Jamil Suprihatiningrum is an Associate Professor in Inclusive Science Education and a faculty member of the Department of Chemistry Education, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Sunan Kalijaga, Yogyakarta, Indonesia. In addition to her academic role, she serves as the coordinator for inclusive education initiatives at the Centre for Disability Services (PLD) at UIN Sunan Kalijaga, where she is actively involved in promoting accessibility and support systems for students with disabilities in higher education.

She obtained her graduate degree from Flinders University, Australia, where she completed a thesis that critically examined the inclusivity of science teaching and learning practices in Indonesian schools. Her research highlighted the systemic challenges and opportunities for transforming science education into a more equitable and participatory experience for all learners, particularly those with disabilities.

Living and working in a developing country that continues its long journey toward realizing Education for All, Jamil has developed a strong commitment to fostering inclusive pedagogical approaches. She actively challenges the prevailing orthodoxy of special education models that often separate students with disabilities from their peers in science classrooms. Instead, she advocates for integrative frameworks that embrace diversity, support differentiated instruction, and uphold the rights of every learner to access quality science education.

Her professional experiences encompass teaching, research, curriculum development, and community engagement in both science education and inclusive education. Through numerous publications, conference presentations, and collaborative projects, she has contributed to strengthening the discourse on inclusive science education in Indonesia and the broader Southeast Asian region. Jamil remains dedicated to advancing the vision of Science Education for All by building capacity among educators, influencing policy, and developing evidence-based practices that minimize barriers and expand opportunities for all students to engage meaningfully in science learning.