Our Esteemed Speakers
Keynote Speaker (Inaugural)
Dr. Nancy L. Zimpher to Deliver the Inaugural Keynote
Dr. Zimpher is Chancellor Emeritus of The State University of New York (SUNY) and from 2009 to 2017, served as SUNY’s twelfth chancellor, the nation’s largest comprehensive system of public higher education. Prior to SUNY, she served as president of the University of Cincinnati, chancellor of the University of Wisconsin-Milwaukee, and executive dean of the Professional Colleges and dean of the College of Education at The Ohio State University.
Throughout her career, Dr. Zimpher has embraced the expansive responsibilities of public higher education in the 21st century. “To educate more people and to educate them better” is at the center of her collective-impact theory of action: to drive regional and local economic development; to create seamless cradle-to-career education pipelines in every community; and systemically transform teaching and learning for students in our urban and rural school settings.
Dr. Zimpher is co-founder of StriveTogether, a national network of innovative partnerships that holistically address challenges across the education pipeline, and served as chair of the National Association of System Heads, the Association of Public and Land-grant Universities, the New York Academy of Sciences, CEOs for Cities, and the Coalition of Urban Serving Universities. She is a board member of the national College Promise, co-chair of the Knight Commission on Intercollegiate Athletics, and co-director emeritus of the Association of Governing Boards’ Institute for Leadership and Governance in Higher Education. Dr. Zimpher holds a BS in English Education and Speech, an MA in English Literature, and a PhD in Teacher Education and Higher Education Administration, all from The Ohio State University.
Keynote Speaker (Award)
Dr. Lynn Pasquerella was appointed president of the American Association of Colleges and Universities in 2016, after serving as the eighteenth president of Mount Holyoke College. She has held positions as Provost at the University of Hartford and Vice Provost for Academic Affairs and Dean of the Graduate School at the University of Rhode Island, where she taught for more than two decades. A philosopher whose work has combined teaching and scholarship with
local and global engagement, Pasquerella has written extensively on medical ethics, metaphysics, public policy, and the philosophy of law. Her most recent book, What We Value: Public Health, Social Justice, and Educating for Democracy, examines the role of higher education in addressing some of the most pressing contemporary issues at the intersection of ethics, law, and public policy. Pasquerella is a past president of the Phi Beta Kappa Society (2018-2021) and the host of Northeast Public Radio’s The Academic Minute.
A graduate of Quinebaug Valley Community College, Mount Holyoke College, and Brown University, her awards and honors include the President’s Award and Judith Krug Medal from Phi Beta Kappa; the William Rogers Award and the Horace Mann Medal from Brown University; the STAR Scholars Network North Star Lifetime Achievement Award; Mary Baldwin University’s Algernon Sydney Sullivan Service to Humanity Award; the Council of Colleges of Arts and Sciences Advocacy Award; Quinebaug Valley Community College Champions Award; and the Mount Holyoke Alumni Association’s Elizabeth Topham Kennan Award. Pasquerella holds honorary degrees from Elizabethtown College, Bishop’s University, the University of South Florida, the University of Hartford, the University of Rhode Island, Concordia College, Mount Holyoke College, Bay Path University, and St. Mary’s College and was named by Diverse: Issues in Higher Education as one of America’s top 35 women leaders. She serves on the boards of the Lingnan Foundation, the National Trust for the Humanities, the Coalition for the Common Good, and Handshake.
Keynote Speaker (Virtual)
Keynote Speaker
Dr. Dave Pelham
Dr. Dave Pelham has over 40 years of experience in higher education in a variety of institutions, systems, and NGOs. He began his career as a full-time faculty member at a private college and later, a university. He taught communications courses from freshman level to graduate courses. In addition, Dr. Pelham served as a debate coach for a nationally competitive debate program in the USA. His administrative experience includes assignments as an academic department chair, academic dean, vice president for student services, vice president for academic affairs, and college president. He has served in institutions with enrollments ranging from as small as 2,000 students to as large as 20,000 students. Dr. Pelham also served as a Vice President of a national non-profit which supports higher education. In addition, he has served as a Leadership Coach for administrators in higher education institutions in 6 US states. As an administrator, faculty member and coach, he has served community colleges, technical colleges, tribal colleges, and universities. He has been published in national and international journals on a variety of topics, including the justification for dual enrollment programs in California community colleges and an analysis of value argument in the university strategic planning process. He has also presented at dozens of conferences in the US and abroad on a variety of higher education related topics. He is the recipient of the Vision for Career and Technology Education Writers Award.
