NAWAL AL-BATTASHI holds a Bachelor’s degree in English Language Teaching and a Master’s degree in Curriculum and Teaching Methods of English from Sultan Qaboos University. She has extensive experience across public and private higher-education institutions in Oman, contributing to teaching, curriculum development, and academic quality enhancement. In addition to her academic responsibilities, she serves as an external reviewer for the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA), supporting national efforts to advance quality standards in higher education.
Her scholarly interests lie at the intersection of educational innovation and language education, with particular emphasis on the integration of artificial intelligence in English-language curriculum and pedagogy, peer-assisted learning, teacher education, and second-language learning anxiety. She is currently a Lecturer in the Department of Curriculum and Instruction at Sultan Qaboos University’s College of Education and a doctoral researcher in Education at the University of Glasgow.

DR. JOYCE ANKU is a language educator and researcher in the Department of Teacher Education, University of Ghana, with over 15 years of university teaching experience. Her expertise spans Applied Linguistics, Gender and Curriculum, Inclusive Language Pedagogy, and Teacher Identity. Beyond teaching and research, she has served as a consultant to national and international agencies and remains actively engaged in mentorship and gender advocacy at both local and international levels. She is the founder of the Happy Child Happy Learning Initiative, which focuses on enhancing the educational experiences of children in deprived communities in Ghana. She is also the convenor of the Beyond the Certificate Series, a vibrant youth-led platform that inspires university students to unlock their potential beyond academic achievement. Through her scholarship and consultancy works, Dr. Anku continues to bridge research, practice, and policy gaps to advance education and social impact.


JO GALLAGHER is a Lecturer in Teacher Education at the University of Glasgow, leading Film and Screen Education across undergraduate and postgraduate provision, including the fourth-year MEduc course Education in Practice. A graduate of the Glasgow School of Art, he is also a practising fine artist specialising in photography, print, and moving image.

As a Fellow of the Royal Society of Arts and an Associate of the Centre for Transformative Change in Schools, his work is shaped by a commitment to creativity, social justice, and inclusion, with particular interests in arts education through film, pupil voice, and flourishing through the arts.



CLAIRE HADFIELD is an experienced secondary teacher and lecturer with a passion for literature of all kinds. From Shakespearean tragedy to the powerful performance poetry of Kae Tempest, Claire’s fervent enthusiasm for the infinite varieties of English pervades every aspect of her work.
She is particularly interested in poetry, identity, language and social place and is currently completing her PhD at Marjon University. It focuses on the formation and evolution of trainee and early career teachers' professional identities and the impact of the Early Career Framework (ECF) on teacher retention.

Outside of her day job, Claire enjoys all things creative; she runs a monthly creative writing group, sings, and performs her own work regularly at open mic events. 

TASHANE HAYNES-BROWN, Ph.D., is a Lecturer in Teacher Education and Teacher Development at the School of Education, the University of the West Indies, Mona Campus in Jamaica. She has graduate degrees with specialized study in Teacher Education and Teacher Development as well as a degree in Spanish Education. She has been an educator for over 24 years serving at the primary, secondary and tertiary levels.  Over the course of her career, she has committed herself to excellence in teaching, research, scholarly activity, outreach, and university service. Dr. Haynes-Brown’s teaching philosophy emphasizes empowering educators through professional learning to become research-oriented, technologically proficient and effective facilitators of teaching and learning. She was a Visiting Scholar at the Michigan Mixed Methods Research and Scholarship Programme and is a past president of the Mixed Methods International Research Association – Caribbean Chapter (MMIRACC). She is presently the Coordinator of the Masters in Teacher Education Programme in the School of Education and Chair of the Teacher Educator Standards Subcommittee of the Ministry of Education’s Teacher Training Oversight Committee.


MENIAS MASHABA is an academic in education studies, performing lecturing and research duties among other scholarly work. As an academic in education, his research interests focus on exploring social justice practices that challenge unjust structures and practices that seek to maintain and perpetuate inequalities. In this way, his research has focused on the recognition of African philosophy that foregrounds African Indigenous Knowledge systems and identities, which, through their inclusion in educational practices, can demonstrate an amenity towards epistemic diversity and knowledge pluriversality.

His stark focus on issues of social justice often prompts decolonial scholarship as a necessary response to marginalisation, hegemony, and other forms of domination. Menias is committed to advancing critical scholarship by advocating for critical approaches to knowledge in both higher and basic education.


NOKUTHULA NKOSI is currently pursuing a PhD in Education at the University of Johannesburg (UJ). Her scholarship is centred around curriculum and policy development, epistemic justice, rhizomatic education, knowledge democracy, and Social Sciences education. She obtained her Master of Education in Curriculum, Policy, and Evaluation from UJ in 2021. In addition to her formal qualifications, Nokuthula has completed two short learning programmes at UJ in Artificial Intelligence and Coding for Teachers. 

Nokuthula currently serves as a lecturer in the Department of Educational Foundations at the University of South Africa (UNISA), where she teaches Sociology of Education to first- and second-year students and supervises Honours and Master’s students.

 

TRUONG THI LAN NHI is currently pursuing a PhD in Pedagogy at the University of the National Education Commission, Krakow, Poland. Her doctoral research focuses on teacher educators’ digital competence in Vietnamese higher education in the context of digital transformation, with particular attention to how teacher educators integrate digital technologies into teaching and prepare future teachers for a digital society.

She is a lecturer at the Faculty of Primary and Early Childhood Education, The University of Danang – University of Science and Education, Vietnam. Her scholarly interests include teacher education, innovative teaching methods, STEM education, experiential learning, digital transformation in education, and the application of artificial intelligence in teaching and learning. She has presented and published work related to digital competence, teacher education, and educational reform in Vietnam.