Andreas Redfors is a Professor of Physics Didactics at the Faculty of Teacher Education , Malmö University , specializing in science education. He leads the Learning in Science and Mathematics (LISMA) research group and holds an Excellent Teacher award. Doctorate in Physics (1991), Lund University His research explores children’s, teachers’, and students’ views on the nature of science, with a focus on theoretical models and ICT-supported pedagogy. Recent projects integrate augmented reality and digital tools into preschool science education for sustainable development. His 15 most recent articles (2025–2016) emphasize science education , ICT , and preschool curriculum themes, including subfields like augmented reality , play-responsive teaching , and sustainability education . Scientific Awards : Excellent Teacher He supervises doctoral projects and collaborates internationally on teacher training initiatives. His work aligns with UN SDG 4: Quality Education .
Vicki Knight is an Assistant Professor in Special Education at the University of British Columbia , with over 20 years of experience in autism spectrum disorder (ASD) education. She serves as Director of the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) and works closely with students across undergraduate, graduate, and doctoral levels. Research Focus: Promoting STEM learning for students with ASD and developmental disabilities Key Methods: Single-case research, applied behavior analysis, technology-based interventions With over 40 peer-reviewed publications, Dr. Knight’s work evaluates inclusion strategies in STEM and disseminates evidence-based practices. She contributes to editorial boards of journals including the Journal of Special Education and Focus on Autism and Other Developmental Disabilities . Selected Scientific Contributions: 2019 Research Award, Council for Exceptional Children Division of Autism and Developmental Disabilities Board Certified Behavior Analyst (BCBA) credential Her publications highlight video prompting, coding education, and general curriculum access. She trains educators internationally and explores collateral benefits of inclusive education environments.
Dr. Barbara Pesut is a Professor at the School of Nursing, University of British Columbia Okanagan, with extensive experience in palliative and end-of-life care. She leads the Nav-CARE initiative and holds research funding from CIHR and Health Canada for volunteer navigation models in rural and dementia care contexts. Education: PhD (UBC 2005), MSN (UBC 1997), BSN (UVic 1992), Diploma in Nursing (BCIT 1982) Her research focuses on: Volunteer and peer navigation models for life-limiting illnesses Medical Assistance in Dying (MAID) policy and clinical communication Rural health equity and compassionate community approaches Nursing philosophy and social justice frameworks Recent publications examine international navigation program adaptations, compassion training validation, and longitudinal palliative outcomes. She has received multiple awards including the Nursing Innovation Award (2019) and UBC Health Researcher of the Year (2018). Her lab develops evidence-based tools like the MAID Reflective Guide.
Ms. Ece Gizem Aras, M.Sc is affiliated with the Faculty of Education at the University of Bielefeld , specifically within the AG 1 - General Education group. Her work focuses on pedagogical research and curriculum development with interdisciplinary approaches. Contact: Email ece.aras@uni-bielefeld.de | Office: Building Z Z0-108 | Telephone: +49 521 106-4526 She participates in international initiatives like the YaBiNaPA (Yaoundé-Bielefeld Bilateral Graduate School) , aligning with the university’s strategic focus on transcending disciplinary boundaries and addressing global challenges through education.
Christopher Collier serves as a Senior Lecturer in Primary Science at Bath Spa University's School of Education, where he teaches on the Education Studies programme and leads modules including Environment and Education and Understanding Classrooms. He acts as a dissertation tutor and Academic Advisor while contributing to the Centre for Research in Scientific and Technological Learning and Education (CRiSTLE). His academic background includes a BA (Joint Honors) in Geology and Biology from the University of Keele, a PGCE from University College Chichester, and an MSc in Hydrogeology from University College London. Prior to academia, he worked as a primary school teacher (including assistant headteacher and science subject leader) and as an environmental geologist. Collier's research centers on science and environmental education with specific focus on assessment of science in primary schools, transition between educational stages, and creativity in science teaching. His work examines teacher assessment practices, development of creative pedagogies, and integration of technology like dataloggers for science enquiry skills. Current scholarship investigates assessment without levels and eco-monitoring for data interpretation skills. Analysis of his 15 most recent publications reveals consistent focus on primary science assessment frameworks, teacher development resources, and creative pedagogical approaches. His work bridges practical classroom applications with theoretical assessment models, particularly through the Teacher Assessment in Primary Science (TAPS) project, while increasingly incorporating technology-enhanced learning tools. Professional activities include extensive consultancy funded by the Primary Science Teaching Trust and AstraZeneca Science Teaching Trust, focusing on science assessment and eco-monitoring projects. He serves as a governor for a teaching federation in Somerset and has completed evaluations for initiatives like the Active Learning in Primary Science project. Collier actively participates in research networks through CRiSTLE and regularly presents at major conferences including ASE Annual Conferences and ICASE World Conferences, maintaining strong connections with both academic and practitioner communities in science education.
