Dr. Jahirul Mullick is an Associate Professor and Director of the Department of Special Education and the LEAD (Leadership in Education, Advancement and Diversity) Research Institute at Wenzhou-Kean University, China. He has more than two decades of academic and professional experience across Australia, Bangladesh, and China, including teaching and research roles at Monash University and RMIT University in Australia. He holds a PhD in Leadership Practice and Inclusive Education and a Master of Education in Applied Behaviour Analysis from Monash University.

Dr. Mullick’s interdisciplinary research focuses on inclusive education, inclusive school leadership, teacher development, applied behaviour analysis, positive behaviour support, and inclusive STEAM pedagogy. His emerging work examines artificial intelligence, smart education, learning analytics, gamification, and personalised learning, with particular interest in how educational innovation and digital technologies can support diverse learners and strengthen teaching and leadership. He has led and contributed to internationally funded research across multiple countries and has published in leading SSCI and Scopus-indexed journals.

Beyond his research, Dr. Mullick is actively engaged in theses supervision, research leadership, academic mentoring, editorial service, and international collaboration. He serves as Research Lead for Dalton International Research and as a Special Expert at the Jiangsu Province Education Research Base for Children with Autism. He is also an Editorial Board Member of the International Journal of Educational Research and the Australasian Journal of Special and Inclusive Education. Through his research, teaching, and leadership, he seeks to connect evidence, policy, and practice to advance inclusive, innovative, and equitable education across diverse contexts.

• Doctor of Philosophy (PhD), Leadership Practice and Inclusive Education, Faculty of Education, Monash University, Australia

• Master of Education (MEd), Applied Behavior Analysis, Faculty of Education, Monash University, Australia

• Master of Education (MEd), Educational Evaluation and Research, Institute of Education and Research, University of Dhaka, Bangladesh

• Bachelor of Education (BEd), Science, Mathematics and Technology Education, Institute of Education and Research, University of Dhaka, Bangladesh

Dr. Mullick teaches a range of doctoral and graduate-level courses at Wenzhou‑Kean University, China, including:

• EDL 6105 – Leadership and Diversity Issues

• EDL 6004 – Educational Leadership and Decision Making

• SPED 5005 – Foundations in Special Education and Educational Implications

• SPED 5023 – Computer Applications in Special Education

Grounded in an inclusive, constructivist approach to learning, Dr. Mullick's teaching actively engages students through collaborative and cooperative strategies—including reciprocal teaching, peer tutoring, role play, case studies, and problem-based learning—that recognize learners' diverse abilities and backgrounds. He fosters respectful, two-way communication with students in class and on the Canvas platform, offering constructive feedback and using varied assessment methods to support every learner's growth and success.

• Inclusive Education and Leadership Practices

• Teacher and Leadership Development

• STEAM/STEM Pedagogy at K-12

• Smart Education and Emerging Technologies

• Cross-National and Comparative Education

Municipal

Wenzhou Municipal Philosophy and Social Science Planning Grant

• Principal Investigator: Research on Optimizing and Implementing a School Support System Guided by Inclusive Education under Wenzhou’s High-Quality Education City Strategy (September 2025 – April 2027)

• Co-Principal Investigator: Constructing Virtual PLC in Provincial Universities Under Education Modernization 2035: A Social Network Analysis (September 2025 – April 2027)

Provincial

Zhejiang Provincial Philosophy and Social Science Planning Grant

• Principal Investigator: A Triadic Interaction Analysis of Inclusive School Leadership Practice and Teacher Behavioral Intentions for Inclusive Education in Zhejiang, China (July 2025 – June 2028)

Zhejiang Federation of Social Sciences

• Co-Principal Investigator: A Narrative Study on Construction of Academic Pathways among Research Faculties in Chinese Universities (June 2026 – August 2028)

National

National Office for Education Science Planning (Co-principal investigator)

• Co-Principal Investigator: An Empirical Study on an Integrated Rehabilitation-Education Intervention Model for Enhancing Academic Functioning in Primary School Students with ADHD Based on the SOLO Taxonomy (September 2025 – April 2027)

International

Kean University Dean’s Grant, USA

• Principal Investigator: Inclusive STEAM Pedagogy Practices in Early Childhood Settings: Teachers’ Perspectives from Australia, China and the USA (September 2024 – August 2027)

• Principal Investigator: Development of a Multilingual Inclusive School Leadership Practice (ISLP) Scale: A Cross-national Study (September 2024 – August 2027)

Consortium of Inclusive Teacher Education and Development (CITED) Project, Australia

• Co-Principal Investigator: Parental voice/choice about their child’s education (February 2024 – February 2028)

