Dr. Bavani Santhra Sagaran Divo is an educational psychologist with over 16 years of experience in education, supporting learners across schools and higher education. She holds a Doctorate in Education from Nanyang Technological University (NTU), where her research focused on learning and motivation, a Master’s in Education (Developmental Psychology) from NTU, and a BA in Psychology from NUS. Her research interests center on applied learning, learner motivation, and self-regulated learning.

Professor Maree Dinan-Thompson brings more than two decades of leadership experience spanning early childhood, schooling and higher education, and now executive leadership. Her career has included significant contributions to national curriculum and assessment development, student success and retention strategies, the integration of contemporary educational technologies, and the design of inclusive learning environments that support diverse student cohorts. Professor Dinan-Thompson leads institutional strategies across learning, teaching, and student success. She works closely with academic and professional teams to ensure programs meet the highest standards of quality, integrity and inclusion, and that assessment and teaching practices align with emerging pedagogical and technological trends. Maree is committed to advancing academic excellence, strengthening professional capabilities, and shaping a transformative, student-centred experience. She is also deeply engaged in work related to Indigenous knowledges in education and inclusive pedagogies that enrich learning for all students.

Dr Masters is an accomplished academic leader and Associate Dean (Learning & Teaching) in the School of Health at the University of the Sunshine Coast. She leads large-scale curriculum transformation initiatives, including programmatic assessment reform, program redevelopment, and the design of future-focused, technology-enhanced learning environments. Nicole’s work integrates education research, curriculum design experience, and industry partnerships to strengthen assessment coherence, student experience, and assurance of learning across diverse health programs. She is also an active translational researcher, leading and contributing to multidisciplinary musculoskeletal and orthopaedic programs that connect clinicians, researchers and industry to improve patient outcomes and workforce capability. Her leadership is underpinned by a strong commitment to inclusive, culturally-safe education, mentoring emerging academics, and embedding Indigenous knowledges across curricula.

Dr Ulysses Lam is an Instructor in the Department of Biochemistry at the National University of Singapore (NUS). He holds an MPhil in Neuroscience from The University of Hong Kong and a PhD in Epigenetics from NUS. Ulysses is actively involved in teaching undergraduate practical and cell biology courses within the life sciences curriculum, as well as postgraduate biochemistry modules. He has a strong interest in improving undergraduate biomedical education, particularly in blended and experiential learning. His research interests focus on evidence-based approaches to enhancing student engagement and the effective integration of digital tools into science education.

Dr Tien Nguyen is a member of Curtin University Gender Research Network (GRN) and an Associate Lecturer at Curtin Singapore. Tien has accumulated 15 years of teaching experience across multiple universities in Vietnam, US, Australia, and currently Singapore. Tien’s research focuses on the intersections of gender, digital transformation and emerging technologies and their implications for corporate governance, entrepreneurship, and higher education. Tien Nguyen is an Australia Awards Alumna. She received her PhD in Management from The University of Sydney and an MBA from the University of Houston in Clear Lake.

I am a student researcher at Murdoch University, supervised by Professor Antonia Girardi and Dr Stephen Tan. My research explores how the adoption of educational technology (Ed‑Tech) influences academic staff wellbeing and engagement, using the Job Demands–Resources (JD‑R) model as a guiding framework. I bring over three decades of experience in the Ed‑Tech field, having worked across both vocational and higher education institutions. Throughout my career, I have been deeply involved in supporting technology‑enhanced teaching, learning design, and digital capability development among educators. This background has strengthened my interest in understanding how technological change affects the work experiences and well-being of academic staff. Through my current research, I aim to generate practical insights that help universities implement technology in ways that are both effective and sustainable. I'm committed to collaborating with like-minded professionals who are passionate about teaching, learning, and educator wellbeing.

Sumiko Iida is a Senior Lecturer in the School of Humanities & Languages with a PhD in Linguistics, specialising in discourse analysis. She teaches Japanese language and Japanese Popular Culture, with interests in assessment, learning design, and the pedagogical affordances of emerging technologies. Her current work focuses on oral assessment, scaffolding for student learning, and the implications of Generative AI for learning and teaching. She is also involved in a cross‑faculty project exploring the use of Generative AI to support teamwork evaluation in an Engineering course, drawing on discourse‑analytic expertise to examine communication patterns and feedback processes. Her broader scholarly practice spans Japanese Studies, informal learning, and the intersections between language, culture, and education.

Oscar Lin is a Senior Educational Developer at the University of New South Wales (UNSW). Since beginning his career in 2011 in music education, he has worked across primary, secondary, and tertiary contexts, specialising in student centred learning design. Oscar leads and supports cross faculty initiatives through the Nexus Program and ADA Education Excellence Portfolio, focusing on evidence informed teaching enhancement, professional development, and the integration of emerging technologies to improve learning experiences.

Elysia Sokolenko is a neuroscience researcher and lecturer in the School of Pharmacy and Biomedical Science at Adelaide University. She has acted as a course coordinator, contributing lecturer, and curriculum designer for a suite of undergraduate courses across various programs and year levels, primarily in neuroscience and the development of foundational research skills. She is passionate about enhancing student learning through the adoption of an ontological approach to her teaching. She intentionally and authentically expresses her values and identity in her practice, driving the development of more relational interactions with students.

Dr Bianca Guglietti is a Teaching Specialist Lecturer in the College of Nursing and Health Sciences at Flinders University and previously at the University of Adelaide. She teaches and coordinates large undergraduate courses in anatomy, physiology, neuroscience and nursing education. Her teaching practice focuses on improving the student experience through innovations in curriculum design and delivery, assessment and engagement. Bianca has a particular interest in optimising feedback practices to enhance learning in large cohorts and is actively engaged in scholarship of learning and practice.

