Nina Maadad

Research Interests

Comparative and Cross-Cultural Education Education Language in Culture and Society Language, Communication and Culture Migrant Cultural Studies Multicultural, Intercultural and Cross-cultural Studies

APrf Nina Maadad

Associate Professor

School of Education

College of Education, Behavioural and Social Sciences

Language Competency
Arabic Can read, write, speak and understand spoken
French Can read, write, speak and understand spoken

Date Institution name Country Title
2004 - 2006 University of Adelaide Australia Doctorate in Educational Studies

Year Citation
2026 Syafiulia, S. H., & Maadad, N. (2026). Teachers’ narratives: Exploring the dynamics of inclusive education in Indonesian public and private primary schools. International Journal of Educational Development, 120, 9 pages.
DOI
2025 Nawas, A., Darmawan, I. G. N., & Maadad, N. (2025). Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia. Teaching and Teacher Education, 162, 105069-1-105069-11.
DOI
2024 Nawas, A., Darmawan, I. G. N., & Maadad, N. (2024). Single-sex “Pesantren” schools: Unravelling girls’ and boys’ peer connections and their impacts on wellbeing and learning outcomes. International Journal of Educational Research, 125, 102339-1-102339-13.
DOI Scopus4 WoS1
2024 Nawas, A., Darmawan, I. G. N., & Maadad, N. (2024). Sekolah versus madrasah: navigating the varied effects of multilevel factors on student English reading performance. School Effectiveness and School Improvement, 35(4), 413-456.
DOI Scopus1 WoS1
2023 Nawas, A., Darmawan, I. G. N., & Maadad, N. (2023). Indonesian secular vs. Madrasah schools: assessing the discrepancy in English reading and listening tests. Language Testing in Asia, 13(1), 52-1-52-23.
DOI Scopus1
2022 Maadad, N., & Yu, M. (2022). Conceptualising Refugee Girls’ Perspectives on Education, Child Marriage and Life in Lebanon, Australia and Sweden. Education and Society, 40(1), 5-23.
DOI
2021 Maadad, N., & Yilmaz, M. (2021). Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey. Australian Journal of Teacher Education, 46(11), 18-36.
DOI Scopus3 WoS3
2021 Maadad, N., & Nasser-Eddine, M. (2021). Decolonising Lebanon’s post-conflict sense of national identity via curriculum change and history education: An impossible task?. Historical Encounters, 8(2), 140-155.
DOI
2020 Mehdiabadi, F., Maadad, N., & Arabmofrad, A. (2020). The Role of First Language Attrition in Persian Idiomatic Expressions. JOURNAL OF PSYCHOLINGUISTIC RESEARCH, 49(4), 607-629.
DOI
2019 Potts, A., & Maadad, N. (2019). World War II and Australia's first rural teachers' college. Australian Journal of Teacher Education, 44(9), 62-69.
DOI
2019 Maadad, N., & Potts, A. (2019). Teaching Primary Students about War. Australian Journal of Teacher Education, 44(8), 14 pages.
DOI Scopus1
2019 Maadad, N., Shafaei, A., & Nejati, M. (2019). Brand Equity of Academics: Demystifying the Process. Journal of Marketing for Higher Education, 29(1), 121-133.
DOI Scopus15 WoS11
2018 Potts, A., Maadad, N., & Yu, M. (2018). Children and television: vicarious socialisation experiences. Research on Education and Media, 10(1), 20-29.
DOI
2018 Maadad, N., & Matthews, J. (2018). Schooling Syrian refugees in Lebanon: building hopeful futures. Educational Review, 72(4), 459-474.
DOI Scopus18 WoS14
2017 Potts, A. P., Maadad, N., & Yu, M. (2017). Cogent. Cogent Education, 4(1).
2017 Potts, A., Maadad, N., & Yu, M. (2017). “My friends are there”: constructions of schooling of children of Filipino immigrants in South Australia. Cogent Education, 4(1), 1412036-1-1412036-17.
DOI Scopus1 WoS2
2016 Maadad, N., & Rodwell, G. (2016). Whose history and who is denied? Politics and the History Curriculum in Lebanon and Australia. The International Education Journal: Comparative Perspectives, 15(4), 86-99.
Scopus1 WoS1
2016 Maadad, N., & White, B. (2016). Supporting EAL/D students through "The Writing Project". Australian Journal of Middle Schooling, 16(2), 6-23.
2015 Maadad, N. (2015). Towards sustainable language and literacy practices for teacher learning in a secondary context: a focus on writing. Australian Journal of Middle Schooling, 15(2), 20-37.
2015 Hilal, K., Scott, S., & Maadad, N. (2015). The political, socio-economic and sociocultural impacts of the King Abdullah Scholarship Program (KASP) on Saudi Arabia. International Journal of Higher Education, 4(1), 254-267.
DOI
2013 Tsianikas, M., & Maadad, N. (2013). Modern Greek in Australia: A study of the current situation and future perspectives. Modern Greek Studies (Australia and New Zealand), 2013(Special issue), 362-406.
2013 Maadad, N. (2013). International academics and their impact on students' expectations of study progress in Australian Universities. International Journal of the Humanities, 9(12), 99-114.
DOI
2013 Al Hamdany, H., Picard, M., Maadad, N., & Darmawan, I. (2013). Spoken register and Iraqi students in an English for academic purposes program. The International Journal of Literacies, 19(3), 89-110.
DOI Scopus1
2013 Maadad, N. (2013). Crossing Boundaries: Greek Textual and Cultural Landscapes. Modern Greek Studies (Australia and New Zealand), 406 pages.
2012 Maadad, N. (2012). Need or greed: Young people's financial support expectations and cross-cultural differences. Sosiohumanika: Junal Pendidikan Sains Sosial dan Kemanusiaan, 5(1), 1-20.
2011 Maadad, N. (2011). Cultural Experiences of International Academic Staff in South Australian Universities. Journal of the World Universities Forum, 4(2), 57-68.
2011 Misso, V., & Maadad, N. (2011). The english language and cultural appropriateness. Sosiohumanika: Junal Pendidikan Sains Sosial dan Kemanusiaan, 4(2), 111-128.
2010 Maadad, N., & Nallaya,, S. (2010). Research and psychological experiences of international postgraduate students. Journal of the World Universities Forum, 3(2), 57-70.
2007 Maadad, N. (2007). Social acceptance as a key to successful integration. Political Crossroads, 14(1), 75-84.
DOI
- Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Twenty-five Years of PISA in Southeast Asia.
DOI

