Fatma Nur Aktaş
(PhD) is a faculty member at the Department of Mathematics Education at Kahramanmaras Sutcu Imam University as an associate professor. She worked at Monash University in Australia with the Scientific and Technological Research Council of Turkey [TUBITAK] scholarship. Her research interests include mathematics values, value and valuing in education, values alignment, harmful values, culture in mathematics classrooms, international comparative studies, mathematical language, mathematics education for blind students and students with visual impairment, inclusive classrooms, special education in mathematics classes, teachers’ training, learning trajectory, teaching mathematics concepts (e.g., algebra teaching), algebraic thinking, and teacher education. Numerous articles, book chapters, and conference proceedings are published nationally and internationally.
Anisa Nur Amalina
is a lecturer in Geotechnical Engineering at the Department of Civil Engineering, Universitas Islam Indonesia. Her research focuses on soil mechanics, slope stability, and ground improvement techniques. She has contributed to studies on slope failure analysis, geotextile-reinforced embankments, and soil liquefaction potential in various geotechnical contexts. With a strong interest in practical and applied solutions, Anisa integrates field investigations, laboratory experiments, and numerical modelling into her academic work. Her research has been published in both national and international journals and presented at various academic conferences.
Dionysios Anastasopoulos
is a lecturer and scholar specializing in cultural communication, ethno-cultural identities, and intercultural education. He teaches at the University of Nicosia’s School of Education and is a visiting professor in the postgraduate program “Politics, Communication & Language” at the Ionian University. He has held academic posts at Panteion University and has lectured at the National Security and Defense Schools. He holds undergraduate and two postgraduate degrees from NKUA and Panteion University, along with a PhD on “Ethno-cultural Identities – Cultural Policy & Intercultural Education.” A graduate of the National Defense School in Strategic Studies, he has also coordinated educational and cultural projects for migrants and refugees and collaborated with institutions including the European Cultural Centre of Delphi.
Hanindya Kusuma Artati
is a Doctor of Civil Engineering at the Islamic University of Indonesia (UII). Her research and teaching interests include geotechnical engineering and disasters. She is currently working on stability planning in geotechnical cases in natural disasters and hazard mapping investigations that trigger liquefaction phenomena. Hanindya’s involvement in World Bank funding and Public Works programs in REKOMPAK for housing rehabilitation and reconstruction, as well as environmental recovery, following the 2006 Yogyakarta earthquake and the 2010 Merapi eruption, was a valuable learning experience in resettling disaster victims in a relatively short time. Hanindya joined the Palu Earthquake team in 2018 to investigate the most significant liquefaction phenomenon in Indonesia. At the University, she became the editor of the TEKNISIA journal, a scientific research journal focused on civil engineering and disaster studies. To support collaboration between academics and professionals in the field of geotechnics, she is also a member of the Indonesian Soil Engineering Experts Association (HATTI) in Yogyakarta. She has been certified as an Intermediate Geotechnical Expert.
Fahrettin Aşici
(PhD) is an assistant professor doctor in the Department of Mathematics Education at Balikesir University in Türkiye. He earned his PhD from Gazi University by conducting a comparative analysis of PISA and national mathematics exams regarding values, problem types, and learning areas. His research interests include values education in mathematics, mathematics teacher education, international comparative studies, and integrating technology into mathematics instruction.
Tasos Barkatsas
(PhD) is a Senior Academic in Mathematics, Statistics and STEM Education, a Quantitative Data Analyst and the STEM, Industry 4 and Learning Sciences Research Theme Leader in the School of Education, RMIT University, Australia. Dr Barkatsas has been the inaugural Program Director of the Master of Teaching Practice (Primary and Secondary Programs), Acting Coordinator of Higher Degrees by Research and Acting Deputy Head in the School of Education, RMIT University, Australia. He has published more than 150 refereed journal articles, chapters, books and conference papers and he has
Antonios Bouras
(PhD) is a member of the Teaching Staff of the Department of Secondary Education of the National and Kapodistrian University of Athens. He has served as a School Counselor in Primary Education. His research interests focus on Assessment, School Pedagogy and Research Methodology. He has published in international journals on the topics of his interests and has presented studies at various international conferences.