Movita Grant, Switzerland

• Co-Principal Investigator: Digitalization in the Context of Inclusion – An Exchange between Switzerland and China (December 2025 – November 2026)

In Progress (Main Supervisor)

• A Phenomenological Study of Teachers' Well-being in the Context of the Inclusive Education in China

• The Dynamics of Place-Based Education: A Qualitative Study on Stakeholders' Perspectives in a Chinese County

• A Qualitative Investigation into the Practice of Universal Design for Learning (UDL) in EFL Classrooms: Perspectives from Higher Education Faculty in Zhejiang, China

Completed (Main Supervisor)

• Inclusive School Leadership in Chinese Mainstream Schools: A Mixed-Methods Study of Leaders' and Educators' Perspectives

• A Phenomenological Inquiry into Inclusive STEAM Pedagogy: Evidence-Based Practices in Chinese Kindergartens

• Universal Design for Learning (UDL) in Chinese Tertiary Education: Perspectives of Faculty Members on Practices and Influencing Factors in Vocational Colleges in Zhejiang

• Predictors and Teachers’ Behavioral Intentions for Inclusive Practices in Elementary Schools in Wenzhou, China: An Application of the Theory of Planned Behavior

• Elaboration likelihood model in assessing the influence of professional training on teachers’ attitude towards students with disruptive behavior

• Exploring Inclusive Pedagogical Practices of Teachers in Urban Schools in Dalian, China: A Perspective from Cultural-Historical Activity Theory

Journal Papers

• Lin, T., Mullick, J., & Yousefi, M. (2026). Actions Speak Louder Than Words: Subjective Norms and Teachers’ Intentions to Practise Inclusive Education. Australasian Journal of Special and Inclusive Education. 1-15. https://doi.org/10.1017/jsi.2026.10016

• Biswas, J., Sikder, S., & Mullick, J. (2026). Storycrafting in Bangladesh: a culturally adapted participatory pedagogy for fostering imagination and children’s agency in pre-primary classrooms. Early Years, 1–18. https://doi.org/10.1080/09575146.2026.2722373

• Mullick, J., Tang, Y., & Lin, T. (2026). Building inclusive pathways for children with disabilities in Chinese preschools: An inclusive school leadership perspective. Early Childhood Education Journal, 54(4), 1121–1132. https://doi.org/10.1007/s10643-025-01908-9

• Lu, J., Mullick, J., Tang, Y., & Christie, E. (2026). Challenging gender norms: Chinese preschool leaders' views on male educators and fathers’ involvement in early childhood education. Australasian Journal of Early Childhood, 51(1), 61-76. https://doi.org/10.1177/18369391251367832

• Yousefi, M., Zhang, J., Mullick, J., & Jiang, Z. (2026). Play to plan: Integrating gamification into the entrepreneurship curriculum to predict and enhance students' intentions. The Curriculum Journal, 1–24. https://doi.org/10.1002/curj.70042

• Lin, T., Mullick, J., & Campbell, M. (2026). Inclusive pedagogy in practice within the multi-tiered systems of support framework: A design-based research in a Chinese EFL classroom. Instructional Science, 54(1), 19. https://doi.org/10.1007/s11251-025-09754-3

• Mullick, J., Noman, M., Wang, H., & Pan, X. (2025). A narrative inquiry into generational ethos: Unravelling the evolution of educational philosophies and practices in China. Asia Pacific Education Review. https://doi.org/10.1007/s12564-025-10051-4

• Mullick, J., Wang, Q., Vlcek, S., & Sikder, S. (2025). "The possibility of meeting the needs of all children": A framework for enhancing inclusive STEAM pedagogy in early childhood settings. International Journal of Educational Research, 133, 102705. https://doi.org/10.1016/j.ijer.2025.102705

• Yousefi, M., Wang, Q., & Mullick, J. (2025). Confidence in Connection: Teacher Collaboration as the Strongest Predictor of Inclusive Practices in Chinese Schools. Sage Open, 15(3). https://doi.org/10.1177/21582440251364614

• Noman, M., Kaur, A., Mullick, J., & Wang, H. (2025). Navigating dual narratives: the lifestories of successful women leaders in higher education. Higher Education Research & Development. https://doi.org/10.1080/07294360.2025.2476537

• Song, J., Mullick, J., & Jiang, T. (2025). English language education in Chinese primary schools: Exploring EFL teachers’ attitudes, self-efficacy, and perceived school environment. Asian-Pacific Journal of Second and Foreign Language Education. https://doi.org/10.1186/s40862-025-00320-5

