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Davide Ruscelli is Senior project officer (Coordinator) at the International Task Force on Teachers for Education 2030, hosted at UNESCO. He is an education expert with more than 10 years of professional experience in Education coordination, project management, government support and research at national, regional and global level. He has interned at the United Nations, worked as an English teacher in Italy and served as an Education Officer at UNICEF. He is proficient in English, Italian, French, Spanish, Russian, Arabic and German.

Dr. Lynn M. Gangone, CAE has served as AACTE’s President & CEO since 2017, her fourth higher education association leadership role. As President & CEO Gangone oversees the work of an international association dedicated to advancing educator preparation. As a campus senior administrator, lobbyist and policy analyst, association executive, and dean/faculty member, Gangone brings a unique perspective to her work. Her professional experience includes work at the New York State and New Jersey State Education Departments, American Council on Education, Maryland Independent College and University Association, University of Denver, and Centenary University (NJ). She has held faculty appointments at two Colleges of Education, George Washington University Graduate School of Education and Human Development and at University of Denver’s Morgridge College of Education. Gangone received an Ed.D. and M.Ed. from Columbia University Teachers College; an M.S. and C.A.S. from the University at Albany, State University of New York; and a B.A. from The College of New Rochelle. She is a Certified Association Executive (CAE) through ASAE, a member of the class of 2010 Harvard Institute for Educational Management (IEM) and is certified through Trustee Leadership Development. She serves on several education and association boards. Dr. Gangone is a sought-after TEDx speaker and commentator, featured in national publications such as The New York Times, Time, USA Today, and The Washington Post.

Professor LOW Ee Ling is the President’s Chair Professor in Education (Applied Linguistics & Teacher Education) and Dean, Academic and Faculty Affairs at the English Language & Literature Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She is also a member of the NIE Senior Leadership (NSL) team and an elected member of the NTU Senate (2014-2018). She obtained her BA in Linguistics (Acoustic Phonetics) from the University of Cambridge, UK under the NTU-NIE Overseas Graduate Scholarship. She won the Fulbright Advanced Research Scholarship which she spent at the Lynch School of Education at Boston College. Professor Low is an internationally renowned expert in Teacher Education and World Englishes and is constantly invited to deliver keynote addresses in both these disciplines to international scholars and policymakers. She is the Editor-in-Chief of the AILA Review, series editor of the Routledge Studies in World Englishes, a co-series editor of Springer’s Empowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives (ETLP) and Walter de Gruyter’s Handbooks of Applied Linguistics. She is a member of the OECD Education 2030 Scientific Committee and the Forum for World Education (FWE) Steering Committee. In 2021, she was recognized for her exemplary scholarship by the Academy for Leadership in Teacher Education (ALiTE), University of Hong Kong and appointed as a member of the Board of Governors for the International Baccalaureate Organization (IBO). In 2022, she was elected as an academy fellow of the prestigious International Academy of Education (IAE) based in Belgium.

A. Lin Goodwin (葛文林) is the Thomas More Brennan Chair of Education at the Lynch School of Education and Human Development. Prior to joining Boston College, she was Dean of the Faculty(School) of Education at the University of Hong Kong (2017-2022) and Vice Dean at Teachers College, Columbia University (TCCU) in New York (2011-2017), where she also held the Evenden Foundation Chair in Education. Professor Goodwin served as Vice President of the American Educational Research Association (AERA)—Division K: Teaching and Teacher Education (2013-2016), and is a Senior Research Fellow of the Learning Policy Institute. She received the 2022 Spencer Foundation Mentor Award honoring her work with emerging academics and doctoral students. She is the recipient of several multi-million-dollar U.S. federal grants to support TR@TC, an innovative teaching residency program at TCCU that she designed and launched in 2009, a program that has prepared 13 cohorts—and counting—of exceptional teachers for NYC schools.

