Yuriy Rogovchenko is a Professor in the Department of Mathematical Sciences at the University of Agder. His research spans differential equations, mathematical modeling, and education innovation, with applications in biology, social sciences, and engineering. Rogovchenko has contributed extensively to mathematics education through projects like PLATINUM (Erasmus+ Strategic Partnership) and CPEA-ST-2019/10067 (Eurasia project). PhD in differential equations (Institute of Mathematics, Kyiv, 1987) Regular Associate at Abdus Salam ICTP, Trieste (2004-2011) Editor for 11 international journals Referee for over 70 journals Research Interests: Qualitative theory of differential equations, perturbation methods, mathematical modeling in interdisciplinary contexts. He focuses on enhancing conceptual understanding through inquiry-based learning and nonstandard problems. Publications: Recent works include advancements in linear system observability, parameter identification methods, and educational studies on exact differential equations. His collaborations with Svitlana Rogovchenko and Matthias Pätzold highlight applications in engineering and biology. Awards: Sørlandet kompetansefonds research award (2016).
Jill Newton is a Professor in the Department of Curriculum and Instruction at Purdue University’s College of Education. Her work focuses on mathematics education curriculum development, teacher training, and equity in education, with additional contributions to international and study abroad programs. Ph.D. in Curriculum, Teaching, and Educational Policy (Mathematics Education), Michigan State University (2008) M.A. in International Education, George Washington University (1995) B.S. in Mathematics and Secondary Teaching Certification, Michigan State University (1987) Newton’s research spans algebra teaching, curriculum coherence, and social justice in education. She has led national studies on mathematics teacher preparation and explored how teachers use curricular resources post-COVID. Her work also emphasizes international education, including virtual communities of practice for global social justice. Recent publications highlight her focus on algebraic reasoning, curricular alignment, and equity. She has co-authored studies on elementary teachers’ curriculum use, preservice teacher development, and virtual intercultural collaborations. Terry L. Wood Mathematics Teacher Educator Award (2024-25) Book of Great Teachers Inductee (2023) Outstanding Leadership in Globalization Award (2022-23) Charles B. Murphy Outstanding Undergraduate Teaching Award (2017) Newton has coordinated undergraduate research at Purdue since 2018 and has taught mathematics education courses since 2004. Her teaching experience spans secondary schools in Venezuela, Tanzania, Bulgaria, and Papua New Guinea, enriching her global perspective.
Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.
Sara Hennessy is a Professor of Educational Dialogue and Pedagogical Inquiry at the Faculty of Education, University of Cambridge , where she teaches and supervises Masters and doctoral students. She serves as Research Director of the £30m+ FCDO-funded EdTech Hub and leads the Cambridge Educational Dialogue Research (CEDiR) Group . Her research spans high- and low-income countries, focusing on classroom dialogue analysis, technology-mediated pedagogy, and teacher professional development. Education: BSc in Social Psychology (LSE), MA (Cantab), PhD in Psychology (UCL) Professional Memberships: American Educational Research Association (AERA), British Educational Research Association (BERA), European Association for Research into Learning and Instruction (EARLI) Research Interests: Hennessy’s work examines how digital technologies can enhance classroom dialogue and collaborative learning, particularly in sub-Saharan Africa. She developed the T-SEDA toolkit for classroom dialogue analysis, which underpins multimedia professional development resources. Her projects include Camtree (global practitioner research platform) and the EdTech Hub , investigating equitable uses of educational technology in low-income contexts. Publications: Her recent articles analyze mixed-methods approaches to classroom dialogue, technology’s role in Tanzanian teacher development, and linguistic considerations in resource localization. Earlier works focus on interactive whiteboards, OERs, and socio-cultural perspectives on technology integration. Scientific Awards: ESRC Research Fellowship (2007-2010): Consolidated practitioner-researcher collaboration methodologies Editorial Roles: Former editor of the British Journal of Educational Technology (2016-2024) and editorial board member of the International Journal of Science Education .
Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science in the Berkeley School of Education at the University of California, Berkeley. She serves as Chair of the Graduate Group in Science and Mathematics Education (SESAME) and has made significant contributions to the field of science education for over five decades. Dr. Linn is a member of the National Academy of Education and a Fellow of multiple prestigious organizations including the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). Dr. Linn earned her B.A. in Psychology and Statistics (1965), M.A. in Educational Psychology (1967), and Ph.D. in Educational Psychology (1970) from Stanford University, where she worked under Lee Cronbach. Her early career included working with Jean Piaget at the Institute Jean Jacques Rousseau in Geneva, Switzerland (1967-68), serving as a Fulbright Professor at the Weizmann Institute of Science in Israel (1983), and conducting research at University College in London. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times and a Writing Resident at the Rockefeller Foundation Bellagio Center twice. Dr. Linn's research focuses on how students learn science and how technology can be used to improve science education. She developed the Knowledge Integration framework, which has become widely used in science education. Her work explores the intersection of cognitive science and educational practice, with particular attention to how students develop understanding of complex scientific concepts. She has pioneered the use of technology in science education, developing the Web-based Inquiry Science Environment (WISE) and directing the NSF-funded Technology-Enhanced Learning in Science (TELS) center. Dr. Linn's recent publications demonstrate a clear trajectory toward integrating artificial intelligence with science education. Her work increasingly focuses on how AI can support knowledge integration, facilitate science learning opportunities, and promote equitable educational experiences. She examines how technology can help students develop deeper understandings of scientific concepts through inquiry-based learning while addressing issues of social justice in science education. Scientific Awards and Honors National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research Fulbright Professor (1983) Apple Wheels for the Mind grant (1985) National Institute of Education grant (1983) Throughout her career, Dr. Linn has secured significant funding for educational research, including multiple National Science Foundation grants. She directed the NSF-funded Technology-Enhanced Learning in Science (TELS) center and has led numerous projects investigating the cognitive consequences of computer environments for learning. She has advised countless students and researchers in the field of science education, shaping the next generation of educational researchers and practitioners. Dr. Linn directs the Web-based Inquiry Science Environment (WISE) project and has been instrumental in developing technology-enhanced learning environments for science education. Her laboratory has been at the forefront of creating and testing innovative learning technologies that support students in developing deep understanding of scientific concepts through inquiry-based approaches.
Shannon Bell is a Professor in Political Science at York University, working as a performance philosopher who integrates digital video technology with political theory. Her research examines intersections of cyberpolitics, aesthetics, and power through projects like 'Shooting Theory', which visualizes philosophical concepts through film. She has authored books including 'Fast Feminism' and 'Reading, Writing and Rewriting the Prostitute Body'. Current SSHRC-funded projects explore bioart and robotic art extremes, with residencies at Symbiotica (UWA) and international exhibitions. She teaches courses on modern political thought, technopolitics, and aesthetics. Educational background includes a PhD in Political Science from York University. Professional leadership includes directing the Resource Centre for Public Sociology.
Emilia Andersson-Bakken is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She teaches and supervises student teachers at bachelor’s, master’s, and PhD levels, contributing significantly to initial teacher education. Her academic work is deeply rooted in classroom research, with a focus on critical thinking, creativity, and classroom discourse in primary education. Her research interests include classroom research , initial teacher education , critical thinking , creativity , and classroom discourse . These themes are reflected in her ongoing involvement in key research projects such as KriT (Critical Thinking in Primary Education), Beyond access: improving quality of early years reading instructions in Ethiopia , and Classroom activities for the six-year-olds – 20 years on (Klassprax_20) . These projects emphasize pedagogical innovation, teacher facilitation, and literacy development in early schooling. The trends in her recent publications reveal a strong commitment to advancing critical thinking through children’s literature, dialogic teaching, and teacher-led inquiry. Her work spans both theoretical and practical dimensions, with a recurring emphasis on how teachers can foster student agency and reflective thinking in primary classrooms. She frequently publishes in educational journals and contributes to edited volumes focused on pedagogy and literacy. She has received no explicitly mentioned scientific awards in the provided text. Emilia supervises students at multiple levels and is actively involved in research funding and dissemination efforts through national and international conferences. Her work is supported by collaborative research teams and institutional frameworks at OsloMet. While no specific grants are named, her participation in multi-year, interdisciplinary projects indicates substantial research support and academic leadership. She is part of the research group Classroom Research and contributes to Research and Development Work on the Lower Primary Level With a Focus on Initial Education . These groups focus on observational studies, curriculum evaluation, and teacher development in early education contexts.
