Dr. Munir's innovative contributions to the field of education include around 38 models, frameworks, concepts, and theories. These groundbreaking ideas are available with attribution under CC BY SA. Please note that complete versions of a few models are not currently available as these are subject to the approval of global institutions. We encourage you to explore and incorporate these models in your work to promote progress and advance knowledge in the field of education.

Achievements based on models and frameworks

Five models are recognized and appreciated  by UNESCO MGIEP, United Nations Office on Drugs and Crime, Istanbul Zaim University, The Open University, Northampton University, and The University of Lagos

Munir's socioecoethical model (MSEEM) of Human Rights Education (Sadruddin, 2019)

MSEEM is the outcome of ten years of the author’s documentation and observation of HR practices across a range of teaching and learning settings. It emerged by applying grounded theory from learners' and practitioners’ viewpoints, gathered from across 47 developing and developed countries. 

Detail model, available at the below given link

Sadruddin, M.M. (June, 2019). Munir's Socioecoethical model (MSEEM) of human rights education. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3755005

(This model is also turned into a short experimental online course, which is completed LIVE by 10000 and online by around 4000 teachers and educators from over 75 countries)

Munir's Convergent Model of Reality (Sadruddin, January 2021)

According to Munir’s Convergent Model of Reality (2021), reality is a deep kindness, which brightens the vision within us. But conceiving and embracing reality is a multifaceted process, situated in a sociocultural context. When our expectations are being met, or when others think, express, or offer information that supports our beliefs, we feel connected- confirmation bias.  But when our expectations do not match with others, or when others act or speak against our will or beliefs, we tag them as contagious and toxic. In reality, we all have toxicity!  There are three stages to reality.

Detail model, available at the below given link

 Sadruddin, M.M. (July 2021). Munir's Convergent Model of Reality. Available at https://ssrn.com/abstract=3879891

Munir's Permeable Digital Networking Model (Sadruddin, 2019)

An individual online learning journey begins as a visitor. They are users and not members of the Web. They initially keep online interactions anonymous, and activities invisible. They avoid keeping their digital identity open to all due to privacy issues. They are not averse to using online platforms but are cautious about creating profiles on social networking sites. However, there are people, who are ignorant of online realities and jump into the pool of delusion without knowing the consequences. They lack scrutiny and consider available online resources as an authentic source of learning. 

More information, available at the given link

 Sadruddin, M.M. (June, 2019). Munir's  Permeable Digital Networking Model- My Global Models. Available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4242609

Munir's Taxonomy of  digital learning (Sadruddin, 2019) 

Munir criticizes that learning does not happen in a hierarchy all the time. It is situated in context. Learning is a flexible process, but Bloom’s trajectory has discriminated against the reality of learning. Though knowledge is the basis for critical discussion, a re-creation of knowledge is often ignored. Later, Anderson and Krathwohl shifted the concept of educational objectives to the classification using verbs and gerunds. It represented nothing but a cobweb of complexity. According to Munir's Digital Taxonomy of Learning, learning in an online environment begins with the acquisition of digital skills before landing on the digital ground. A person might come across a bombardment of knowledge, but digital skills help validate knowledge through conscious filtration. 

For more details, check the link given below

Sadruddin, M.M. (June, 2019). Munir's Taxonomy of  digital learning- My Global Models. Available at https://dx.doi.org/10.2139/ssrn.3754995

Munir's Model of Teacher Identity Exploration (Sadruddin, 2020)

According to Munir’s Model of Teacher Identity Exploration, personal identity is interconnected to the professional dimension through conscious reflection and networking. Each time, the teacher explores professional identity, they must undergo/revisit personal identity as the starting point of reference. The whole process is dynamic and flexible. There is no age, experience, or time bar attached to discovering teaching identity. 

For details, visit the link given below

Sadruddin, M.M. (June, 2019). Munir's Model of Teacher Identity Exploration- My Global Models. Available at https://ssrn.com/abstract=3754992

Munir's Model of Educational Sustainability for Uncertain time (Sadruddin, January 2021)

Higher Education has been trapped under incalculable multi-layered challenges for decades. It is a refurbished concept! In recent uncertain times, vulnerabilities in the global education systems and policies were re-exposed. According to Munir, chaotic decision-shifting towards remote learning accelerated educational poverty in many countries, due to a lack of preparedness, absence of ownership, and inadequate digital literacy. Munir's model of sustainable education during uncertain times is a way forward to ensure educational readiness and outreach. Find the reference for more details

The brief plan was approved by UNESCO in 2022 https://whec2022.net/resources/Human-Centered%20based%20Heutagogical%20Approach-Munir%20Moosa.pdf

Detail plan is available with the UNESCO (not available online) and is subjected to copyrights.

