Prof. Delfín Ortega-Sánchez
University of Burgos, Spain
Prof. Dr. Delfín Ortega-Sánchez is Full Professor of Didactics of Social Sciences at the University of Burgos. He holds three doctoral degrees, PhD in Didactics of Social Sciences (Universitat Autònoma de Barcelona), PhD in Education (University of Burgos), and PhD in the History of the Americas (University of Extremadura), each awarded with an Extraordinary Doctoral Award. His research focuses on education for democratic citizenship, the curricular inclusion and didactic treatment of controversial issues and social problems, literary education, equality, transdisciplinarity, and the pedagogical use of educational technology.
Currently, he serves as Vice-Rector for Institutional Relations, Culture, and Social Projection at the University of Burgos, and as Director of the Chair in Human Rights and Democratic Culture - Auschwitz Birkenau National Institute, the only one worldwide in direct collaboration with the Auschwitz-Birkenau State Museum. In recognition of his impact, he was distinguished among the world’s top ten Social Sciences researchers in the USERN 2022 World Prize.
Dr. Dhivya Sampath Kumar
Singapore Institute of Technology, Singapore
Dr. Dhivya received her M.Eng. degree in Power Systems Engineering from the College of Engineering-Guindy, Anna University, India, in 2011 and her PhD degree in Electrical and Computer Engineering from the National University of Singapore (NUS) in June 2017. She also earned a graduate certificate in Management of Technology from NUS. She worked as a Post-Doctoral Research Fellow at the Solar Energy Research Institute of Singapore (SERIS)- National University of Singapore until Jan 2022. Since February 2022, she has been working as an Assistant Professor at the Singapore Institute of Technology (SIT). She is also serving as Programme Leader for MSc Electrical & Electronics Programme in SIT. Her research interests include Modelling, Control, Optimization & Management of Microgrid/Smart Grids, Analysis of grid security, reliability and planning issues pertaining to embedded integrated distributed generators, Application of machine learning to power systems, and Optimal Integration and Management of DERs. She has worked on multiple projects with utilities and industries to analyze the impact of integrating renewable distributed generators on the reliability and protection of power networks.
She is also actively involved in IEEE Power & Energy Society (PES) activities and is currently serving as the executive committee member of the IEEE PES Singapore Chapter, Treasurer of IEEE Young Professionals Society Singapore, Technical committee member of IEEE IES Technical Committee on Transportation Electrification (TCTE). She is also an executive committee member in Women in Science and Engineering Research (WiSER) and Technical committee member of Climate Change in the Institution of Engineers Singapore (IES). She is a regular reviewer of IEEE and Elsevier journals and conferences and, has served in the organizing committee of flagship IEEE conferences.
Prof. Dr. Fernando Moreira
Universidade Portucalense, Portugal
Fernando Moreira is a distinguished academic and researcher with a long-standing career in Computer Science, Electronic Engineering, Artificial Intelligence, and Digital Transformation. He has been affiliated with his university since 1992 and currently serves as a Full Professor. He established the Science and Technology Department, created the first engineering degrees, and led the department from 2018 to 2022. He holds a B.Sc. in Computer Science, an M.Sc. and PhD in Electronic Engineering from the University of Porto and obtained his Habilitation in 2018. He also served for ten years as Coordinator of the MSc in Computation and has extensive experience supervising Master’s and PhD students. With more than 335 peer-reviewed, Scopus-indexed publications, Fernando Moreira has developed a strong international research profile in mobile computing, Artificial Intelligence in higher education, Machine Learning, and Digital Transformation. He has significant editorial experience, serving on advisory boards and organizing Special Issues for leading JCR-indexed journals, including Telematics and Informatics, Future Generation Computer Systems, Cluster Computing, and Expert Systems. He is a member of the REMIT research centre steering committee, NSTICC, ACM, and IEEE, and frequently participates as Conference Chair, keynote speaker, and scientific committee member. In 2019, he received the prestigious Elsevier Atlas Award.
