Atsumi Okada is an Associate Professor at Waseda University's School of Creative Science and Engineering , specializing in History of Europe and America , Area studies , and Cultural anthropology and folklore . Her research bridges historical analysis with contemporary media studies. Doctoral research on Mexican Revolution's impact on business Extensive work on public space and disaster memory Major contributions to understanding Japanese media's portrayal of Mexico Specialist in water resource history and language education Dr. Okada's recent work focuses on 19th-century Japanese media representations of Mexico (2024), Spanish education during pandemic (2022), and Yaqui people's image construction (2020). Her publications span from 2000 to 2024 . Her academic activities include Waseda Research Institute for Science and Engineering (2024-2026) and International Conference presentations since 2010. She has taught Spanish language and cultural studies at multiple schools within Waseda University.
Anders Kalsgaard Møller is an Associate Professor in the Department of Culture and Learning at Aalborg University's Faculty of Humanities and Social Sciences. He is actively engaged in research and innovation in learning design, digital technologies, and artificial intelligence in education. His work is centered around the L-ILD (IT and Learning Design), Green Society, and MASSHINE Xlab – Design, Learning and Innovation research environments. His research interests span Learning Design , Computational Thinking , Artificial Intelligence in Education , Human-Robot Interaction , and Environmental Literacy . He investigates how emerging technologies can be integrated into educational practices to enhance collaborative learning, literacy development, and sustainable thinking. His work often involves participatory and co-design methods with educators and children. The recent publications of Anders Kalsgaard Møller reflect a strong trend toward the application of generative AI, robotics, and digital tools in language and primary education. His scholarly output emphasizes interdisciplinary collaboration, technological innovation, and real-world educational impact, particularly in K-12 and higher education contexts. Principal Investigator, 'Using artificial intelligence in English teaching at upper secondary schools' (2023–2026) Co-PI, 'Co-Designing Robot-Assisted Learning for Children' (ongoing) Co-PI, 'Labor market-oriented AI skills at cand.it.' (2024–2026) Co-PI, 'Understanding and fostering future consumers' environmental literacy' (2024–2025) Anders Kalsgaard Møller has been involved in media outreach, including coverage on children's interactions with social robots and discussions on AI in education. He has also contributed to academic leadership through conference organization and editorial roles, such as in the DLI conference series. He is affiliated with key research labs including: L-ILD – IT and Learning Design Green Society MASSHINE Xlab – Design, Learning and Innovation These labs focus on digital innovation, sustainability, and human-centered design in educational contexts.
Associate Professor Rachel Burke is an Applied Linguist and TESOL educator in the School of Education at the University of Newcastle, affiliated with the College of Human and Social Futures. Her research focuses on linguistically and culturally diverse educational contexts, critical examination of policy impacts, and praxis-driven approaches to language education. She holds a PhD and has extensive experience in refugee education, forced migration studies, and equity in higher education. Research Interests: Dr. Burke’s work spans sociolinguistics, TESOL curriculum development, and educational equity for marginalized groups. Her recent projects explore the linguistic experiences of refugee/asylum seeker students, ethics in fragile research contexts, and digital empowerment for displaced learners. She employs critical discourse analysis to examine structural inclusion/exclusion mechanisms in education systems. Key Contributions: Her 2023 co-authored book Questioning Care in Higher Education challenges conventional definitions of academic service. Over 26 peer-reviewed articles and 12 book chapters address topics like EMI in Vietnam, mental health in teacher education, and policy barriers for asylum seekers. She has secured $418k in grants including the Scanlon Foundation’s Unity Works initiative supporting refugee employment. Grants & Impact: Leads projects like Refugee Mothers & Children Toolkit (Perpetual Limited, 2021) and co-leads the Co-designing Legal Literacy Resources grant (2024). Her work informs institutional policies on linguistic equity and asylum seeker access to education. Supervision: Supervises 12 current PhD students researching topics from EFL pedagogy in Vietnam to wellbeing in primary education. Her mentorship focuses on ethical research practices in sensitive contexts.