Carole G. Basile is the Dean of the Mary Lou Fulton Teachers College at Arizona State University (ASU). Prior to joining ASU, Basile was Dean and Professor in the College of Education at the University of Missouri St. Louis (UMSL). As Dean at ASU, her work has centered on redesigning the education workforce and changing practices in teacher and leadership preparation. She is currently working with education organizations nationally and internationally to design systems and enable organizational change in these areas. She is recognized for her work in math and science education, teacher education, community engagement, and environmental education and has published numerous articles, books, book chapters, and technical papers. She is serving as Principal Investigator for multi-million dollar projects funded by the Kern Family Foundation and the Department of Education. Her community work is also extensive, as she has actively partnered with many urban school districts, nonprofit community and social service entities, and organizations focused on business, workforce, and economic development. Dr. Basile has 15 years of business experience in the areas of sales, management, and corporate training and human capital development.

Susan Ledger is Head of School - Dean of Education at University of Newcastle. She is an educator who has a passion for connecting people, places and projects. She has had a range of educational experiences in both primary, secondary and tertiary settings around the globe. Her recent publications explore how rural and international fields of study complement and compete with each other. She recently introduced simulated classrooms into the preparation of graduate teachers. SimLab@Murdoch (Mursion) offers a platform to practice and rehearse teaching, interviews and general interactions. Her current research interests intersect three research fields: Policies and practices related to teacher education; preparing to teach in diverse contexts (international & remote); and the use of mixed reality simulations to better prepare students for these contexts. Susan provides a global to local perspective on the teaching profession. She is leading reform by implementing simulation into the initial teacher education program at University of Newcastle. She initiated a successful 12month internship program unique to WA and introduced the Post Graduate Certificate in International Education aligned with the International Baccalaureate Teaching and Learning Certificates whilst at Murdoch. As Head of School - Dean of Education at UoN she is responsible for transforming teacher education, advocating for the profession and developing partnerships between schools, universities and educational sectors. Sue enjoys working collaboratively and has developed friendships and partnerships with researchers, organisations and practitioners around the globe.

Lace Marie Brogden, PhD, currently serves as Dean of the Faculty of Education, St. Francis Xavier University (StFX) and President of Association of Canadian Deans of Education. StFX is located in Mi’kma’ki, the ancestral and unceded territory of the Mi’kmaq People. Nommée au rang de Chevalier dans l’Ordre des Palmes académiques de la République française en 2019, elle travaille depuis 2021 en Nouvelle-Écosse. Lace Marie’s research interests include language teacher education, negotiating subjectivities, social determinants of health as a component of education for social justice, and autoethnography as method.

I am the Head of Institute for Education, Teaching and Leadership at Moray House School of Education and Sport at the University of Edinburgh. I teach on various courses within the MEd LL with a specific focus on Into Headship. I am also the Chair for the Scottish Council of Deans of Education. I am passionate about learning: my own learning, the professional learning of teachers, the learning of the education system, and most importantly the impact on children’s learning. This has been the underpinning focus and driving purpose throughout my career. I am able to focus on this through my various roles and enables me to consider what 'teacher education' looks like and who we are (as as School of education and collectively in the system) as teacher educators. I began my career in education as a primary teacher, working in Fife before broadening my personal and professional horizons to experience life in America and its education system. I taught in an elementary school in North Carolina, where I was awarded the North Carolina Cultural Educator of Year award in 2003. After studying for an MSc in Education, I took up a post as a lecturer at the University of Edinburgh, Moray House School of Education. During this time I worked across Initial Teacher Education (where I focused on pedagogy and digital earning), Masters Programmes for teacher education (which included the Chartered Teacher programme and an online MSc in Educational Leadership) and the taught Doctorate in Education. I led professional learning programmes with schools and individual teachers, across primary and secondary, focusing on practitioner enquiry. After a decade in the university context, I enjoyed a secondment with Education Scotland as a Development Officer for Teacher Education, taking forward key aspects of Teaching Scotland’s Future. I then moved to the General Teaching Council for Scotland in 2013, initially as an Education Adviser, then Head of Educational Services and laterally as Senior Education Officer for Research & Professional Learning. My work here provided a great opportunity to bring together my passion for enquiry, research, policy and practice – in many ways it was my doctoral thesis in a job description! This was then followed by a 3 year secondment to the University of Edinburgh where I have now taken up a permanent post. I have been fortunate to have fairly diverse professional experiences working across professional dimensions of practice, policy and theory. I had a lead role in creating and writing the GTCS Professional Standard for Career Long Professional Learning (2012). I was also responsible for the inception and development of the National Model of Professional Learning. This work which began in GTCS, working with colleagues from across Scotland, was then subsequently adopted as a national model by Education Scotland. In my current role at the University I work with teachers at all stages of their professional learning journey – from students just embarking on their career in education, to teachers committed to their ongoing learning and those seeking the next professional challenge. My enquiring, curious and active daughter helps keep me very busy outside work and also acutely aware of the importance and joy of education. This also gives me an insight of the system as a parent as well as a professional.