Year Citation
2022 Maadad, N., & Darmawan, I. G. N. (2022). The Education of Arabic Speaking Refugee Children and Young Adults Education, Employment and Social Inclusion. London and New York: Routledge.
DOI
2021 Maadad, N., & Darmawan, I. (2021). The Education of Arabic-Speaking Refugee Children and Young Adults: Key considerations in Selected Countries. (Vol. 1, 1 ed.). Australia: Routledge.
2021 Whitton, D., Martin, D., Wood, D., Maadad, N., & Daniels-Mayes, S. (2021). Teaching: Early Childhood, Primary and Secondary (1st ed.).
2020 Maadad, N. (2020). Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted (1 ed.). Abingdom, Oxon; United Kingdom: Routeledge.
DOI Scopus7
2016 Maadad, N., & Rodwell, G. (2016). Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps. Bern: Peter Lang.
2014 Tight, M., & Maadad, N. (Eds.) (2014). Academic Mobility (International Perspectives on Higher Education Research) (Vol. 11). Bingley, UK: Emerald Group Publishing Ltd.
2011 Tsianikas, M., Maadad, N., Couvalis, G., & Palaktsoglou, M. (Eds.) (2011). Greek research in Australia: Proceedings the 9th biennial international conference of Greek studies. Adelaide: Department of Language Studies, Modern Greek, Flinders Univesity.
2009 Maadad, N. (2009). Adaptation of Arab immigrants to Australia. Adelaide, South Australia: Shannon Research Press.
- Maadad, N., & Ngurah Darmawan, I. G. (2021). The Education of Arabic Speaking Refugee Children and Young Adults. Routledge.
DOI