Dr. Billeci Lucia
Institute of Clinical Physiology, National Research Council of Italy (CNR), Italy
Dr. Lucia Billeci is currently a Senior Researcher at the Institute of Clinical Physiology of the National Research Council of Italy (CNR-IFC) in Pisa, Italy. She received her M.Sc. degree in Biomedical Engineering at the University of Pisa in 2004 and Ph.D. degree in Automation, Robotics and Bioengineering at the University of Pisa in 2007. In 2024 she completed the International Master’s program in “eXplainable Artificial Intelligence in Healthcare Management” at the University of Pavia. In 2009 she was Visiting Researcher at The Maastricht Brain Imaging Centre, University of Maastricht, The Netherlands, and in 2010 at the King’s College Hospital, London, UK.
Her research activity focuses on the development of biomedical signal processing techniques, wearable sensors and artificial intelligence for personalized medicine and education. She is currently involved as research unit responsible in EU Projects dealing with personalized education and AI supported teaching.
She has co-authored more than 120 scientific papers (h-index: 35, Scopus). She is part of the Editorial Board of Frontiers in Human Neuroscience, Frontiers in Psychology, BMC Neurology and PLOS One.
The awards obtained by Dr. Billeci during her career include the first prize at the Computer in Cardiology /PhysioNet Challenge 2013 "Noninvasive Fetal ECG".
She is Senior Member of IEEE and Secretary of the “Consumer Healthcare and Wellbeing” Technical Committee. She has been member of the TPC and Track Chair for many IEEE conferences.
Dr. Luca Marconi
University of Milano-Bicocca, Milan, Italy
Luca Marconi, PhD, is a Postdoctoral Researcher and Adjunct Professor in Artificial Intelligence at the University of Milano-Bicocca, Italy. His research lies at the intersection of Human–AI Interaction, Human-Centered AI, Responsible AI, AI in Education, and Medical AI, with a particular focus on how AI systems can be evaluated, designed, and governed to support human judgment, learning, and decision-making.
His research investigates the quality of Human–AI interaction beyond system performance, integrating cognitive, behavioral, collaborative, and experiential dimensions. A central strand of his work examines meaningful human oversight and cognitive sustainability in AI-supported activities, with particular attention to calibrated reliance, automation bias, cognitive offloading, deskilling, and the preservation of human agency, competence, expertise, and responsibility.
In education, he studies how students and educators interact and collaborate with Large Language Models and Generative AI, investigating approaches that can foster learning, reflection, critical thinking, AI literacy, and responsible AI use. His broader research addresses the evaluation, validation, and responsible deployment of AI in high-stakes and socio-technical contexts, including healthcare.
Across these domains, his research aims to advance Human-Centered AI systems that augment human capabilities while preserving meaningful human agency, expertise, and responsibility.
Dr. Feifei Han
Griffith Institute for Educational Research, Griffith University, Australia
Feifei Han obtained her PhD from the University of Sydney. Her current research interests are in the areas of educational technology, learning analytics, and AI in Education. She serves as a Lead Editor of the Australasian Journal of Educational Technology. She has published in leading journals in educational technology (e.g., The Internet & Higher Education, Computers & Education, and International Journal of Educational Technology in Higher Education). Her publications have received Wiley's “Top Cited Article Award” in 2020, 2021, and 2024. In a bibliometric analysis of the blended learning research covering 2013–2022, she was ranked among the top four most productive researchers, placed third in citation impact, and was the most cited scholar between 2020 and 2022. She was also included in the Stanford World's Top 2% Scientists List in the field of Education in 2024 and 2025.
Dr. Anucha Khaengkhan
Suan Dusit University, Thailand
Dr. Anucha Khaengkhan holds a Ph.D. in Curriculum Research and Development and is a lecturer at the Faculty of Education, Suan Dusit University, Thailand, where he also serves as Assistant to the President for Organization Development and Mission Relations. His scholarly work focuses on curriculum development, teacher professional development, instructional material development, and educational assessment. As principal investigator and project leader, he has directed numerous nationally funded research and development initiatives aimed at enhancing teacher competencies through developing digital storytelling pedagogies, strengthening instructional coaching practices, promoting curriculum innovation, and designing instructional materials and professional training curricula for teachers. His research has been recognized through multiple awards for excellence in educational research, curriculum innovation, and instructional material development. He actively collaborates with universities, government agencies, and international organizations on research and capacity-building initiatives to advance teacher education and educational innovation. In addition to his research and academic leadership, Dr. Khaengkhan is an experienced trainer and keynote speaker who has delivered numerous professional development programs for educators, school leaders, and educational personnel.