Stefanie Sullivan joined the School of Education at the University of Nottingham in 2003 and is currently Deputy Head of School and the Director of Initial Teacher Education. Having taught mathematics in middle and secondary schools, Stefanie spent several years as a consultant and INSET provider working with primary and secondary teachers nationally and internationally and writing and reviewing teaching and learning materials for teachers of mathematics before joining the School of Education. Having led the maths team for several years, Stefanie became the Secondary PGCE Course Leader in 2011 and has been the Director of Initial Teacher Education since September 2016. Stefanie has led on a variety of innovations across the partnership including developing our Primary PGCE programme and our Postgraduate Certificate in Mentoring Beginning Teachers. Stef is Chair Elect of UCET and a member of ATM, AMET, BSRLM and BERA. In 2010 and 2022 Stefanie was awarded the Lord Dearing Award for Teaching and Learning.

Gbolagade Adekanmbi holds a Bachelor's degree in Adult Education and Language Arts (1985); a Master’s degree in Adult Education, with a specialisation in Industrial Education (1986); and a PhD in Adult Education, with a research focus on Distance Education (1992), all obtained from the University of Ibadan, in Nigeria. From 1987 to 1995, he taught courses at undergraduate and postgraduate levels, in Adult Education, Industrial Education, Community Development and Distance Education, among others, at the University of Ibadan. He later joined the Centre for Continuing Education (CCE), University of Botswana in 1995, where he coordinated the Commonwealth Diploma in Youth in Development Work. He was a Kellogg Visiting Scholar at Syracuse University, USA, with doctoral research on “The Transformation of Correspondence Education to Distance Education in Nigeria, 1927-1987.” In 1992, he was a co-winner of the UNESCO Literacy Mention, based on research submitted to UNESCO and later published by the UNESCO Institute for Education (UIE) in Hamburg in 1998 as Literacy, Tradition and Progress: Enrolment and Retention in an African Rural Literacy Programme. From 2008 to 2011, he served as Deputy Director, Academic Programming at the CCE, and from 2009 to 2011, was the Centre’s Acting Director, overseeing the Centre’s academic and outreach programmes. Between 2017 and 2018, Professor Adekanmbi was an Adjunct Professor at Botho University in Gaborone, where he taught on the Master of Education in Higher Education programme, using blended learning. In 2022, he served as a Consultant for the Commonwealth of Learning (COL), in an online Open and Distance Learning (ODL) training programme organised for the Universidade de Pungue staff in Mozambique, under the auspices of the Southern African Development Community Centre for Distance Education (SADC-CDE). He has over eighty publications to his credit. One of his major works ‘The State of Access in Open and Distance Learning in Sub-Saharan Africa’ was published in a book on Open Access by IGI Global in 2021. Professor Adekanmbi has been the Dean of the School of Education, Botswana Open University since 2021, and is currently the University’s Acting Deputy Vice-Chancellor, Academic Services.