Year Citation
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Recent Challenges of Education in Southeast Asia. In Twenty-five Years of PISA in Southeast Asia (pp. 235-252). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Educational Policies and Reforms in Southeast Asia. In Twenty-five Years of PISA in Southeast Asia (pp. 37-64). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Relationships between Gender, ESCS, and Wellbeing with Student Performance in Southeast Asian Countries. In Twenty-five Years of PISA in Southeast Asia (pp. 200-234). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). PISA in Southeast Asia. In Twenty-five Years of PISA in Southeast Asia (pp. 15-36). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Wellbeing and Student Performance. In Twenty-five Years of PISA in Southeast Asia (pp. 139-171). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Empowering Global Trends in Education. In Twenty-five Years of PISA in Southeast Asia (pp. 253-275). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Student Attitudes and Performance in Mathematics, Reading, and Science. In Twenty-five Years of PISA in Southeast Asia (pp. 172-199). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Southeast Asian Students' Performance in Mathematics, Science, and Reading. In Twenty-five Years of PISA in Southeast Asia (pp. 65-86). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Socioeconomic and Cultural Factors' Influence on Student Performance. In Twenty-five Years of PISA in Southeast Asia (pp. 87-108). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Mapping Educational Performance through PISA's Lens. In Twenty-five Years of PISA in Southeast Asia (pp. 1-14). Routledge.
DOI
2025 Darmawan, I. G. N., Maadad, N., & Ben, F. (2025). Gender Equity Issues and Student Performance. In Twenty-five Years of PISA in Southeast Asia (pp. 109-138). Routledge.
DOI
2023 Maadad, N., Darmawan, I. G. N., & Kutieleh, S. (2023). Contributing Factors to Refugee Children’s Education and Academic Performance. In J. Zajda, N. Davidovitch, & S. Majhanovich (Eds.), Globalisation, Comparative Education and Policy Research (Vol. 29, pp. 141-162). Cham, Switzerland: Springer International Publishing.
DOI
2023 Maadad, N., & Yu, M. (2023). Wellbeing and Online Learning: Perspectives of Refugee-Background Students. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 245-265). Springer.
DOI
2021 Maadad, N., & Yu, M. (2021). Supporting English language education for children from refugee backgrounds in Australian schools. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (1 ed., pp. 111-136). Abingdon, Oxon, United Kingdom: Routledge.
Scopus2
2019 Rodwell, G., & Maadad, N. (2019). Researching Islamophobia and Moral Panics in Australian School Education. In T. O'Donoghue, & S. Clarke (Eds.), New Directions in Research on Education: Reconstruction in Challenging Circumstances (pp. 189-209). Ontario, Canada: Queen's University Open Monograph Series.
2014 Maadad, N. (2014). Global academics moving down under: living and learning a new academic culture. In N. Maadad, & M. Tight (Eds.), Academic mobility (Vol. 11, pp. 137-151). United Kingdom: Emerald Group Publishing.
DOI Scopus6
2014 Maadad, N., & Tight, M. (2014). Introduction. In N. Maadad, & M. Tight (Eds.), Academic Mobility (Vol. 11, 1 ed., pp. 1-7). United Kingdom: Emerald Group Publishing Ltd..
DOI Scopus2
2013 Maadad, N. (2013). Lebanon: post-civil war implications for schools. In S. Clarke, & T. O'Donoghue (Eds.), School level leadership in post-conflict societies: the importance of context (1 ed., pp. 127-144). United Kingdom: Routledge.
DOI Scopus3
- Madaad, N., & Nasser-Eddine, M. (2021). Decolonising Lebanon’s post-conflict sense of national identity via curriculum change and history education: An impossible task?. In Unknown Book (Vol. 8, pp. 140-155). HERMES History Education Research Network.
DOI