Assoc. Prof. Dr. Kenji Kimura
National Institute of Technology, Matsue College, Japan
Kenji Kimura is an Associate Professor at the National Institute of Technology, Matsue College, Japan, where he has been working since 2022. He is also a Visiting Associate Professor at Chuo University.He received his Master’s degree in Mathematics in 2002 and then spent 20 years, from 2002 to 2022, teaching mathematics at high schools, primarily at Fukuoka Daiichi High School. From 2002 to 2015, he focused on teaching mathematics for university entrance examinations, while also exploring mathematics beyond examination problems from a problem-setting and research-oriented perspective. From 2016, he became involved in International Baccalaureate (IB) education and taught mathematics in the IB Diploma Programme (DP). He obtained IB DP Mathematics teaching qualifications in Mathematics SL/HL and Analysis and Approaches, and gained experience in inquiry-based and interdisciplinary learning. This experience has had a significant influence on his subsequent educational and research activities. He also contributed to curriculum development for the Mechanical Engineering program. He received his Ph.D. in Engineering in 2020.His current research interests include robotics, mobile robot mechanisms, kinematics of spherical robots, STEAM education, educational robotics. He develops and implements educational programs and workshops integrating mathematics, robotics, and technology to foster students’ creativity, problem-solving skills, logical thinking, and interest in engineering.He has presented his research at international conferences and published his work in academic journals and conference proceedings in the fields of robotics, mechatronics, and STEAM education. He has served as a reviewer for international journals, including IEEE Robotics and Automation Letters, and has also served as a Session Chair for international academic activities in robotics, engineering, and education.
Prof. Dr. David Spendlove
University of Manchester, United Kingdom
Professor David Spendlove is Professor of Education at the University of Manchester, with four decades spent moving between research and practice, first as a teacher and school leader, then as an academic shaping how others are prepared to teach. He has held numerous leadership roles, with most recently serving as Associate Dean, leading a significant curriculum transformation programme that drove substantial portfolio growth across the Faculty of Humanities, reconceiving how large-scale academic programmes are designed, quality-assured, and brought to market.
David's teacher education experience is extensive and internationally recognised, informing policy contributions through the UK Government's and Ofsted's advisory groups, alongside sustained engagement with universities across Asia, Australia, and Europe. His scholarship is similarly extensive: over 100 books, chapters, and peer-reviewed articles alongside a regular commentator for numerous outlets, bringing research into policy debate. His current work extends this lifelong focus on teacher education and development into its next disruption: how artificial intelligence will reshape teacher preparation, professional identity and pedagogy.
Prof. Dr. Bernd Blobel
University of Regensburg, Germany
Dr. Bernd Blobel studied Mathematics, Technical Cybernetics and Electronics, Bio-Cybernetics, Physics, Medicine and Informatics at the University of Magdeburg and other universities in the former GDR. He received his PhD in Physics with a neurophysiological study. Furthermore, he performed the Habilitation (qualification as university professor) in Medicine and Informatics. He was Head of the Institute for Biometrics and Medical Informatics at the University of Magdeburg, and thereafter Head of the Health Telematics Project Group at the Fraunhofer IIS in Erlangen. Thereafter, he acted until his retirement as Head of the German National eHealth Competence Center as well as Head of the globally unique International Interdisciplinary PhD and PostDoc College at the University of Regensburg. He was and is still leadingly involved in many countries health digitalization as well as electronic health record strategy. He published more than 600 papers, published/edited many books and supervised a big number of PhD students from all around the world. He was German Representative to many SDOs such as HL7, ISO, CEN, OMG, IEEE, ASTM, SNOMED, etc., also chairing the national mirror groups. Furthermore, he still engages in international higher education. He is Fellow of several international academies and played specific roles in global organizations such as WHO, European Commission, UNESCO, etc. His extended publication list is available at https://epub.uni-regensburg.de/view/people/Blobel=3ABernd=3A=3A.html.
