: Dr Kashmira Dave is an experienced academic and educational learning design specialist with over 20 years of experience in teaching, learning design, and research. Her work spans diverse fields, including learning and teaching in HE, curriculum development, learning design, third space, active learning, technology integration, inclusion and ePortfolios in higher education. As a Senior Lecturer in Academic Development at the University of New England, Kashmira leads professional development initiatives, supports curriculum innovation, and oversees projects that enhance SoTL for academic staff. Kashmira is a published researcher and reviewer; her passion is advancing educational practices through evidence-based strategies, fostering a community of practice in higher education.

Dr Nira Rahman specialises in Educational Design and Student Engagement within the Arts Teaching Innovation (ATI) team at the Faculty of Arts, University of Melbourne, Australia. Her work focuses on identity, positionality, and the intersections of language, culture, and learning, with a commitment to diversity, equity, and inclusion in higher education. Her research highlights Students as Partners, co-creation of knowledge, and intercultural competencies. With extensive experience of teaching diverse student cohorts, Dr. Rahman addresses cross-cultural learning needs while fostering student voice, agency, and collaborative practices. A Senior Fellow of HERDSA, she actively contributes to international research collaborations and the Scholarship of Teaching and Learning (SoTL) with a focus on inclusive education. She is also a published author in Bangla and writes for international media on culture, language, and identity, linking her academic work with personal insights.

Melissa Reed is a Lecturer in Applied Linguistics and TESOL at Macquarie University, Sydney, Australia with extensive experience as a teacher and educational manager. She is passionate about supporting educators across contexts to develop their pedagogical knowledge and practice in sustainable ways. She regularly presents at national and international forums on professional development and teacher learning, which is also a strong focus in her research. Her current work explores the role of dialogic practices in enhancing engagement and learning in higher education.