Find Academic Supervisors

• Classics Education
• Public Policy
• Oracy and Rhetoric
• +5 more

Professor Arlene Holmes-Henderson is a Professor of Classics Education and Public Policy at Durham University, holding a British Academy Innovation Fellowship (2022-2024). She teaches on the Latin with Classics PGCE course in the School of Education and leads interdisciplinary research projects on oracy, Classics education, and policy engagement. Education: Studied Classics at Oxford, Harvard, and Cambridge. Qualified as a schoolteacher and taught for over a decade before returning to academia. Affiliations: Visiting Research Fellow at the Institute of Classical Studies (School of Advanced Study) and Affiliated Researcher at the Bennett Institute for Public Policy, University of Cambridge. Research Interests: Focuses on Classics education, oracy development, and the intersection of policy and the humanities. Key projects include Shy Bairns Get Nowt (oracy and employability) and Aristotle Beyond the Academy (reception of rhetoric in non-academic contexts). Co-directs the Advocating Classics Education project and chairs the Classics Development Group. Publications: Over 80 articles and books, including Expanding Classics (Routledge, 2023) and Forward with Classics (Bloomsbury, 2018). Recent work emphasizes policy engagement and levelling-up through oracy education. Awards: MBE (2023) for services to education Elected Member of Academia Europaea (2024) Grants and Roles: Chair of the Latin Expert Panel at the UK Department for Education Advisor to All-Party Parliamentary Groups on Classics, Oracy, and Political Literacy Member of the Universities Policy Engagement Network (Vice Chair) Labs and Collaborations: Directs Durham’s Centre for Classics Education Research and EngagementS (CERES). Collaborates with institutions like the AHRC, Leverhulme Trust, and Novus Education to bridge academia and policy.

Cosette CrisanView profile

Associate Professor

• Mathematics Education
• Curriculum Development
• Teacher Education
• +3 more

Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.

Susanne PredigerView profile

Professor

• Mathematics Education
• Teacher Professional Development
• Educational Technology
• +4 more

Susanne Prediger is a Professor at the Institute for Development and Research in Mathematics Education (IEEM) at Technische Universität Dortmund and Vice Director of the Department of Subject-Related Knowledge Transfer at the Leibniz Institute for Science and Mathematics Education (IPN). She directs the DZLM research network (German Center for Mathematics Teacher Education) and holds leadership roles in mathematics education research. Her research focuses on: Design and Research on Professional Development of Mathematics Teachers and Facilitators Topic-Specific Design Research in Mathematics Education for Secondary Schools Diversity in Classrooms (especially Language Diversity) Empirical Studies on Students' Conceptions in Arithmetic, Algebra, and Stochastics Networking of Theories in Mathematics Education Research Recent work explores AI-driven formative assessment, educational innovation implementation, and inclusive pedagogical strategies for teaching percentages. She leads projects like ALwAI, Startchancen-Kompetenzzentrum Mathematik, and DigiProMIN. Current roles include: Vice Director (half-time), Department of Subject-Related Knowledge Transfer, IPN Director of DZLM Research Network, IPN (since 2021) Full Professor at IEEM, TU Dortmund University (since 2006) Her academic background spans Mathematics and History studies at Technical University of Darmstadt and Université Bordeaux I, a PhD in Mathematical Logic and Universal Algebra (1998), and a Habilitation in Mathematics Education (2004).

Mohammad T. AlhawaryView profile

Professor

• Arabic Second Language Acquisition
• Arabic Language Pedagogy
• Bilingualism
• +9 more

Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.

