Distinguished Professor Emeritus | Systematic Review Scholar | Educational Technology Researcher

Dr. Robert M. Bernard is a Distinguished Professor Emeritus of Education at Concordia University and a leading scholar in systematic review, meta-analysis, and educational technology research. With a career spanning over four decades, he brings a rare combination of methodological rigour and sustained engagement with the science of learning and instruction.

Areas of Expertise

Systematic review and meta-analysis; Distance education, online and blended learning; Models of instruction and technology integration; Research design and quantitative methods

Experience and Approach

Dr. Bernard spent his full academic career at Concordia University, where he rose through the ranks and served as systematic review team leader at the Centre for the Study of Learning and Performance. His research has been recognized with numerous distinctions, including the Award for Distinguished Scholarship from Concordia University, multiple Outstanding Reviewer Awards from the American Educational Research Association, and the Canadian Association for Distance Education's Annual Award of Excellence in Research. He approaches educational research with a commitment to methodological precision and evidence synthesis, examining what the cumulative body of research actually tells us about how people learn and how instruction should be designed. His work on distance and online learning, models of instruction, and critical thinking reflects a career-long interest in grounding educational practice in rigorous, replicable evidence rather than assumption or trend.

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Educational Psychologist | Professor | Systematic Review Researcher

Dr. Richard Schmid is an educational psychologist and professor whose work sits at the intersection of technology, pedagogy, and the science of learning. With a career rooted in both rigorous research and applied practice, he brings a distinctive combination of methodological depth and real-world engagement across educational and organizational contexts.

Areas of Expertise

Technology integration and computer-supported collaborative learning; Systematic review and meta-analysis; Instructional design and learning strategies; Concept mapping and mental modeling

Experience and Approach

Dr. Schmid served as Chair of the Department of Education at Concordia University for nearly two decades and as Associate Director of the Centre for the Study of Learning and Performance (CSLP), one of Canada's leading research centres in learning and educational technology. His research has been funded by SSHRC and spans computer-supported collaborative learning, learning strategies in complex knowledge domains, and the application of technology to improve pedagogy in both workplace and school contexts. His applied work extends to NGOs, not-for-profit organizations, and government settings across local, national, and international communities. He approaches educational technology as an applied field, examining not only what the research evidence shows but how that evidence can be translated into functional learning and performance support systems. His use of concept mapping as an analytic and synthetic tool reflects a broader commitment to understanding how learners represent and construct knowledge, particularly in ill-defined and complex domains.

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Higher Education Leader | Educational Researcher | Interdisciplinary
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Dr. Zeina Hojeij is a Professor at the College of Interdisciplinary Studies at Zayed University and serves as Assistant Dean for Research and Outreach. She holds an Ed.D. in Educational Leadership and Administration and is a Fellow of the Higher Education Academy, a certified reviewer for the UAE Commission for Academic Accreditation, and holds professional certifications including Blackboard, CELTA, and CELTYL. Her work sits at the intersection of higher education leadership, interdisciplinary learning, educational technology, and research-informed institutional development.

Areas of Expertise
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Higher education leadership and administration; Interdisciplinary education and curriculum innovation; Mobile learning and educational technology; Research, outreach, and university–industry collaboration

Experience and Approach
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Dr. Hojeij has worked across teaching, academic leadership, research, accreditation, and consultancy contexts in higher education. Her experience spans undergraduate and graduate program leadership, faculty development, institutional quality assurance, and research initiatives that connect universities with industry and community partners. In addition to her academic leadership roles, she contributes to the advancement of higher education through scholarship, accreditation review, and professional engagement across the region.
She approaches educational improvement through a research-informed and collaborative lens, examining how leadership, curriculum, technology, and partnerships can work together to enhance student learning and institutional effectiveness. Her work focuses on developing sustainable educational practices that bridge disciplinary boundaries and strengthen the relationship between higher education, research, and societal needs.

