Sandeep Khattri is a PhD candidate in the School of Curriculum, Teaching, and Inclusive Education, Monash University. Sandeep’s research focuses on student wellbeing, student experiences, higher education, and international education. Dr Lynette Pretorius is an award-winning educator and researcher who interlaces imagination and insight to reimagine what higher education can be. Drawing on her interdisciplinary expertise, she weaves together diverse ideas, lived experiences, and pedagogical innovations to create inclusive and transformative learning environments. Lynette has extensive experience teaching across undergraduate, postgraduate, and graduate research levels, including supervising PhD students. Her research advocates for more compassionate, equitable, and creative learning environments, with a particular focus on doctoral education, AI literacy, research literacy, academic identity, and student wellbeing. She is the author of numerous peer-reviewed publications, including two academic books that explore the lived experiences of graduate research students. As a Senior Fellow of the Higher Education Academy, Lynette has also been internationally recognised for her leadership in teaching and learning, particularly her dedication to designing transformative educational experiences that centre wellbeing, justice, and student growth.

Farzan is an education-focused lecturer in international business and strategy at the University of Melbourne. She has extensive experience in teaching and curriculum development, with a strong interest in innovative pedagogies and student engagement. Her work emphasises inclusive learning environments and the integration of practical, real-world examples in the classroom. Farzan is committed to continuous professional development and collaborative scholarship in teaching and learning.

Dr Michael Henderson comes to academia after extensive careers in industry, technology, and leadership (domestic and multinational). Now in academia, firstly in vocational education (private and public) and now in higher education, he has found the choice-making experiences with adult learning opportunities to be complex and somewhat fractured. As a result of his initial research projects (as a PhD student and otherwise) he found that there is complexity and disconnects when adults seek to engage in learning projects. Institutions of learning often define full-time formal education programs as the gold standard. He has been revisiting earlier technology experiences to develop effective ways to use participants’ reflective experiences to give them improved understanding of their approaches to learning (or other) choice-making behaviours. Recently, this has required extensive exploration, testing and validation (or otherwise) of computer-enabled approaches to analysis and presentation (including the position of multi agentic AI).