• Global Education Policy
• Comparative Education
• Teacher Education
• +3 more

Professor Keita Takayama is a prominent academic in education studies at the University of South Australia’s UniSA Education Futures. His work focuses on global education policy, comparative education, and teacher education methodology. He actively engages with transnational policy processes, decolonial research frameworks, and critical analyses of international assessments like PISA. As editor of the Asia-Pacific Journal of Teacher Education (APJTE), he emphasizes rethinking teacher subjectivity and pedagogical practices. His research critiques the politics of knowledge production and advocates for methodological innovations like 'Asia as Method.' Recent work addresses contradictions in education export policies, linguistic imperialism in scholarship, and the role of education in resisting authoritarianism. Education Background: Doctorate in Education (focus on comparative policy studies) Advanced training in decolonial methodologies and policy analysis Research Interests: Professor Takayama’s work bridges global and local educational contexts. Key themes include: Policy mobilities & transnational education governance Reimagining comparative education through 'negative' comparative frameworks Ethics of academic publishing and knowledge dissemination Teacher education’s role in shaping democratic societies Labs/Teams: Leads the APJTE editorial collective and co-founded the iTKNe transnational knowledge exchange platform for teacher educators. Active in global academic networks addressing East Asian education stereotypes and postcolonial educational research.

Sara HennessyView profile

Professor

• Classroom Dialogue
• Digital Technology in Education
• Teacher Professional Development
• +4 more

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 .

• Project Management
• Operational Management
• Retail Logistics
• +3 more

Goran Avlijas serves as an Assistant Professor at Singidunum University's Faculty of Business in Belgrade, Serbia. His academic profile spans project management, operational research, and retail logistics with significant industry experience at Delta Holding, Strabag AG, and Efektus Consulting Group. His research interests focus on project management methodologies including Agile and Earned Value Management, retail operations optimization through automatic replenishment systems, and sustainable project control . Current work examines gig economy impacts on well-being and pandemic business resilience. Recent publications demonstrate strong emphasis on Quantitative project risk analysis using Monte Carlo simulation Retail inventory management and stock-out reduction Agile methodology implementation in Serbian business context Sustainable infrastructure project valuation Professional recognitions include: Project Management Professional (PMP) Professional in Business Analysis (PMI-PBA) Agile Certified Practitioner (PMI-ACP) He actively participates in Erasmus+ programs as both teacher and mentor, notably guiding Serbia's championship-winning team at the 2020 International Project Management Championships. His academic contributions include two textbooks on Project Management and Entrepreneurship, along with numerous international conference participations as scientific committee member and reviewer. Avlijas maintains strong industry-academia connections through PMI membership and consulting engagements, while contributing to higher education accreditation processes as a National Accreditation Body delegate.

Johanna HeitzerView profile

Professor

• Mathematics Education
• Teacher Training and Professional Development
• Curriculum Development
• +7 more

Prof. Dr. Johanna Heitzer is a University Professor for Mathematics Education at RWTH Aachen University since 2011. She leads the Teaching and Research Area of Mathematics Education within the university's mathematics department. Her office is located in Room 352 of the Kreuzherrenstraße 2 building in Aachen. She serves as co-editor of the journal 'mathematik lehren,' co-author of the 'Mathematics - New Ways' textbook series, and holds numerous committee positions including membership in the Faculty Advisory Board and Structural Commission of the Center Council. 1989: High school diploma 1989-1994: Mathematics and Physics Teacher Training at RWTH Aachen 1994-1996: Traineeship at Aachen Teacher Training College 1997: Research assistant at University of Münster 1998-2007: Mathematics and Physics teacher at Korschenbroich Gymnasium 2007-2010: Scientific assistant and doctorate at RWTH Aachen 2011-present: University Professor at RWTH Aachen Professor Heitzer's research focuses on the training and further education of mathematics teachers, development of contemporary teaching materials, applied and interdisciplinary mathematics, and the transition from school to university. Her work emphasizes concept formation, linguistic communication in mathematics, and the historical development of mathematical ideas as teaching resources. She investigates mathematics-specific learning and cognitive processes through multiple research projects including the Aachen school-university project iMPACt. Her recent scholarly output demonstrates a strong trend toward integrating digital technologies in mathematics education, particularly 3D printing and e-learning tools. She has increasingly focused on the social relevance of mathematics, exploring concepts of fairness, sustainability, and citizen empowerment through mathematical modeling. Her work bridges theoretical mathematics education with practical classroom applications, maintaining a strong connection to both historical perspectives and contemporary educational challenges. Special prize from Sparkasse Bad Hersfeld-Rotenburg for best mathematics Abitur (1989) Borchers Plaque for doctoral examinations passed with distinction (2011) DMV honor as Mathemaker of the Month (2013) Brigitte Gilles Prize 2013 for the MINT-L4 Center Professor Heitzer has supervised numerous doctoral students, serving as primary or secondary advisor for at least nine PhD dissertations between 2016-2021. Her research projects include the School-University Project MathePlus Aachen (iMPACt), e-Learning 'Mathematics for Civil Engineers,' and the development of mathematics items for StudiChecks NRW. She has secured funding through the Quality Initiative for Teacher Education (both phases) and participates in the ComeIn project focused on digitalization in teacher training. Her grants consistently emphasize practical applications of mathematics education research with direct impact on classroom practice. As a founding member of the MINT-L4@RWTH center and initiator of the working group Mathematical Education for Sustainable Development, Professor Heitzer has established significant collaborative structures. She participates in the Subject Didactics Forum at the Teacher Training Center of RWTH Aachen and has served in leadership roles including Chair of the Center Council (2014-2016) and Board member of the Teacher Training Center (2014-2017). Her work connects with national and international networks through her membership in the Society for Mathematics Education (GDM), the German Association for Mathematics and Science Education (MNU), and the German Mathematical Society (DMV).