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Professor | Mathematics Education Specialist | EdTech Researcher

Dr. Jason Johnson is a Professor of mathematics education with a career spanning classroom teaching, teacher education, and research that stretches back to the 1990s. He holds a Ph.D. from Florida State University and has been based in the UAE since 2011, currently serving at Emirates College for Advanced Education (ECAE).

Areas of Expertise

Mathematics education across PreK to university levels; Technology integration in mathematics teaching and learning; Ethnomathematics and teaching mathematics for social justice; Teacher education and professional development

Experience and Approach

Dr. Johnson has worked across school and university contexts in the United States and the UAE, with over a decade based at Zayed University and ECAE. His work with pre-service and in-service teachers focuses on mathematical content knowledge, pedagogy, and the meaningful integration of technology. He has founded two professional communities in the UAE, MERG-UAE and T3 UAE, and developed iOS mathematics applications grounded in Emirati cultural contexts, funded through Zayed University grants. He approaches mathematics education by examining how culture, technology, and social context shape how students learn, treating mathematics not as culturally neutral content but as a practice connected to identity, community, and equity.

Affiliate Associate Professor | Systematic Reviews Specialist | Educational Researcher‍Affiliation
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‍Dr. Eugene Borokhovski is an Affiliate Associate Professor at Concordia University and Systematic Reviews Project Manager at the Centre for the Study of Learning and Performance (CSLP). He holds a Ph.D. in Experimental Psychology and has more than 25 years of experience in educational and psychological research, with a particular focus on evidence synthesis and research methodology.

‍Areas of Expertise

‍Systematic reviews and meta-analysis; Educational and cognitive psychology; Technology-enhanced, distance, and blended learning; Early literacy and language acquisition

‍Experience and Approaches

‍Dr. Borokhovski works across higher education, research, and international professional development. His expertise centers on designing, conducting, and publishing systematic reviews and meta-analyses that inform educational policy and practice. In addition to leading evidence synthesis projects, he has conducted primary research in psychology and education, contributed to advancing systematic review methodologies, and taught research methods and educational psychology to university students and professionals in Canada and internationally, including Germany, Russia, and the United Arab Emirates.Dr. Borokhovski approaches educational research through a rigorous evidence-based lens, helping educators, researchers, and decision-makers translate high-quality research into meaningful educational practice while advancing methodological excellence in the social sciences.

STE(A)M Education Specialist | Curriculum Leader | Higher Education Innovator | Certified Coach

Dr. Areej ElSayary is an Associate Professor in the College of Interdisciplinary Studies at Zayed University. She holds a PhD in Education from the British University in Dubai and brings extensive experience across higher education, educational leadership, curriculum development, quality assurance, and institutional accreditation. Her work centers on interdisciplinary learning, curriculum innovation, transformative education, and the advancement of future-ready learning environments. She is widely recognized for her contributions to STE(A)M education, transdisciplinary curriculum design, and educational transformation within both school and university contexts.

Areas of Expertise

STE(A)M education and interdisciplinary curriculum design; teaching, assessment, and accreditation; teacher training and professional development; higher education leadership and program development; cyberpsychology; human-computer interaction.

Experience and Approach

Dr. ElSayary has held diverse roles spanning classroom teaching, curriculum leadership, teacher education, academic administration, and accreditation review. She serves as a NEASC ACE Visitor, CIS Lead Team Evaluator, Senior Fellow of the Higher Education Academy, and Blackboard Academy Associate, reflecting her sustained commitment to educational quality, innovation, and institutional excellence.

Throughout her career, she has led the design and implementation of interdisciplinary STE(A)M frameworks recognized by the Knowledge and Human Development Authority (KHDA) for curriculum innovation. She has also played a significant role in accreditation, quality assurance, faculty development, and academic program enhancement across educational institutions.