Mihye Won is an Associate Professor at Monash University’s Faculty of Education, specializing in innovative science education strategies. Her research integrates dialogic teaching, student-generated diagrams, immersive Virtual Reality (VR), and generative AI to enhance scientific understanding and creativity. She has secured Australian Research Council (ARC) funding for projects like Using Immersive Virtual Reality to Enhance Science Visualisation (2019–2025) and Drawing Science Diagrams to Enhance Scientific Creativity (2018–2025). Her work supports students, teachers, and early-career researchers, aligning with the UN Sustainable Development Goal for Education. PhD, University of Illinois at Urbana-Champaign: Inquiry-based science education via Dewey’s theory of inquiry Her research focuses on: Dialogic teaching to foster student reasoning Student-generated diagrams for conceptual understanding VR for visualizing complex science topics Generative AI in science learning Creative and critical thinking in science education Recent articles span VR applications, AI in physics education, collaborative drawing techniques, and curriculum-aligned creative pedagogy. Awards include the Most Valuable Paper Award 2024 for her work on enzyme-substrate interactions in VR. She serves on the advisory board for Chemistry Education Research and Practice and the editorial board of the International Journal of Science Education .
Gavin Schwarz is a Professor and Head of School at the School of Management and Governance within the UNSW Business School . He specializes in organizational change , organizational failure and inertia , and the dynamics of virtual teams , with a focus on how organizations fail during change processes and how to develop applied strategies for change management . His work spans diverse sectors including healthcare, technology, and education, with publications in leading journals such as Academy of Management Learning and Education and Administrative Science Quarterly . Education : PhD in Management (University of Queensland), MPhil (Hons) in Management (University of Auckland), BA in Management and English (University of Auckland). Grants : 2020 Brock University grant for "University communication in times of COVID-19" , 2020 UNSW Medicine grant for "Translation and change: Embedding effective change management in health" , and earlier Australian Research Council and Gordon J. Samuels Fellowship awards. His research explores the development of knowledge in organizational theories , with an emphasis on collective responses to change , HR management during crises , and technology strategy . He has contributed to understanding organizational communication , team innovation , and structural inertia . His 15 most recent publications cover topics from AI’s role in organizational change to pandemic-driven research adaptation, with keywords spanning management science , behavioral economics , and digital transformation . Scientific Awards 2021-2023 : Outstanding Reviewer Awards (Academy of Management Review) 2017-2020 : Best Reviewer Awards (Journal of Organizational Behavior) 2019, 2013, 2011 : Best Paper Finalist/Awardee (Academy of Management divisions) 2007, 2006 : Editorial Board Excellence (Academy of Management Journal) and Gordon J. Samuels Fellowship As an active supervisor in organizational change and HR development , his work supports healthcare innovation and digital transformation. He serves as Editor-in-Chief for the Journal of Applied Behavioral Science and is on the editorial boards of Academy of Management Review , Journal of Management , and Journal of Organizational Behavior . Contact: g.schwarz@unsw.edu.au
Angelos Mouzakitis serves as Assistant Professor in the Department of Sociology at the University of Crete's School of Social Sciences. His academic career spans multiple Greek institutions including the University of Macedonia in Thessaloniki and the University of Patras, alongside international appointments at the Alpen-Adria Universität Klagenfurt in Austria and fellowships at the European University Institute in Florence. His educational background includes: PhD in Sociology from the University of Warwick (2002) MA in Philosophy and Social Theory (with Distinction) from the University of Warwick (1997) Degree in Sociology from Panteion University, Athens, Greece (1996) Mouzakitis specializes in social theory with particular emphasis on social ontology, social change, and the constitution of the 'subject.' His research deeply engages with phenomenology and hermeneutics as approaches to understanding social