Michelle Pedlow leads curriculum strategy and educational innovation for Nursing at The University of Western Australia, with over 15 years’ experience in higher education. Her work sits at the intersection of curriculum transformation, assessment, and learning design, with a strong focus on feedback-rich, programmatic approaches that centre student learning and development. A Senior Fellow of Advance HE and current PhD student, Michelle’s doctoral research advances understanding of feedback as a longitudinal, systemic, and developmental process from the student perspective, examining how feedback operates across programs of study and shapes learner experience over time. She also leads student experience research investigating self-assessment as a mechanism for learner agency and reflexivity in complex and AI-mediated learning environments. In 2018, she received the Vice-Chancellor’s Staff Award for Contribution to Aboriginal and/or Torres Strait Islander Advancement. She is passionate about creating learning environments that invite dialogue, support growth, and enable meaningful change.

Dr Pranit Anand is a Senior Lecturer at the University of New South Wales. Pranit’s teaching and research is informed through his significant experience teaching and researching within the enabling and pathways education, including some time serving as the national executive of the National Association of Enabling Educators of Australia. His research interests intersect his disciplinary context of information systems and pedagogical approaches including diversity and inclusion, de-colonisation and internationalisation of curriculum, and meaningful personalisation of assessments. Pranit is well regarded as an equity and diversity teaching practitioner, and led a recent HERDSA grant to explore storytelling assessments in higher education. This initiative has attracted significant attention from educators in Australia and overseas and has led to the formation of international community of practice called the ‘Storytelling Pedagogy Research International Group’ which has membership of storytelling practitioners from Australia and around the world. His pedagogical research informs his disciplinary teaching and provides context to diversify the information systems workforce, particularly enabling storytelling pedagogy to inform cybersecurity training and awareness programs, enabling greater awareness and uptake of cybersecurity principles.

Dr George Joukhadar is a Senior Lecturer in the School of Information Systems and Technology Management at UNSW. Since joining UNSW, George has been dedicated to shaping the student learning experience by engaging deeply with how students learn.

Professor Michael Cowling has been a leader in educational technology for over 20 years and was the recipient of the Universities Australia 2020 AAUT Award for Teaching Excellence (Physical Sciences & Related Studies). He is currently a Professor in Educational Technologies in the School of Computing Technologies at RMIT University, where he serves as Director, Hub for Apple Platform Innovation (HAPI), an Apple-focussed teaching/research space using novel computing platforms to create dynamic new experiences. He is also the President (2024 to 2027) of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), where he is also a Community Fellow, as well as the Vice-President of the Open Access Publishing Association (OAPA), Fellow of the Australian Computer Society (ACS), and Senior Fellow of the Higher Education Academy (Advance HE UK). Through his mantra ‘pedagogy before technology’, he fosters thoughtfulness in technology for students, educators and the public.

Dr Seah Seng Wee is an accomplished academic thought leader serving as Assistant Dean at PSB Academy Singapore. Known for his dedication to educational excellence and organisational development, he plays a key role in shaping strategic initiatives, strengthening academic programmes, and supporting institutional growth. Dr Seah’s leadership style is characterised by collaboration, thoughtful planning, and a strong commitment to student and faculty development. In his dual appointment, he works closely with cross‑functional teams, senior leadership, academic committees and external partners to advance key priorities within his organisation. Dr Seah brings a forward‑looking perspective to academic administration, leveraging data‑informed decision‑making and a deep understanding of educational trends. He holds a PhD in Biological Sciences from National University of Singapore, Masters of Business Administration from Nottingham University, Masters of Education from UCAM.

Professor Northam is an award-winning educator, researcher, and nurse-midwife who brings more than 30 years of clinical and academic experience to CATSINaM. Born in Papua New Guinea and now based in Canberra on Ngunnawal Country, she leads the LINMEN project with a restorative, relational lens. Professor Northam OAM is passionate about justice in healthcare and is widely recognised for her work with Aboriginal and Torres Strait Islander Elders and communities. Her teaching and research harness hope, Yarning, and strengths-based approaches to drive lasting change in education and health systems.

Professor Linda Deravin (RN, PhD, MHM,GCert LTHE, GCert ARRN, GDip Ger, GCert E Health, BN) is a proud Wiradjuri woman, and is the Pro Vice Chancellor First Nations at the University of Southern Queensland. Linda completed her PhD studies at Charles Sturt University, her topic of interest was in Indigenous nursing and midwifery workforce issues. Throughout her nursing career she has worked as a clinician, educator, and both an executive nurse and health manager in a variety of settings. Linda continues to work with a variety of communities to pursue her research interests in Indigenous health, chronic care and health workforce issues.

Ming Cheng is a Professor of Higher Education at Sheffield Hallam University. Her research interest includes  internationalisation, international student experiences and mobility, graduate employability, postgraduate learning and supervision, and quality evaluation.

Lyndal is a Scholarly Teaching Fellow in Paramedicine at Charles Sturt University, and an AHPRA registered paramedic. She is passionate about quality mentorship and supporting emerging paramedics across all contexts. Her research interests lie in the neuroscience of learning and the cognitive processes that underpin professional development. Lyndal and her colleagues are conducting innovative research into work-integrated learning in paramedicine, offering generalist students rare interdisciplinary hospital placements. These placements allow students to follow the patient journey and learn directly from specialists in their area of expertise, within immersive, collaborative environments. By integrating evidence-based insights into curriculum design, their work aims to complement the evolution of paramedicine education. Aside from research, Lyndal is dedicated to creating engaging education experiences that prepare the next generation of healthcare professionals for the complexities of modern practice.