Her scholarly and professional work integrates curriculum design, educational leadership, and faculty development through a transformative learning perspective. She explores how interdisciplinary experiences, authentic assessment, and reflective practice can foster meaningful learning, broaden perspectives, and enhance educational outcomes at both the classroom and institutional levels.

Beyond academia, Dr. ElSayary serves as a Mental Health Ambassador at Zayed University and is an ICF Coach Member, Certified AI Assessment professional, IEEE member, and cyberpsychologist. Drawing on expertise in cyberpsychology and positive psychology, she advocates for holistic well-being, ethical technology integration, and human-centered approaches to learning and development.

Learning Scientist | Educational Psychology Researcher | EdTech Researcher

Dr. Sabrina Shajeen Alam is a learning scientist and researcher specializing in K–12 learning, cognition, and educational technology. She holds a Ph.D. in Educational Psychology from McGill University and completed a postdoctoral appointment at Western University, Canada. Her work examines how students learn and how educational technologies can support teaching and learning.

Areas of Expertise

Learning and cognition; Educational technology; K–12 education; Research evaluation and evidence assessment

Experience and Contribution

Dr. Alam has experience across educational research, university teaching, postdoctoral research, research evaluation, and academic mentoring. In addition to her postdoctoral work at Western University, Canada, she previously taught at the University of Chittagong and Rajshahi University in Bangladesh, contributing to undergraduate and graduate-level teaching in psychology and related areas. She is also the founder of MPUPS (https://mpups.netlify.app/), a mentoring initiative supporting students through academic guidance, professional development, and research mentorship.

Her research spans K–12 and higher education and includes mathematics learning, educational technology, educational apps, AI-supported learning, collaborative learning, student engagement, and teacher professional development. She has published in 14 peer-reviewed journals, presented at more than 30 international conferences, and contributed to the evaluation of research evidence supporting educational technology interventions.

Assistant Professor | Children's Literature Specialist | Early Childhood Educator

‍Dr. Dalia Mostafa is an academic and educator specializing in children's literature and early childhood development. She holds a Ph.D. in Education from Cairo University, where she also completed her master's and bachelor's degrees, all within the field of children's literature and education, reflecting a deep and sustained scholarly commitment to this area.

‍Areas of Expertise

‍Children's literature and storytelling; Early childhood development and education; Montessori-based teaching and learning; Children's rights and public policy

‍Experience and Approach

‍Dr. Mostafa works at the university level, contributing to the preparation of early childhood educators at the Faculty of Early Childhood Education, Cairo University. Her academic grounding is complemented by a notably broad set of certifications in the Montessori Method, Public Policy and Children's Rights, and Museum Studies. This extends her practice beyond the lecture hall into applied and advocacy-oriented contexts. She approaches early childhood education through the lens of literature and culture, treating children's literature not as supplementary content but as a central medium through which young children develop language, identity, and understanding of the world. Her interdisciplinary credentials reflect a perspective that connects pedagogy, rights, and the cultural dimensions of childhood.

Applied Linguist | Bilingual Education Specialist | Teacher Educator

‍Dr. Fatma Said is an applied linguist whose work focuses on supporting teachers in building inclusive, multilingual classrooms grounded in research on bilingual development. She works with educators across the Gulf and internationally, with a particular interest in bilingual education contexts and the practical dimensions of language policy in schools.

‍Areas of Expertise

‍Applied linguistics and bilingual development; Multilingual and inclusive classroom practice; Bilingual education policy and implementation; Teacher education and professional development

‍Experience and Approach

‍Dr. Said works across professional development and teacher education contexts, supporting educators worldwide in translating research on bilingual development into classroom-ready strategies. Her work is oriented toward the Gulf region while extending to international audiences, reflecting both a grounded regional focus and broader engagement with multilingual education globally. She approaches language education by closing the gap between research and practice — taking what is known about bilingual development and making it accessible and actionable for teachers working in complex, multilingual realities. Her focus is on equipping teachers with manageable, practical tools rather than theoretical frameworks that remain distant from the classroom.