Valentina Carbonara is a fixed-term researcher at the Department of Italian Language, Literature, and Arts in the World (LILAIM) at the University for Foreigners of Perugia, where she serves as teaching coordinator for Italian language and culture courses for foreigners. She previously held research and teaching positions at the University for Foreigners of Siena, University of Insubria, and University of Bergamo. Her research focuses on applied linguistics , particularly teaching Italian as a second language (L2/LS) , translanguaging , multilingual pedagogies , and early language learning . She investigates how multilingual approaches enhance language awareness, teacher practices, and student development in diverse educational settings. The most recent publications demonstrate a consistent focus on multilingual education, analyzing tools like language portraits and schoolscape to assess awareness and pedagogical impact. Her work bridges theory and practice, emphasizing teacher training, inclusive methodologies, and policy implications in superdiverse classrooms. She has authored a key monograph on translanguaging and contributed to international volumes on language teaching. Though no scientific awards are listed, her publications appear in respected journals such as Linguistics and Education and Journal of Multilingualism . Valentina Carbonara supervises teaching activities and offers courses in glottodidactics, intercultural communication, and language teaching methods. She collaborates with research centers like CLUSS and Centro Bilinguismo Conta and has been involved in longitudinal studies on multilingual education. Her lab-based work centers on classroom observation, teacher training protocols, and multilingual assessment tools.
Kati Tonkin is an active Associate Professor of German Studies and History in the Discipline of European Languages and Cultures at The University of Western Australia's School of Humanities. She holds a PhD in German and European Studies from UWA and studied previously in Germany and Austria. Her academic leadership includes serving as Associate Chair of the Academic Board and Chair of the Board of Studies (Society and Culture). Her educational background includes significant study in Germany and Austria, culminating in a PhD from UWA. She is a Senior Fellow of the Higher Education Academy (2020), demonstrating her commitment to teaching excellence. Tonkin's research spans two primary domains: literary studies focused on Jewish Austrian writer Joseph Roth and pedagogical innovation centered on flipped and online learning. Her work on Roth examines themes of Habsburg identity, Jewish experience, and cultural memory in interwar Austrian literature. In educational research, she explores cognitive load management, adaptive learning platforms, and student engagement in language education. She co-founded a university-wide Community of Practice dedicated to active learning and the flipped classroom in 2019. Her publication record shows a clear evolution from literary scholarship on Joseph Roth and Austrian-Jewish writers toward increasingly innovative educational research. While her early work focused on Austrian literature and cultural history, her more recent publications emphasize educational technology, flipped classroom methodologies, and intercultural learning. This trajectory reflects her dual expertise in German studies and educational innovation. AAUT Citation for Outstanding Contributions to Student Learning (2023) UWA Award for Excellence in Teaching (2022) School of Humanities Excellence in Teaching Award (2021) Senior Fellow of the Higher Education Academy (2020) UWA Guild's Student Choice Award (2019) Tonkin actively supervises students, currently mentoring four PhD candidates working on European history and literature topics. Her grant history demonstrates sustained research support, including a World Universities Network Grant (2020) on University Students in the Time of Corona, Centre for Education Futures Grant (2016), UWA Teaching Fellowship (2012), and multiple early career research awards. She has coordinated the Bachelor of Modern Languages and Minor in German programs, and serves as Academic Coordinator for the Stuttgart Exchange Program. As an educational innovator, Tonkin has piloted adaptive e-learning platforms like Smart Sparrow and Cadmus assessment platform. Her community engagement extends beyond campus through her service as Chair of the School Board at North Perth Primary School (2014-2019) and as Community Representative on Mount Lawley Senior High School's Board (2020-2023).
Assoc. Prof. Veneta Sirakova is a faculty member at New Bulgarian University in the Department of Foreign Languages and Cultures . With a career spanning decades, she has contributed extensively to translation studies and Hispanic literature research. PhD in Translation Theory and Practice (2013) Associate Professor in Philology (Spanish Language) since 2020 Teaching experience at NBU since 1994 Her research focuses on Spanish literature and translation theory , particularly examining: Motherhood themes in Latin American poetry Cultural references in Pablo Neruda's works Translation of neologisms and taboo language Pedagogical applications of poetic texts Audiovisual translation techniques Biographical approaches to literary analysis Recent publications demonstrate expertise in Hispanic literature and translation pedagogy , with a focus on Gabriela Mistral and Rosario Castellanos . While no formal awards are listed, her work appears in Web of Science indexed journals.
