Courses (MOOCs) in developing country: a case of Uganda, Paper accepted at BERA annual conference, University of Sussex, Brighton, UK, 05-07 September, 2017

    39. Mubarak, H. R, & Khan, M. S. H. (2017). Students' Conception of Good Teaching in Engineering Education of Bangladesh, Paper presented at 1st International GCSTMR Congress, Dhaka, Bangladesh, 04 - 05 February 2017.

    40. Yasin, M., Khan, M. S. H. (2016). Possibilities of integrating Video-conferencing in teaching and learning contexts: an initial perspective, Paper presented at the Dhaka international business and social science conference (DIBSSRC), Dhaka, Bangladesh, 20-22 January, 2016.

    41. Khan, M. S. H. (2015). Students' conceptions of m-learning Paper presented at the International Mobile Learning Festival 2015: mobile learning, MOOCs and 21st century learning, Hong Kong, 21-23 May, 2015.

    42. Khan, M. S. H. (2015). Ausralian TAFE teachers' conceptions of ICT in the workplace, Paper presented at the International conference on TVET for sustainable developement Dhaka, Bangladesh, 30 April-2 May 2015.

    43. Khan, M. S. H. (2013). Emerging teachers' conceptions about their current use of ICT in vocational education. Paper presented at Electric Dreams, 30th ascilite conference Sydney, Australia, 1- 4 December, 2013.

    44. Khan, M. S. H. (2013). Emerging approaches to ICT-enhanced teaching: (Australian) technical and vocational education context. Paper presented at the 'Research Students Forum', faculty of education and social work, The University of Sydney, Australia, 31 October 2013. http://sydney.edu.au/education_social_work/doctoral_studies/resources/RSF_s2y13/2013_Sem2_program.pdf

    45.Khan, M. S. H. (2013), Conceptions of, and approaches to, teaching blended context: a review of research. Paper presented at the 36th annual conference of the Higher Education Research and Development Society of Australia, HERDSA 2013, New Zealand, Auckland, 1st - 4th July 2013.

    46. Khan, M. S. H., Mamun, A.A., Shamim, R.H. (2010) Use of ICT: Its helpfulness to Enhance Teaching-Learning in Technical Educational Institutions. Paper presented at the 15th International Conference on Education, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei, 24-27 May, 2010.

    47. Khan, M. S. H., Clement, C. K. & Aktaruzzaman, M. (2010). Practice of Lifelong Learning in Technical and Vocational Education: A Case of Islamic University of Technology (IUT), Paper presented at Lifelong Learning International Conference (3LInC'10), Kuala Lumpur, Malaysia, 10-12 November, 2010.

    48. Tapan, S.M., Khan, M. S. H. (2008). The integration of ICT and pedagogy for improving teacher education: the case of Bangladesh. Paper presented at the International Conference on ICT in Teaching and Learning 2008 held at The Open University of Hong Kong, Hong Kong, 07-08 July, 2008.

    B. Peer Reviewed Referred Journal

    49. Jinnah, M. A., Abdullah-Al-Mamun, M., Khan, M. S. H., & Hasan, M. (2011). ICT in vocational teaching/learning and research in Southeast Asian Countries: A case of Bangladesh. International Journal of Vocational and Technical Education, 3(2), 20-28.

    Funded Research Projects

  • Research Fund/Project (i) Research Grant – working as an ICT Expert in Education ‘Students’ participation and learning achievement at secondary level during pandemic and beyond: Impact of Gender and Inclusive pedagogical approaches” Involved Countries: Bangladesh, Nepal, Bhutan, Vietnam, Timor-Leste Nature: The project will identify changes in teachers’ attitudes, confidence and practice towards gender and inclusive pedagogy. It will also identify how GIP approaches work for all students’ participation and learning achievement regardless of their gender and other backgrounds Funding Source: Canadian Government. Status: On-going (ii) Alumni Support Grant – working as a team lead on “Empowering women and people with disabilities through skills training on computer graphics design (CGD) during COVID-19 Pandemic” Involved Countries: Bangladesh Nature: The project is designed for providing skills on computer graphics design (CGD) to females and people with disabilities that will help them starting up their own business (entrepreneurship) from their own home (after completion this program) during COVID-19. Funding Source: The Department of Foreign Affairs and Trade (DFAT), the Australian High Commission Bangladesh. Status: On-going (iii)General Directorate of Foreign Economic Relations of the Ministry of Development of the Republic of Turkey worked as a lead researcher for conducting a research project titled as Skills Development in the OIC Member Countries: Vocational Education. Value: US$ 68,500.00 (iv) STEP Project: Working as a team leader of Skills and Training Enhancement Project which is funded by World bank and Bangladesh Government. Value (proposed 30 groups training programs): US$ 2,75000.00