Hind Yousef Haddad

Graduate Research Associate and PhD Student, The Ohio State University

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About Hind

With over 15 years in education, including 8 years as a U.S. public school teacher, Haddad's work centers on supporting marginalized voices, especially Muslim women and immigrant students. Her research explores racial and ethnic identity, campus climate, and pluralism in higher education. A published writer and EdSurge Voice of Change Fellow, she is dedicated to inclusion, equity, and cross-cultural understanding in education. She holds a B.A. in Fundamentals of Religion and an M.A. in Islamic Studies from the University of Jordan, and an M.Ed. in Curriculum and Instruction from Ashland University.

Contributions | No Jargon Podcast | Member Spotlight | In the News | Publications

Contributions

My Hijab Signifies My Faith. Why Do Some See It as a Threat?

Commentary, October 2025

In the News

Opinion: "Religion Is a Taboo Topic. I Discuss It in My Classroom Anyway.," Hind Yousef Haddad, EdSurge, January 28, 2025.

Opinion: "Students Need Learning Opportunities beyond Core Subjects. Here's Why.," Hind Yousef Haddad, EdSurge, November 13, 2024.

Opinion: "Despite the Challenges, This is Why I Wear a Hijab as a Muslim Teacher," Hind Yousef Haddad, EdSurge, August 28, 2024.

Opinion: "World Language Teachers as Mentors Would Help Students Thrive in Their Future," Hind Yousef Haddad, The Cardinal, Ohio Foreign Language Association, October 12, 2023.

Opinion: "Implementing Culture in Arabic Classrooms in Ohio’s Schools," Hind Yousef Haddad, The Cardinal, Ohio Foreign Language Association, February 14, 2023.

Publications

"Tech Savvy with Integrity: High School Teacher's Intention to Use AI Impacted by Ethical Considerations" (with Erik Kormos) in Proceedings of EdMedia + Innovate Learning, (Association for the Advancement of Computing in Education, 2024).

Examines high school teachers’ concerns and ethical considerations about using AI in their classrooms, their preparation work, and their intention to use AI. Finds that while high school teachers recognize AI’s potential benefits for students, they have strong ethical concerns about its classroom use.

"Reimagining Education: High School Teachers’ AI-Driven Vision" (with Erik Kormos) in Proceedings of EdMedia + Innovate Learning, (Association for the Advancement of Computing in Education, 2024).

Examines high school teachers’ perceptions and readiness to use AI in their classrooms. Findings show that educators see AI as potentially useful for improving efficiency and student achievement but feel unprepared to implement it effectively.