Anna Branford
is a Careers Educator at RMIT University with a doctorate in Sociology. She is an internationally published children’s author whose books include the Violet Mackerel series, and whose research has been published in journals including The Australian Journal of Anthropology; the Journal of Teaching and Learning for Graduate Employability; the International Journal of Work Integrated Learning; and The Yonsei Journal of International Studies. She has also published opinion pieces in fora including the Times Higher Education and The New Philosopher, and with colleagues has received a Citation for Outstanding Contributions to Student Learning, Australian Awards for University Teaching.
Athina Chalkiadaki
is an educator with a PhD in Educational Sciences from the University of Crete and a Master’s degree specializing in Educational Evaluation. Since 1991, she has worked as a teacher in both private and public schools. From 2016 to 2020, she served as Principal in primary education institutions. Since September 2020, she has been seconded to the Authority for Quality Assurance in Primary and Secondary Education. She is a founding member of the Hellenic Evaluation Society. Throughout her career, she has coordinated and implemented innovative educational programs focusing on culture, environmental education,
Mia Chen
is an early childhood educator and researcher, currently a Senior Lecturer in Early Childhood Education at Swinburne University. She completed her PhD at Deakin University in 2024 and has worked across diverse early childhood settings as a teacher and educational leader. Her research examines intentionality in play-based learning, particularly in outdoor environments, as well as how technology can support CALD preservice teachers. Through her work, she aims to strengthen connections between research, policy, and practice in early childhood education.
Julian Chen
(they/them) is an Associate Professor of Applied Linguistics/TESOL and Course Coordinator of Asian Languages at Curtin University. Their research synergises technology-enhanced language teaching, queering curriculum, and humanising pedagogy. Julian is the Editor of Emergency Remote Teaching and Beyond (2021), Co-Editor of Humanizing Language Teaching and Teacher Education in Transnational Spaces (2026), and author of Second Life as a Virtual Playground for Language Education (2022). For a full list of Julian’s research outputs, please see https://www.researchgate.net/profile/Julian-Chen-11.
Grant Cooper
is a Senior Lecturer at Curtin University in Perth. His current research focus sits at the intersection of science education and digital technologies. He investigates how AI and immersive technologies reshape problem-solving, blending human and machine cognition. Central to his work is a critical lens on Big Tech, surveillance capitalism, digital ethics, and the risks of widening inequities through emerging technologies. He also explores equity issues in STEM education, focusing on how social, cultural, and economic capital shape student experiences and access. Grant employs both quantitative and qualitative approaches. His work informs policy and practice aimed at dismantling structural barriers in education. Grant is Associate Editor of Research in Science Education and serves on the Editorial Board of the Journal of Science Education and Technology (JOST).
(PhD) is an early career researcher based in Western Australia, with a focus on youth mental health research at the Perron Institute and Indigenous health research at the University of Western Australia. Her research explores the ethical, social, and clinical implications of implementing precision medicine in both educational and clinical settings. She is passionate about embedding community voices into research design and delivery. She is also interested in the emerging intersections between artificial intelligence, digital health, and medical education, aiming to contribute to innovative and socially responsive research in these evolving fields.
Yüksel Dede
is a faculty member at the Department of Mathematics Education at Gazi University. He worked at Berlin Freie University in Germany with the Alexander von Humboldt [AvH] Scholarship and the Scientific and Technological Research Council of Türkiye [TÜBİTAK] scholarship, respectively. He has worked as a director, expert, or consultant in projects supported by various public institutions in Türkiye (TÜBİTAK, Governorships, Governorates, Provincial Directorates of National Education) and abroad (Berlin Freie University, Germany, AvH-Germany; the University of Melbourne, Australia; Korea University, South Korea). He is also on the editorial board and/or editor of many reviewed national and international journals. Numerous articles, book chapters, translation book chapters, and conference proceedings are published nationally and internationally. His research interests include teaching mathematics concepts (e.g., algebra teaching), teacher education (mathematics), affective domain in mathematics education (especially values and beliefs), mathematical modeling, international comparative studies, research methods, and application of advanced statistical techniques in mathematics education.