Dr. Jessie Ming Sin Wong
Hong Kong Metropolitan University, Hong Kong, China
Dr. Jessie Ming Sin Wong is Programme Leader for Early Childhood Education (Distance-learning) in the School of Education and Languages at Hong Kong Metropolitan University (HKMU). Her research examines early childhood education and care, education policy and management, comparative education, identity and equity, and technology-enhanced learning.
More recently, Dr. Wong has focused on the educational, ethical, and equity implications of artificial intelligence in education and social-service contexts. Her work addresses AI literacy, trustworthy AI for young learners, agile-blended learning, and educators’ responses to generative AI. She is particularly interested in how emerging technologies can be adopted responsibly to support inclusive, meaningful learning and professional practice.
Dr. Wong has received competitive research funding from the Hong Kong Research Grants Council, the Equal Opportunities Commission, and the Quality Education Fund. Her scholarship has been published in journals including the Journal of Education Policy, Early Childhood Research Quarterly, and TechTrends. She is also Vice President of OMEP-Hong Kong and serves on editorial boards and international conference committees.
Dr. Luyao Zhang
Duke Kunshan University, China
Dr. Luyao Zhang is Assistant Professor of Economics and Senior Research Scientist at the Digital Innovation Research Center at Duke Kunshan University (DKU). Her research focuses on designing intelligent and sustainable economic ecosystems through computational mechanism design, prescriptive machine learning, human–AI interaction, AI ethics, open data, and emerging digital technologies. She earned her Ph.D. in Economics from The Ohio State University and a B.A. in Economics and B.S. in Mathematics and Applied Mathematics from Peking University. Her continuing education through the University of Oxford and MIT covers blockchain strategy, disruptive blockchain technology, reinforcement learning, data engineering, applied generative AI, machine learning, and quantum computing.
Her publications span foundations central to responsible AI and teacher education: economic incentives, trustworthy datasets, human–AI interaction, AI ethics, and digital infrastructure. Her work appears in the Review of Economics and Statistics, Nature Portfolio’s Scientific Data, NeurIPS, AAAI/ACM AIES, ACM CSCW, ACM CCS, and the IEEE Symposium on Security and Privacy. At DKU, she designs credit-bearing, project-based AI+ courses across the humanities and arts, social sciences, natural sciences, and applied sciences, cultivating students as scientists, entrepreneurs, and philanthropists. She leads the Industry 4.0 Open Educational Resource Publication Initiatives and is founding faculty advisor of the DKU AI Club and DKU Finance Club. As an Editorial Board member of Scientific Data, she advances FAIR- and CARE-aligned data governance, open science, and reusable research resources—principles she integrates into AI teaching and student scholarship.
Dr. Zhang is Vice Chair of Subgroup 1 (Thematic Document Structure) of the IEEE P7999 Standards for AI Ethics Oversight Working Group. She is also Secretary of the IEEE P3469 Working Group, developing the Standard for an Environmental Liability Process Model for Accounting in Systems Engineering.
Dr. Yuehan Zhao
University of Cambridge, UK
Yuehan Zhao is a researcher and educator with a PhD in Education from the University of Cambridge. Her research interests include teacher education, STEAM education, arts integration, creativity in education, and educational psychology. Drawing on her diverse professional experience as a university lecturer, primary and secondary school teacher, educational researcher, and painter, she has been actively involved in educational practice and research related to teacher education, STEAM education, and arts integration in both mainland China and the UK. Her research has been published in several SSCI-indexed journals, and she has also contributed chapters to several edited academic volumes. She is currently based in China.
Prof. Kelum Gamage
University of Glasgow, UK
Prof. Kelum Gamage (BSc, PhD, PgCAP, CEng, PFHEA, FIET, FRSA, SMIEEE) is a Full Professor in the James Watt School of Engineering at the University of Glasgow and a winner of the University of Glasgow Teaching Excellence Individual Award (2020/21). He is the Learning & Teaching Enhancement lead of the College of Science and Engineering and the Co-Director of the Centre for Educational Development and Innovation. Prof. Gamage has authored over 200 peer-reviewed articles, where he is the lead editor of "The Wiley Handbook of Sustainability in Higher Education Learning and Teaching" (ISBN: 978-1-119-85283-4) and also the Editor-in-Chief for the STEM Education Section of the Education Sciences Journal (Publisher: MDPI, Switzerland, ISSN 2227-7102). He is a Principal Fellow of the Higher Education Academy (PFHEA), a Chartered Engineer (CEng) of the Engineering Council (UK), a Fellow of the Institution of Engineering and Technology (FIET), a Fellow of the Royal Society of Arts (FRSA) and a Senior Member of the Institute of Electrical and Electronics Engineers (SMIEEE).
