Dr. V. Sithira Vadivel earned her Ph.D. in Information Technology from James Cook University, Australia. She has over 30 years of teaching experience spanning IT and business-related disciplines. Her doctoral research focused on Human–Computer Interaction (HCI), specifically on enhancing secondary education in Southeast Asia by integrating cultural activity metaphors to enrich teaching and learning experiences and improve learning outcomes. Her extensive study of cultural practices across Southeast Asian countries—particularly Malaysia, Brunei, Indonesia, and the Philippines—led her to propose culture-based ICT activities using “metaphors” and to develop culture-centred ICT design guidelines for improving classroom engagement. These proposed ICT activity prototypes were subsequently evaluated in secondary schools across Indonesia and Brunei. She is also keen to expand her research to other parts of Asia and to applications in adult learning. She currently serves as the Program Coordinator for the Master of Cybersecurity program in University of Newcastle.

Dr Lemson has extensive experience in teaching Undergraduate biology, specialising in biodiversity and plant evolution. Her interests include experiential learning, knowledge-building theory; developing pre-professional identity, reflexivity and a sense of practice among science students; and how students integrate the ‘big ideas’ of evolution into their thinking on biology, conservation and climate change. Her disciplinary research focuses on plant biodiversity and the evolution and systematics of the blueberry family (Ericaeae).

Committed to education and a passionate student leader in a national board of student organisations focusing on literacy, equity, and ecology, with more than 8 years of progressive student leadership, impactful activism, and compelling writing. Graduated with excellence from the Master of Educational Leadership at the University of New South Wales. Focused on facilitating student development and leadership, experienced in the development of training modules, learning design and assessments, digital learning resources, and monitoring and evaluation in the educational field to support student learning.

Siamak Mirzaei has over ten years of professional experience in the fields of Information Technology, Computer Science, and Data Analytics, having held a range of industry roles that have equipped him with both practical and interdisciplinary expertise. He currently holds the position of Online Course Facilitator (OCF) for the Bachelor of Information Technology and Bachelor of Data Analytics programs at Adelaide Uni Online.

Sandra Elsom is a Lecturer in Technology Education at the University of the Sunshine Coast, where she coordinates courses in the Tertiary Preparation Pathway supporting adult and non-traditional learners transitioning into higher education. Her teaching and research focus on learning in context, uses of technology, and contributing to more humane, supportive academic cultures. Sandra's PhD research examines learning through an Alternate Reality Game embedded within a university course. Using situated learning theory, her work explores participation, meaning-making, identity development, and community formation, and critically examines the risks and constraints of labour-intensive, playful pedagogies in formal curricula. She has contributed to the design of serious games for educational and staff development contexts and has taught on four occasions at Koblenz University of Applied Sciences in Germany, supported by Erasmus+ funding. Sandra designs and delivers professional learning for university staff on ethical and responsible uses of artificial intelligence to support student learning.

Dr. Michael Dzator is a Lecturer in Mathematics at the School of Access Education, Central Queensland University. He is also a Mathematics and Statistics learning adviser at the Academic Learning Centre (ALC). His research interests are mathematics education and Applied Mathematics. Michael's research, spanning Applied Mathematics and Economics, and Mathematics Education, has been published in various 'A and B' ranked journals. These include Teaching Mathematics and its Applications, Technological Forecasting and Social Change, Journal of Developing Areas, Lecture Notes of Management and Industrial Engineering, and The International Congress on Modelling and Simulation (MODSIM).

Dr Selwyn Prea is a lecturer in the Department of Optometry and Vision Sciences at the University of Melbourne, where he completed both his Bachelor of Optometry and PhD on smart technology for home monitoring in chronic eye disease. His current research explores the integration of artificial intelligence into electronic record keeping and clinical teaching, with a focus on enhancing student learning and patient care. Selwyn is passionate about developing digital tools that support innovation in optometric education and practice. He also conducts research into work‑related musculoskeletal disorders (WMSDs) in optometrists, leading a recent survey that documented the high prevalence and severity of neck, shoulder and back pain and identified task‑specific contributors; this work informs clinician‑centered ergonomics education, workplace risk assessment and equipment interventions.

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. Her teaching and research explore identity, positionality, and partnership pedagogy in higher education, with a focus on equity, belonging, and culturally responsive practice. A Senior Fellow of HERDSA, she is Founding Chair of the HASS SIG and serves as Associate Editor for Teaching and Learning Inquiry. Through international research collaborations, she brings identity and positionality to the forefront of pedagogical inquiry, publishing and speaking globally on co-creation, inclusive teaching, and transformative student–staff partnerships.

Angelina Yin Fong, PhD, is an Associate Professor in the Department of Anatomy and Physiology at the University of Melbourne. She specialises in leveraging innovative technologies to enhance learning experiences, particularly for large student cohorts. Her work focuses on making complex scientific concepts accessible and engaging through inclusive learning design and strategic use of digital tools. She has led multiple projects embedding critical thinking, problem-solving, teamwork, and communication skills within science and biomedicine curricula. Her current research explores student decision-making and engagement with generative AI in learning.

Kwang Meng Cham, PhD, SFHEA, is an Associate Professor in the Department of Optometry and Vision Sciences at the University of Melbourne. His education-focused scholarship centres on preparing students for effective clinical practice through innovative curriculum design, interprofessional education, and digital learning technologies. He has led and contributed to interdisciplinary projects funded by local and international grants, focusing on feedback and assessment, collaborative practice, and student engagement through digital 3D platforms. His research also explores creativity, diversity, integration of humanities in health education. Kwang is a Senior Fellow of Higher Education Academy and a recipient of multiple teaching excellence awards.

Dr James Bailey is a senior higher education leader with over 15 years’ experience across Australia, the UK, and Asia. He is Director of Product Development and Innovation at UNSW College, where he leads institution-wide program strategy, applied degree development, and industry-aligned innovation. His work sits at the intersection of education design, technology, employability, and organisational change, with a strong focus on building scalable product capabilities and future-ready portfolios. James has held senior academic and professional leadership roles spanning learning and teaching, international engagement, and academic governance. He holds a PhD in Marketing and formal qualifications in technology-enhanced learning, and is a Fellow of the UK Higher Education Academy. His approach combines strategic clarity, design-led innovation, and collaborative leadership to deliver impact at scale in a rapidly evolving higher education landscape.

Wenxin Xi is a Chinese violinist and doctoral candidate in Violin Performance (DMA) at the University of South Carolina, where she also serves as a graduate teaching assistant in violin. She holds a Master of Music degree from the San Francisco Conservatory of Music and a Bachelor of Music degree from Wuhan Conservatory of Music. Her academic and artistic interests center on violin performance, pedagogy, and performance practice studies. With extensive experience in solo and chamber performance, Xi explores the interaction between technical refinement, artistic interpretation, and pedagogical innovation, aiming to contribute to the advancement of performance studies and music education in higher education contexts.