Jason Dervish
is a primary and secondary trained teacher, who has worked extensively with regional schools as a classroom teacher and numeracy leader. He currently works at Maffra Secondary College in Outer Gippsland, teaching a mixture of Mathematics, English, and Humanities. Jason’s teaching and research interests focus on developing teacher capacity to implement literacy and numeracy as general capabilities and improving teacher confidence in teaching practical and hands-on experiences in Mathematics. He is also heavily invested in creating learning opportunities through disability inclusion and making learning accessible to all students. He attributes his work in education to the countless students he has taught over the years, all of whom have inspired him to continuously grow his practice.
(PhD), SFHEA, is a Senior Lecturer in Mathematics Education (STEM) with two decades of experience. My Scholarship of Teaching and Learning (SOTL) focuses on technology-enhanced learning, learning analytics, AI in education, and mathematics pedagogy, bridging research and practice to enhance teaching, learning, and assessment in STEM education.
Shofwatul Fadilah
is a lecturer in the Department of Civil Engineering at Universitas Islam Indonesia. Her research and teaching interests focus on water resources engineering. She is currently researching water resources management, hydrology, and hydraulics.
Miftahul Fauziah
is an Associate Professor of Civil Engineering at Islamic University of Indonesia (UII). She has research and teaching interests in transportation engineering, with a particular focus on highway engineering, pavement materials, and geotechnical aspects related to pavement. Her interests in engineering education started in 2011 with her leadership in a curriculum development and implementation of the Civil Engineering Undergraduate Program of UII, and bring the program to be internationally accredited by the Japan Accreditation Board for Engineering Education (JABEE) as well as the Indonesian Accreditation Board for Engineering Education (IABEE). At the national level, Miftahul contributed to the development of the Civil Engineering Curriculum when she was assigned as the Coordinator of Curriculum Development and Accreditation of Indonesian Civil Engineering Higher Education Council (BMPTTSSI, 2014–2019). She is currently assigned as the Head of Civil Engineering UII.
Stelios Georgiou
is a Professor in the School of Science at RMIT University, Melbourne, Australia. He received his PhD in Combinatorics and Statistics from the National Technical University of Athens, Greece, in 2003. His research spans Statistical Experimental Designs, Biostatistics, Data Analysis, Combinatorial Designs, Information Theory, and Cryptography. He has authored over 100 publications in leading international journals and major conference proceedings, with notable contributions to both theoretical and applied statistics. He serves as an editor and reviewer for top-tier journals and has secured competitive research funding from national and international bodies. A committed educator, he integrates research-led teaching and innovative pedagogy to enhance student learning in statistics and data science. He regularly delivers invited
Andrew Gilbert
is an Associate Professor of Elementary Science Education at George Mason University in Fairfax, VA, USA. He also currently serves as the Director of the Mid-Atlantic Association of Science Teacher Education as well as Associate Director of the Center for Social Equity through Science Education. His current research investigates the development of science teachers across three main strands: 1) exploring wonder, joy and positive affect to inspire science resistant students to engage in science as both a learner and teacher; 2) designing equitable approaches to science and STEM; 3) meaningful construction and maintenance of school-based partnerships Dr. Gilbert has published his work in a range of outlets including Journal of Research in Science Teaching, Curriculum Inquiry, Journal of Science Teacher Education, International Journal of Math and Science Education, and Teaching and Teacher Education.
Wendy Goff
is Deputy Head of the School of Education (Victoria) at Australian Catholic University. Her research explores how adult relationships and partnerships influence children’s learning, well-being, and development, with a focus on mathematics education, technology, early childhood, and health. She has received national recognition for her teaching and research, including a 2021 ITnews Benchmark Award for Australia’s best education project in VR simulation. With experience across all levels of schooling, Wendy is committed to advancing equity, innovation, and impact in education to help make the world a better place.
Astriana Hardawati
is a lecturer in the Civil Engineering Department, Islamic University of Indonesia. She has an interest in researching and teaching about steel, particularly its application in bridge structures. Some of her research involves programming languages such as python, especially the topic of neural networks to predict the behaviour of bridge components.