Educational Psychologist | Inclusive Education Specialist | Teacher Educator

‍Dr. Rasha Mashmoushi is an educational psychologist with a Doctorate in Applied Educational Psychology from the University of Nottingham and a Master's in Educational Psychology from the University of Bristol. Her work centres on creating the conditions for students to thrive academically and emotionally, drawing on evidence-based approaches to assessment, intervention, and advocacy.Areas of Expertise

‍Areas of Expertise

‍Neurofeedback treatment; Educational psychology assessment and intervention; Cognitive and emotional development; Learning needs and student wellbeing; and Training and professional development in educational psychology

‍Experience and Approach

‍Dr. Mashmoushi has worked across clinical, directorial, and academic contexts in the UK, Saudi Arabia, the UAE, and Lebanon, spanning clinics, hospitals, and educational institutions. She has contributed to governmental education projects across the region and regularly facilitates training workshops and seminars in the field. Her experience spans both direct work with learners and broader systemic and policy-oriented contributions.She approaches educational psychology by attending closely to the individual learner, examining how cognitive and emotional factors intersect with learning challenges and academic performance. Her practice is grounded in the conviction that assessment and intervention are most effective when they are specific, evidence-based, and oriented toward building learner confidence and capability over time.

English Language Education Specialist | Educational Leader | Teacher Trainer

‍Dr. Balkis Wehbe is an educator, academic leader, and teacher trainer with over 15 years of experience in English language education, teacher development, and educational leadership. She holds a PhD in English Language and Literature from the Lebanese University, a Master’s in Linguistics, and a CELTA certificate from Cambridge. Her professional development includes advanced leadership training at Harvard Graduate School of Education, where she earned multiple certificates in differentiated instruction, online teaching and learning, oral language development, and educational leadership, in addition to the CAEL certification and the MEPLI fellowship in 2020. In 2024, she joined the SUSI program at Seattle and Georgetown Universities.

‍Areas of Expertise

‍English Language Teaching and Learning; Teacher Training and Professional Development; Educational Leadership and Mentoring; Differentiated and Learner-Centred Instruction

‍Experience and Approach

‍Dr. Wehbe serves as the Head of the English Unit at Al Makassed Association and lectures at Beirut Arab University, where she teaches learners across different ages and proficiency levels. Her work spans classroom instruction, curriculum support, teacher mentoring, and the design and facilitation of professional development workshops for educators.She approaches education through a learner-centred and development-oriented lens, emphasizing reflective teaching practice, differentiated instruction, and meaningful engagement in language learning. Her work focuses on equipping educators with practical, adaptable strategies that respond to diverse learner needs while strengthening instructional quality and educational leadership within schools and institutions.

School Principal | Science Coordinator | Professional Trainer
Dr. Mariam Rabaa is an educational leader and trainer with over 18 years of experience spanning school leadership, science coordination, and professional development. Her work sits at the intersection of institutional leadership and practical teacher support.

‍Areas of Expertise

‍Active Learning & Differentiated Instruction; Teacher Professional Development & Coaching; Instructional Leadership & Curriculum Development; Inclusive and Transformational School Leadership

‍Experience and Approach

‍Dr. Rabaa has worked across leadership, coordination, and training roles, bringing a perspective that spans the classroom, the department, and the school as a whole. She has delivered professional development across diverse contexts, focusing on pedagogy, online and hybrid teaching, and engagement strategies for young learners. Her training practice is oriented toward immediate applicability. She designs learning experiences that educators can take back into their classrooms and use without extensive adaptation. She approaches professional development not as awareness-raising but as practical capacity-building, with instructional improvement and student outcomes as the measure of success.

Education Strategy Director | Teacher Developer | K–12 Education Leader

‍Hatem Radwan is an education strategist and educator with over 18 years of experience across K–12 education. His work spans classroom teaching, wellbeing leadership, and system-level strategy — giving him a grounded, multi-layered perspective on what school improvement actually requires.