Title: Community Vibrancy as a Measure of Institutional Success
There are many ways to measure the success of an institution of higher education. Student enrollment, number of graduates, research productivity, and the number of graduates that go on to pursue higher degrees are just a few of the commonly used measures of institutional success. All of these measures have value. This presentation introduces the concept of community vibrancy as an extension of the evolution of institutional success metrics and makes an argument for it as an important measure of success critical to a holistic view of an institution’s progress.
Keynote Speaker
Dr. Narketta Sparkman-Key, Vice President for Academic Wellness, STAR Scholars Network
Dr. Narketta Sparkman-Key, has been drawn to helping others in innumerable capacities. Her undeniable commitment to education is evidenced by over a decade of experience in academia. Dr. Key has effortlessly advanced in her professional pursuits and is now a full tenured professor of education and Vice Provost for Strategic Initiatives and Global Affairs at James Madison University (JMU). Her compelling aspiration to strategically promote internationalization; intentionally create inclusive cultures; and advocate for marginalized populations is evident in all she does at James Madison University. Research is also a significant part of Dr. Sparkman-Key’s identity, focusing on addressing barriers to inclusive cultures; defining the professional identity of human services practitioners; and delineating practice with vulnerable populations. She incessantly believes in empowering and helping vulnerable populations, evidenced through her research, international work with pregnant teens, and efforts to support at-risk families.
Title: Navigating Transformation: Leading, Innovating, and Researching for a Resilient Academy in Turbulent Times
As the academy faces unprecedented challenges highlighted by media headlines worldwide, there is a pressing need to acknowledge that these challenges signal not the demise, but rather the transformation of higher education as we know it. This transformation necessitates a departure from traditional paradigms towards innovative approaches driven by robust research. This keynote aims to challenge leaders, scholars, and practitioners to explore how we can navigate this transformation effectively. By learning from the past, embracing the present, and preparing for the future, transformative leadership can pave the way for a resilient academy. Through rigorous research, we can inform evidence-based practices that will shape the trajectory of higher education. Fostering inclusive environments that embrace diversity and equity is paramount for the future sustainability of the academy. Through this keynote we will embark on a journey of understanding what it takes to lead, innovate, and research to secure the future of higher education amidst turbulent times.
Keynote Speaker
Prof. Dr. Birgit Phillips, MA, MSc. FH JOANNEUM University of Applied Sciences, Austria, Europe
Dr. Birgit Phillips is a distinguished educator and innovator in higher education, currently serving as the Director of Academic Professional Development and AI at FH JOANNEUM University of Applied Sciences in Graz, Austria. With a doctorate in Educational Sciences and two master’s degrees, she has held prominent roles as a professor and researcher, focusing on transformative education, digital learning environments, and transcultural competence. An internationally recognized scholar, Dr. Phillips has received awards such as the European University Teaching Excellence Award and is actively involved in global academic networks, including her role as Austria Country Director for the STAR Scholars Network. With experience across over 80 countries, she brings a global perspective to her work, making her a sought-after speaker in educational technology and innovative teaching methods..
Title: AI, Competencies, and the New Landscape of Assessment
Generative AI is reshaping the educational landscape, compelling us to redefine the competencies needed for the future. As AI automates routine tasks and transforms problem-solving approaches, higher education must shift away from traditional teaching-to-test pedagogies to fostering critical thinking, creativity, and ethical awareness. This keynote explores how AI necessitates a shift towards Education for Sustainable Development (ESD) and other forward-thinking competencies. It challenges conventional assessment methods, advocating for holistic, dynamic approaches that prioritize deep learning over rote memorization. By rethinking assessment, we can better prepare students for a future where adaptability, interdisciplinary knowledge, and ethical competence are crucial. This transformative journey reimagines not just what we teach, but how we evaluate learning in the AI era. Generative AI is reshaping the educational landscape, compelling us to redefine the competencies needed for the future. As AI automates routine tasks and transforms problem-solving approaches, higher education must shift away from traditional teaching-to-test pedagogies to fostering critical thinking, creativity, and ethical awareness. This keynote explores how AI necessitates a shift towards Education for Sustainable Development (ESD) and other forward-thinking competencies. It challenges conventional assessment methods, advocating for holistic, dynamic approaches that prioritize deep learning over rote memorization. By rethinking assessment, we can better prepare students for a future where adaptability, interdisciplinary knowledge, and ethical competence are crucial. This transformative journey reimagines not just what we teach, but how we evaluate learning in the AI era.
