Dr. Jahirul Mullick is an Assistant Professor and Director of the LEAD (Leadership in Education, Advancement and Diversity) Research Institute at Wenzhou-Kean University, China. Dr. Mullick earned his PhD in leadership practice and inclusive education from Monash University, Australia, where he also completed a Master of Education in Applied Behavior Analysis. With over two decades of international academic experience across Australia, Bangladesh, and China, his research focuses on inclusive education, educational leadership, and teacher development, with a particular emphasis on inclusive school leadership and inclusive STEAM pedagogy in K-12 settings. He also actively researches and publishes in the areas of smart education, learning analytics, gamification of learning, and artificial intelligence (AI) in education, exploring how emerging technologies can enhance teaching, learning, and leadership practices across K-12 and higher education contexts.

Dr. Mullick has secured competitive research funding totaling over USD 102,000, CHF 28,128, and RMB 454,000, serving as Principal or Co-Principal Investigator on numerous international and externally funded projects. His scholarly output is extensive and impactful, with publications in high-impact SSCI and Scopus-indexed journals (Q1–Q2) such as Instructional Science, Asia Pacific Education Review, Early Childhood Education Journal, Australasian Journal of Early Childhood, International Journal of Educational Research, and School Leadership and Management. He has also contributed multiple book chapters to leading academic presses. As a dedicated mentor, Dr. Mullick has successfully supervised numerous doctoral dissertations to completion, with his students presenting at international conferences and publishing in peer-reviewed journals.

Beyond his research and teaching, Dr. Mullick actively contributes to the profession through significant service roles. He serves as Research Lead for Dalton International Research, a Special Expert at the Jiangsu Province Education Research Base for Children with Autism, and an Editorial Board Member of the Australasian Journal of Special and Inclusive Education. He is also a member of several international scholarly associations, including AERA, AARE, ABAA, and CITED. Dr. Mullick's professional registrations include Provisionally Registered Teacher (Victoria, Australia) and Provisionally Registered Behavior Practitioner (NDIS, Australia). Across all areas of his academic career, his guiding commitment is to advance equity, innovation, and impact in education through scholarship, teaching, and inclusive leadership.

• 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

• EDL 6302 – Educational Research

• EDL 6330 – Introduction to Statistical Methods

• EDL 5502 – Public School Administration I

• EDL 5614 – Curriculum Development and Evaluation of Instruction

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)

Spencer Foundation Grant, USA

• Co-Principal Investigator: A Psychometric Evaluation of the Purposeful, Optimal, Wise, Ethical, and Responsible (POWER) Scales: Assessing AI Use for Teaching Among Early Childhood Teachers (February 2026 – February 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

• 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.