‍Areas of Expertise

‍Education strategy and system-level transformation; Teacher development and capacity building; Social-emotional learning and student wellbeing; Human-centered learning model design

‍Experience and Approach

‍Hatem has worked across classroom, school leadership, and ministerial contexts, supporting schools and ministries in designing and implementing education strategies that are both structurally sound and human-centered. His earlier work as a Wellbeing Coordinator, while leading initiatives in social-emotional learning and positive school culture, informs how he approaches strategy at scale, keeping learner and educator experience at the centre of systemic decisions. He approaches education transformation by examining the conditions that enable or constrain good teaching and learning, including leadership structures, professional development systems, and the cultural dimensions of school life. For Hatem, sustainable change at the system level depends on getting those conditions right, not just redesigning curriculum or policy in isolation.

Educator | Curriculum Designer | Academic Writing Instructor

‍Cherine Sinno is an educator and language specialist with 15 years of experience spanning educational leadership, curriculum design, and foreign language instruction. She holds a B.A. in Liberal Arts from the University of Waterloo and an M.A. in TESOL from the American University of Sharjah, where she currently teaches academic writing.

‍Areas of Expertise

‍TESOL and Foreign Language Pedagogy; Curriculum and AI-Responsive Assessment Design; Multimodal Language Teaching; Teacher Development and Reflective Practice

‍Experience and Approach

‍Cherine has worked across leadership, curriculum, and classroom contexts, with a disciplinary background that also encompasses visual communications, a combination that informs how she thinks about language, design, and the construction of meaning. She currently works at the university level, supporting students in developing their academic writing in an environment increasingly shaped by AI. She approaches language teaching and writing pedagogy with an interest in what drives learners while examining motivation, reflective practice, and how teachers and students alike adapt their relationship with writing in the AI era. Her work sits at the intersection of language, learning, and the evolving demands of academic communication.

Educational Consultant | Executive and Career Coach | ICF-Certified

‍Aya Barakat is an educational consultant and ICF-certified coach with over 24 years of experience in teacher development, instructional improvement, and school transformation. Her work sits at the intersection of leadership coaching and classroom practice, supporting educators and institutions in building learning environments that are both high-functioning and humanizing.

‍Areas of Expertise

‍Teacher development and instructional improvement; Executive and career coaching; Inclusive education frameworks; Emotionally supportive and communicative learning environments

‍Experience and Approach

‍Aya has worked across school and organizational contexts, bringing a dual perspective as both an educational consultant and a certified coach. Her practice spans direct work with teachers, school leaders, and institutions navigating learner-centered transformation, with consistent attention to how communication, emotion, and inclusion shape the conditions for learning. She approaches school improvement through the relational dimensions of teaching and leadership while examining how classroom communication, emotional climate, and inclusive structures either enable or constrain learner success. Her coaching practice extends this lens into individual and organizational development, supporting educators and leaders in translating values into sustainable practice.

Educational Technology Expert | Professional Development Facilitator

‍Randa Mikati is an educational technology specialist whose work sits at the intersection of pedagogy and innovation. She works with educators and institutions to design learning experiences that are grounded in sound instructional principles rather than technology for its own sake.

‍Areas of Expertise

‍EdTech and AI integration in education; Digital pedagogy; Innovative assessment design; Professional development facilitation

‍Experience and Approach

‍Randa's work spans professional development, institutional consulting, and learning design, with a consistent focus on helping educators navigate and apply emerging technologies meaningfully. She has extensive experience facilitating workshops on AI integration, digital pedagogy, and assessment while working across diverse educator and institutional contexts. She approaches educational technology from a human-centered lens, treating pedagogy as the starting point and technology as a tool in service of it. Her practice focuses on what changes for learners and teachers when technology is integrated thoughtfully, not on the technology itself.

