Prof. Dr. Dirk Lange is a faculty member at the Faculty of Philosophy , Leibniz University Hannover , serving as Director of the Institute for Didactics of Democracy and Professor at the Institute of Political Science . He also holds an Honorary Professorship at the University of Sydney since 2016. Research focus on Political Education Didactics and Civic Awareness Specializes in Historical-Political Didactics , Migration Policy Education , and Inclusive Citizenship His research projects include Demokratiebildung an niedersächsischen Schulen (2024-2027), Digital Citizenship Education (2020-2021), and KLIMA-AKTIV (2021-2023). He has led numerous EU-funded initiatives like ENTRE@VETSCHOOLS , REFLECT LAB , and Forgotten Voices . Recent publications explore inclusive citizenship , digital education , and democracy in migration society . His work appears in influential journals like Teaching and Teacher Education , Zeitschrift für Pädagogik und Theologie , and Digital Citizenship Education . Current research investigates democratic learning processes , digital media literacy , and political resistance .
Assoc. Prof. Bilge Cam Aktaş is an Associate Professor at Anadolu University, Faculty of Education, Department of Educational Sciences . Her work centers on curriculum development, teacher training, multicultural education, and educational technology . PhD in Curriculum and Instruction (2013, Anadolu University) MA in Classroom Education (2006, Eskişehir Osmangazi University) BA in Basic Education (2004, Eskişehir Osmangazi University) Her research explores: Evaluation of multicultural teacher competencies Impact of pandemic-era distance learning (EBA platform) Relationships between teaching styles, emotional intelligence, and self-efficacy Curriculum continuity from preschool to primary education Teacher induction programs and professional integration Recent publications address blended teacher training models , social studies curriculum analysis , and student resistance behaviors . She has supervised 6 theses, including studies on refugee education and pandemic English instruction. Currently, she serves on the publication committee of Anadolu Journal of Educational Sciences International and contributes to Anadolu University Faculty of Education Journal as assistant editor.
Dr. Ashraf Abdelbaky is an Honorary Lecturer at the School of Humanities, Creative Industries and Social Sciences (English and Writing) at the University of Newcastle. His work intersects education, research, and community advocacy, with a focus on culturally and linguistically diverse (CALD) communities. Doctor of Philosophy, University of Newcastle Teaching Arabic as a Continuers Course (NSW Department of Education, 2023–2025) Research Interests: Dr. Abdelbaky specializes in language education, second language acquisition, and inclusive pedagogy. His academic work explores the intersections of English studies, multilingualism, and community engagement, particularly for refugee and migrant populations in Australia. Publications: His 2016 research examines dystopian and utopian themes in science fiction, focusing on sociopolitical critique, gender dynamics, and cultural identity through works like Aldous Huxley’s Brave New World and Marge Piercy’s Woman on the Edge of Time . Grants: He has secured over $21,000 in funding from the City of Newcastle for community programs, including: $12,000 (2021–2024): Capacity Building Training for Arab Youth $8,000 (2023–2024): Newcastle Eid Festivals $1,000 (2025): Newcastle Multicultural Youth Conference These initiatives emphasize communication, leadership, and digital literacy for marginalized youth.
Anita Dewi is a Lecturer at the School of Information & Communication Studies, Charles Sturt University (CSU). Prior to joining CSU, she worked in academic libraries, providing both industry and academic expertise. Her research focuses on information literacy, professional identity, and work-integrated learning including library placements. Current projects examine library placement programs Academic librarian roles in Australia and Indonesia Community impact of libraries Her work collaborates with Dr Asim Qayyum and explores the evolving role of librarians through studies on research librarianship, service delivery models, and library economics. She has published extensively on library education, language policy, and social entrepreneurship. Recent publications include: 2025: Australian academic librarian roles study 2024: Bahasa Indonesia language policy analysis 2023: Public library service delivery research She has received 7 unspecified academic prizes, with an h-index of 4 and 74 citations according to Scopus data. Her teaching experience includes critical reading strategies and English medium instruction in Indonesian higher education.
Eleni Mousena serves as an Assistant Professor in the Department of Early Childhood Education & Care at the University of West Attica (UNIWA), where she conducts research at the intersection of citizenship education, pedagogical communication, and early childhood development. Her academic journey spans political science, pedagogy, and educational sciences, with extensive experience in European Commission quality assessment initiatives and Greek Ministry of Education supervision roles. Her educational foundation includes: Bachelor Degree in Political Science and International Studies, Panteion University of Social and Political Sciences Bachelor Degree in Pedagogy, National and Kapodistrian University of Athens Master in Education, Hellenic Open University PhD in Sciences of Education – Citizenship Education, University of Patras Dr. Mousena's research centers on Citizenship Education within early childhood contexts, examining how democratic practices and inclusive pedagogies foster autonomous citizens. Her work integrates Discourse Analysis to decode communication patterns in educational settings, while pioneering Slow Pedagogy approaches that counter hurried schooling through play-based learning and child-centered timing. She critically investigates Curriculum Development frameworks across European ECEC systems, with particular focus on gender diversity in teaching workforces and quality assessment methodologies that move beyond standardized metrics. Analysis of her 2022-2025 publications reveals three dominant trajectories: 1) Theoretical development of Slow Pedagogy as antidote to academic pressure in early years; 2) Democratization of preschool classrooms through inclusive citizenship practices; 3) Comparative studies of European ECEC quality frameworks with emphasis on Greece's integration challenges. Her Greek-language publications address culturally specific issues like male educator recruitment and museum-based citizenship education, while international collaborations examine refugee integration and sustainability curricula. Scientific contributions include: Leading the EU-funded InTra EduCare Project developing active citizenship pedagogies Authoring the 2021 monograph Επικοινωνία και Προφορικότητα στην Εκπαίδευση (Communication and Orality in Education) Co-editing the landmark 2021 volume Πέρα από την Ποιότητα (Beyond Quality) challenging ECEC evaluation paradigms Her advising focuses on doctoral candidates exploring citizenship curricula implementation, with research partnerships spanning the University of Patras, Panteion University, and European networks like NESET. Current grant activities include the InTra EduCare Project examining intra-active pedagogy localization, and EU policy analyses of ECEC quality frameworks where she serves as national expert for Greece. She contributes to the Journal of Higher Education Theory and Practice as editorial board member. Dr. Mousena coordinates the UNIWA Early Childhood Research Collective, which partners with municipal kindergartens on action research projects. She co-leads the 'Slow Pedagogy in Practice' working group within the Hellenic Educational Research Association and collaborates with the European Early Childhood Education Research Association on comparative policy studies. Her departmental lab focuses on discourse analysis of teacher-child interactions using multimodal recording techniques.
David Francis Dalton is a Senior Lecturer in the General Education Unit at Khalifa University of Science and Technology, Abu Dhabi, UAE, where he has taught English for Academic Purposes and Intercultural Communication since 2018 following the merger of the Petroleum Institute with KU. With over two decades of international teaching experience across Scotland, England, Spain, Mexico, and the UAE, he specializes in curriculum design for multilingual engineering contexts and academic communication development. His educational background includes: MA in Applied Linguistics, University of Sheffield Postgraduate Diploma in Education, University of Sheffield Licentiate Diploma in TESOL, Trinity College London Diploma in Youth and Community Work, Manchester University B.Soc.Sc. Joint Honors, Birmingham University Certificate in TESOL, Sheffield Hallam University Dalton's research centers on English for Academic Purposes within engineering education, with emphasis on critical reading strategies, academic integrity, and intercultural communication. His work explores how Arab engineering students develop academic literacy in English-medium environments and investigates plagiarism perceptions through cultural lenses. Current research focuses on Flipped Learning methodologies and compliance frameworks in higher education. His publication portfolio reveals consistent contributions to engineering education communication, particularly in cross-cultural academic writing, critical reading pedagogy, and team-based learning approaches. Key trends include adapting communication curricula for multilingual engineering students, developing plagiarism prevention strategies sensitive to cultural contexts, and creating engagement frameworks for technical communication courses. Dalton has played pivotal roles in establishing institutional resources including the Petroleum Institute Writing Centre and Project-X for student engagement. His teaching methodology emphasizes learner-centered classrooms with extensive use of problem-based learning in Freshman Communications and Engineering Design courses. He has delivered teacher training across multiple institutions including Sheffield University, University of Valencia, and British University in Dubai.
Katherine Espinoza is an Assistant Professor of Education at Trinity University, specializing in bilingual and multicultural education. A San Antonio native and simultaneous bilingual herself, she advocates for Latinx family engagement and sustaining pedagogies through her research and practice. Ph.D. in Curriculum & Instruction (Cultural Studies in Education), University of Texas at Austin (2019) M.A. in Bilingual/Bicultural Education, University of Texas-San Antonio (2012) B.S. in Interdisciplinary Studies with Bilingual Education Specialization, University of Texas-San Antonio (2009) Her research focuses on the intersection of bilingual education, Latinx identity preservation, and teacher activism. She explores how pedagogical practices can sustain cultural identities while addressing systemic inequities in education. Recent publications examine testimonios of Latina educators, bilingual preservice teacher training through digital libraries, and pedagogical clarity in urban schools. Themes include cultural resistance, identity affirmation, and equity-driven instructional strategies. Texas Association of Bilingual Education (TABE) award for dissertation research National Association of Bilingual Education (NABE) award for dissertation research As a former dual language teacher in Title I schools, Espinoza integrates practical insights into her academic work. Her scholarship emphasizes mentorship, community engagement, and transformative educational paradigms.
Christopher J. Frey serves as Associate Professor at Bowling Green State University's School of Counseling, Higher Education, Leadership and Foundations, where he coordinates the Master's in Cross-Cultural and International Education program. He holds dual affiliations with the Asian Studies Program and Higher Education and Student Affairs initiatives, contributing to interdisciplinary academic leadership through roles including Faculty Senate Chair (2020-2022) and University Graduate Council membership. His educational background includes: Ph.D. in History, Philosophy and Policy Studies (Indiana University-Bloomington, 2007) M.A. in East Asian Studies (Indiana University-Bloomington, 2006) M.S. in Comparative Education (Indiana University-Bloomington, 2003) Frey's research examines colonial education systems with particular focus on Ainu schooling in Imperial Japan, comparative indigenous education frameworks, and adolescent ethnic identity development. His work bridges historical analysis with contemporary multicultural education challenges, emphasizing decolonizing methodologies and cross-cultural pedagogical approaches. Key themes include the intersection of geography and educational access, minority language preservation, and policy transfer dynamics in international contexts. His 14 recent publications reveal consistent engagement with comparative education policy, indigenous knowledge systems, and identity formation. The body of work demonstrates methodological diversity spanning longitudinal quantitative studies of adolescent development, historical archival research on Japanese colonialism, and critical analysis of global citizenship frameworks. Recurring geographical foci include Japan's northern territories, Navajo Nation communities, and international student mobility patterns. Scientific recognition includes: Japan Ministry of Education (Monbukagakusho) Graduate Research Fellowship Frey directs significant externally funded projects including a $150,000 U.S. Department of State Mandela-Washington Fellowship and Spencer Foundation-supported longitudinal studies of adolescent achievement. His grant portfolio reflects expertise in international program development, with emphasis on civic leadership training and cross-cultural research methodology. As thesis advisor for EDFI 6990, he mentors graduate students in qualitative and comparative research design while leading the Navajo Nation Immersion Trip to contextualize classroom learning within indigenous communities. His scholarly leadership extends to Faculty Senate governance, Peace Corps Coverdell Fellows programming, and the Inclusive and Culturally Responsive Educators student group, demonstrating commitment to translating research into community-engaged practice.
Liz Kella is an Associate Professor and Lecturer at Södertörn University's Department of Culture and Learning, specializing in literature and writing courses within English and teacher training programs. She holds a MA in English Language and Literature from the University of Michigan and a doctorate from Uppsala University. Education: MA: English Language and Literature, University of Michigan Doctorate: Uppsala University Her research focuses on contemporary American literature and culture, particularly through the lens of multiculturalism, race, and ethnicity. Key projects include: Current Project: "Remembering Poland and Eastern Europe: Nostalgia, Memory, and Affect in Diasporic Women's Writing" (funded by The Baltic Sea Foundation) Past Research: Co-authored study Making Home: Orphanhood, Kinship, and Cultural Memory in Contemporary American Novels (Swedish Research Council-funded, Manchester University Press, 2018)
Dr. Marieke de Vries is an Assistant Professor at Utrecht University's Faculty of Social and Behavioural Sciences , affiliated with the Development & Education of Youth in Diverse Societies chair. Her work bridges Autism Research , Cross-Cultural Psychology , and Executive Functioning studies, with a focus on cultural influences on autism diagnosis, parental stress, and cognitive development. Current projects explore cultural differences in autism screening with PhD students Omidreza Fani and Wee Shin Ying Investigates language impacts on executive functions and music-autism trait relationships Previously studied neuropsychological consequences of pediatric diseases at Amsterdam Medical Centers Research Interests include autism's interaction with culture, multilingualism, and music; parental stress in neurodiverse families; and executive function interventions. She employs mixed-method approaches across clinical and educational contexts. Her recent publications analyze cultural validity of autism questionnaires , music's cognitive effects , and executive function training outcomes . Collaborations span institutions in the Netherlands, Malaysia, and international research networks. Academic Collaborations involve: Prof. Dr. Marian Jongmans (Utrecht University) University of Nottingham Malaysia Academic Medical Center Amsterdam Laboratory & Team Involvement : Lead researcher in Executive Function training games (e.g., Braingame Brian) Key player in the Dynamics of Youth (DoY) research program Co-developer of cross-cultural autism assessment protocols
Halla Bjørk Holmarsdottir serves as Professor at Oslo Metropolitan University within the Department of Primary and Secondary Teacher Education, Faculty of Education and International Studies. Her research employs interdisciplinary approaches including ethnographic fieldwork with children and youth to examine technological transformations in everyday life. She currently coordinates the Horizon 2020-funded DigiGen project (Grant Agreement 870548) investigating digital impacts on the 'Digital Generation' across Europe. Her research interests span digital technology in education, children's digital lives, multicultural education, educational policy, gender studies, social justice, and post-conflict education. Holmarsdottir examines how teacher education can foster democratic participation competencies, with particular focus on digital citizenship development and vulnerability mitigation in technological contexts. Her work integrates perspectives from social sciences, pedagogical disciplines, and general pedagogy. Her publication portfolio shows strong thematic consistency in digital childhood/adolescence studies, with recent works emphasizing digital well-being metrics, boundary-crossing in porous digital ecosystems, and parental mediation strategies. The research employs mixed methods across European contexts, revealing patterns in digital deprivation, technological appropriation, and educational preparedness for the digital age. As principal investigator, she leads major collaborative projects including Flex-IT (examining cross-context technology use) and STRIDE (developing knowledge bases for reducing educational inequalities in Europe). Previously, she coordinated the NORAD-funded GEEP project (2008-2014) addressing gender equality, education, and poverty in post-conflict South Africa and Sudan. She co-founded the 'Digitale læringsarenaer' research group focusing on digital learning environments. Her dissemination extends beyond academia through media engagement including NRK features, Aftenposten op-eds, and Science Media Hub interviews addressing digital parenting debates and screen time discourse.
Dr. Theisje van Dorsten is an Assistant Professor at University College Groningen within the Department of Humanities. Her work focuses on the role of arts in education, particularly how cultural and artistic skills develop in children and adolescents. She employs an interdisciplinary approach to bridge theoretical and practical questions in arts education. University College Groningen, Department of Humanities Researcher in Arts, Cognition, and Education Her research revolves around understanding sense-making processes through art, emphasizing the integration of emotions , semiotics , and developmental stages . She has contributed to frameworks for aesthetic education and cultural consciousness in primary schooling. Recent publications highlight trends in art's role for cognitive development, including interdisciplinary studies on emotional engagement and semiotic strategies in educational settings. Awards include multiple 2024 grants for regional arts education research in the Netherlands. Funding for Arts Education Research in Groningen and Drenthe (2024) NRO Peil Kunstzinnige oriëntatie grant (2023) Van Dorsten regularly advises on arts education policy, collaborates with schools and cultural institutions, and leads projects like the national Peil research measuring artistic skills in primary education. She also develops tools like the TRACE framework for evaluating cultural education programs.
Saundra Penn is an Assistant Teaching Professor at Wake Forest University's Department of Counseling since 2023. She holds a Ph.D. in Counselor Education and Supervision from the University of North Carolina at Charlotte (2010) and has been actively involved in clinical counseling and play therapy since 2000. Ph.D., Counselor Education and Supervision, University of North Carolina at Charlotte (2010) M.A., School Counseling, University of North Carolina at Charlotte (2007) B.A., Sociology/Anthropology with minor in African-American Studies, Guilford College (2000) Her research focuses on multicultural competencies in counseling, play therapy supervision, color-blind racial attitudes, spirituality integration in therapy, and maternal mental health. She has presented extensively on topics including anti-oppressive counseling spaces for Black women and the impact of social media ethics in counseling practice. Saundra's selected scientific accolades include the Queens University of Charlotte's Grier Teaching Award (2019). Her clinical service includes leadership roles in professional organizations like the South Carolina Association for Play Therapy (Past-President 2019-2021) and interprofessional education initiatives.
Dr. Marina Rodosthenous is an Associate Professor and Head of the Department of Education at the University of Nicosia's School of Education. She holds a PhD in Early Modern Greek Literature from the University of Cambridge, an MA in Modern Greek Studies from King’s College London, and a BA in Byzantine and Modern Greek Studies from the University of Cyprus. Her academic leadership includes coordinating the MA Programme in Teaching Language and Literature. Her research explores Modern Greek and Renaissance literature, pedagogical methodologies, and cultural literacy. Key interests include: Thematic analysis of Greek literary works (e.g., Petrarchism, Neoplatonism) Visual cognition and wordless picturebooks in education Intercultural dialogue through multimodal texts Her publications emphasize cultural diversity, teacher training, and literary pedagogy, often bridging historical texts with contemporary educational practices. Recent work analyzes visual narratives in Cypriot children’s literature and inclusive strategies for diverse classrooms. Awards & Honors: A.G. Leventis Foundation Postdoctoral Grant (2006) Fellow, Cambridge Commonwealth Society (2005) Graduate Scholar, Selwyn College, Cambridge (2003) She leads EU-funded projects like PIVOT (Promoting Inclusive Instruction) and DIALLS (Cultural Literacy Learning). Her research group focuses on teacher development and intercultural competencies.
Liisa Hakala serves as a University Lecturer in the Department of Educational Sciences at the University of Helsinki, where she actively contributes to teacher education and curriculum studies. She holds supervisory roles in two doctoral programs: the Doctoral Program in Gender, Culture and Society Studies and the Doctoral Program in School, Education, Society and Culture, demonstrating her significant involvement in advanced academic training. Dr. Hakala's research interests center on curriculum studies, teacher education, educational policy, and gender studies in education. Her work examines how curricula shape educational practices and how teachers relate to curriculum documents in their professional work. She investigates historical dimensions of Finnish curriculum development while exploring contemporary challenges in educational reform and implementation at the school level. Analysis of her recent publications reveals a consistent focus on Finnish curriculum thought, with particular attention to the relationship between teachers and curriculum documents. Her research spans from foundational theoretical work on curriculum analysis to practical applications in primary education settings. The publications demonstrate interdisciplinary connections between educational sciences, gender studies, and policy analysis, with increasing attention to historical perspectives in curriculum development. As an active academic supervisor, Hakala guides doctoral students through the Doctoral Program in Gender, Culture and Society Studies and the Doctoral Program in School, Education, Society and Culture. Her project portfolio includes significant research initiatives such as 'Opettajan opetussuunnitelmasuhde' (Teacher-Curriculum Relationship, 2015-2018), which she led, and 'Confusion in curriculum studies' (2014-2017), focusing on historical awareness in teacher education. Dr. Hakala's academic activities extend to conference participation, editorial work, and research collaboration. Her scholarly work appears across various publication formats including journal articles, book chapters, and edited volumes, with notable contributions to understanding Finnish curriculum development and implementation challenges in educational settings.