Carol Hordatt Gentles is currently President of the International Council on Education for Teaching (ICET), a global association of organizations, institutions and individuals concerned with the preparation of teachers. In this capacity she works as co-coordinator for the UNESCO International Teachers Task force thematic group on Inclusion and Equity in Teacher Policies and Practices. She is a Senior Lecturer in Teacher Education at the School of Education, UWI, Mona, Jamaica, and also serves as Deputy Dean for Wellness and Success for the Faculty of Humanities and Education. She is the chief editor for the Caribbean Journal of Education and Development, and the Programme Coordinator for the MA in Teacher Education and Teacher Development. Her research focuses on interrogating the challenges of persistent authoritarianism and traditional pedagogy in Jamaican and Caribbean teacher education. She has positioned herself, through her scholarship, as an advocate for teacher voice, and critical, caring pedagogy as an alternative way of facilitating the provision of high-quality teaching in the tertiary sector.

William [Bill] Gaudelli, Ed.D. is Senior Vice Provost for Education and Learning Assessment and Dean-on-Assignment, having previously served as Dean of the College of Education at Lehigh University [PA]. Gaudelli’s career spans over 35 years as a classroom teacher, researcher, professor, and academic administrator. A prominent international scholar, his research areas focus on global citizenship education and teacher education and development. Dr. Gaudelli previously served as the Chair of the Department of Arts and Humanities, at Teachers College, Columbia University. Prior to his department chair role, he was both a faculty member and program director of the social studies program. Before joining Columbia in 2006, Dr. Gaudelli held the positions of associate and assistant professor and program supervisor at the University of Central Florida. He has published over 80 scholarly pieces and three books, recently completing a fourth book entitled Pedagogy of the Global Event (2023). He is currently developing a Handbook on Global Citizenship Education (anticipated 2026) in collaboration with Ricardo Römhild. His research in global citizenship education and teacher development is widely read among scholars and has garnered over 2100 citations on Google Scholar and ranked in the top 1% of Curriculum and Teaching scholars by ScholarGPS. In a recent book, Global Citizenship Education: Everyday Transcendence, he offers an analysis of global citizenship education in various global locales. He worked with UNESCO to author a report Teachers have their say (2021). Dr. Gaudelli is a frequent keynoter at international conferences and guest lecturer at various universities. Over the past decade, Dr. Gaudelli has given over 85 invited keynotes and talks, in China, Italy, Israel, Thailand, Japan, India, Poland, Hong Kong, Germany and South Korea. He has participated in panel discussions and conferences with UNESCO, UNAI, UNAOC, and WFUNA and a wide-range of professional organizations. He co-founded the Global Competence Certificate (GCC) program in partnership with World Savvy and Asia Society, two leading global education non-profits. The GCC is built in an online environment that promotes high-touch interactions between faculty and students while leveraging digital technologies to enhance participant experience. Dr. Gaudelli was also elected to the South Orange-Maplewood School Board (NJ) in 2011 where he served for over three years, including a two year appointment as board vice-president.

Leadership and learning are the fields of expertise of Michael Schratz. As a professor at the Department of Teacher Education and School Research he has published numerous books and articles, both in German and in English, some of them translated in several other languages. He was invited to give key notes at international academic conferences, in events of the European Commission and European Union or reform activities of state and province ministries. As the founding dean of the School of Education at Innsbruck University he was deeply engaged in the reform of teacher education. In his function as academic director of the Austrian Leadership Academy he prepared more than 3000 educational leaders for an emerging next practice. As President of ICSEI he received international acknowledgment and was awarded Life Membership for his engaged work with schools and education systems. As the chairperson of the Jury of the German School Award he advocates for excellent schools facilitating deep student learning. In 2011 Michael Schratz was conferred the title of Professor Honoris Causa at Bucharest University. For his scientific achievements and his endeavour to link research evidence and educational practice he was awarded the Austrian Cross of Honour for Science and Art, 1st class in 2017. In 2018 he held the Fritz Karsen Chair at the Humboldt University in Berlin. He is a member of the International Academy of Science and the scientific director of the Horizon 2020 EU Innovation and Training program „European Doctorate in Teacher Education“ (EDiTE).