Year Citation
2019 Maadad, N., & Yu, M. (2019). Bleak Prospect of a Generation of Refugee Children Befitted to Child Brides and Laborers. In AERA Online Paper Repository. Toronto, Canada.
DOI
2014 Maadad, N., & Thomas, J. (2014). Learning the Arabic language in Australia’s Arab communities: Perspective of young Arabic-speaking Australians on informal and formal opportunities. In Practices and Policies: Current Research in Languages and Cultures Education: Selected Proceedings of the Second National LCNAU Colloquium (pp. 129-144). Australian National University, Canberra.
2011 Al Hamdany, H., Picard, M., & Maadad, N. (2011). Exploration of perceptions and applications of spoken register at a South Australian university in relation to Iraqi students. In Proceedings of Multiculturalism: Perspectives from Australia, Canada and China (pp. 38-45). Australia: University of Sydney.
2010 Maadad, N., & Melkoumian, N. (2010). Workplace experiences of international academic staff in South Australian universities. In Proceedings of Migrant Security 2010 (pp. 137-145). www: University of Southern Queensland.
2008 Maadad, N. (2008). The language of peace and understanding not racism in multicultural Australia. In Proceedings of the 4R's International Conference (pp. 1-5). Australia: UTS.
2007 Maadad, N., & Nallaya, S. (2007). Professional English language development for teachers (PELDT). In Bernard Spolsky (Ed.), The journal of Asia TEFL (pp. 1-9). Asia: TEFL.
2007 Maadad, N. (2007). Social acceptance as a key to successful integration. In Access, Inclusion and Success: Muslim Students at Australian Universities National Conference; Conference Papers (online) (pp. www1-www7). Sydney, Australia.

Year Citation
2023 Mehdiabadi, F., Maadad, N., & Darmawan, I. G. N. (2023). First Language Attrition in Pragmatic Competence in South Australia.
DOI

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Co-Supervisor Mystical Theology, its origin and the nature of being:a study of the Via Negativa, with its specific practices, including unknowing and negations, their potential expressions in philosophy and theology, and implications for Educational contexts. Master of Philosophy Master Part Time Dr Julie Ann Hawkins
2025 Principal Supervisor Developing an Adaptive and Sustainable AI- Enhanced system for Teacher Development: A Pathway in Promoting Teacher Lifelong Learning Doctor of Philosophy Doctorate Full Time Ms Sabila Hikmah Syafiulia
2025 Principal Supervisor Investigating the relationship between pre-service teachers' characteristics, beliefs in teaching and learning, and their performance in the specific context of a federally mandated Teaching Performance Assessment. Doctor of Philosophy Doctorate Part Time Ms Amy Kay Robinson
2025 Principal Supervisor Developing an Adaptive and Sustainable AI- Enhanced system for Teacher Development: A Pathway in Promoting Teacher Lifelong Learning Doctor of Philosophy Doctorate Full Time Ms Sabila Hikmah Syafiulia
2025 Principal Supervisor Investigating the relationship between pre-service teachers' characteristics, beliefs in teaching and learning, and their performance in the specific context of a federally mandated Teaching Performance Assessment. Doctor of Philosophy Doctorate Part Time Ms Amy Kay Robinson
2025 Co-Supervisor Mystical Theology, its origin and the nature of being:a study of the Via Negativa, with its specific practices, including unknowing and negations, their potential expressions in philosophy and theology, and implications for Educational contexts. Master of Research Master Part Time Dr Julie Ann Hawkins
2024 Co-Supervisor Delivering electronic storybook interventions to early grade students: The case of Indonesia with the Early Grade Reading Assessment (EGRA) Doctor of Philosophy Doctorate Full Time Mrs Nilam Pamularsih
2024 Co-Supervisor The frustration of learners and teachers' basic psychological needs and its effect on students' engagement Doctor of Philosophy Doctorate Full Time Mr Ahmed Alharfi
2024 Co-Supervisor Impact of ICT integrated pre-service teacher education for enhancing ICT integration and heutagogical learning experiences for students at school level Doctor of Philosophy Doctorate Full Time Mr Sampath Sri Sujeewa Basnayaka Basnayaka Mudiyanselage
2024 Co-Supervisor Oracy; the forgotten ‘r’: a defence of dialogical teaching Doctor of Philosophy Doctorate Part Time Dr Robert Frank Stevens
2024 Co-Supervisor Delivering electronic storybook interventions to early grade students: The case of Indonesia with the Early Grade Reading Assessment (EGRA) Doctor of Philosophy Doctorate Full Time Mrs Nilam Pamularsih
2024 Co-Supervisor Impact of ICT integrated pre-service teacher education for enhancing ICT integration and heutagogical learning experiences for students at school level Doctor of Philosophy Doctorate Full Time Mr Sampath Sri Sujeewa Basnayaka Basnayaka Mudiyanselage
2024 Co-Supervisor The frustration of learners and teachers' basic psychological needs and its effect on students' engagement Doctor of Philosophy Doctorate Full Time Mr Ahmed Alharfi
2024 Co-Supervisor Oracy; the forgotten r: a defence of dialogical teaching Doctor of Philosophy Doctorate Part Time Dr Robert Frank Stevens
2023 Co-Supervisor Formulation of Well-being Model and Instrument Based on Balinese Philosophy Doctor of Philosophy Doctorate Full Time Mr I Putu Abdi Bhuwana
2023 Principal Supervisor Investigation into the Challenges Facing Refugee School Students in South Australia: Harnessing the Potential of Parents from Refugee Backgrounds to Improve the Education Doctor of Philosophy Doctorate Full Time Mrs Khadija Mohammed A. Asmar
2023 Co-Supervisor Formulation of Well-being Model and Instrument Based on Balinese Philosophy Doctor of Philosophy Doctorate Full Time Mr I Putu Abdi Bhuwana
2023 Principal Supervisor Investigation into the Challenges Facing Refugee School Students in South Australia: Harnessing the Potential of Parents from Refugee Backgrounds to Improve the Education Doctor of Philosophy Doctorate Full Time Mrs Khadija Mohammed A. Asmar
2022 Principal Supervisor Language Learning in Papua, Indonesia Doctor of Philosophy Doctorate Full Time Miss Hilmiyati Endriyana
2022 Principal Supervisor Nutrition Education in Australian Tertiary Level: Engagement and Dietary Patterns of Students Doctor of Philosophy Doctorate Part Time Mrs Hanaa Zebian
2022 Principal Supervisor Language Learning in Papua, Indonesia Doctor of Philosophy Doctorate Full Time Miss Hilmiyati Endriyana
2022 Principal Supervisor Nutrition Education in Australian Tertiary Level: Engagement and Dietary Patterns of Students Doctor of Philosophy Doctorate Part Time Mrs Hanaa Zebian
2021 Co-Supervisor An investigation of Chinese university students' wellbeing Doctor of Philosophy Doctorate Part Time Miss Jiachen Teng
2021 Co-Supervisor An investigation of Chinese university students' wellbeing Doctor of Philosophy Doctorate Part Time Miss Jiachen Teng