• Mullick, J., Wang, Q., & Yousefi, M. (2023). Outlining the distributed leadership practice structure of Chinese schools in Wenzhou: A social network analysis. School Leadership and Management. https://doi.org/10.1080/13632434.2023.2270627

• Noman, M., Kaur, A., Mullick, J., & Liu, R. (2023). Navigating new terrain: First-year Chinese students’ transitionary experiences in a Sino-US joint venture university in China. International Journal of Chinese Education, 12(2). https://doi.org/10.1177/2212585X231175167

• Ahmmed, M., & Mullick, J. (2014). Implementing inclusive education in primary schools in Bangladesh: Recommended strategies. Educational Research for Policy and Practice, 13(2). 167-180. https://doi.org/10.1007/s10671-013-9156-2

• Ahsan, M. T., & Mullick, J. (2013). Journey towards inclusive education in Bangladesh: Lessons learnt. Prospects, 43(2). 151–164. https://doi.org/10.1007/s11125-013-9270-1

• Mullick, J. (2013). Development of the Distributed Leadership Practice for Inclusive Education (DLPIE) scale. Asian Journal of Inclusive Education, 1(1), 31-48. https://doi.org/10.59595/ajie.01.1.4

• Mullick, J., Sharma, U., & Deppeler, J. (2013). School teachers’ perception about distributed leadership practices for inclusive education in primary schools in Bangladesh. School Leadership and Management, 33(2), 151-168. https://doi.org/10.1080/13632434.2012.723615

• Mullick, J., Deppeler, J. & Sharma, U. (2012). The Leadership Practice Structure in Regular Primary Schools Involved in Inclusive Education Reform in Bangladesh. The International Journal of Learning, 18(11), 67-82. https://doi.org/10.18848/1447-9494/CGP/v18i11/47819

• Mullick, J., Deppeler, J., & Sharma, U. (2012). Inclusive education reform in primary school of Bangladesh: Leadership challenges and possible strategies to address the challenges. International Journal of Whole Schooling, 8(1), 1-20. https://files.eric.ed.gov/fulltext/EJ971248.pdf

• Mullick, J. & Deppeler, J. (2011). Accountability and leadership practices in Bangladeshi schools: A supportive approach for implementing inclusive education policy? The International Journal of Interdisciplinary Social Sciences, 6(3), 275-288. https://doi.org/10.18848/1833-1882/CGP/v06i03/52033

• Mullick, J., & Sheesh, S. (2008). Teachers quality and teacher education at primary education sub-sector in Bangladesh. BRAC University Journal, 5(1), 77–84. http://hdl.handle.net/10361/670

Book Chapters

• Malak, M. S., & Mullick, J. (2025). Teacher education reform in Bangladesh: How far is inclusive education? In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-SAGE International Handbook of Research-Informed Education Policy and Practice (pp. 586-605). BERA-SAGE.

• Yousefi, M., Mullick, J., & Wang, Q. (2024). Preparing teachers and students for the challenges of society 5.0: Integration of cognitive computing, learning analytics, and gamification of learning, In A. S. Azar, A. Albattat, M. Valeri, & V. Hassan (Eds.), Preconceptions of policies, strategies, and challenges in education 5.0. IGI Global. https://doi.org/10.4018/979-8-3693-3041-8.ch006

• Sikder, S., Mullick, J., Devi, A., & Hossain, M. A. (2023). Equity and inclusion through STEAM play in early childhood education: Culturally valued play-based experiences. In W. Yang, S. Kewalramani, J. Senthil (Eds.), Science, Technology, Engineering, Arts and Mathematics (STEAM) education in the early years: Achieving the sustainable development goals (pp. 118–132). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003353683-11

• Imasaka, T., Mullick, J., & Sharma, R. (2021). Living well with ADHD across the lifespan: How multi-modal treatment approach can support its management. In R. Gopalan (Ed.), New Developments in Diagnosing, Assessing, and Treating ADHD. IGI Global. https://doi.org/10.4018/978-1-7998-5495-1

• Sharma, U. & Mullick, J. (2020). Bridging the gaps between theory and practice of inclusive teacher education. The Oxford Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1226

• Sharma, R. & Mullick, J. (2020). Psychosocial Interventions for Individuals with Intellectual Disability. In R. T. Gopalan (Ed.), Developmental Challenges and Societal Issues for Individuals with Intellectual Disabilities. IGI Global. https://doi.org/10.4018/978-1-7998-1223-4.ch013

• Mullick, J., Ahmmed, M, & Sharma, U. (2015). Prospects and challenges in implementing inclusive education reform in SAARC Countries. In H. Zhang, P. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 95-105), Sense Publishers.