Ernest Afari
is an Assistant Professor of Mathematics Education at the Mathematics, Science, and ICT Education Department, University of Bahrain, Kingdom of Bahrain. He holds a PhD in Mathematics Education from Curtin University, Australia, and an MSc (Mathematics) from the University of British Columbia, Vancouver, Canada. His research focuses on structural equation modelling, psychometrics, and the application of statistical procedures to education. He has published over 50 peer-reviewed journal articles and book chapters. Dr. Afari is a regional editor (Middle East & North Africa) of Learning Environments Research and a co-editor of the Journal of Science of Learning and Innovations, and he has been a reviewer for several journals, including the International Journal of Science and Mathematics Education, Learning Environments Research, and Instructional Sciences.
Safa’a Ahmed Ahmed
is a professor of Translation and Linguistics at MSA University in Egypt. She is also an expert in world politics and Artificial Intelligence. Her experience in mass media has provided her with multidisciplinary perspectives into many issues, theoretically and practically. She is the author of: ‘Towards a New Millennial Theory of Translation’ (2024), ‘AI Bias and Neural Machine Translation: Translating Heavily-loaded Ideological English → Arabic Messages’ (2022), ‘Quality Assessment of Simultaneous Interpreting’ (2020), ‘Translation as a Soft Power to Westernise Local Identities’ (2020), ‘Postcolonialism and Foreignisation as a Translation Strategy’ (2019), ‘Towards an Accurate Simultaneous Court Interpreting’ (2017), ‘Translation and Shaping the Arab Identity in a Post-colonial Globalized World’, ‘Mass Communication and Ideological Translation: A Modernization or a Conflict Enterprise?’ (2014), among others. She also works as a trainer, accredited by CPD Standards Office, UK, a mentor at Westminster University, London, as well as a Huawei Certified Academy instructor.
Asmaa Ayoub
is an Assistant Professor at the Faculty of Arts, University of Aswan, Egypt. She obtained her MA and PhD in Literary Criticism from Helwan University, Egypt. Her research interests span applied criticism, the intersection of politics and criticism, and the evolving relationship between artificial intelligence and
Fouad Boulkroun
earned both his MA and PhD in Applied Linguistics from the Faculty of Languages, University of Mentouri Constantine Algeria. Presently, he is an Assistant Professor at Abdelhafidh Boussouf University Centre of Mila, Algeria, with thirty-one years of teaching experience. He taught TEFL, Educational Psychology, Psychology, Neurosciences, Linguistics, Written & Oral Expression, Grammar, etc. He is equally a teacher-researcher who is interested in issues related to second language acquisition, grammar instruction, intercultural awareness, cognitive processes, individual differences and differentiated instruction, NLP and sentiment analysis, experimental research, digital and blended learning, web-based apps (e.g., Streamlit), LMS & VLE (e.g., Moodle, Canvas, and the like), to name but a few. He is as well keen on using research facilitation software or statistical packages and programming languages for data science and analytics, such as SPSS, AMOS, PYTHON, R, SAS, NVIVO, ENDNOTE, EVIEWS, which ease the use of statistics in scientific research.
Noha Desouky
is a teacher at the English and Scientific Method Department, German University in Cairo. She holds a BA in English Literature and Translation from Ain Shams University, Egypt and an MA in International and Comparative Education from the American University in Cairo. Currently, she is pursuing a PhD candidature in Applied Linguistics through a joint program between the Arab Academy for Science, Technology & Maritime Transport and Alexandria University’s Faculty of Arts, Egypt. Her research focuses on student development in higher education, particularly the emotional and cognitive growth of learners, digital media in education, and active learning approaches and methodologies. She has contributed to academic literature, including a book chapter titled Toward a Holistic Journey of Self-Authorship, published in The Struggle of Citizenship Education in Egypt (Routledge, 2018). Passionate about fostering
Hanaa Youssef Shaarawy Ismail
is an associate professor of Linguistics. She graduated from the Faculty of Al-Alsun, Ain Shams University and earned her MA and PhD from Helwan University, Egypt. Her research is in Linguistics, Writing, and Higher Education and Artificial intelligence applications. She encourages her students to use AI tools to cope with the development of technology. She worked for higher education institutions like Helwan University, Modern Sciences and Arts (MSA) University, the German University in Cairo (GUC) and Badr University in Cairo (BUC). She fulfilled many administrative duties including the responsibilities of Program Manager at BUC wherein she shared in the process of obtaining the quality assurance certificate for the English Program at BUC. She also keeps developing her academic and professional skills by attending conferences and many webinars in Linguistics, AI and research methodology. She is a reviewer of research articles in national and international peer review journals.