Hissah Bin Hassan
is a faculty member of College of Education at Majmaah University, Saudi Arabia since 2012. She is a PhD student at School of Education, RMIT University, Australia. She holds a Master’s degree of Arts in Educational Technology from King Saudi University, Saudi Arabia, and a Bachelor’s degree in Computer Science from Majmaah University, Saudi Arabia.
is a well-qualified civil engineering academic with dual master’s credentials in engineering and urban planning. His teaching and research focus on structural analysis, numerical modelling, and disaster management, reflecting a strong interdisciplinary skill set valuable in both academic and practical contexts. Jafar’s research portfolio intertwines experimental structural mechanics, seismic risk assessments, and innovative use of alternative materials. His work not only advances academic knowledge but also supports practical disaster preparedness and sustainable construction, making a tangible impact in Indonesia and beyond.
Maryam Khosronejad
(PhD) is a Senior Lecturer in Education Studies at the School of Education, Faculty of Education and Arts, ACU. Her expertise is in teacher education, professional (identity) development, and learning through interaction with a focus on learner agency. Maryam’s research investigates how learning happens through interaction with the environment including social others and tools. Her doctoral research and subsequent research collaborations in teacher education and professional development has contributed to the field in two distinct ways: theoretically and empirically. Her developed approach of implied identity conceptualises how the learning environment affects the formation of (professional identities) and offers new insights into the interaction between self and environment. Her recent collaboration with an ARC funded research project in the area of improving classroom writing made significant contributions to the field and had strong impact on learners’ writing scores for participant schools in the study.
Gillian Kidman
is an Associate Professor of Science Education at Monash University. She has research and teaching interests in science and mathematics, with a particular
Berlian Kushari
is an Assistant Professor of Civil Engineering at Universitas Islam Indonesia (UII). His research and teaching interests include transportation systems and highway engineering. He is currently exploring vulnerabilities in the primary road network caused by natural disasters. Berlian’s interests in engineering education began in 2012 with his involvement in a curriculum design team that transformed the Civil Engineering Undergraduate Program at UII into an outcome-based education program. At the national level, Berlian contributed to the development of the Indonesian Accreditation Board for Engineering Education (IABEE) – an autonomous body under the Institution of Engineers Indonesia (PII) that accredits Indonesian engineering programs in accordance with the Washington Accord standards. Berlian is currently the Secretary-General of IABEE.
Huk Yuen Law
(PhD) is an adjunct assistant professor at The Chinese University of Hong Kong (CUHK). He obtained his PhD in mathematics education from University of East Anglia. Dr Law taught secondary school mathematics for 23 years. Then, he taught mathematics pedagogy courses for both pre-service and in-service teachers and also taught action research for post-graduate as well as undergraduate education students at CUHK. His research interests include mathematics teacher education, action research in education, mathematics modelling, design thinking in education, STEM in Mathematics, learner agency, authentic assessment, mentoring in education, communication in the teaching and learning of mathematics, and values in mathematics education. He has initiated and developed the MATHS VIA (Values Into Action) Project (2023–2024) funded by the United Prime Educational Publishing (HK).
Susan Ledger
is Pro Vice-Chancellor (Student Experience) at the University of Newcastle, Australia. An experienced educator and researcher, her
Julian Lee
is Associate Dean, Global and Language Studies, in the School of Global, Urban and Social Studies at RMIT University. He is a member of RMIT’s Social Equity Research Centre, and a member of its Language, Culture and International Education theme group. He is the author and co-author of five books, including the open access Monsters of Modernity: Global Icons for our Critical Condition (2019) and is co-editor of the open access edited volume, A Skilled Hand and a Cultivated Mind: A Culture of Learning and Teaching at RMIT University (2024).
Luella C. Leon
is a Careers Educator at RMIT University with 14 years of experience in career development within the higher education context. She has a strong interest in career enrolment data, contributing to the field through national and international conference presentations and co-authored publications. Her works include “Exploring Factors Contributing to Graduate Outcomes: Using Career Registration Methodology (CRM) to Track Students’ Employability Activities, Career Readiness, and Graduate Outcomes,” “Critical Considerations of Career Enrolment Data: Challenges, Limitations, and Possibilities,” and “The Use of Career Registration Data to Develop and Support Employability Initiatives.” Her publications critically examine the nuances of career enrolment data, focusing on its challenges and potential to enhance RMIT graduates’ employability. At the time of writing, she is undertaking a PhD in Psychology.