sciences epistemology, with significant contributions to Castoriadis scholarship. His work explores how historical consciousness shapes social institutions and examines the philosophical foundations of social autonomy. He has developed particular expertise in the works of Heidegger, Gadamer, and Ricoeur, analyzing their relevance for contemporary social theory. His recent publications reveal a sustained engagement with political imaginaries, the concept of progress in modernity, and the philosophical underpinnings of social autonomy. Working across multiple languages (Greek, English, French, German, and Italian), his scholarship bridges continental philosophy with sociological theory, particularly examining how historical consciousness shapes social institutions. His work consistently explores the tension between tradition and innovation in social thought, with special attention to how philosophical concepts illuminate contemporary social challenges. Associate Editor, Frontiers in Sociology, Section Sociological Theory Member of the Editorial Review Board of the "Social Imaginaries" series by Rowman & Littlefield Member of the Hellenic Sociological Association Member of the European Sociological Association Member of the Scientific Committee of CERAP (Centre d'étude et de recherche appliqué en Psychopédagogie perceptive) As an educator, Mouzakitis has supervised numerous graduate students and contributed to sociological theory curricula across multiple institutions. His international academic experience, including his prestigious Jean Monnet Fellowship, has informed his comparative approach to sociological inquiry. His teaching spans undergraduate and graduate levels, with courses on social theory, philosophy of social sciences, and specialized topics related to his research interests in phenomenology and hermeneutics.
Dr. Julianne Cheek is Professor Emerita with expertise in qualitative inquiry and its intersections with neoliberal academia. She teaches Research Design and Qualitative Methods in the Masters of Organisation and Leadership program. Her work critically examines research marketplaces, metrics-driven academia, and the role of qualitative methods in understanding social inequalities. She serves on advisory boards for the Sage Handbook of Qualitative Research and Qualitative Health Research. Publications challenge neoliberal impacts on scholarship and advocate for 'thick data' in the digital age. Projects include 'Digitalisation in Higher Education (DiHiEd)' and explorations of research commodification.
Prof. Dr. Marco Rieckmann is a Professor of Higher Education Didactics with a focus on key competencies at the Department of Educational Sciences, Faculty of Education and Social Sciences, University of Vechta, Germany. He is also the Co-Chair of the UNESCO Chair ‘Physical Education and Sport Pedagogy for Sustainable Development’ at the University of Limerick since 2024. His work centers on education for sustainable development (ESD), transformative learning, and sustainable university development. His research interests include: Education for Sustainable Development (ESD) and Teacher Education Service Learning and Civic Engagement Curriculum Development for Sustainability Higher Education Governance and Institutional Transformation Digitalization and Serious Games in Sustainability Education Global Learning and Intercultural Education His recent publications and projects reflect a strong trend toward assessing the impact of sustainability education, developing innovative teaching formats (e.g., Minecraft-based learning), and fostering whole-institution approaches in schools and universities. He emphasizes participatory, transdisciplinary, and transformative methods to empower learners and institutions. Scientific awards and recognitions include: Best Doctoral Researcher of the Year 2008 (2nd place, Leuphana University) Innovative Teaching Award (2010) Multiple DAAD and ERASMUS guest lectureships UNESCO recognition for HOCH-N and LeNa projects (2018) Prof. Rieckmann actively advises and collaborates with students and researchers, leads major funded projects (e.g., IMP>ACT, Senatra, HOCH-N), and contributes to national and international policy development. He is a key figure in advancing sustainability in higher education through research, teaching, and institutional leadership. He leads and participates in various research labs and networks, including the UNESCO Chair, the LeNa network, the HOCH-N consortium, and multiple EU-funded projects focusing on co-learning labs, digital tools, and service learning for sustainability.
