A UWSprofessor has been awarded by the UK鈥檚 leading educational research authority for her work in driving equality and embedding anti-racism practices within the Scottish education system.

Dr Khadija Mohammed, Professor of Teacher Education and Associate Vice-Principal (Inclusivity), has won the 2026 British Educational Research Association (BERA) Equality in Education Award.

Describing her as 鈥渁 leading voice in anti-racist education鈥�, BERA has recognised Professor Mohammed鈥檚 impact on educational policy and professional practice, as well as her work in challenging systemic barriers affecting Black, Asian and Minority Ethnic (BAME) educators and students. Her work has informed policy development, curriculum reform, and approaches to teacher recruitment, retention and progression.

鈥淚 am deeply honoured to receive this recognition,鈥� Professor Mohammed said.

For me, equity and social justice are not simply ideals to aspire to; they must be lived through our everyday actions. 

"I am motivated by the belief that every child, young person and educator should have the opportunity to flourish and be recognised, valued and celebrated for who they are.

鈥淲hile this award recognises my contribution, it also reflects the dedication of the many educators, colleagues and communities I have had the privilege to work alongside in advancing equality in education.鈥�

We are so incredibly proud of Khadija, her work and commitment to equality and inclusivity are values shared by UWSand her research aligns closely to the University鈥檚 collective work on the UN Sustainable Development Goals. The impact of Khadija鈥檚 work is being seen across the nation and this award from BERA recognises her massive contribution to education policy and professional practice.

Principal and Pro-Vice-Chancellor, Professor James Miller: 鈥�

Professor Mohammed began her career as a primary school teacher in South Lanarkshire and went on to be the first BAME educator to be elected as Convener of the General Teaching Council for Scotland.

She is widely recognised for her research into the experiences of Black and Minority Ethnic teachers in Scotland, which has helped shape national conversations about race, identity, belonging and equity within the education profession.

Among her achievements, the nomination notably mentions her leading role in devising Scotland鈥檚 , which are embedded throughout Scotland鈥檚 3-18 education system.

The principles were developed in her capacity as chair of the Curriculum Reform Subgroup of the Scottish Government's Anti-Racism in Education Programme.

Professor Khadija was also commissioned to develop Scotland鈥檚 National Anti-Racism Framework for Initial Teacher Education. Through this work, she identified key barriers experienced by prospective teachers and supported the development of more inclusive approaches to recruitment, learning and professional practice.

Her work here emphasises racial literacy in the journey of student teachers, ensuring the next generation of educators is equipped to disrupt cycles of inequality.

In Higher and Further Education, she led the Advance HE Anti-Racist Curriculum Project, developed in response to evidence from the Tackling Racism on Campus research. Through this work, she supported institutions to critically review curricula and strengthen inclusive and anti-racist practice.

In the official award announcement, BERA said: 鈥淏ERA is delighted to recognise Professor Khadija鈥檚 significant and lasting impact of her work in advancing equality in education.

"Through her leadership, research and advocacy, she has helped drive meaningful change across the education sector."

The nomination also notes the personal impact Professor Mohammed has had on other women of colour within the education sector, through her support and mentorship as co-founder and chair of Scottish Association of Minority Ethnic Educators.

Professor Khadija continues to campaign for more equality and diversity within education. Her work plays a key role in supporting the Scottish Government鈥檚 target to have BAME individuals make up 4% of the teaching workforce by 2030.