Serene Lin-Stephens
(PhD) heads the postgraduate Careers Education and Development program at the School of Education, RMIT University. She completed her PhD in Rehabilitation Counselling at the Faculty of Medicine and Health, the University of Sydney. Her work focuses on evidence-based practices, including using double-blind randomised control trials and other quantitative and qualitative methods to study visual narrative interventions, interview anxiety and performance, positive career outcomes, and a new concept she coined as ‘the Zone of Proximal Employment’ of the career development workforce. Serene led a
Evangelia Makraki
is an Information Technology Education Consultant at the Directorate of Secondary Education of Western Attica. She holds a BSc in Computer Engineering (University of West Attica), a BA in Political Science & International Studies (Panteion University), and an MSc in Teaching Technology and Digital Systems (University of Piraeus, GPA 9.63). She has served as a Scientific Associate at the Authority for Quality Assurance in Primary and Secondary Education (ADIPDE), School Principal and Vice-Principal, University Laboratory Associate, and Adult Education Instructor. She has contributed to national educational projects, including digital textbooks (IEP, 2024) and policy reports (ADIPDE, 2021–2022). She has been a member of national examination committees, curriculum coordination teams for national exams, and the West Attica Task Force for School Violence Prevention. She has presented at several national and international conferences on ICT in education, including the 16th International Conference on Informatics in Education (2024).
Alejandro Martel-Santana
is a PhD student in the Knowledge Society doctoral program at the University of Salamanca. He holds a Bachelor’s degree in Primary Education with a specialization in Curriculum Development from the University of Las Palmas de Gran Canaria, and a Master’s degree in ICT in Education: Analysis and Design of Processes, Resources, and Training Practices from the University of Salamanca. His research focuses on innovation and research in educational technology. His doctoral thesis centers on the design, development, and evaluation of a serious game aimed at addressing bullying and cyberbullying among primary school students.
Marta Martín-del-Pozo
(PhD) is an Associate Professor in the Department of Education at the University of Salamanca (Spain). She obtained her Ph.D. in Education in 2018, with research stays in Ireland and Portugal, and received the extraordinary award for her doctoral degree at the University of Salamanca. She is currently the Secretary of the Department of Education. She has taken part in research projects at the national and international levels, focused on different topics (serious
Melanie Nash
PhD, is an Associate Professor and Director of Initial Teacher Education in the School of Education at RMIT University, Melbourne, Australia. Her research focuses on Science and STEM education, teacher preparation, and school–university partnerships that enhance professional learning. Her work examines how research-informed program design and collaboration strengthen teacher education and improve learning outcomes across diverse contexts.
Andrea Ng
is a Lecturer in Early Childhood Education at Swinburne University of Technology. Her research primarily explores STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood and primary school settings. She is particularly interested in how educators integrate STEAM into teaching practices and curricula across Australian and Southeast Asian contexts. Andrea’s current work investigates how pre-service and in-service early childhood teachers navigate the challenges to integrate STEAM. Andrea is committed to continue to empower educators through the use of generative artificial intelligence, such as chatbots to support the development of pre-service teachers’ self-efficacy and pedagogical capacity in initial teacher education courses. Andrea also explores innovative research methodologies, with a special interest in the use of the World Café method to conduct participatory and contextually relevant STEAM education research.
Muhamad Gina Nugraha
is a PhD candidate at the Faculty of Education, Monash University, Australia, and a lecturer in the Physics Education study program at the Indonesia University of Education (Universitas Pendidikan Indonesia, UPI), where he has been teaching since 2012. His doctoral research explores how STEM learning experiences can support the development of interdisciplinary thinking among pre-service teachers. Muhamad Gina Nugraha holds a bachelor’s degree in Physics Education from UPI and two master’s degrees – one in Science Education from UPI and another in Physics from Bandung Institute of Technology (Institut Teknologi Bandung). His research interests include physics education, geophysics, astronomy, and environmental science, with a current focus
Fitri Nugraheni
is the Vice Dean for students and alumni affairs at the Islamic University of Indonesia (UII). She holds a Doctor of Civil Engineering. She is currently working as a lecturer in the Civil Engineering Study Program, teaching subjects related to the management of construction projects, including planning and controlling project cost, quality, time, and safety. Additionally, Fitri is actively involved in numerous projects as a practitioner, particularly as a project management consultant. Due to her work as both a lecturer and a practitioner, her research and teaching interests encompass construction project management, construction project safety, and engineering education.