Hyojin Lee is an Assistant Professor in Korean Studies at the Department of Asian and North African Studies, Ca' Foscari University of Venice, Italy, where she has been a faculty member since 2019. Her academic work bridges Korean and Japanese studies with a focus on modern intellectual and cultural history. She previously held teaching and research positions at Heidelberg University (Germany), Kansai University (Japan), and Osaka College of Foreign Languages. Education: Ph.D. in East Asian Culture, Kansai University, Japan (2012–2015) M.S. in Cultural Interaction Studies in East Asia, Kansai University, Japan (2010–2012) B.S. in Korean Language & Literature (Second Major: Philosophy), Yeongnam University, Republic of Korea (2005–2009) Her research interests include modern Korean Confucianism, colonial-era Korean intellectual history, gender studies (especially the 'New Women' movement), Korea-Sweden historical relations, and Hanja education in Europe. She employs interdisciplinary methods combining archival research, textual analysis, and transnational perspectives. Her recent publications (2021–2023) reflect a strong trend in analyzing colonial knowledge production, particularly through Japanese imperial universities and their role in shaping modern Korean studies. She also explores cultural diplomacy, such as Japan's use of archaeology in Korea to promote itself in Sweden, and the transmission of Korean language and culture in European academic contexts. Scientific Awards and Certifications: Teaching Certificate of Korean Language and Literature, Republic of Korea Teaching Certificate of Philosophy, Republic of Korea Korean Language Teacher Certificate, Ministry of Culture and Tourism, Republic of Korea Hyojin Lee has been actively involved in research grants, including the Academy of Korean Studies Seed Program at both Ca' Foscari and Heidelberg Universities, and received the Japanese Government Scholarship during her Ph.D. She has advised on translation projects and contributed to international collaborations, such as the study of Sweden-Korea relations through museum collections. While no current advisees are listed, her role includes mentoring students in Korean studies and East Asian humanities. She is affiliated with research networks in Europe and Asia and has participated in international workshops and mobility programs, including Erasmus+ to Stockholm University. Her work contributes significantly to the globalization of Korean studies and the critical examination of colonial academic legacies.
William Fleming is an Assistant Professor in the Department of East Asian Languages and Cultural Studies at the University of California, Santa Barbara (UCSB). He specializes in early modern Japanese literature, with a focus on 18th- and 19th-century fiction, popular theater, book history, and cultural exchange between Japan, China, and the West. Fleming holds a Ph.D. from Harvard University and has held visiting research positions at Kyoto University, Waseda University, and the National Institute of Japanese Literature in Tokyo. Before joining UCSB, he taught at Yale University’s Department of East Asian Languages and Literatures and the Theater Studies Program. His research explores the circulation of Chinese fiction in early modern Japan and its adaptation in Japanese literary works. He has authored a monograph and numerous peer-reviewed articles on topics ranging from Kabuki theater to Japan’s cultural interactions with overseas influences. Fleming also contributes to pedagogical innovation, advocating for problem-based learning in humanities education. Education: Ph.D., Harvard University Undergraduate studies, Harvard University Research Interests: Fleming’s work centers on the interplay between Japanese literature and broader cultural contexts. Key themes include literary adaptation, transnational cultural flows, and the role of performance and print media in shaping cultural narratives. His monograph Strange Tales from Edo: Rewriting Chinese Fiction in Early Modern Japan (2023) examines the reception and transformation of Chinese stories in Japanese literary traditions. He also investigates how popular theater forms like Kabuki engaged with ideas of national identity and foreign cultures. Professional Contributions: Fleming has published commentaries on rare books in the Gerhard Pulverer Collection and contributed reviews to journals like Japan Forum and Asian Theatre Journal . His teaching philosophy emphasizes active learning strategies, as detailed in his 2017 article on problem sets in humanities education.