Sadruddin, M.M. (January 2021). Munir's Contextual Model of Proposing Educational Sustainability for Uncertain time. Available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3879898

E-STEAM Education

According to Munir, Ignorance is a major oversight in education. Learners are not adequately taught about values as an integral part of STEAM, which makes it challenging for them to navigate complex issues. Intellectual vanity, miscarriage of social justice, and materialistic greed may soon overpower human dignity due to negligence. E-STEAM stresses respecting human values and dignity while making wise decisions. 

Detail model, available at the below given link

Sadruddin, M.M. (January 2021). E-STEAM Education.  Available at  https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4347707

Munir and Nuket Bud, Petals, and Thorns Model of Inclusivity

This model follows a flexible hierarchy and is based on three elements namely bud, petals, and thorns. Bud refers to early childhood education, petals denote general and vocational education, and thorns refer to the challenges faced by persons with disabilities while acquiring education (bud or petals) by any means.

According to Munir and Nuket, Inclusivity is not À la carte. What we observe in practice is a fashionable inclusion.

Detail model, available at the below given link

Sadruddin, M.M. (January 2022). Munir' & Nuket Bud, Petals and Thorns Model of Inclusivity. Available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4189864

Munir's socio-ethrical model of inclusivity

Munir states, “Society perceives others as disabled due to a lack of self-identity exploration. People have disfigured mindsets because of subjugated personalities. Fluctuated attitudes towards others are observable because we overlook our identity. We live in an impermeable bubble of ego, and often dishonor, or feel pity for others than ourselves. We fear accepting who we are. We often ignore our weaknesses, conceal our fears, and fail to realize physical/psychological/medical/intellectual/learning challenges that we had faced (blurry sense of realization over time), are facing, or are likely to face. 

More details available at 

Sadruddin, M.M. (January 2021). Munir's socio-ethrical model of inclusivity. Available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3890649#:~:text=Munir's%20socio%2Dethrical%20theory%20of%20inclusivity%20is%20a%20theory%20that,and%20embracing%20differences%20in%20society.

Munir's socio-eco-environmental approach to environmental education for communities, living under unprecedented emergencies

Munir's socio-eco-environmental approach to environmental education is a conceptual model for communities, living under unprecedented emergencies. According to Munir, decision-making regarding developing environmental literacy programs that support sustainable educational practice should begin with a consideration of socio-economic elements. 

For more details visit the link given below

Sadruddin, M.M. (2022). Munir's socio-eco-environmental approach to environmental education for communities, living under unprecedented emergencies. Available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4350426

Ethrical Thinking

Dr. Munir Moosa coined the term ethrical thinking. According to him, critical thinking must be fused with personal ethics. Individual ethics are frequently marred by the taint of ego-centric bias, resulting in a twisted worldview. Emotion, confirmation bias, lack of awareness, societal pressure, and cognitive biases further barricade us from critical thinking, when it comes to ethical considerations. By valuing critical thinking in ethics, we can take better decisions with clarity, and improve our reasoning skills, which can eventually help in personal and moral development.

Detail available at the below given link

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4350442

Munir's Scatter-Plotter Human Trilogy Theory of Relationships 

Munir's scatter plotter theory is founded on the idea of dots that are influenced by aims, affiliation, expectations, and objectives. These dots represent humans in different situations. The distance or closeness between the dots is based on human affiliation- actual or fabricated. 

Details available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4350562

Munir's Minimal Intelligence Theory

Dr. Munir Moosa Sadruddin coined the minimal intelligence theory, significant to valuing humans. According to him, keeping intelligence to a bare minimum- at a basic level, simplifies, and neutralizes higher expectations. It is characterized by performing simple tasks or understanding basic concepts, by putting minimum effort to achieve the desired or undesirable outcomes. 