Anastasia Papadopoulou
is a philologist, PhD in the Department of Philosophy, Pedagogy and Psychology of the National and Kapodistrian University of Athens. Dr Papadopoulou is a graduate of the Postgraduate Program “Theory, Practice and Evaluation of Educational Work” of the Department of Philosophy, Pedagogy and Psychology of the National and Kapodistrian University of Athens with a specialization in “Educational Evaluation” and works as a research associate in the Postgraduate Program “Theory, Practice and Evaluation of Educational Work” of the Department of Philosophy, Pedagogy and Psychology of the National and Kapodistrian University of Athens. The candidate was a member (2012–2015) of the Quality Assurance Unit (MODIP) of the National and Kapodistrian University of Athens. He has been vice president of the Hellenic Society of Educational Evaluation since 2015. Anastasia has organized, participated in and attended numerous seminars and conferences related to educational evaluation.
Prayogo Afang Prayitno
is a Lecturer in Civil Engineering at Universitas Islam Indonesia. He is particularly interested in the transportation system, traffic operations, and travel behaviour, and has a research and teaching interest in the field of transportation engineering. Afang is currently researching traffic signal coordination and non-motorised transportation infrastructure to enhance urban mobility. He is currently developing a civil engineering curriculum tailored to the future needs of his university.
Evangelos D. Protopapadakis
(PhD) is Professor of Applied Ethics (National and Kapodistrian University of Athens); Director of the NKUA Applied Philosophy Research Laboratory;
Leoni Russell
is the Lead, Employability and Work Integrated Learning (WIL) in the Employability and Careers Education team at RMIT University. Leoni provides academic leadership to build staff capability across a range of educational strategies including industry partnered learning, work integrated learning (WIL), career development learning (CDL) and the embedding of employability initiatives into curriculum. Leoni has extensive experience in WIL policy, governance, national research and facilitating professional development to support quality WIL practice. Leoni has previously been an elected director on the national board of WIL Australia and is currently on the Conference & Awards committee and the Vic/Tas ACEN chapter. Quality WIL practice and measuring impact for stakeholders is a key focus for all WIL practitioners and Leoni is currently leading a national taskforce to refresh the quality WIL standards.
Mary Ryan
is Professor and Dean of Education at Monash University. Her research is in the areas of teachers’ work in, and preparation for, diverse classrooms, teacher development and professionalism, reflexive learning and practice, writing pedagogy and assessment, and reflective writing. Her recent funded research projects are in the areas of classroom writing and preparing teachers to teach for diversity to break the cycle of disadvantage. Her research is transdisciplinary and applied. She is past President of the NSW Council of Deans of Education and Principal Fellow of the UK Higher Education Academy.
is a research assistant at Düzce University and a PhD candidate in Mathematics Education at Gazi University. She completed her bachelor’s degree in Elementary Mathematics Education at Anadolu University in 2019, followed by a Master’s degree in Mathematics Education at the same institution in 2022. Her academic work focuses on mathematics education, teacher training, mathematical wellbeing, abstraction, geometry instruction, and technology integration into education. She has participated in numerous national and international conferences, including the prestigious ICME-15 (The International Congress on Mathematical Education) held in Sydney, Australia. She has been actively involved in various research activities and academic events throughout her graduate studies. She is particularly interested in exploring how values and affective dimensions influence mathematics teaching and learning. She is committed to contributing to developing student-centered and research-informed practices in teacher education.
Emma Shaw
(PhD) is a lecturer in the School of Education at the University of Newcastle. Her research explores the intersection of education, technology, and historical understanding, guided by a philosophical hermeneutic framework. She is particularly interested in how emerging technologies such as simulation, augmented reality (AR), and artificial intelligence (AI) can enhance learning in history and the humanities. Emma investigates how these tools foster critical thinking, reflective practice, and learner agency, while expanding access to disciplinary knowledge. Her work focuses on integrating immersive technologies into educational settings to reimagine how learners engage with content and construct meaning. Through this, she contributes to innovative, inclusive approaches to teaching and learning in an increasingly digital and interconnected world.