Early Childhood Education Specialist | Consultant | Mentor

‍Nasma Alkhafif is an AMI-trained Montessori educator, mentor, and parent/educator coach with a Master’s in Early Childhood Education and a BA in Psychology. She works at the intersection of child development and adult learning, supporting new and developing Montessori teachers, assistants, and families in translating Montessori philosophy into clear, sustainable daily practice. Her approach is grounded in observation-based decision-making, readiness indicators, and prepared environment design, with a focus on strengthening adult judgment and responsiveness rather than relying on prescriptive scripts or checklist-driven instruction.

‍Areas of Expertise

‍Early childhood development; Child-centred learning design; Parent and educator coaching; AI and technology in early childhood education

‍Experience and Approach

‍Nasma has worked across classroom settings, educator mentoring, and family coaching contexts, guiding adults to plan intentionally, reduce overwhelm, and uphold Montessori integrity across varied educational environments. She is the founder of KONI, a Montessori-aligned coaching platform exploring thoughtfully designed, developmentally appropriate digital supports that expand access to guidance while preserving the child-centered nature of Montessori practice. She works from a developmental perspective, prioritizing reflective adult practice over prescriptive curricula. For Nasma, the quality of adult observation and response, whether from a teacher, parent, or coach, is the central driver of meaningful child-centred education.

Arabic Language Instructor | FHEA | QM-Certified | ACTFL-Certified OPI Tester
Alaa Hasan is an Arabic language educator with over 15 years of experience teaching both native and non-native speakers. She holds an MA in Teaching Arabic for Non-Native Speakers and is a Fellow of the Higher Education Academy (FHEA). She is QM-certified in quality assurance and course design and a licensed ACTFL OPI tester, specializing in proficiency-based language assessment.

‍Areas of Expertise

‍Teaching Arabic to non-native speakers; Communicative and proficiency-based language instruction; Arabic language curriculum and course design; Proficiency-based assessment and ACTFL standards

‍Experience and Approach

‍Alaa currently teaches at Zayed University and has extensive experience working in university contexts, including the development and coordination of Arabic language courses. Alongside her academic role, she provides training and professional development for Arabic language teachers, supporting evidence-informed, proficiency-oriented, and learner-centered instructional practices. She approaches language teaching through a communicative, proficiency-based lens, prioritizing authentic language use over isolated grammatical drilling and situating language within its cultural and social context. For Alaa, the goal of Arabic instruction is not linguistic accuracy in isolation, but the ability to engage meaningfully with the language as it is genuinely spoken, experienced, and lived.

SENCO | Gifted & Talented Coordinator | Inclusive Education Leader

‍Rabia Khan is a specialist in inclusive education and school-based leadership, working at the intersection of policy, practice, and educator capacity. Currently pursuing a Doctorate in Education, her research examines what meaningful inclusion looks like beyond surface-level differentiation, and how schools can build systems that genuinely support all learners.

‍Areas of Expertise

‍Special educational needs coordination and inclusive practice; Gifted and talented education; Coaching educators and learning support assistants;  Inclusive curriculum design and individualized planning

‍Experience and Approach

‍Rabia's career spans the full range of school-based roles from teaching assistant to SENCO and coordinator across mainstream settings. Her doctoral research produced the Inclusive Support Framework (ISF), a structured model bridging inclusive education policy and classroom implementation. Beyond her school-based work, she is a TEDx organizer, award-winning conference presenter, and author of the children's book Being Different is Awesome! She approaches inclusion as a systems and coaching challenge — working with educators and LSAs to build sustainable, school-wide capacity rather than managing accommodations case by case.

Educational Specialist | Instructional Designer

‍Lama Mahmoud is an educational specialist and instructional designer with over 10 years of experience working across Lebanon, Saudi Arabia, and the Netherlands. Her work spans local and international organizations, giving her a practical understanding of how learning design needs to adapt across cultural and institutional contexts.