Professor Donna Pendergast, now the Director of Engagement in the Arts, Education, and Law Group at Griffith University, Australia, has had a remarkable career marked by transformative contributions to education. Serving as the Dean and Head of the School of Education and Professional Studies from 2009 to 2023, Donna began her journey as a secondary school teacher, quickly emerging as an expert in student engagement, teacher professional learning, and school transformation, particularly in the middle years. Donna's influence extends across state, national and international levels, actively shaping education policy. Since 2018, she has been a member of the Board of the Australian Institute of Teaching and School Leadership (AITSL) and has chaired its Teacher Education Expert Standing Committee (TEESC) since 2019. Her leadership roles also include Chair of the Queensland Educational Leadership Institute (QELi) from 2018 to 2022, Chair of the Queensland Council of Deans of Education (QCDE) for seven years, and Vice President of the Australian Council of Deans of Education for two years. She has served on numerous Ministerial committees and regularly conducts school-based professional learning for educators. She was a key strategy shaper during the COVID pandemic. A dedicated advocate for middle years education, Donna is a Council member of the National Council for Be You, the school-based well-being initiative by Beyond Blue, since 2021. She also serves as an ambassador for the Adolescent Success professional association and a Trustee of the King and Amy O’Malley Trust, one of Australia's largest philanthropic scholarship funds. She has played a lead role in establishing two schools that are changing the lives of hundreds of young people as they engage in learning that was not possible for them in traditional schooling models. Her leadership and contributions have earned her numerous accolades, including the Griffith University Vice Chancellor’s Research Supervision Award for Excellence, the Australian Council for Educational Leadership Miller-Grassie Award for Outstanding Leadership in Education, and the Australian Council of Deans of Education Award for Outstanding Service to Education and the Council. In a crowning achievement in 2024, Donna was invested as a Member of the Order of Australia in the first King Charles Australia Day Awards, recognizing her significant contributions to education.

Mary-Louise Vanderlee is a Professor in the Faculty of Education (FOE) at Brock University with over 20 years of leadership experience in the Niagara Region and beyond. At Brock, Vanderlee has held a variety of positions including Chair of the Department of Graduate and Undergraduate Studies in Education, Director of the Master of Education and Director of the PhD in Educational Studies (2014-2017) and service as the inaugural Chair of the Department of Educational Studies (2018 -2021) Associate Dean, Professional and Undergraduate Student Services (2022- 2023) and Interim Dean (2023-2024). Along with Dr. D. Harwood, Vanderlee codeveloped the successful Bachelor of Early Childhood Education (honours), a degree completion program. During her long-term partnership with the Niagara Region, she advised the executive of the Niagara Childcare Sector, and served on the Niagara Children’s Planning Council, Niagara Children’s Research Table (6 years as Chair) Niagara Quality Childcare Initiative and was named an Early Years Champion. Vanderlee also served 16 years on the executive of the Canadian Association of Research in Early Childhood. In partnership with the Faculty of Education Sciences at Northwest University in South Africa, served as and Extra-Ordinary Professor (2012-2015) while co-developing a 4-year program of service learning for foundation phase students, introduced the opportunity to establish the South African Journal of Early Childhood Education during the inaugural South African university sector conference in ECED. She has supervised over 50 graduate students and served as external examiner for numerous PhD and Master level students. Over 20 years, collaborations with community partners generated approximately 1.5 million in grants and approximately 400k in research funds. All scholarly activities entailed collaboration with diverse teams of people from a variety of organizations, relationship building and the development of shared understanding and negotiation of priorities for the improvement of young children, their families, and communities.