Jennifer Suh
is a professor of mathematics education at George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Masters and PhD Programs. Her research and outreach in schools focuses on using high leverage mathematics teaching practices and asset-based instruction; infusing technology in mathematics classrooms for equity; and developing k-8 problem-based modeling tasks to promote equitable access to 21st century skills for diverse student populations in STEM disciplines. She has served as a board of director for NCTM and the VP of professional learning for AMTE spearheading
Stella Stylianou
is an Associate Professor in the School of Science at RMIT University, Melbourne, Australia, and currently serves as the Deputy Head of Teaching and Learning for the Department of Mathematical and Geospatial Sciences. She received her PhD in Statistics from the National Technical University of Athens, Greece, in 2005. Her research focuses on Statistical Experimental Designs, Biostatistics, and Data Analysis, with over 50 publications in leading international journals and high-profile conference proceedings. She collaborates extensively with interdisciplinary teams across academia and industry and has secured competitive research funding from national and international sources. A dedicated educator, she is recognised for her innovative approaches to teaching and has received multiple awards for excellence in learning and teaching. She contributes actively to the scholarly community as a guest editor, reviewer, and organiser of international conferences and academic workshops.
Hazel Tan
(PhD) is a Senior Lecturer at Monash University, specialising in STEM/STEAM education, secondary mathematics, and design thinking. With a disciplinary background in mathematics and technology, her work bridges research, practice, and policy to promote integrative and future-focused learning. She has held diverse roles across the education system, including senior secondary mathematics teacher, Head of Mathematics, and Educational Technology Officer with the Singapore Ministry of Education. Dr Tan leads professional learning initiatives across Southeast Asia, supporting cross-cultural collaboration and capacity building in STEAM education. Her research employs quantitative and mixed methods, with a particular interest in leveraging technology to drive innovation in education and teacher professional learning. She is committed to transforming STEM education through transdisciplinary, inclusive, and system-level approaches.
Kok-Sing Tang
is the Director of Graduate Research and a Professor in the School of Education at Curtin University. He holds a BA and MSc in Physics from the University of
Aikaterini Tsekou
was the Director of the Directorate of the Educational Service of Western Attica. She has been an Education official for many years. She has served Education in various positions. She was a trainer on issues of pedagogy, teaching, textbooks and curricula. She has participated in numerous edited volumes, articles of scientific interest and in numerous research publications. She has also participated in teaching and training activities in various organisations supervised by the Ministry of Education, Culture and Sports.
Alexandra Tzortzou
holds a Bachelor’s degree from the School of Physical Education and Sport Science of Thessaloniki, specializing in programs for vulnerable social groups, and a Master’s degree in Educational Leadership from Roma Tre University. I have worked in the private sector managing gyms and activity spaces, and since 2001 I have been teaching in Primary and Secondary Education. Since 2014, Alexandra has held leadership roles, including Head of Physical Education for Secondary Schools in Western Attica and is currently Principal of the 1st Junior High School of Agia Varvara. Alexandra has participated in numerous seminars, conferences, and publications and she is a certified adult educator and part of the authoring team of the Study Guide for IEK institutions. Alexandra speaks English and Italian. For the past 8 years, she has served as President of the Cultural Association of Perivoli, Fthiotida, Greece, actively engaging in volunteer work for culture and local development.
Pradipta Nandi Wardhana
has been working as a faculty member in the Civil Engineering Department (CED) at Universitas Islam Indonesia (UII) since 2013. His teaching and primary research interests are in the field of water resources engineering. Now, he is working on leveraging artificial intelligence to forecast river streamflow by considering uncertainty and data assimilation. He has been involved in curriculum development in his department since 2015. Since 2023, he has consistently supported CED UII students in securing a semester-long learning experience at a university abroad.
is a lecturer at the University of Newcastle, specialising in Educational Leadership, Technologies, and STEM. With nearly 30 years of experience, she brings a global perspective to educational innovation. Her research centres on digital transformation in education, with a strong focus on STEM integration, meaningful and inclusive technology use in classrooms, and the application of AI in both teaching and qualitative data analysis. She explores the use of immersive simulations and interactive technologies to prepare pre-service and in-service teachers for effective, future-focused classroom practice. Katie is particularly interested in designing innovative learning environments that build teacher confidence in using digital tools.