Marcella Menegale is an Associate Professor in the Department of Comparative Linguistic and Cultural Studies at Ca' Foscari University of Venice. She is affiliated with the Research Institute for Digital and Cultural Heritage. Her teaching responsibilities include courses on instructional design for language education, theories of language education, and multilingualism, across various degree programs such as Master’s in Languages and Civilizations, and Language Sciences. Her research focuses on multilingual education frameworks (CLIL, intercomprehension), learner autonomy, digital tools in language learning, and well-being in educational contexts. She has contributed to EU-funded projects like DigLit (combating social inequalities via digital tools) and EVAL-IC (evaluating intercomprehension skills). She has also served as an expert evaluator for the European Commission’s Horizon 2020 and ANVUR’s research evaluations. Key research areas include CLIL methodology, learner autonomy development, and the integration of technology in language pedagogy. She collaborates with international teams on projects like Transition from Secondary School CLIL to University EMI (funded by the British Council). Her work bridges theory and practice, addressing challenges in second-language teaching and digital-age curricula.
Ana Maria Costa Lopes is a Professor at the Polytechnic Institute of Viseu's School of Education (Escola Superior de Educação de Viseu), where she has been serving as a Coordinating Professor since 2020. She holds leadership positions in the Foreign Languages Department and has previously served as Coordinator of the Foreign Languages Department, Vice-President of the Technical Scientific Council, and Secretary of the Scientific Council. Her educational background includes a PhD in Letters with specialization in American Studies from the University of Beira Interior (2009), a Master's in Anglo-Portuguese Studies from NOVA University Lisbon (1995), and a Bachelor's in Modern Languages and Literatures with a focus on English and German Studies from the University of Coimbra (1981). She is fluent in English (C2 level) and has basic proficiency in French, German, and Italian. Her research spans multiple areas within Humanities, with particular focus on American Studies, Native American subjectivity, identity, oral tradition, subjective space, colonial and post-colonial spaces, borders, geocriticism, heterotopia, translation, imagination/representation, space studies, finitude, and travel literature. Her work demonstrates strong interdisciplinary connections between literature, cultural studies, spatial theory, and language education. Her recent publications reveal a growing interest in the intersection of language education, digital technologies, and pedagogical innovation, with numerous studies on foreign language learning in higher education, multimodal creativity, and storytelling as pedagogical tools. She has also maintained her foundational research in American literature, particularly focusing on spatial representation and identity formation. Active participant in multiple research projects including HARVEST (2023-2024), APSASeG (2022-2024), and others focused on language education and pedagogical innovation Regular member of academic committees including scientific and organizational committees for conferences on language teaching and literary studies Active participant in recruitment and evaluation juries for academic positions Her academic leadership extends to supervising master's theses and participating in examination committees both in Portugal and internationally, including at the Federal University of Goiás in Brazil.
Prof. Dr. Annika Goeze holds the Chair of Educational Science with a focus on professional and company-based continuing education at the Eberhard Karls University of Tübingen since April 2021. She was previously a professor at TU Chemnitz (2019-2021) and has held visiting positions at Ruhr University Bochum and Karl-Franzens University of Graz. Her work centers on professional development , digital media in education , and implementation research in adult education. Her research includes: Video case-based teaching for competence development Digital sovereignty in language education Personnel diagnostics in continuing education Teacher training program evaluation Implementation research in educational systems Recent article trends emphasize digital media integration in teacher training, leadership development, and evidence-based professional development. She leads the DFG-funded DigiNICs project and has secured grants from BMBF and the State of Baden-Württemberg. Scientific awards include the Leibniz Mentoring Program scholarship and DFG Young Researchers’ Academy admission. Grants & Projects : "Digitally Supported Networked Improvement Communities" (BMBF, 2023-2025) "Quality Offensive for Teacher Training" (BMBF, 2021-2023) Leadership training evaluation (Baden-Württemberg, 2023) Ongoing DFG/DIE research on personnel diagnostic competencies (since 2013) Labs & Teams : She co-leads the Institute of Educational Science at Tübingen and coordinates research groups within the Tübingen School of Education . Her collaborative work includes the development of the Online Case Laboratory (www.videofallarbeit.de).