Dr. Anders Berglund
Mälardalen University, Sweden
Anders Berglund is a Senior Lecturer in Innovation and Design at Mälardalen University, Sweden, where he is recognised as an Excellent Teacher and serves as an Associate Research Fellow in AI and Society. He holds a PhD in Machine Design from KTH Royal Institute of Technology and has over two decades of experience in higher education, contributing to teaching, curriculum development, and research in engineering and design education. He has previously served as Head of Division for Product Realisation at Mälardalen University and initiated the university’s XR Lab, supporting immersive learning and research environments. His work bridges academic practice and research, with a strong commitment to pedagogical development and innovative, future-oriented learning environments. Berglund is actively engaged in international collaborations addressing emerging technological and societal challenges. His research focuses on integrating extended reality and artificial intelligence in engineering education and higher education, with emphasis on experiential learning, prototyping, and design thinking. With more than 50 peer-reviewed publications, his work spans innovation processes, XR-enhanced learning, and AI-driven design, contributing to the development of engineers equipped with both technical expertise and creative, collaborative skills.
Dr. Elisa Valenzuela
University of Saint Joseph, USA
Dr. Elisa Valenzuela is an Assistant Professor of Management at the University of Saint Joseph (USJ), Connecticut, USA. She has over 18 years of experience in consulting, strategic management, organizational development, and human resources. Her consulting and research work has led her to address the challenges of leading and developing talent across cultures, including the United States, the Dominican Republic, Puerto Rico, and Colombia, and to drive multicultural studies to understand the impact of managerial support and organizational practices on employees' balance and well-being. She led the development of graduate and professional programs in Project Management, Organizational Behavior, Business Strategy, and the Master of Healthcare Administration. I believe in providing students with Work-Based Learning, hands-on projects, and real work experiences to enhance skills transferability from the classroom to the workplace. Her current efforts focus on preparing students to understand the value, risks, and applications of emerging AI technologies to solve business problems. This work has been supported by the Tech Talent Accelerator program, funded by the Connecticut Office of Workforce Strategy (OWS) and administered by the Business-Higher Education Forum (BHEF).
Prof. Dr. Hong Zhou
University of Saint Joseph, USA
Dr. Hong Zhou is a Professor of Computer Science at the University of Saint Joseph (USJ), Connecticut, USA. Since joining USJ in 2004, he has been actively engaged in teaching and research in Bioinformatics, Machine Learning and Artificial Intelligence, and Blockchain technologies. He has published numerous scientific articles and several books in these fields. A strong advocate for Work-Based Learning (WBL) and Project-Based Learning (PBL), Dr. Zhou collaborates closely with industry partners, including CGI and VRSim, to provide students with hands-on, real-world learning experiences. His current efforts focus on bridging the gap between academia and industry and preparing students for emerging technology careers. This work has been supported by the Tech Talent Accelerator program, funded by the Connecticut Office of Workforce Strategy (OWS) and administered by the Business-Higher Education Forum (BHEF).
Dr. Iyad Muhsen Al-Dajani
Friedrich Schiller University, Germany
Dr. Iyad Muhsen Al-Dajani is a transdisciplinary information systems researcher whose work bridges Digital Humanities, reconciliation and peace studies, public policy, and emerging technologies. His research integrates data science, information and communication technologies (ICT), artificial intelligence (AI), cybersecurity, and digital research methodologies within the broader fields of conflict transformation, peacebuilding, and social reconciliation.
Grounded in Applied Ethics and Applied Phronesis, his scholarship critically examines how digital technologies shape human relations, governance, collective memory, and peace processes in conflict-affected and post-conflict societies. Through an interdisciplinary approach, Dr. Al-Dajani explores the ethical, political, and societal implications of AI, big data, internet research methodologies, and digital communication systems. His work advances innovative Digital Humanities frameworks for reconciliation, responsible governance, and inclusive social transformation.