Doug McCall is a former teacher, union leader, community organizer and lobbyist. He has been active in school health promotion and social development since 1987. He was elected as a Director of the Canadian Teachers Federation at age 23 highlighting a brief teaching career working with troubled students and 11 years of union organizing. His advocacy was instrumental in the creation of the English language school board system in Quebec’s new Education Act (see s. 110) in 1984) later confirmed in court cases & by a new government), the formation of a education ministry structure/team to serve English schools and managed community responses to a Canadian Supreme Court decision protecting minority language rights for all Canadians. Doug was a key part of the school health movement in Canada between 1987 and 2010. During those years, he worked as a consultant for education organizations in Canada such as the Council of Ministers of Education, Canada, as well as an employee/contractor of national associations representing education ministry officials, teachers, school boards, school principals and senior school administrators. He was instrumental in establishing much of the infrastructure in Canadian school health promotion, including founding the Canadian Association for School Health, publishing the first consensus statement on a comprehensive approach to school health promotion in 1990, coordinating several national initiatives led by educator organizations with several federal departments and the creation of the federal-provincial-territorial Pan-Canadian Joint Consortium for School Health, a uniquely Canadian mechanism (there is no federal department of education) established by the education and health ministers in 2005. In his semi-retirement, Mr. McCall has worked with others from around the world to establish the International School Health Network. As part of this work, he chairs the FRESH Partnership, a coalition of UN agencies, donors and global NGOs which was initially focused on health and evolved to be concerned with education success/inclusion and all aspects of the whole child. He is a pioneer in the development of a systems approach to integrating health & social programs within school systems. His interest and commitment to supporting networks has led him to be part of the formation of the Global Network of Deans of Education for which he acts as Coordinator. Doug lives with his wife of 48 years in British Columbia Canada, spending several months as a “rainbird” in Indio, California thereby avoiding the pitfalls of living on Canada’s “wet coast”. He has written and published over 100 monographs, journal articles, book chapters, guides, booklets, and other publications on a wide variety of health & social development issues, education change, indigenous communities, and vulnerable populations. Key publications include work with the Royal Commission on New Reproductive Technologies a status report on HIV/AIDS and school health programs with the Council of Ministers of Education, Canada and several book chapters describing the evolution of settings-based and school health promotion and social development around the world and in Canada. Mr. McCall co-authored an award winning journal article on the application of systems-focused, ecological approaches to school health promotion and social development which has been the basis of his current advocacy at the global level to persuade decision-makers to use systems thinking, systems science and organizational development to achieve greater sustainability in their school-related policies and programs.

Peter Kent was headteacher of Lawrence Sheriff School in Rugby (an 11-19 school with approximately 1000 pupils) from 1999 until his retirement in December 2021. Throughout his 23 years as headteacher the school maintained an Ofsted grading of outstanding. Lawrence Sheriff became a National Teaching School in 2012 and was named as one of the government’s National Teaching School Hubs in 2021. Having completed his doctorate in school culture during the early years of his headship. Peter worked part-time for the UK National College for School Leadership for several years and was one of the team of authors who wrote modules for the UK National Professional Qualification for Headship. Peter was President of the Association of School and College Leaders from September 2014- August 2015. He also became a member of the UK Ethical Leadership Commission and contributed to their 2019 report Navigating the Educational Moral Maze. As a result of his work with ASCL, Peter joined the Executive of the International Confederation of Principals, the representative body for professional leadership associations across the world. Having served as the European member of their Executive, he was elected President during their convention in Shanghai in 2019 and took on the role from 2022-2023. As Past President of ICP he continues works with school leaders from across five continents as well as a range of governments and international organisations such as the UN and OECD. In recognition of his contribution to education, he was made an Honorary Professor of Practice by the Centre for Education Leadership, Institute of Education, University College London, in October 2022. He was also awarded an honorary Doctor of Letters degree by Warwick University in January 2023.

