Lauren is a Senior Lecturer at Queensland University of Technology, Australia who works on Turrbal and Yuggera land and is of settler/European descent. She is the HEA Fellowships Program Lead for the specialist award of Associate Fellow Indigenous Perspectives and Knowledges. Lauren provides sector-wide professional development on learning and teaching effectiveness.

Tain is an Associate Lecturer at Queensland University of Technology, Australia who works on Turrbal and Yuggera land and is of Aboriginal and Torres Strait Islander descent (Wulgurukaba/Bindal- North Queensland). He is the HEA Fellowships Program Co-Lead for the specialist award of Associate Fellow Indigenous Perspectives and Knowledges.

Through her work as Academic Director Digital Literacies at Swinburne University, Rowena Ulbrick is responsible for a range of strategic teaching and learning initiatives in the areas of educational innovation, digital literacy and leads the Adobe Creative Campus program.  Chair of Swinburne's AI Advisory Group, Rowena spearheads a university-wide Community of Practice on AI in Education. Rowena’s research and professional endeavours are focussed on embedding human-centred capabilities, digital technologies and innovative pedagogical practices within higher education settings. A PhD candidate, Rowena’s research delves into the strategic challenges faced by higher education leaders in embedding Graduate Attributes across Australian universities. Her work as Academic Director – Digital Literacies employs Design Thinking as a model of professional learning, cultivating educational innovation that empowers academics. Rowena’s work aims to shape policies and practices that enhance enduring capabilities for educators and students, ensuring that higher education institutions remain at the forefront of educational innovation.

My name is Cedomir (Chad) Gladovic, and I am a lecturer in the field of Construction Management and Economics. I have a strong interest in online learning, problem-based learning, and innovative assessment strategies. My research focuses on aligning curriculum and assessment practices with the evolving needs of industry, particularly in the built environment and digital construction sectors. I have been actively involved in curriculum development, designing and implementing programs that incorporate contemporary educational approaches to enhance student learning and professional preparedness. My teaching philosophy emphasises active and experiential learning, encouraging students to develop critical thinking, adaptability, and problem-solving skills essential for success in complex and rapidly changing environments. I am passionate about exploring the effectiveness of alternative assessment methods to improve student engagement and learning outcomes, contributing to ongoing discussions on assessment reform and innovation in higher education.

Associate Professor Kelly Linden is a 2025 ACSES Equity Fellow from Charles Sturt University. Over the last 9 years, Kelly has developed and led retention work across Charles Sturt which has resulted in a number of publications and awards. Her research interests are student engagement, success, retention and feedback with a particular focus on supporting equity students.

With over two decades of experience in the financial services sector and a Doctorate specialising in Enterprise Risk Management, Jolene brings a holistic and forward-thinking approach to risk and advisory services. Specialising in enterprise-wide risk management, she helps organisations navigate dynamic and complex environments by aligning risk programs with strategic objectives and challenging conventional thinking. Beyond her professional expertise, Jolene contributes to governance, leadership, and education across various health, professional, and academic organisations. Drawing on diverse perspectives from her board roles and educational initiatives, she is passionate about driving meaningful change and fostering growth in the organisations she supports. Jolene is also the author of two children's books that champion diversity, inclusion, and empathy—values that resonate deeply in both her professional and personal life. Her work reflects a steadfast commitment to inspiring others and creating environments where innovation and inclusivity thrive.

Ms. Natasha Herman serves as the State Campus Coordinator for Nursing at Torrens University. With extensive clinical experience in emergency, surgical, and pediatric care, she is dedicated to shaping adaptable, confident nurses. Currently pursuing advanced research, her expertise in education and research drives innovation and progress within the nursing profession.

Alyce Greenwood is a Senior Educational Practice Specialist at RMIT University. She is deeply passionate about enhancing higher education learning and teaching practices. Alyce brings a wealth of experience as both a learner and an educator, which greatly influences her approach to her work. She is recognised as a Fellow by Advance HE, and holds a Bachelor of Teaching (Secondary), a Bachelor of Arts, a Master of Information Management, a Graduate Certificate of Higher Education (Learning and Teaching) and a Master of Education (Leadership and Learning). (https://orcid.org/0000-0003-1740-9200)

Dr Anna Branford is a Careers Educator in RMIT's central CEIQ team, focused on supporting educators and learning designers to embed Career Development Learning into curricula. She holds a PhD in Sociology and a Graduate Certificate in Careers Education and Development, and taught in the field of sociology for over a decade. She brings a critical lens to the careers field and is interested in connections between careers-oriented learning, critical thinking, and social justice. (https://orcid.org/0009-0002-7665-7108)

Malar is a distinguished education professional and leader in learning and teaching. Currently serving as Project Coordinator (Learning and Teaching) in the Faculty of Science and Engineering at Curtin University, Perth, she previously undertook a secondment with Curtin Learning and Teaching as Senior Curriculum Advisor, where she contributed to the Course Teaching Quality Team. She holds a Master of Education from the University of Western Australia, a Graduate Diploma in Secondary Education (Mathematics and Business Studies) from Curtin University, and a Master and Bachelor of Commerce from the University of Madras, India. An Associate Fellow of the Higher Education Academy (AFHEA), Malar is deeply committed to advancing pedagogical excellence. Her career includes impactful roles at Curtin Malaysia, such as University Teaching and Learning Coordinator and Dean of the Learning Centre, where she championed high-quality teaching practices and facilitated foundational programs to enhance academic staff capabilities.