• Museology
• Art Education
• Museum Education
• +4 more

Claire Robins serves as Professor of Museology and Art at University College London's Institute of Education, leading the Art, Design & Museology Academic Group and acting as Department Graduate Tutor for the Department of Culture, Communication and Media. Her work critically bridges art practice, museum studies, and educational theory to advance democratic engagement in cultural institutions. Education: PhD in Museum Education, University of London (2009) Master's degree in Gallery/Museum Education, University of London Bachelor's degree in Fine Art, St Martins School of Art (now University of the Arts London) Research Focus: Robins investigates the intersection of artists' practices with critical pedagogy, emphasizing progressive education and avant-gardist strategies in twentieth-century knowledge production. Her scholarship examines how contextual forces shape learning definitions in museums, with particular attention to materialities, pedagogic forms, and democratic potential within institutional frameworks. This work consistently challenges conventional museum narratives through artist-led interventions. Publication Trends: Her 15 most recent publications (2012-2025) reveal sustained exploration of museology-art education synergies, highlighting pedagogic innovation through artists' interventions, critical assessment frameworks, and democratic museum practices. Key thematic threads include narrative disruption in galleries, sustainability in art education assessment, and the transformative role of fiction in reimagining museum epistemologies. Advising & Leadership: Robins has supervised PhD/EdD students since 2010 and directed the MA Art Education, Culture and Practice program (2011-2023). She currently teaches MA modules in Museums and Galleries in Education and leads the Education and Curation component, while mentoring MA dissertations. Her leadership extends to developing gallery-based short courses with Engage. Professional Engagement: As editorial board member for Arts & Communication and Engage , and active participant in ICOM and NSEAD, Robins shapes global discourse through international keynotes (e.g., Korean Society for Education in the Arts, 2019) and curated seminars like Soft Subjects: Material Practice in Gallery Education (2024). Her review work for Routledge and Intellect Books further demonstrates scholarly stewardship.