‍Areas of Expertise

‍Instructional design; Professional development for educators; Cross-cultural learning environments; Curriculum and program development

‍Experience and Approach

‍Lama has worked across diverse organizational and national contexts, designing learning experiences and supporting educators in settings that vary significantly in culture, structure, and expectation. Her practice centres on professional development and the creation of learning environments that are responsive to the people and contexts they serve. She approaches instructional design with a strong focus on practicality and real-world application, recognizing that what works in one setting rarely transfers unchanged to another. Her focus is on building educator capacity in ways that are grounded, adaptable, and oriented toward sustained growth rather than one-off interventions.

Educator | Trainer | ESL Specialist
Mary Alfons is an educator and ESL specialist with 17 years of experience working with learners from kindergarten through Grade 12. She has also begun working as an Online Language Instructor, expanding her reach beyond the traditional classroom and supporting learners in virtual learning environments. Her practice is grounded in a close attention to individual learners' personalities and needs, and she continuously updates her approaches through professional learning and engagement with current developments in the field.

Areas of Expertise
ESL curriculum and individualized learning plans; Teacher training and workshop design; K–12 classroom practice; AI integration in learning

Experience and Approach
Mary has worked across the full school span, from early childhood through secondary, and her contribution extends beyond the classroom into teacher development. She designs and facilitates teacher-training workshops and creates tailored ESL plans that respond to individual learner profiles rather than one-size-fits-all approaches. She approaches language learning and teacher development with a learner-first orientation, starting with who the student or teacher is before determining what they need. For Mary, differentiation is not a strategy applied after the fact but a starting point for how she plans and works.

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Speech-Language Pathologist | Literacy Specialist

‍Rana Bissat Roustom is a speech-language pathologist with more than thirty years of experience working with children and adults who have specific learning challenges and speech and language difficulties. Her work focuses on individuals of average to above-average intelligence whose difficulties are specific rather than global, a distinction that shapes both her diagnostic approach and her intervention practice.

‍Areas of Expertise

‍Speech and language assessment and intervention; Literacy and reading challenges; Oral and written language development; Specific learning difficulties

‍Experience and Approach

‍Rana has worked across a broad span of ages and profiles, supporting both children and adults navigating learning and communication challenges. Her depth of experience, built over three decades of clinical practice, gives her a finely tuned ability to identify and respond to difficulties that are often misunderstood or overlooked in standard educational settings. She approaches her work with close attention to the profile of the individual learner, distinguishing between specific and global difficulties and tailoring intervention accordingly. Her focus on literacy, particularly reading, reflects an understanding that language and learning challenges, when unaddressed, have long-reaching consequences for both academic and personal development.

Online Education Specialist | MEd, BEd, BSc

‍Heather Turnbull is an online education specialist with extensive experience designing and facilitating virtual learning environments for learners across all age groups. Her work sits at the intersection of educational research, pedagogy, and the practical realities of teaching and learning online.

‍Areas of Expertise

‍Synchronous online classroom design and facilitation; Virtual learning environments and digital tools; Inclusive online learning practices; Educational research and pedagogy

‍Experience and Approach

‍Heather has worked across virtual learning contexts with diverse learner populations, bringing both research grounding and hands-on facilitation experience to her practice. Her focus is on synchronous online learning for building classrooms where communication flows naturally and both students and teachers feel at ease with the digital environment around them. She approaches online education as a design and relational challenge, not merely a technical one. Her practice centres on creating the conditions for genuine interaction and inclusion in virtual spaces while drawing on research and pedagogy to ensure that online learning is not a diminished version of in-person experience but an effective environment in its own right.

Educator | Trainer | Math Coordinator & ICT Facilitator

‍Najah Issa is an educator and accredited trainer working at the intersection of mathematics education and educational technology. She currently serves as Math Coordinator and ICT Facilitator at Al Bayader School, a dual role that reflects both her subject expertise and her commitment to integrating technology meaningfully into teaching and learning.