Kayla Jackson is a Project Director in the Children’s Programs department of AASA’s Leadership Network Division. In her role she has oversight for AASA’s work related to health and mental health, especially as they relate to positive academic outcomes for students. Current work includes a youth mental wellbeing grant focused on mental health, risky behaviors, vaping/tobacco use, and youth development. Prior to joining AASA, Jackson was the Vice President of Programs at the National Network for Youth, the national organization representing community-based runaway and homeless youth-serving organizations. She has extensive background in women’s and adolescent health, youth, and youth at high risk for negative health outcomes related to reproductive health, breast cancer, mental health, and sexually transmitted infections/HIV. Ms. Jackson is Board Treasurer of the School Based Health Alliance and a member of the Board of Directors of CATCH Global Foundation. She is a founder member of the Coalition to Support Grieving Students. Jackson has a BA in English from Mount Holyoke College and a master’s in public administration from New York University. She is the mother of two adult daughters who graduated from Prince Georges County (MD) public schools.

Ken Bain has served as the Executive Director of the Canadian Association of School System Administrators (CASSA) for the past twelve years where his focus has been the sharing of leadership knowledge and experiences throughout Canada. Prior to his current position, Ken spent sixteen years as a district-level leader in Ontario, Canada. He was a classroom teacher and school-based administrator for twenty years before that. Ken’s educational background includes a Bachelor’s Degree in Political Science from McMaster University in Hamilton Ontario, a Bachelor of Education Degree from the University of Toronto and a Master of Science in Education from Niagara University in the United States. Ken strongly supports CASSA’s values: diversity, equity, excellence, inclusion, responsiveness, and well-being. He has been committed to continuous learning for system leaders through his organization of annual conferences and contributions to the Leaders and Learners professional newsletters and publications. In his role on the Canadian School Mental Health Leadership Network Steering Committee, Ken has focused on improving student mental health and well-being. Ken is pleased to have represented CASSA as a contributing organization in the development of the Joint Statement on Rebuilding, Renewing & Transforming School & Other Systems. Ken has been married to Eileen for 49 years and is a proud father of one and Grampa to two wonderful grandchildren.

Marilyn Leask has been Professor at four universities and is co-chair of the international MESHGuides research knowledge mobilisation initiative (www.meshguides.org). She is Co-chair of the Ed Futures Collaboration charity. The Ed. Futures Collaboration charity sees teachers as providing a bridge between those in research institutes and companies who hold expert knowledge, and learners and their communities. MESHguides are a low cost sustainable knowledge mobilisation system designed to put summaries of the latest knowledge in the hands of teachers anywhere. It is translatable into 80 languages, used in 193 countries, and developed voluntarily by teachers for teachers. Marilyn has authored, co-authored and edited several book publications, including ‘Teaching and Learning with Technologies in the Primary School’, ‘Learning to Teach in the Secondary School: A Companion to School Experience’, and ‘Education for All in Times of Crisis: Lessons from Covid-19’.

Sarah Younie is a Professor in Education Innovation at De Montfort University and visiting Professor at Chichester University. She is co-chair and founder member of the Education Futures Collaboration (EFC) charity and MESH (Mapping Education Specialist knowHow) project (online research summaries for teachers), which is a recognised NGO member of International Teacher Task Force (ITTF); MESH contributes to UN SDG4. She is the elected chair of ICET (International Council on Education for Teaching) and Editor-in-Chief of the Journal Technology, Pedagogy and Education. Sarah graduated with a first class degree from the University of Warwick, and then studied for a PGCE in Humanities and English at University of Leicester; then, whilst working as qualified teacher in schools she completed a Certificate of Further Professional Study in Education at the University of Cambridge. Sarah was awarded an ESRC scholarship to study for her Masters in Sociology of Contemporary Culture at the University of York, and has since completed a PhD in Education and Technology. She taught in a number of secondary schools and since then she has taught on BA, PGCE and MA courses where her teaching and research focuses on change in education, in particular technology and the opportunities it affords for innovation in practice. She has been an external examiner for MA and doctoral programmes. During her role as U.K Chair of ITTE (Information Technology in Teacher Education), Sarah has liaised with government agencies and has conducted national research for government, and submitted evidence for the ‘Parliamentary Select Committee Inquiry into Education’ in 2009. She was the co-investigator for the EU funded ‘Learning School’ project, part of European Schoolnet Multimedia project, supported by 23 Ministries of Education; the ‘Web@Classroom’ project, awarded ‘ICT Best Practice in European Education’ in recognition of innovation. Other international projects have included the EU funded ‘European Knowledge Center' project, developing the teacher-researcher interface. Previous national research includes the ‘Use of Learning Platforms in HEIs and Schools’; BBC News School Report for ITE; SOURCE project (Software Use, Reuse and Customisation in Education) TLTP funded with The Open University.