Point for Debate Context/background: Rapid technological evolution has forced higher education to embrace 'teaching as design' and focus on pre-active planning to incorporate evidence-based innovative teaching and learning strategies that are supported by physical and digital environments (1). Whilst traditional educational technology focused on content delivery, emerging technologies like generative AI are reshaping pedagogy (2). AI, defined as the use of algorithms based on existing data to create new data (3), has sparked debate, challenging academic integrity (4) and disrupting educational approaches (5). However, AI has also been found to enrich learning experiences (6) and promote self-reflection (7). Self-reflection enhances reasoning and self-awareness in clinical situations(8), however, fostering self-reflection across diverse student cohorts requires innovative approaches. Description: This session will begin with a demonstration and overview of an AI-image generation activity integrated into a theoretical unit at Australian Catholic University, which encouraged self-reflection and unconscious bias recognition. While AI can deepen engagement and self-awareness, concerns remain regarding its accuracy, ethical implications, and the potential reinforcement of biases. Attendees will discuss whether AI should be widely integrated into self-reflection practices or if its risks outweigh its benefits. Intended outcome: This session will contribute to ongoing debates about the role of AI in education, particularly in fostering critical self-reflection. Participants will be invited to share their perspectives on potential implications and application of AI tools in reflective practice. The session aims to generate insights into how AI might be responsibly and effectively integrated into educational frameworks to enhance self-reflection. Engagement: Participants will utilise an AI-image generation tool to prompt self-reflection on their view of AI. Participants will then actively engage in debate by discussing key arguments for and against AI-driven self-reflection. The interactive nature of the discussion will encourage critical engagement, knowledge exchange, and diverse perspectives on AI’s role in higher education.

Emma is an experienced lecturer and subject designer. The first part of her career was spent in management consulting and human resources where she acquired skills in facilitation, leadership development and learning design. She began teaching at the University of Melbourne in 2016 and has received numerous teaching awards for postgraduate teaching excellence. Evonne has worked in higher education for over 15 years and has extensive experience in designing and implementing online and blended subjects with a particular focus on equity, access and the development of academic literacies.

Alice is an Associate Professor in the School of Education at the University of Southern Queensland (UniSQ), Australia, with over twenty years’ experience in exemplary teaching in higher education (HE). Recipient of numerous awards, including the UniSQ Excellence in Teaching Award for Online learning Innovation, Alice has a strong track record of successful Scholarship of Teaching and Learning (SoTL) fellowships, grants, and leading and working in research multi-disciplinary teams. Her research and publications focus on supporting online student engagement in HE, including the development of the world’s first ‘nudge protocol’; and advancing the Online Engagement Framework (OEF) for Higher Education with the addition of strategies that help inform real-world application.

Tam Dinh (Ph.D) is a lecturer in marketing at Monash University Malaysia. He obtained his doctoral degree from Koç University, Istanbul. His research interests are related to AI, Sustainable Consumption, Self and Identity, Higher Education, and Consumer Anonymity. He is experienced with experimental design and survey methodology. He has published his work in the Asia Pacific Journal of Marketing and Logistics (APJML), British Food Journal, and International Journal of Information and Learning Technology. He is currently an ERB member for Journal of Consumer Behaviour, and also won an award for Outstanding Reviewer in the 2023 Emerald Literati Awards, selected by the editorial team of APJML. Recently, he received both the “2024 Dean's Citation for Outstanding Contribution to Student Learning - Early Career” (Faculty of Business and Economics, Monash University Australia) and “Commendation for Education Excellence - Emerging Educator Category” (School of Business, Monash University Malaysia).

Andrew is the Nexus Fellow and a Senior Lecturer in the School of Accounting, Auditing and Taxation at UNSW. He has a PhD in Accounting and qualifications in Education and is also a currently credentialled Secondary School Teacher. He has extensive experience in implementing effective teaching and learning strategies and assessment across secondary and tertiary settings, as well as educational innovation, including AI and educational technologies. He has presented on the effective use of AI and assessment and feedback at universities and conferences in Australia and New Zealand Andrew also has experience as a lecturer, accountant and auditor. Outside of university, he enjoys playing sport, reading, catching up with friends and landscape photography.

Dr Sharyn Curran is currently the Director of Graduate Research in the Faculty of Business and Law, Curtin University. Her research and teaching has focused on IT Innovation and Strategy, Governance and Policy as it relates to Information Technology. She also has published in the area of Corporate Psychopathy. Her current role has had a focus on Doctoral Education with particular concern for Student and staff well-being and issues related to gender equity. The advent of Gen-AI and the proliferation of research tools has demonstrated the need for new understanding of doctoral education and ensuring equity is balanced with innovation and rigour in traditional research domain.

Dr. Mai Ngo is currently an Associate Professor in TESOL and Applied Linguistics at Flinders University. She has been working actively as an English Language Teacher Educator for Vietnamese and international schools and institutions. Dr. Mai has also been coaching and mentoring many young early career Vietnamese university lecturers towards development of their pedagogical and research skills in TESOL. Mai graduated with Master of TESOL from the University of Sydney in 2000, Doctor of Philosophy in Education from the School of Education, the University of New South Wales in 2014. She received the NSW Institute of Education Research’s Beth Southwell Award for Outstanding Doctoral Thesis in October 2014. She successfully completed her post-doctoral research in 2016 in the University of New South Wales. Her research interests are pedagogical and technological tools for classroom English language teaching, English language teacher education innovation, English language teaching/learning for academic and specific purposes, and employability success. She also received CAMTESOL Innovation Award in 2009. Dr. Mai received the Teaching Excellence Award from College of Humanities, Arts and Social Sciences, Flinders University in July 2021 and Vice Chancellor’s Teaching Excellence Award in December 2022. Dr. Mai has recently been granted the Advance Higher Education Senior Fellowship Status in April 2024, in international, professional recognition of her attainment against the UK Professional Standards Framework for teaching and learning support in higher education.