Keynote Speaker (Virtual)
Dr. Edward J. Valeau
Dr. Valeau is a professional educator with over thirty-five years of experience in secondary and higher education as a teacher, faculty, program developer, academic dean, dean of instruction ( vice president for academic affairs), and president. He is Superintendent/President Emeritus of Hartnell Community College District, a Hispanic-serving institution in Salinas, California, for over a hundred-two years. His twelve-year tenure is considered a Renaissance Period and noted, among other things, for increased enrollments, student development, faculty and staff diversity, new curricula and programming, technology innovations, fund development, and construction of new buildings to facilitate student development and the teaching and learning process. He is experienced in budgeting, personnel staffing, evaluation, accreditation, facilities planning, program development and assessment, management and board leadership training and development, grant writing, and organizational behavior. Ed earned his BS degree in English from Southern University, a Historically Black College in Baton Rouge, Louisiana; a master’s degree in supervision and management from California State University Hayward; and an Ed.D from the University of California, Berkeley, specializing in Leadership, Administration, and Organizational Behavior, and a Certificate from the Harvard Institute of Educational Management, Boston, Massachusetts. He is an American Council on Education Fellow, Fulbright Scholar (India /Nepal), and a Harry Buttimer Awardee for Outstanding Leadership as a CEO in California Community Colleges, among other recognitions. Dr. Valeau has written and co-edited various articles, chapters, and books on international education, leadership, and mentoring. 2010 the Comparative & International Education Society Higher Education SIG (HESIG) awarded him and his co-editor the Best Book Award for Community College Models Globalization and Higher Education Reform. His two recent publications are A Practical Guide to Becoming a Community College President (2021) and Shaping a Humane World through Global Higher Education – Pre-Challenges and Post Opportunities during A pandemic ( 2023). He is working to publish a Photo Book chronicling his 25 years of photographing people in their work environment across seventy-two countries. Dr. Valeau is a Senior Executive Coach with Academic Search in Washington, D.C., and a Senior Advisor to the Starscholars Network. He also serves as an Advisor to organizations across the United States. He is an International Professional Photographer who enjoys traveling; Ed is an avid golfer and loves hiking, Backgammon, Solitaire, and playing the Djembe Drum. He is married and has one adult son.
Title: Leadership during times of Uncertainty, Change, and Crisis: Requirements and Expectations
Today’s environment is powered by innovative technologies, direct access, disinformation, and a growing mass of disgruntled communities, professionals, and learners demanding a place in the decision-making process and that their voices be heard. Your role as leaders in this process is crucial, as community engagement is not just a requirement but an expectation. Engaging communities and practitioners to effect change requires knowledge and expertise, but beyond that, more is expected of leaders today. This cauldron includes vision, compassion, building teams, communicating effectively, authenticity, and losing the ego while achieving the desired goals. This keynote will underscore the crucial role of community engagement in effectively managing competing forces during times of limited resources and institutional capabilities. It will delve into the immense pressure leaders face and the rapid burnout they experience. By providing insights, strategies, and practical responses, it aims to empower communities, leaders, and practitioners in advancing transformative educational leadership practices to achieve and sustain institutional goals, faculty excellence, community and student access, and success.