Details available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4350446

Chameleon model of leadership in education and research

In the field of education and research, chameleon leadership can be effective in various situations and contexts. These leaders are characterized by their flexibility, adaptability, and ability to work well with others while remaining true to their values and beliefs. They maintain healthy relationships, do not believe in professional jealousy, and are resilient in challenging environments, but will not accept inappropriate conditions.

Detail model, available at the below given link

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4352418#:~:text=In%20the%20field%20of%20education,to%20their%20values%20and%20beliefs.

Munir's Quintuple Layered Iceberg Model Research Scholars

Power and delusions in academia are common. According to Munir, doctoral scholars, in particular, are expected to have research and knowledge-based competencies, which are considered the hallmarks of their expertise and success. However, scholars are prone to delusions of power and position, in addition to their prior knowledge and skills. They believe that their previous achievements have earned them a high level of authority and influence and that they are immune to academic challenges and limitations. They resist examining biases and limitations. This model employs a five-layer process with mass exodus at final stages. 

Detail model, available at the below given link

 https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4353242

Munir's Geogrometry Theory of Intolerance

The complex interplay between personal identity, experiences, exposures, narratives, and affiliations all play a crucial role in determining our daily interactions with ourselves and others. Munir's Geometry Theory of Intolerance, a synthesis of human geography and geometry, posits that intolerance is a deeply ingrained aspect of our being and that various elements, including personal, social, cultural, political, and familial factors, can trigger violence and intolerance at any time and place, taking on various forms and dimensions. The theory identifies identity conflict, a lack of clear identity, and ideological clashes as the primary inciting factors of intolerance, with vulnerable populations such as the elderly, individuals in need of basic necessities, isolated youth, members of dysfunctional families, university students, introverts, destitute individuals, beggars, those in debt, and political rivals being particularly susceptible.

Detail model, available at the below given link

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4353291#:~:text=Munir's%20Geometry%20Theory%20of%20Intolerance,time%20and%20place%2C%20taking%20on

Munir's cobweb of mental health

Mental health challenges is a complex and ongoing experiences that can have a significant impact on a person's life. If not addressed, it may turn into depression, which is difficult to fade, leaving individuals feeling isolated and trapped in a cycle of negative thoughts and emotions. Munir's cobweb of mental health focuses on personal empowerment and the idea that those facing mental health challenges are the best equipped to understand and manage their own experiences. While others can offer pastoral support to console, true recovery and restoration of mental health can only come from within. 

Munir emphasizes the importance of self-awareness, self-care, personal space, and solitude in managing mental health. By developing a deeper understanding of their own experiences and taking proactive steps to address their mental health, individuals can begin to break free from the cobweb of depression and take control of their well-being. By taking control of their well-being, individuals can break free from the cycle of depression and work towards a brighter and more fulfilling future.

Detail model, available at the below given link

https://ssrn.com/abstract=4353314

Munir's Slime Pattern of Domestic Violence

Munir's Slime Pattern serves as a predictive tool for identifying potential indicators of domestic violence, crafted through a meticulous process of case-based ethnographic analysis and corroborated with data gleaned from over a thousand documented cases of abuse. Regrettably, a significant portion of those subjected to such atrocities choose to remain silent, granting their tormentors the power to persist in perpetrating their hurtful actions. The model recognizes six distinct stages in the progression of domestic violence.

Detail model, available at the below given link

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4353268

Munir's socioecoethical model for ethical work and social work

The Socioecoethical Model of Ethical Social Work, adapted from Munir's Socioecoethical Model of Human Rights Education, is a sustainable and ethical approach to social work. This model is focused on providing social, educational, and moral support to vulnerable populations, including elderly individuals, orphans, children with cancer, street kids, people with disabilities, acid burn victims, widows, and more. The model is designed to foster socialization, increase awareness, and offer various therapeutic activities such as art therapy, game therapy, mental health counseling, gift distribution, and competitions. Additionally, spending quality time with these individuals is a key aspect of the model. The ultimate goal of this approach is to foster empathy and engagement from others to help improve the lives of these vulnerable populations.