Samia Kara
earned her MA and PhD in Applied Linguistics from the Faculty of Languages, University of Mentouri-Constantine, Algeria, where she began her academic career (as a teacher and as a researcher). She was a member of the Program Renewal National Commission (Algerian Ministry of Education) and collaborated with research institutions, including the GRATICE research laboratory (University of Paris 12), the Great Maghreb: Economy and Society Research Lab, the Research Centre in Applied Economics, and the Research Unit: Africa-Arab World at the University of Mentouri-Constantine. Currently, she teaches at the English and Scientific Method Department, German University in Cairo, and is a reviewer for Cogent Education and Cogent Humanities. Her research comprises digital learning, AI, dialogic teaching, sustainable development. Her latest publication was ‘Rhizomatic learning for nomadic learners: A postdigital education blended conceptual metaphor framework’ in Khine, M.S. (Ed.). ‘Rhizome Metaphor: Legacy of Deleuze and Guattari in Education and Learning’.
Myint Swe Khine
is a professor who holds a Master’s in Education from the University of Southern California, Los Angeles, USA, and the University of Surrey, Guildford, UK and Doctor of Education from Curtin University, Australia. He worked at the National Institute of Education at Nanyang Technological University, Singapore. He was also a Professor and chair of the Assessment and Evaluation
Sarah Magdy
is a graduate of the Faculty of Arts, Ain Shams University and she earned her MA in Applied Linguistics from Helwan University, Egypt. Presently, she is a PhD candidate at Cairo University. Sarah teaches at the German University in Cairo. One of her academic experiences involved the initiative to train 1000 public school teachers led by the GUC. The program combined theoretical training with hands-on experience to guide primary, preparatory and secondary stage teachers and provide them with various teaching methodology catering to the different stages. Sarah’s research interests include issues in Corpus Linguistics, Discourse Analysis and the intersection of technology with language and learning. She is particularly interested in how large data can be used to study language patterns. Her work explores how emerging technologies including artificial intelligence and Natural Language Processing, may affect how humans interact with computers in turn shaping language use and digital discourse.
Mai Magdy M. Sleim
is a PhD candidate at the Faculty of Al-Alsun, Ain Shams University, (Cairo, Egypt). She holds an MA from the same faculty, where her research explored the relationship between cognition and emotions. Currently, she teaches at the English and Scientific Method Department at the German University in Cairo. With a quite reasonable experience in translation and teacher training, Mai has also contributed to educational development, participating in a national project in 2010. Her expertise extends to linguistic and computational analysis, demonstrated through her role in data analysis and development for the Arabic language AI model at DeepL. Her interdisciplinary background bridges Linguistics, Education, and AI, reflecting her commitment to advancing research in cognitive and language sciences. Through her academic and professional work, Mai continues to explore the intersections of language, cognition, and technology, contributing to both theoretical insights as well as practical applications in the field.
is a linguist, translator, and dedicated instructor with 17 years of hands-on experience in teaching, translation, and simultaneous interpretation. She holds an MA degree in Teaching English to Speakers of Other Languages (TESOL) and a Professional Diploma in Translation and Simultaneous Interpretation from the American University in Cairo (AUC). Throughout her career, she has worked extensively in both academic and professional settings, bridging linguistic and cultural gaps through her expertise in translation. Passionate about language education, she employs innovative teaching methodologies to enhance learners’ proficiency and confidence in English. Her interests lie in language acquisition, cross-cultural communication, and applied linguistics. With a deep commitment to lifelong learning and professional excellence, Nermine continues to contribute to the fields of education and translation (at the GUC and the AUC), helping students and professionals develop their linguistic skills while fostering a greater appreciation for the nuances of language and communication.