Ezrina is a leader working at the intersection of technology‑enhanced learning, academic development, and inclusive leadership in higher education. Her work focuses on how leadership practices, particularly those enacted by women, shape organisational culture, professional sustainability, and equity within digitally mediated teaching and learning environments. Drawing on Universal Design for Learning, feminist leadership theory, and neurodiversity scholarship, she is particularly interested in reframing leadership as a form of inclusive design rather than individual accommodation. She holds a senior professional role in technology‑enhanced learning, supporting staff capability, wellbeing, and institutional change. Her current focus explores third‑space leadership and the design of sustainable leadership practices in higher education.

Currently the Senior Academic Developer in the Learning and Teaching Innovation portfolio, with more than 15 years in academic development and an entire career involved in professional learning, Cassandra leads learning and teaching activities and academic development across Flinders University. She is the primary coordinator for curriculum design, particularly using the Curriculum Design Accelerator, a model she helped co-create, and for the institution’s comprehensive university teacher preparation program. Her career has encompassed roles in research, higher education teaching, being a dietitian and clinical educator. She brings a unique perspective to the role of academic development. An author and lecturer, she has lectured within undergraduate and post-graduate degrees in health and education at higher education institutions and in the vocational sector. She has published and presented at a variety of conferences in academic development impact, peer review of teaching, HIV nutrition, body image, and chronic disease prevention.

Biljana Ivanova-Miloshevska has recently received her PhD at the Institute for Sustainable Industries and Liveable Cities and is a Sessional Academic in the College of Arts, Business, Law, Education, and Information Technology at Victoria University, Melbourne. She holds a Master’s degree in Education and a Bachelor of Arts in Languages and Literature. She has ten years of experience in foreign/second language teaching, as well as in translation and interpretation. Her overarching research focus includes second language teacher professional identity, education, practice, and professional development.

Oksana Razoumova is a Lecturer in Work Integrated Learning role at Swinburne University and an Honorary Fellow in the College of Arts, Business, Education, Law and Information Technology, Victoria University, Melbourne. As a linguist and an experienced academic, she has had extensive teaching and research experience regarding the nature of language teaching and learning and its application in educational, employment and community settings.

Akriti Sethi is a PhD candidate at Monash University Malaysia, specialising in the intersection of higher education, business education, and generative artificial intelligence. Her research examines how generative AI is reshaping educator roles, pedagogical practices, and institutional policies in business schools, using a comparative case study approach across international campuses. With a professional background in education, curriculum design, and assessment, she brings both academic and practitioner perspectives to her work. Akriti’s research interests include AI-enabled assessment, faculty development, and the future of teaching and learning in higher education, with a particular focus on ethical, pedagogical, and organisational implications of emerging technologies.