Asadul Islam is a Professor at the Department of Economics at Monash University and serves as Director of the Centre for Development Economics and Sustainability (CDES). He is also a Chief Investigator for the Australian Research Council (ARC) Centre of Excellence for the Elimination of Violence Against Women (CEVAW) and holds an Adjunct Fellow position at BRAC International in Bangladesh. Professor Islam's research spans Development Economics and Demography, with specific focus on early childhood and primary education, health economics, gender studies, social networks, technology adoption, energy economics, microfinance, small and medium enterprises, and risk-sharing mechanisms. His work consistently connects academic research with real-world policy implications, particularly for developing countries. His recent publications reveal strong trends in field-based experimental research, particularly randomized controlled trials conducted across South and Southeast Asia. His work frequently addresses gender-related issues, educational interventions, health outcomes, and energy consumption patterns in developing contexts, with Bangladesh serving as a primary research location. The interdisciplinary nature of his work bridges economics, public health, and development studies. Outstanding AJAE Article Award (2023) Professor Islam has secured substantial research funding from major international organizations including the UK ESRC, Australian Research Council (ARC), International Growth Centre (IGC), Department of Foreign Affairs and Trade (DFAT)/AusAID Australia, UK Foreign Aid (FCDO), World Bank, Asian Development Bank, and European Union. His research projects often involve multi-country collaborations across Bangladesh, India, Nepal, Pakistan, China, Indonesia, Fiji, Vietnam, Philippines, Sri Lanka, Uganda, Tanzania, and Cambodia. He actively supervises PhD students and engages with policymakers to translate research findings into practical development interventions. His leadership extends to directing the Centre for Development Economics and Sustainability, which serves as a hub for development-focused research, and his involvement in the ARC Centre of Excellence for the Elimination of Violence Against Women demonstrates his commitment to addressing critical social issues through interdisciplinary research teams.
Danielle S. Allen is James Bryant Conant University Professor at Harvard University, one of Harvard's highest honors. She serves as Director of the Allen Lab for Democracy Renovation at Harvard Kennedy School's Ash Center for Democratic Governance and Innovation and Director of the Democratic Knowledge Project-Learn at Harvard Graduate School of Education. Her academic appointments include the Department of Government at Harvard University, where she is a professor of political philosophy, ethics, and public policy. Allen earned her Ph.D. from Harvard University in 2001. Prior to her current position at Harvard, she served as Dean of the Division of Humanities at the University of Chicago (2004-2007) and won the Quantrell award for excellence in undergraduate teaching there. Professor Allen's research focuses on political philosophy, ethics, and the theory and practice of democracy. Her work spans ancient political thought (particularly on Plato and Greek tragedy) to contemporary issues of democratic renewal, civic education, and justice. She has developed a distinctive approach that connects theoretical work with practical initiatives for democratic improvement. Her current concentration is on "democracy renovation," studying how to reconnect people to their civic power and redesign political institutions to improve responsiveness and accountability. Allen's publications reveal a trajectory from classical political philosophy to contemporary democratic theory and practice. Her early work focused on ancient Greek political thought, particularly Plato, while her more recent publications address urgent contemporary issues like pandemic response, racial justice, and democratic renewal. A unifying thread throughout her work is the exploration of how citizens can effectively engage with democratic institutions to create more just societies. Library of Congress' Kluge Prize (2020) Quantrell award for excellence in undergraduate teaching (University of Chicago) Professor Allen has secured significant funding for her research and initiatives, including grants from the Ibis Group, Carnegie Corporation of New York, and Philadelphia Academy of School Leaders for projects related to civic education and democracy renovation. She has advised numerous students and scholars through her leadership roles at Harvard and previously at the University of Chicago. Her labs and initiatives, including the Allen Lab for Democracy Renovation and the Democratic Knowledge Project-Learn, bring together interdisciplinary teams to develop practical solutions for strengthening democratic practice. Allen serves on multiple boards including FairVote (which she chairs), the Massachusetts Board of Higher Education, Cambridge Health Alliance, and the Adams Presidential Center. She is also a member of the American Academy of Arts and Sciences, American Philosophical Society, Council on Foreign Relations, and American Academy of Sciences and Letters.
