Dr Ramiz Ali is an Assistant Professor of Digital Technologies and Pedagogy with over 20 years of experience in higher education. He holds a PhD in Education from the University of Wollongong, and a Master’s degree in e-Learning from the University of Technology Sydney in Australia. Ramiz previously served as the Head of the Centre at the former Centre for Open Learning (now CETE). He has extensive experience in higher education both nationally and internationally.

• Digital technologies in education
• Generative AI and assessment
• Pedagogical methods and approaches
• Diffusion of innovations
• Educational policy and leadership
• Institutional change

Dr Ramiz is open for both undergraduate and postgraduate research supervision. His current supervision includes the following:

• Abdulla Jameel, Thesis titled, ‘ދިވެހި ރާއްޖޭގައި ދެވޭ ދެބައްސަ ތައުލީމުގެ ސަބަބުން މާދަރީ ބަހަށާއި ބަސް ދަސްކުރުމަށާއި ދަރިވަރުންގެ ތައުލީމަށް ކުރާ އަސަރު’. [PhD student, Faculty of Arts; Role: Primary Supervisor; Ongoing from T1, 2026].
• Asrath Naseer, Thesis titled, ‘Designing and Testing a Dhivehi Reading Comprehension Routine: A Design-based Research Study in Maldivian Primary Classrooms’. [PhD student, Faculty of Education; Role: Co-supervisor; Ongoing from T1, 2026].

Peer-reviewed articles
Ali, R., & Maroulis, J. (2026). Assessment validity in the age of generative artificial intelligence:
a critical review. Assessment & Evaluation in Higher Education, 1-16.
Ali, R., & Georgiou, H. (2026). “We had No Choice”: Lecturers’ Experiences with a Top-Down
Approach to the Institutional Adoption of Blended Learning. Higher Education Policy, 1-20.
Ali, R., & Georgiou, H. (2025). A process for institutional adoption and diffusion of blended
learning in higher education. Higher Education Policy, 38(3), 523-544.

Ali, R. (2025). How challenging? Barriers for teachers in institutional implementation of blended
learning. Open Learning: The Journal of Open, Distance and e-Learning, 40(3), 324-341.
Ali, R. (2024). Drivers and barriers for institutional adoption and diffusion of blended learning in
higher education. In Case studies on blended learning in higher education: Policy, planning and
quality assurance (pp. 73-92). Singapore: Springer Nature Singapore.
Ali, R. (2024). Navigating for smooth sailing: a qualitative analysis of factors affecting
institutional adoption and diffusion of blended learning. Policy Reviews in Higher Education,
8(2), 212-234.
Ali, R. (2023). e-Tutor: understanding the use of Facebook for informal learning through the lens
of uses and gratifications theory. Interactive Technology and Smart Education, 20(3), 385-402.
Ali, R. (2023). Institutional adoption and implementation of blended learning: Differences in
student perceptions. Turkish Online Journal of Distance Education, 24(1), 37-53.
Ali, R. (2022). Potential of Viber Messenger to Foster Online Social Presence among Blended
Learning Students. Journal of Educators Online, 19(3), n3.
Ali, R. (2019). Is blending the solution? A systematic literature review on the key drivers of
blended learning in higher education. The Maldives National Journal of Research, 7(1), 29-42.
Ali, R. (2016). Mitigating higher educational challenges through blended learning: A Maldivian
experience. The International Journal of E-Learning and Educational Technologies in the
Digital Media (IJEETDM), 2(3), 95-104.
Textbooks (co-authored)
Afeef, A.; Afeef, H.; Ali, A. & Ali, R. (2015). Key Stage 2 Dhivehi 4(A) Textbook. National
Institute of Education, Ministry of Education, Malé, Maldives.
Afeef, A.; Afeef, H.; Ali, A. & Ali, R. (2015). Key Stage 2 Dhivehi 4(B) Textbook. National
Institute of Education, Ministry of Education, Malé, Maldives.
Afeef, A.; Afeef, H.; Ali, A. & Ali, R. (2015). Key Stage 2 Dhivehi 4, Teachers’ Guide. National
Institute of Education, Ministry of Education, Malé, Maldives.

Book reviews (invited)
Ali, R. (2023). Book Review: Blended Learning Environments to Foster Self-Directed Learning,
edited by Christo van der Westhuizen, Mncedisi C. Maphalala, and Roxanne Bailey (AOSIS
Books, 2022). The International Review of Research in Open and Distributed Learning, 24(4),
278-280.