• Teacher Education
• Educational Leadership
• Student Voice
• +12 more

Professor Jennifer Charteris is a leading academic in the School of Education at the University of New England (UNE), Australia, where she serves as Head of the Department of Leadership, Pedagogy, Diversity and Inclusion. With a distinguished career spanning Australia, New Zealand, and the UK, she is an expert in teacher education, educational leadership, and inclusive pedagogy. She has authored over 160 research outputs and led projects attracting more than $3 million in external funding. Her research interests include: Teacher education and professional learning Student voice and learner agency Assessment literacy and capability Innovative and inclusive learning environments Poststructural, posthuman, and critical theories in education Digital technologies and affect in schooling Her recent publications reflect a strong focus on innovative learning environments, teacher leadership, inclusion, and the application of critical theoretical frameworks to educational practice. She frequently collaborates with scholars such as Alison Page, Joanna Anderson, and Sue Gregory on projects related to inclusive education and high-ability teaching. Her scientific awards include: Australian Awards for University Teaching (2020) J A Sutherland Memorial Award (2020) UNE Deputy Vice-Chancellor Commendation for Teaching Excellence (2020) Professor Alison Lee ‘Theory in Educational Research’ Scholarship (2015) Elearning Fellowship Award, New Zealand (2005) Professor Charteris supervises PhD and EdD students and is deeply involved in national educational initiatives, particularly in Victoria, where she contributes to leadership programs and the development of inclusive teaching toolkits. She is not part-time, retired, or a former staff member, and remains an active, full-time faculty member shaping contemporary educational research and policy.

• Chemistry Didactics
• Science Teacher Education
• Pedagogy
• +6 more

Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).

Mette RantaView profile

Associate Professor

• Educational Psychology
• Developmental Psychology
• Financial Literacy
• +4 more

Mette Ranta is an Associate Professor of Educational Psychology and University Researcher at the University of Helsinki's Faculty of Education, affiliated with the Department of Educational Sciences and the Research Group for Educational Psychology. She is a key member of the DigiConsumers research consortium, funded by the Strategic Research Council, focusing on improving youth financial literacy in technologically driven societies. Previously, she held a postdoctoral researcher position at the University of Jyväskylä (2015–2018) supported by the Eino Jutikkala Fund and Finnish Academy of Sciences. Her research expertise spans educational and developmental psychology, emphasizing life course transitions, financial independence, and agency in emerging adulthood. Notable qualifications include a Docent in Educational Psychology (University of Helsinki, 2022) and a PhD in Psychology (University of Jyväskylä, 2015, awarded with distinction). She completed a Master’s in Sociology (University of Jyväskylä, 2008). Ranta collaborates extensively on projects such as the Mind Hub research group and Finnish Educational Transitions Studies , addressing youth financial well-being and societal integration. Her work has been featured in over 50 peer-reviewed publications, with recent focus on pandemic impacts, cross-cultural comparisons, and digital consumer behavior. She serves on editorial boards (e.g., Frontiers in Psychology ) and actively participates in international conferences and policy advisory roles (e.g., European Commission). Ranta’s contributions include developing digital tools for financial education and advising on policy frameworks to enhance youth resilience. Her research bridges psychological, sociological, and economic disciplines, aiming to foster inclusive and sustainable consumer practices in multicultural contexts.

Peter JohnView profile

Professor

• Higher Education Policy
• Marketization in Education
• Teacher Education
• +3 more

Professor Peter John CBE is the Vice-Chancellor and President of the University of West London. He holds a doctorate from the University of Bristol and has over 30 years of leadership in higher education. His research focuses on higher education policy, marketization, and pedagogical innovation. He authored seven books, including the influential Dimensions of Marketisation in Higher Education , and has secured over £3m in research funding. Education: BA (Wales), MA (London), DPhil (Oxford), PhD (Bristol) Awards: CBE (2020), Honorary Doctorate (Plymouth), Times Higher Leadership Team Award (2017) Leadership Roles: Chair of Access HE, Founding Chair of Learning Analytics Board (UK), Treasurer of University Alliance His research bridges historical scholarship and modern educational challenges, emphasizing technology integration and institutional governance. Recent work critiques market-driven reforms in universities. He advises on policy at national and international levels, including roles at Chinese universities (Fuzhou and Shaoguan). Grants and Funding: Over £3m secured across multiple projects. Active in boards like London Higher and Association of Modern Universities (Million+).