Irma Eloff is the Chair of the Global Network of Deans of Education (GNDE). She is a former dean of Education at the University of Pretoria, South Africa, and was the first woman to hold this position. In her post-deanship years, she is serving as a professor of Educational Psychology at the University of Pretoria. She is a registered educational psychologist and a member of the Academy of Science of South Africa (ASSAf). She is rated as a social scientist by the National Research Foundation in South Africa (B2). In 2018 she was awarded a Förderkreis 1669 Wissenschafft Gesellschaft professorship at the Institut für LehrerInnenbildung und Schulforschung (Institute for Teacher training and School research) of the University of Innsbruck. She has authored 100+ scholarly articles and book chapters and has authored and edited nine book publications. Irma is an alumnus of the Universities of Pretoria, Stellenbosch, Northwest and the GIBS Business School. She is an adjunct professor at the University of Innsbruck, Austria.

Suzanne Kapelari did her doctorate degree in biology (Zoology) and her teacher’s degree in biology and environmental education at the University of Innsbruck, Austria. After giving birth to four children and establishing the Plant Science Education Center (Grüne Schule) at the Innsbruck University Botanical Gardens, she was granted funding for a series of research projects by the European Commission and finished here habilitation as a visiting researcher at Kings College London, UK. She was Assistant Professor at the Austrian Education Competence Center Biology at the University of Vienna before she moved back to the University of Innsbruck to become University Professor for Biology and Environmental Education and lately Dean of the Faculty for Teacher Education. Her research interests are Learning Outside the Classroom, the development of higher order thinking skills (Critical Thinking, System Thinking) and Biodiversity Education. She is very active in coordinating, as well as participating in international European funded projects and is currently coordinating the European Erasmus+ Teacher Academy Project addressing the acquisition of Meta-Scientfic-Literacy Skills.

Margery A McMahon is Professor of Educational Leadership and formerly Head of School of Education (2019-2023). Formerly a teacher of History and Politics, Margery joined the School of Education in 2004 and led the development of the MEd in Professional Development and Enquiry before serving as Head of the Department of Educational Studies. In 2013-2014 she was seconded to the National Implementation Board for Teaching Scotland’s Future where she led the scoping and initial set up of the Scottish College for Educational Leadership. She is the author and co-author of several books focusing on professional learning and leadership including O'Brien, J., (ed) (2016) School Leadership 3rd edition, Edinburgh: Dunedin. Recent articles and chapters focusing on educational leadership include, Mowat, J., G., and McMahon, M., (2018) ‘Interrogating the concept of ‘leadership at all levels’: a Scottish perspective.’ Professional Development in Education (Early Online Publication); Hamilton, G., Forde, C., and McMahon, M., (2018) ‘Developing a coherent strategy to build leadership capacity in Scottish education.’ Management in Education. Vol.32 (2) 72-78 and McMahon, M., (2018) ‘Teacher Leadership’ inBryce, T.G.K., Humes, W.H., Gillies, D., & Kennedy, A., (Eds.), (2018) Scottish Education Fifth Edition Edinburgh: Edinburgh University Press.Her co-authored article: McMahon, M., Forde, C., & Dickson, B., (2015) 'Reshaping teacher education through the professional continuum.’ Educational Review Volume 67, Issue 2, April 2015 received the Educational Review prize for 2015 'article of the year.' She serves as an adviser and consultant to national and international agencies on leadership development and institutional capability building. Professor McMahon is UK Representative for the International Study Association for Teachers and Teaching (ISATT) and a member of the Global Deans of Education Network (GDNE).