Marjo-Riitta Jarvelin | Life Sciences Innovation | Best Researcher Award

Prof. Dr. Marjo-Riitta Jarvelin | Life Sciences Innovation | Best Researcher Award

Imperial College London | United Kingdom

Professor Marjo-Riitta Järvelin is an internationally recognized scientist in lifecourse epidemiology, currently serving as Professor and Chair at Imperial College London. Her exceptional contributions span the design and management of the Northern Finland Birth Cohorts (NFBCs), pioneering large-scale longitudinal studies that have shaped global understanding of how prenatal and early-life exposures affect health outcomes across the lifespan. She has authored 1013 publications, many in high-impact journals such as Nature, Science, and NEJM, achieving over 149,230 citations and an h-index greater than 160 (Scopus) with a D-index of 185 (as of May 2025). Ranked 261st in medicine globally and among the top 32 female scientists worldwide, her work has driven groundbreaking discoveries including the role of the FTO gene in obesity, genetic determinants of metabolic and cardiovascular risks, and long-term effects of maternal smoking. Her leadership has been instrumental in EU and NIH-funded projects, advancing novel methodologies like the Bayesian Lifecourse Structural Equation Model (BLSEM). In addition to research excellence, she has supervised 37 PhDs, mentored next-generation scientists, and contributed significantly to translational science and policy. Professor Järvelin’s scholarly impact, global collaborations, and outstanding citation metrics firmly establish her as a leading candidate for the Best Researcher Award

Profile: Orcid

Featured Publications

Vitamin D Status in Women with a History of Infertility and Decreased Fecundability: A Population-Based Study

Influence of Farm Environment on Asthma during the Life Course: A Population-Based Birth Cohort Study in Northern Finland

25-Hydroxyvitamin D concentration and leukocyte telomere length in young adults: Findings from the Northern Finland birth cohort 1966

Accelerometer-measured physical activity and sedentary time differ according to education level in young adults

Arantza Rico | Life Science Education | Best Researcher Award

Dr. Arantza Rico | Life Science Education | Best Researcher Award

University of the Basque Country (UPV/EHU) | Spain

Arantza Rico Martínez (ORCID 0000-0002-4008-5569), an associate professor in the Department of Mathematics Education, Experimental and Social Sciences at the University of the Basque Country (UPV/EHU), has made substantial contributions in areas including science education, sustainability, STEM education, and molecular plant-microbe interactions. Since her appointment in 2012 at the Faculty of Education and Sport in Vitoria-Gasteiz, she has published 28 peer-reviewed journal articles, 18 book chapters, and participated in 32 research, teaching innovation and transfer projects, acting as Principal Investigator in seven such projects. Her earlier training is in Agricultural Engineering (1997) and a PhD in Agrarian Production (2003), followed by post-doctoral work in Plant Sciences at Oxford. According to her Scopus profile (Scopus Author ID: 7007016762), Arantza Rico has authored approximately 60-75 documents (articles, chapters etc.), which have together accrued around 600-700 citations, leading to an h-index of about 15. Her research includes designing Teaching-Learning Sequences via design-based research, investigating key ideas in biology and physics (e.g. biodiversity, microbiology), and integrating sustainability and STEM competencies into education degrees. She is also active in networks and outreach, coordinating the Ecodidactic Garden of the Álava Campus, working with the Basque Wikipedians, and participating in large-scale teacher training and curriculum innovation efforts.

Profiles:  SCOPUS | ORCID

Featured Publications

Learning About Sound in Initial Teacher Training: Evaluation and Redesign of a Teaching-Learning Sequence

Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry