Antonio M. Battro
is Professor of Neurocognition and Education. He received his M.D. from the Medical School at the University of Buenos Aires and his Ph.D. in Psychology from the University of Paris. He is currently a member of the Fundación Ceibal in Uruguay. He was invited by Jean Piaget to become a member of the Centre International d’Epistémologie Génétique (Geneva, Switzerland). Previous positions include co-founder and president of the Centro de Investigaciones Filosóficas (Buenos Aires, Argentina), Robert Kennedy Visiting Professor at the Graduate School of Education at Harvard University, Chief Education Officer at OLPC: One Laptop Per Child Foundation, President of IMBES: Mind, Brain, and Education Society, and Co-Director of the International School on Mind, Brain and Education at the Ettore Majorana Centre for Scientific Culture (Erice, Italy).
Ziad Shaker ElJishi
is Assistant Professor at Bahrain Teachers College at the University of Bahrain. He received his doctoral degree in Curriculum and Instruction from the University of North Texas, USA. His research was on using Vygotsky’s theoretical framework and concept maps to identify misconceptions in learning scientific concepts of pre-service teachers. His research interest is in finding pedagogical solutions to usher in educational reform focusing on the Arab homeland.
Leila Elouafi
is a Ph.D. student at the Ben M’sick Faculty of Science, Hassan II University of Casablanca, Morocco, where she is conducting research on the advances in Neuroscience and Education.
Michel Ferrari
is Full Professor at the Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto, Canada. Michel Ferrari is interested in personal identity and how it develops in typical and atypical populations. This interest extends, in particular, to questions of personal wisdom, as an ideal aspiration of personal development. Dr. Ferrari is head of the Wisdom and Identity Lab, which explores personal wisdom in people of different ages (from children to the elderly) in different countries around the world. He led an international study of personal wisdom in Canada, the USA, Serbia, Ukraine, Iran, India, and China. His most recent project explores the relationship between wisdom and successful immigration to Canada among Iranian immigrants and Syrian Refugees.
is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education, Harvard University, USA. He is also an adjunct professor of psychology at Harvard University and senior director of Harvard Project Zero. The author of thirty books translated into thirty-two languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences.
Harley Glassman
works at the Ontario Institute for Studies in Education, the University of Toronto, Canada. His research interests are in cognitive neuroscience, perception, wisdom, and consciousness.
Kiana Habibagahi
studies at the Ontario Institute for Studies in Education, University of Toronto, Canada. She is curious about the clinical potential of wisdom interventions, particularly in youth with suicidal ideation. She also hopes to learn more about mental health in the classroom and the affective side of wisdom.
Kedmon Nyasha Hungwe
is Professor of Cognitive and Learning Sciences at Michigan Technological University. His current work focuses on the intersection of learning sciences, cognition, and technology, with a developmental perspective. Dr. Hungwe has a particular interest in the development of higher psychological functions and the cultural contexts of human development. His methodological approaches are primarily historical and ethnographic. Representative publications have appeared in Mind, Culture and Activity, Journal of Adult Development, as well as in books on youth and childhoods.
Heather Kanuka
is Full Professor in the Faculty of Education at the University of Alberta, Canada. Heather’s first faculty appointment was at the University of Calgary, Faculty of Education, and Associate Director, Teaching and Learning Centre. In 2004 Heather was awarded a Canada Research Chair in Teaching, Learning, and Technologies in Higher Education at Athabasca University. In 2007 Heather moved to the University of Alberta where she was appointed Academic Director, the Centre for Teaching and Learning. After completion of her 5-year term, Heather returned to her current position as a Professor in the Department of Educational Policy Studies.
holds Master’s degrees from the University of Southern California, USA, the University of Surrey, UK, and the University of Leicester, UK, and a doctoral degree from Curtin University, Australia. He worked at the National Institute of Education, Nanyang Technological University, Singapore, and was a Professor at Emirates College for Advanced Education in the United Arab Emirates. Dr. Khine currently teaches at Curtin University, Australia. He is a member of Editorial Advisory Boards of international academic journals. Throughout his career, he has published several edited books. Recent publications include Methodology for Multilevel Modeling in Educational Research: Concepts and Applications (Springer, 2022), and Handbook of Research on Teacher Education: Innovations and Practices in Asia (Springer, 2022).
Milan Lazic
is a Ph.D. student in the Developmental Psychology and Education Program (DPE). In 2021, he received his MA in DPE, and in 2020 he received his B.Sc. in Psychology and Cognitive Science at the University of Toronto. His current research focuses on how emotions interact with personality and grit to shape how learners achieve an understanding of academic concepts or arguments.
Said Lotfi
is Professor of Measurement & Evaluation in Education at Hassan II University of Casablanca, Morocco, responsible for the Laboratory of Education and Training Sciences, and the research team Evaluation of Sport Sciences and Didactic of Physical Activity, Higher Normal School of Casablanca. He has published and supervised (Ph.D.) numerous works on cognitive and motor learning and educational engineering.
Issa Saleh
is Associate Professor at the Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain. He received a Bachelor, Master, and Doctorate in Education from the University of North Florida, Jacksonville, USA. He has taught at A. Phillip Randolph Academy of Technology and Florida Community College for several years.
Laura Flores Shaw
(EdD) is an Assistant Professor at the Johns Hopkins University School of Education, and extensively trained in family systems therapy and educational neuroscience. She also has direct experience as Head of School within an AMI-based Montessori school framework. Dr. Shaw’s work has focused on translating
Hanada Taha-Thomure
is the Endowed Professor of Arabic Language at Zayed University, UAE. Professor Taha-Thomure designed the first system for leveling Arabic texts which are currently used by regional and international publishers to level their Arabic children’s books with more than 8000 books leveled using it. She also developed the Arabic language arts standards that have been used by more than 100,000 students all over the Arab world. She is the senior author for Pearson’s Arabic language Arts K-9, a state-of-the-art curriculum that is standards, literature, and inquiry-based. She has reviewed the national Arabic curricula for Morocco, Saudi Arabia, Jordan, UAE, and Bahrain and is an adviser for the Arab Thought Foundation, Queen Rania Foundation, USAID, DLI, World Bank, and many others. Her research is in the field of Arabic language teaching and learning, oral reading fluency, Arabic children’s literature, and teacher preparation and curriculum studies.
Tracey Tokuhama-Espinosa
is instructor in the Neuroscience of Learning at Harvard University Extension School. She is Director of the University’s Institute for Research, Development, and Educational Excellence. Tracey is an international educational consultant and conducts workshops for parents, teachers, and educational professionals on themes of language acquisition, brain development, critical thinking, and teaching methodologies. Tracey does research in the Learning Sciences, specifically within Mind, Brain, (Health) and Education science. Her current work is focused on what kids want to know about their brains and the neuroscience of writing.
Ilham Zerdani
works at the Multidisciplinary Laboratory in Educations Sciences and Training Engineering (LMSEIF) at the Hassan II University of Casablanca, Morocco.