Date Role Research Topic Program Degree Type Student Load Student Name
2023 - 2024 Co-Supervisor Teachers’ Professional Learning Needs and Barriers: Teachers’ Perspectives from Greater Adelaide Doctor of Philosophy Doctorate Full Time Mrs Parivash Mohammad Nezhad
2019 - 2024 Co-Supervisor Modelling the Interrelationships among Student and Teacher Factors in Predicting English as a Foreign Language Achievement in Secondary Schools in West Java, Indonesia Doctor of Philosophy Doctorate Full Time Mr Ari Arifin Danuwijaya
2019 - 2023 Co-Supervisor Secular vs. Islamic Education: An Investigation of Factors Affecting English Achievement Gaps between Sekolah and Madrasah Schools in South Sulawesi, Indonesia Doctor of Philosophy Doctorate Full Time Mr Abu Nawas
2019 - 2024 Principal Supervisor Pragmatic First Language Attrition: Socio-psycholinguistic Perspective Doctor of Philosophy Doctorate Full Time Mrs Fatemeh Mehdiabadi
2017 - 2020 Co-Supervisor Teaching specialist positions: creating elite teachers or an academic under-class in Australia’s research-intensive universities? Doctor of Philosophy Doctorate Full Time Ms Julie Ann Hayford
2016 - 2019 Principal Supervisor Taking (back) the Wheel: Structural educational reform in the United States and Australia, and its Effect upon Inequality in Australian schooling Doctor of Philosophy Doctorate Full Time Mr Chidozie Obialor Alozie
2011 - 2014 Co-Supervisor Perspectives of primary school children of Filipino immigrants on their home and school experiences in South Australia Doctor of Philosophy Doctorate Full Time Ms Marizon Guillermo Yu
2011 - 2017 Co-Supervisor From Southern Sudan to Adelaide: Learning Journeys of Refugee Secondary Students Doctor of Philosophy Doctorate Part Time Ms Judith Thomas
2011 - 2015 Co-Supervisor An Exploration of Perceptions and Application of Spoken Register: Iraqi Students at a South Australian University. Doctor of Philosophy Doctorate Full Time Mr Hayder Kaream Al Hamdany

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