Olivier Francomme is an Associate Professor (PRAG) at the University of Picardy Jules Verne in Amiens, France. He also serves as a Research Director at the China Cooperative Research Center for Modern School at Jiaxing University of Zhejiang in China, and as an Associate Researcher at the EXPERICE laboratory (EA 3971) at the University of Paris 8. His professional email is olivier.francomme@u-picardie.fr and he can be reached at his personal website http://olivier-francomme.fr/ . University of Picardy Jules Verne - Associate Professor (PRAG) University of Paris 8 - Associate Researcher at EXPERICE laboratory University of Zhejiang, China - Research Director at China Cooperative Research Center AFIRSE French Section - General Secretary Dr. Francomme earned his Doctorate in Educational Sciences and completed his HDR (Habilitation à Diriger des Recherches) in 2011. His academic journey began with a Doctorate in Human Geography in 2000, which emerged from anthropological education research focusing on family structures and educational outcomes in Colombian Amazonia and Caribbean islands. In 2004, he pursued a Master's degree to better align with teacher training contexts where he continues to work today. Dr. Francomme's research interests span multiple dimensions of educational phenomena. He specializes in Freinet pedagogy and its international applications, particularly in China where he has been instrumental in establishing experimental Freinet schools since 2011. His work on "Scientific support for educational innovations in schools and high schools" represents a significant three-year action research project (2015-2021) conducted with AFIRSE French section and CCRCMS in China. Another major research strand focuses on "Violence in schools," where he served as coordinator and scientific manager for an international research project initiated by UNESP (University of Rio Claro Brazil) from 2008-2014. His recent publications reveal a strong emphasis on transdisciplinarity in educational research, with particular attention to cooperative research methods ("Chercheurs Collectifs Coopératifs") that bridge theory and practice. There's a clear international dimension to his work, with significant collaborations in China, Greece, Brazil, and across Europe. The pandemic period (2020-2022) saw him examining how Freinet pedagogy practitioners adapted to coronavirus challenges, demonstrating the flexibility and resilience of alternative educational approaches. Dr. Francomme has been actively involved in advising and research supervision, particularly through his role directing the Master MEEF-EBI (bilingual immersive teaching) program at the University of Perpignan. His work with "Chercheurs Collectifs Coopératifs" represents an innovative approach to teacher training that emphasizes collaborative research as a pathway to professional development. He has secured research funding through various channels including AFIRSE, CCRCMS, and AO-IUFM Picardie (2010-2013). Dr. Francomme leads research teams through the China Cooperative Research Center for Modern School in Jiaxing, where he directs international collaborations focused on educational innovation. At the University of Paris 8, he contributes to the EXPERICE laboratory (EA 3971), which specializes in educational sciences, psychoanalysis, and French as a foreign language. His work with the ICEM (Institut coopératif de l'École moderne) and FIMEM (Fédération internationale des mouvements de l'École moderne) connects him to broader international networks of educational innovation.
Raffaella Baccolini is a Full Professor in the Department of Interpretation and Translation at the University of Bologna's School of Modern Languages for Interpreters and Translators. She holds the scientific-disciplinary sector ANGL-01/A (English Literature) and serves as Vice Coordinator of the European Studies Bachelor's program (BAES - UnaEuropa) since 2024. Her educational background includes a PhD (1989) and MA (1983) from the University of Wisconsin-Madison, and a Degree in Foreign Languages and Literatures from the University of Bologna. Key institutional roles include President of the WOMEN Association (2021-present), Delegata DIT for Third Mission (2021-2024), and coordinator of multiple doctoral programs and EU-funded projects. Twentieth-century and contemporary American/English literature Feminist criticism and gender studies Utopian/dystopian theory and science fiction Trauma and memory studies Young adult literature and cultural translation Ethics of care in post-apocalyptic narratives Her recent publications demonstrate a consistent focus on gender-positive education through the G-BOOK series (2021-2025), ecofeminist interpretations of dystopian fiction, and critical analyses of utopian impulses in contemporary media. The work increasingly examines transmedia storytelling and social-emotional learning applications for European youth. Selected honors include: Brittingham Fellowship (University of Wisconsin-Madison) Ministry of Public Education Cultural Exchange Grant Honorary Fellow, Institute for Research in Humanities (1997) Visiting Scholar at CUNY's Calandra Institute (2012-2013) Baccolini directs the MeTRa research center and coordinates multiple EU Creative Europe projects including G-BOOK 3. She supervises doctoral candidates through the DIT Doctoral School and serves as external examiner for international PhD committees. Her leadership extends to the European Women's University Network (WOMEN) and UnaEuropa's European Studies Steering Committee. She co-directs the "Ralahine Utopian Studies" series (Peter Lang) and the online journal mediAzioni, while maintaining active roles in the Society for Utopian Studies and Utopian Studies Society Europe.