Dr. Eduardo Federico Gutiérrez González is an Assistant Professor at the Centre of Theological Formation, Pontificia Universidad Javeriana in Bogotá, Colombia. He concurrently holds a Junior Research Fellowship in Humanities and Social Sciences at Blackfriars Hall, University of Oxford, and serves as a Research Fellow at Georgetown University's Berkley Center for Religion, Peace and World Affairs. His interdisciplinary work bridges academic research, teaching, and international consultancy focused on religion and peacebuilding. Education: DPhil in Theology and Religion, University of Oxford (Expected 2025) Thesis: Vanquishing the Wars Within. Religious Imagination & the Pursuit of Human Consilience (Funded by Porticus Foundation) MSt in Science and Religion, University of Oxford (2020) Thesis: J.R.R. Tolkien’s Concept of Sub-Creation and the Quest for the Religious Imagination MA in Philosophy, Pontificia Universidad Javeriana (2019) Thesis: El escéptico piadoso. Leyendo la experiencia religiosa desde una antropología de la contingencia BA in Philosophy, Universidad de la Sabana (2015) Thesis: La analogía como puente entre fe y razón. Una mirada al Scriptum super sententiis de Sto. Tomás de Aquino Research Focus: His scholarship centers on the transformative potential of religious imagination in conflict resolution, with emphasis on dialogical and analogical reasoning as tools for peacebuilding. Additional domains include spirituality in artistic world-building, theological epistemology, and interdisciplinary approaches bridging philosophy, social sciences, and theology. His methodological framework prioritizes context-sensitive analysis of religious narratives in post-conflict societies. Publication Trends: Recent articles (2022-2023) examine imagination's role in Catholic peacebuilding and Einstein's epistemological frameworks. Earlier works (2017-2018) address transitional justice implementation in Colombia and philosophical analogies connecting social sciences with religious thought. Thematically, publications converge on epistemological intersections between theology, scientific inquiry, and conflict transformation. Projects & Funding: Co-investigator for completed project (2017): Desarrollo e implementación de un modelo de gestión de conflictos socioambientales... addressing territorial conflict resolution in Colombia Principal Investigator for forthcoming project: Seeking the God of Peace. Religious Imaginaries & the Challenge of Peace in Colombia Doctoral research fully funded by Porticus Foundation
Danielle Wilde is a Professor at the Umeå Institute of Design (UMU), where she explores the intersections of design, sustainability, and participatory methodologies . She also holds a professorship at the University of Southern Denmark . Her work spans scales from the microbial to the planetary , focusing on how food practices and Indigenous knowledges can foster Environmental Citizenship and systemic change. Head, Sympoietic Research Collaboratory Arctic Six Chair of Arctic Food Citizenship Research interests include more-than-human design , embodied methodologies , and co-creative practices . She challenges conventional design paradigms by positioning designers as facilitators of relationships rather than product creators. Her methodological development emphasizes participatory research through design , particularly in Arctic contexts and with microbiomes. Current projects include: FlavourFerm (2024-2028): Fermentation-based food innovation Px7 (2024-2027): Experimental design for societal transitions Remaking Gut Relations (2024): Human-microbiome engagement Digesting Data : Data physicalization for environmental awareness Her publications highlight food as a methodological tool , multisensory design , and decolonial approaches to sustainability. She collaborates with interdisciplinary teams across Europe, bridging design, ecology, and policy.
Vijay Iyer is the Franklin D. and Florence Rosenblatt Professor of the Arts at Harvard University, holding a joint appointment in the Department of Music and the Department of African and African American Studies. His work bridges music studies, Black studies, and cognitive science, focusing on embodied music cognition and Afro-diasporic musical traditions. As a graduate advisor in Creative Practice and Critical Inquiry (CPCI), he mentors doctoral students at the intersection of artistic practice and academic research. PhD in Technology and the Arts (UC Berkeley, 1998) BA in Mathematics and Physics (Yale, 1992) A globally recognized composer-pianist, Iyer’s scholarship decenters Eurocentric paradigms in music cognition through case studies of West African and African-American musics. His creative outputs include 24 albums and commissions for ensembles like the Silk Road Ensemble and International Contemporary Ensemble. Current research explores speculative musicalities, digital culture, and the politics of spatial-temporal experience in Black music. Recent publications analyze microtiming in jazz, collaborative improvisation, and the ethical dimensions of musical practice. His accolades include a MacArthur Fellowship, Doris Duke Performing Artist Award, and multiple DownBeat Magazine Jazz Artist of the Year titles. At Harvard, he teaches courses like Black Speculative Musicalities and co-founded the CPCI doctoral program.