Helen Foster is a Senior Lecturer in Accounting at Ulster University within the Ulster University Business School and Department of Accounting, Finance and Economics. She serves as Course Director for the BSc (Hons) Accounting program and actively promotes student employability through industry-aligned curriculum development. Her academic qualifications include a BA (Hons) Accounting (First Class) from Ulster University, an MPA with distinction, and a PhD awarded in 2020. Professional credentials feature Fellowship of Chartered Accountants Ireland and membership in the CAI Ulster Society Public Sector Group. Research centers on public sector accountability mechanisms, particularly examining Devolved Public Accounts Committees across UK administrations. Her scholarship analyzes accountability frameworks in Northern Ireland, Wales, and Scotland through comparative political studies, while complementary work investigates accounting education efficacy. Methodologically, she employs Q-methodology and survey analysis to assess committee effectiveness and work placement impacts on student outcomes. Publications consistently address accountability in devolved UK governance, with recent works focusing on parliamentary oversight structures and educational interventions. Her research bridges academic theory and practical policy applications, including government advisory roles. Award recognitions include: Distinguished Teaching Award (2014) as team member Senior Fellow of the Higher Education Academy As Course Director, Foster mentors accounting students while serving as Published Accounts Award judge for the Irish Stock Exchange. She contributes to professional accounting bodies through examining roles and advises government on public accountability matters. Her work integrates academic research with practical policy development in public financial governance. Foster operates within Ulster University's Department of Accounting, Finance and Economics, collaborating with the Public Sector Group of Chartered Accountants Ireland. Her research informs both academic discourse and real-world accountability practices across devolved UK administrations.
Dr. Aleksandra Stupar is a Full Professor at the Department of Urban Planning, Faculty of Architecture, University of Belgrade. She has been serving as the head of the Doctoral Studies program since 2024 and previously led the Department of Urban Planning from 2017-2024. She received all her academic degrees (bachelor's, master's, and doctoral) from the Faculty of Architecture, University of Belgrade. Her research focuses on urban phenomena, urban innovations, urban transition, and urban history. Professor Stupar has made significant contributions to understanding post-socialist urban transformations, particularly in Belgrade and other cities in the region. Her work bridges theoretical urban studies with practical applications in urban planning and sustainable development. Professor Stupar's scholarly output includes two award-winning books—'City of Globalization – Challenges, Transformations, Symbols' (2009) and 'City – Forms and Processes' (2016/2019/2024)—27 scientific articles, more than 20 book chapters, and over 60 conference papers. Her recent publications demonstrate a strong focus on sustainable urban regeneration, community planning, climate change adaptation, and the transformation of post-socialist urban spaces. 2017 – Ranko Radović Award for 'City – Forms and Processes' 2009 – Award for best publication at the 18th International Urbanism Salon 2008 – ISOCARP/Gerd Albers Award 2005 – Best paper award at World Sustainable Building Conference 16 awards for urban planning projects at International Urbanism Salons (2001-2025) Professor Stupar has been actively involved in numerous international research projects including LINA PLATFORM (2025-2029), Danube Ruralscapes (2025-2027), COST EU Actions (2024-2028), Urban Oases (2024), and CrAFt (2022-2025). She has served as a guest lecturer at prestigious institutions including University of Helsinki, Yildiz Technical University, University of Tampere, and Sapienza Università di Roma. As an active member of ISOCARP, AESOP, and EAUH, she contributes significantly to international urban planning discourse.
Hana Bida is a researcher at the University of Geneva's Faculty of Psychology and Educational Sciences, actively contributing to the Technologies de formation et d'apprentissage (TECFA) research group. Her work centers on digital education implementation within Swiss educational contexts, particularly examining how beginning teachers develop and apply digital competencies in classroom settings. Her research investigates critical intersections between educational psychology and technology integration, focusing on teachers' self-efficacy, digital skill transfer from training to practice, and environmental barriers to technology adoption. Key themes include the psychological dimensions of digital competence development, curriculum reform implementation challenges, and individual factors influencing teachers' capacity to integrate digital learning objectives. This work directly addresses Switzerland's Romandy curriculum digital reform (plan d'étude romand), providing empirical insights for educational policymakers. Analysis of her 2023-2024 publications reveals a cohesive research trajectory examining beginning teachers' experiences through multiple methodological lenses. Her studies consistently identify environmental constraints and individual variables as primary determinants of successful digital education implementation, while highlighting gaps between teacher training programs and classroom realities. The research demonstrates how perceived value of training correlates with effective digital skill application, offering practical frameworks for improving teacher preparation. Scientific Awards: No awards documented in available sources Advising and Grants: Hana Bida has not supervised any theses or dissertations per institutional records (Supervised works: 0). No research grants or funding sources are explicitly referenced in her publication metadata, though her work aligns with Swiss educational reform initiatives that typically involve institutional funding. Labs and Teams: She operates within TECFA (Technologies de formation et d'apprentissage), a prominent UNIGE research group specializing in technology-enhanced learning design, implementation, and evaluation. TECFA's interdisciplinary work bridges educational theory, cognitive science, and digital innovation, providing the methodological foundation for Bida's classroom-focused investigations into digital pedagogy and teacher development.
Riccardo Galgani is a Lecturer in English for Academic Study (EAS) at the University of Glasgow's Modern Foreign Languages department. He specializes in academic writing instruction, EAP syllabus design, and knowledge integration in language education. His research focuses on aligning language skills with content knowledge through innovative teaching approaches, emphasizing intertextuality and formative assessment strategies. Recent projects include developing a textbook titled Your Academic Essay: From Context to Text for SAGE Publications. Key publication trends reveal expertise in EAP pedagogy, rhetorical structures, meta-language applications, and competency-based assessment frameworks. His work primarily addresses English language instruction for international postgraduate students. Teaching responsibilities include convening in-sessional credit-bearing programs for international postgraduate students (Speaking/Writing) and leading a 5-week pre-sessional bridging program for Social Sciences, Arts, and Humanities students.
Dr. Paul Asunda is an Associate Professor at Purdue University , with primary appointments in the Purdue Polytechnic Institute's Department of Technology Leadership and Innovation and the College of Education's Department of Curriculum and Instruction . He is also an Affiliate Faculty Member at the Center for Advancing the Teaching and Learning of STEM (CATALYST) . His research focuses on: Integrating engineering design and computational thinking into STEM education across P-16 levels Developing career and college success initiatives through CTE programs Implementing assessment and evaluation strategies in integrated STEM disciplines International STEM teacher preparation projects in Peru, Kenya, and Kazakhstan His work has been recognized through: Seed for Success Award (2018) for securing major external funding Gerhard Salinger Award (2018) for enhancing i-STEM education Distinguished Service Awards (2017, 2012) from ACTE and NAITTE ACTE Fellowship (2010) for leadership development Dr. Asunda actively mentors undergraduate and graduate students interested in: Integrated STEM initiatives Instructor development Curriculum evaluation in career and technical education Global STEM partnerships Recent projects include: $24,000 U.S. Embassy-Kazakhstan grant for STEM instructional methods development Fulbright Scholar designation (2023-2024) for Kenyan STEM education projects $900,000 NSF award (2024) for engineering problem-solving research
Nicole Coon is an Associate Teaching Professor of Law and Academic Excellence Specialist at Mitchell Hamline School of Law. She teaches courses such as Legal Methods, Bar Preparation Strategies: MPT, and Bar Preparation Strategies: MBE/MEE, while providing one-on-one academic support to law students. Her work emphasizes skills critical for legal success, including growth mindset, legal analysis, IRAC, and wellness. Education: J.D., University of Iowa College of Law (Pro Bono Society Honors, Editor of Iowa Law Review) B.A., English Literature and Legal Studies, University of Wisconsin-Madison (Comprehensive Honors, Honors in English Major) Her professional focus centers on diversity, equity, inclusion , and wellness in legal education and practice. She previously worked as a plaintiff-side employment and civil rights litigator, recovering millions in damages for clients. In 2019, she collaborated with the Council on Legal Education Opportunity (CLEO) to expand access to law school for underrepresented students. Recent scholarship includes the presentation "The Two Cs: Using Collaboration and Community to Increase Access to Legal Education for Diverse Students," highlighting institutional partnerships to promote DEI in legal education. Service and Leadership: Wellness Committee, Mitchell Hamline (2024–present) Faculty Curriculum Committee (2020–2025) Faculty Clerkship Committee (2021–2025) Mentor for Mitchell Hamline Gateway LSAT Prep Scholarship Recipients (2020–2024) Co-chair, Amicus Briefs Committee (Queen’s Bench Bar Association, 2015–16) Volunteer, Feed My Starving Children (2024–present) She also contributes to legal education through moot court coaching, LSAT prep mentorship, and wellness initiatives, aligning with her belief in using imagination and language to reshape legal training.