Ingvill RasmussenView profile

Professor

• Digital Learning
• Classroom Dialogue
• Collaborative Learning
• +5 more

Ingvill Rasmussen is a Professor at the Department of Education, Faculty of Educational Sciences, University of Oslo (UiO), where she has been employed since 2010. Her academic profile demonstrates expertise in the intersection of digital technology and educational practices, with particular emphasis on classroom dialogue, collaborative learning, and microblogging applications in educational settings. She teaches courses including PED2103 (Development and learning), PED1001 (Learning and teaching), and specialized courses on digital interactions and learning sciences research in the digital age. Dr. Rasmussen's research examines how new technologies transform communication and learning processes. Her work investigates conversations, collaboration, and knowledge production between students and teachers, with special attention to internet and web-based environments. She explores how teachers can effectively guide students in digital learning environments and how students develop necessary self-regulation skills to manage attention across analog and digital activities. Her academic interests explicitly address how ubiquitous technology demands new skills in regulating attention – learning to disconnect, put away devices, and switch between analog and digital activities. Her publication record from 2018-2025 reveals a consistent research trajectory focused on microblogging as a tool for enhancing classroom dialogue. These works examine how digital tools create spaces for student voice, support collaborative meaning-making, and facilitate productive educational interactions across diverse subject areas. Her research shows increasing sophistication in analyzing the nuanced ways technology mediates educational dialogue. Reviewer for prominent international journals including International Journal of Learning, Culture and Social Interaction; International Journal for Educational Research; and British Journal of Educational Technology Library Board, UiO (2014-2022) Employee representative, Department Board (2016-2020) Co-chair and organizer of the Nordic ISCAR conference (2007) Dr. Rasmussen completed her PhD at UiO (2000-2005) on 'Project work and ICT - studying learning as participation trajectories,' followed by postdoctoral work on the TWEAK project (2006-2010). She is currently involved in multiple research projects including AI-supported science conversations, EU Kids Online V (EUKO), and the Samtavla innovation project as a key member of the Living and Learning in the Digital Age (LiDA) research group.

Lincoln GillView profile

Senior Lecturer

• Technology Education
• Educational Technology
• ICT Integration in Teacher Education
• +4 more

Dr. Lincoln Gill is a Senior Lecturer in Technology and Applied Studies within the School of Education at Charles Sturt University, based on the Wagga Wagga campus. He also serves as the TAS Discipline Lead, providing leadership and support for this key learning area. With extensive experience in educational design and academic development, Dr. Gill focuses on curriculum design, pedagogy, professional learning, and the integration of educational technologies across various educational contexts. Dr. Gill's educational background includes: B Ed (TAS) with IT major from Charles Sturt University (2001) Graduate Certificate in Multimedia and Online Learning from Charles Sturt University Master of Education (IT) from Charles Sturt University PhD from Charles Sturt University Dr. Gill's research primarily centers on technology education and educational technology, with a particular emphasis on how pre-service teachers integrate Information and Communication Technologies (ICTs) into their teaching practices. His work explores the application of Cultural Historical Activity Theory (CHAT) to understand teacher development within university and school activity systems. More recently, he has expanded his scholarship to include the evaluation and development of psychomotor capabilities in technology education, addressing the hands-on, practical aspects of teaching design and technology subjects. Analysis of Dr. Gill's publication record from 2008-2026 reveals consistent focus on technology integration in teacher education, with evolving emphasis from basic ICT use to more sophisticated frameworks like TPACK (Technological Pedagogical Content Knowledge). His recent work shows expansion into practical assessment methods for creative technologies and the philosophical foundations of technology education. The publications demonstrate a clear trajectory from examining pre-service teacher preparedness to developing comprehensive frameworks for technology education pedagogy and assessment. Dr. Gill is currently leading research funded by the NSW Department of Education Screen Use and Addiction Research Fund, titled 'Best practice in screen use for education: Empowering students, teachers and school communities for digital learning,' conducted in collaboration with the Australian Technology Teacher Educator Network (ATTEN). Dr. Gill contributes to professional communities through the Institute of Technology Education (iTE) and the Australian Technology Teacher Educator Network (ATTEN), where he collaborates on research initiatives and professional development for technology educators.