Here are some heartwarming instances of the socioecoethical model of social work (Please note that this model has no link with the social activities Dr. Munir perform on regular basis): Dr. Munir Moosa introduced an "intellectual barter system," where he asked people to volunteer for meaningful social causes. In return, he selflessly provided free training in research and teaching skills. Similarly, he extended a warm invitation to scholars to contribute chapters for an edited book. Dr. Moosa willingly edited all the chapters without any charge. In the spirit of giving, he requested scholars to send simple resources like color pencils for children fighting cancer, aiming to bring them a moment of joy. Dr. Moosa's compassion shone even brighter as he tried innovative approaches. He organized a few paid workshops, and the funds generated from these were later transformed into stipends for free online workshops, empowering visually impaired young individuals to learn and grow. Another touching example is the act of purchasing resources from marginalized individuals. With the humble occasional support from well-wishers, Dr. Moosa managed to uplift these less privileged members of society. Instead of buying resources from stores, he ensured that the circle of assistance remained sustainable and caring.

In alignment with Munir's socioecoethical model of social work, we ordered custom bracelets from a group of young visually impaired women to promote sustainable social practices.  Areeb made cards. rather making them beggars, children were empowered and then they sold stuffs to save money for education



Detail model, available at the below given link

Sadruddin, M.M. (June, 2019). Munir's socioecoethical model for ethical work and social work- My Global Models. Available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4353630


Theory of Error

According to Munir, “Error signifies effort and vulnerability, exposing individuals to growth and learning opportunities while cautioning against the pursuit of error-free perfection leading to egotism. The pursuit of being error-free can be seen as aspiring to a state of perfection, akin to an angelic ideal. Constantly pursuing perfection can make people disregard alternative perspectives and approaches. By embracing errors and considering them as chances for intellectual growth, individuals can explore new ideas and innovative solutions, which fosters humility and resilience”.

Sadruddin, M.M. (June, 2013). Theory of Error. Available at https://zenodo.org/record/8104143


Munir's Octopus Angulated Action Research Model

Action research is seen as an opportunity for learning. Available models including but not limited to the Kemmis and McTaggart Spiral, and Lewin's Action Research Model serve as valuable guides to conducting action research. Dr. Munir Moosa has proposed Octopus angulated action research model. Here octopus is used as a metaphor for its flexibility, adaptability, and multitasking.

Sadruddin, M.M. (June, 2013). Munir's Octopus Angulated Action Research Model. Available at https://zenodo.org/record/8104139

Selfishness and Arrogance- Unearthing the Other Side of the Coin*

Selfishness and arrogance are widely recognized as negative traits or behaviors that are often linked to an inflated sense of superiority. However, delving into their philosophy reveals that these terms can also encompass positive elements.

Sadruddin, M.M. (June, 2013). Selfishness and Arrogance- Unearthing the Other Side of the Coin* Available at https://www.merlot.org/merlot/viewMaterial.htm?id=773417312

Pilot model of OER for Higher Education Institutions

In the first stage, there is a need to set goals and identify potential practitioners and technical staff members for the OER team. They will then set objectives, implementation strategies, and a feasibility plan, in consultation with various stakeholders. The higher education institution must pre-assess the computer literacy and OER knowledge of instructors. Based on the findings, training should be designed and delivered to strengthen OER competencies. They must learn about the basics of OER, technical tools, platforms for designing OER, and open licenses. Learners and practitioners often lack the skills to locate open repositories. Therefore, it will also be introduced for collaborative activities. The acquired knowledge and skills will then be used to collect and create/adopt OER. First, the instructor will adapt the course outline (any subject). Next, tasks will be distributed among team members. The mentor will then create the online document, and add units and topics along with keywords. All the team members will be invited to search and list open licensed resource links. It will be subjected to extensive scrutiny and filtration. The selected resources will be categorized, localized, and modified via an online collaborative platform. They will also integrate reading materials, videos, and web- based content as supportive resources. Finally, the instructor will organize the content into an open book and publish it with the appropriate license. Throughout this phase, the technology expert will work in parallel with team members.

Sadruddin, M.M. (June, 2013). Pilot model of OER for Higher Education Institutions Available at https://www.merlot.org/merlot/viewMaterial.htm?id=773417312

Munir's School Assessment Parameters (2018)

Future models/experiments/theories

The Loneliness Experiment (2023)

New Model of UDHR (2023)

Books

Eliminate False Hope to Live Happy (Negative Thinking Positive Acting) 

Under the Shadow 

Leftover 



whec2022.pdf