Anna Skogbergs serves as a Lecturer in Graphics Technology at Dalarna University's Department of Information Science within the School of Information and Engineering. Her academic leadership includes: Programme Director for: Graphic Design and Web Development - Bachelor's Programme (KGDWG) Information Design – Bachelor’s Programme (DIDFG) Course Coordinator for: Graphic Design (GIK32L) Interaction Design (GIK347) Layout and Typography (GIK32K) Her research centers on educational technology and pedagogy in higher education , with particular emphasis on graphic design , information design , and interaction design methodologies. She integrates practical design expertise with theoretical frameworks in educational assessment. Her publication record demonstrates focused research on formative feedback systems in academic settings, examining implementation strategies and organizational frameworks for educational improvement. These studies reflect her commitment to evidence-based teaching practices within design education. As Programme Director, she provides comprehensive academic oversight for undergraduate students across multiple design disciplines, managing curriculum development and ensuring alignment with industry standards through her course coordination responsibilities.
Kyriaki Papageorgiou is a Senior Researcher and Marie Skłodowska-Curie Fellow at the Department of Interdisciplinary Studies of Culture, Faculty of Humanities, Norwegian University of Science and Technology (NTNU). She holds a PhD in Cultural Anthropology and investigates the intersection of education, innovation, and technological transformation, with a focus on robotics, AI, and systemic societal challenges. Her work employs ethnographic methods and anthropological theory to analyze innovation ecosystems and pedagogical futures. Research Interests include: AI and Robotics in Societal Contexts Future of Learning and Academic Work Social Innovation and Ecosystems Ethics of Co-Creation and Scaling Digital Transformation in Education Recent Publications (2020–2025) span AI ethics, educational reform, and social innovation, often bridging cultural anthropology with technology studies. Key trends include: Critical analysis of human-AI collaboration and trust Design of challenge-based and co-creative learning models Role of technology in pandemic response and daily life Evaluation of social innovation labs and ecosystems Scientific Awards include: Marie Skłodowska-Curie Fellowship Fulbright Scholarship She has secured grants from the US National Science Foundation (NSF), EU Framework Program (FP7, H2020), Wenner-Gren Foundation, and UNESCO, and has served as an independent expert for the European Commission and other governmental agencies. Kyriaki leads the Fusion Point collaborative research program in Barcelona.
Dag Sjøberg is a Professor at the Department of Informatics (Ifi), University of Oslo . He also holds a part-time position at SINTEF Digital . His research focuses on empirical software engineering with emphasis on development processes , agile methodologies , technical debt , and programming skill assessment . Research Interests: Empirical methods (controlled experiments, case studies) Construct validity frameworks Agile and Lean practices Microservices architecture Software quality and maintainability Scientific Achievements: Led Simula Research Laboratory's Software Engineering department ranked #1 globally (2004-2008) Developed Guidelines for Construct Validity in software engineering research Extensive publication record in top venues like IEEE Transactions and Journal of Systems and Software Academic Background: Cand.scient. in Informatics (University of Oslo, 1987) PhD in Software Engineering (University of Glasgow, 1993) Professional Involvement: Co-founder and board member of three IT companies Former research director at Simula Research Laboratory (2001-2008) Current head of the Programming and Software Engineering research section at Ifi
Professor Jenny Lawrence is a distinguished academic at Oxford Brookes University , serving as the Director of the Oxford Centre for Academic Enhancement and Development (OCAED) . Her role involves aligning academic development with institutional priorities while mentoring Aurora, Research, and Principal Fellows. She contributes to the HE and Lifelong Learning Research Cluster . Education : 2017: Master of Education in Teaching and Learning in Higher Education, University of Sheffield 2003: Ph.D. in Philosophy & Gender Studies, University of Hull 1997: Bachelor of Arts (2:1) in Gender Studies & Philosophy, University of Hull Research Interests : Academic and educational leadership in higher education Future-facing curricula (competence-based education, GenAI integration) Building scholarly cultures in college-based HE Educator wellbeing and ethics Recent Publications : Focus on generative AI ethics in education and competence-based curricula, with 2024-2025 works addressing sustainable innovation and digital transformation trends. Scientific Awards : National Teaching Fellow Principal Fellow of Advance HE (PFHEA) Senior Fellow, Staff and Educational Development Association Collaborative Award for Teaching Excellence Grants & Projects : Over £50,000 in collaborative grants from Advance HE, QAA, and Association of National Teaching Fellows (2022-2023) for GenAI ethics, inclusive assessment, and competence-based education initiatives involving institutions like University of Hull, Cambridge, and Warwick. Labs & Teams : Leads OCAED and contributes to the HE and Lifelong Learning Research Cluster , fostering cross-institutional networks for programme leader development.