‍Areas of Expertise

‍Mathematics education and coordination; EdTech integration and ICT facilitation; Teacher training and professional development; Innovative and engaging instructional approaches

‍Experience and Approach

‍Najah works across classroom, coordination, and training contexts, supporting both teachers and students in school and professional development settings. As an accredited trainer with ATU, her facilitation practice extends beyond her own institution to broader educator audiences. She approaches teaching and teacher development with a focus on engagement and applicability for designing learning experiences that are innovative without losing sight of what actually works for learners and teachers in practice. Her dual role in mathematics and ICT reflects a belief that subject expertise and technology integration are most powerful when developed together rather than in parallel.

Science Educator | Curriculum Developer | Teacher Mentor

‍Lara Hawash is an IB educator and emerging researcher whose work connects classroom practice with curriculum leadership. She holds an MA in Science Education from the American University of Beirut and brings a multilingual, globally informed perspective to her professional engagements.

‍Areas of Expertise

‍Science education; IB Primary Years Programme curriculum development; Teacher mentorship and instructional support

‍Experience and Contribution
Lara works across both school and university contexts. She currently serves as an IB Primary Years Programme teacher. Her role extends beyond classroom instruction to curriculum design and supporting colleagues in strengthening inquiry-based practice. Alongside her school-based work, she contributes to academic research at AUB, ensuring her practice remains aligned with current developments in science education. She approaches education through a research-informed lens, integrating disciplinary rigor in science with international frameworks such as the IB. Her mentorship work centers on developing teacher capacity from within, supporting colleagues in refining their practice through reflection, collaboration, and sustained professional growth rather than isolated training sessions.

Instructional Designer | Regional Language Coordinator | EdTech Trainer

‍Hanaa Jaber is an applied linguist, instructional designer, and educational technology trainer with over 23 years of experience across education and leadership. Her PhD research in applied linguistics focuses on digital language learning and language acquisition, grounding her practice in rigorous scholarly inquiry into how language is learned in digital environments.

‍Areas of Expertise

‍Instructional design and EdTech training; Applied linguistics and digital language learning; Language program coordination and leadership; Educator empowerment and equitable learning practices

‍Experience and Approach

‍Hanaa works across university, regional, and international contexts as a regional language coordinator at the Lebanese University, an instructional designer, and a lead convener with MEPLI at Harvard University, where she facilitates webinars connecting educators with innovative practices across diverse settings. Her work consistently bridges research, design, and professional development. She approaches language education and instructional design through the lens of equity and teacher agency while focusing on how digital tools and thoughtful design can expand access and empower educators, particularly in under-resourced or diverse contexts. Her Harvard-affiliated convening work reflects a commitment to spreading research-informed practice beyond academic circles and into the hands of practitioners.

Senior Educational Leader | IB Educator | School Improvement Advisor

Iman Ragab is a senior educational leader and IB Educator with nearly 20 years of experience supporting international schools across Egypt, the United Arab Emirates, Saudi Arabia, and other global contexts. She holds a Master's degree in Leadership in Education and has built her career around strengthening school leadership, curriculum implementation, and quality assurance across the International Baccalaureate continuum.

Areas of Expertise

IB programme Evaluation Leader; Curriculum design and programme alignment; Educational leadership and school improvement; Professional learning and leadership development

Experience and Contribution

Iman works across schools, international consultancy, and professional learning contexts. She currently serves as Diploma Programme Coordinator at King Faisal School in Riyadh while contributing to the International Baccalaureate Educator Network (IBEN) as an Evaluation Leader, Programme Leader, Workshop Leader, Authorization Consultant, School Visit Team Leader, and Online Facilitator. Through these roles, she supports schools in programme authorization and evaluation, strategic planning, curriculum implementation, and leadership development. She approaches school improvement from a systems perspective, helping educational communities align leadership, curriculum, assessment, and professional learning to build coherent, sustainable, and future-ready learning environments.