Keynote Speaker
Prof. Ranjan Bose, Director, Indraprastha Institute of Information Technology, Okhla Industrial Estate (Phase-III), New Delhi, India
Prof. Ranjan Bose is currently serving his second term as the Director of IIIT-Delhi. Prior to joining IIIT-Delhi, he spent over 20 years at IIT Delhi in the Department of Electrical Engineering, where he held the prestigious Microsoft Chair Professor position for 8 years. He has also served as the Head of the Bharti School of Telecom Technology and Management and the founding Head of the Center of Excellence in Cyber Systems and Information Assurance at IIT Delhi. Prof. Bose received his B.Tech. degree in Electrical Engineering from IIT Kanpur, and M.S. and Ph.D. degrees in Electrical Engineering from the University of Pennsylvania, Philadelphia, USA. He gained industry experience at Alliance Semiconductor in San Jose, USA, before embarking on his academic career at IIT Delhi. Prof. Bose has published over 70 refereed journal papers, 102 conference papers, and holds 13 patents (including 8 granted Indian patents, 1 granted US patent, 1 granted European patent). He has supervised 18 doctoral students and managed sponsored projects valued at over Rs. 370 crore. He has been listed in the top 2% of scientists worldwide for three consecutive years according to the Stanford University database. His international research collaborations span five universities in the US, Germany, Japan, Norway, and Estonia. Additionally, he is the Principal Investigator for the Technology Innovation Hub at IIIT- D, which has a financial outlay of Rs. 100 crore and focuses on deep-tech startups. He is the author of the widely recognized book “Information Theory, Coding and Cryptography” (3rd Ed.), which has over 260 citations, an international edition, and translations into Chinese and Korean. Prof. Bose also co-founded Virtualwire Technologies, a faculty-student startup at IIT Delhi. Prof. Bose is the national coordinator for the Ministry of Education’s Mission Project on Virtual Labs, which enables students across India to perform laboratory experiments remotely. This project has seen over 12 million usages and has established 1600 nodal centers nationally. His contributions extend to the National Program on Technology Enhanced Learning (NPTEL) and the National Pedagogy Project, with his NPTEL course on Wireless Communications garnering over 2,000,000 cumulative views. He has served on the editorial boards of IEEE Access and Computers & Security (Elsevier), and was the Editor-in-Chief of the IETE Journal of Education. Prof. Bose holds several significant positions, including on the Board of Governors of IIIT Guwahati, Governing Council of SETS, Governing Council of CRIS, Chairman of the Search Committee for Director DIA- CoE at IIT Kharagpur, member (PT) TRAI, and member of the Search cum Selection Committee for Director of IIIT Una. He has served on numerous reputed committees such as the Security Advisory Board of GSTN, the IDEA steering committee, the Technology Advisory Group of Empowered Technology Group of the Office of the PSA, the CII National Committee on R&D & Innovation, and the Delhi Knowledge and Development Fund (DKDF). His expertise has been sought as a Domain Expert for DRDO, SAG, NATGRID, Delhi Police, and BPR&D, and he has served as a Jury Member for the Dataquest ICT Business Awards in 2023 and 2024. He is also on the Board of Directors of Delhi Research Implementation and Innovation (DRIIV), a Section 8 company supported by the Office of the PSA. Prof. Bose’s accolades include the Dr. Vikram Sarabhai Research Award, the National Systems Gold Medal, the URSI Young Scientist Award, the INAE Young Engineers Award, the AICTE Career Award for Young Teachers, and the BOYSCAST Fellowship. He is a Fellow of the IET (UK) and a Humboldt Fellow (Germany).
Title: Social Responsibility in Higher Educational Institutes
The world is rapidly changing with the advent of Industry 5.0 and Society 5.0. It is imperative that higher Educational Institutions (HEIs) must play an important role in advancing social responsibility in this ever-evolving landscape. HEIs are already using technology-driven learning that equips students with future-ready skills while also addressing societal challenges. The National Education Policy 2020 in India also encourages multidisciplinary education with a strong emphasis on sustainability and inclusion. This talk will present the role of higher education from the lens of Sustainable Development Goals (SDGs) and the notion of sustainability from the perspective of Education 4.0. Finally, some examples will be presented to illustrate how SDGs have been incorporated into the research and teaching ecosystem at IIIT- Delhi.
Keynote Speaker (Virtual)
Dr. Christine Harrington
Dr. Christine Harrington is a student success and teaching learning expert with over 20 years of experience in higher education. Currently, she is a professor in the Community College Leadership doctoral program at Morgan State University. Previously, she coordinated the Ed.D. in Community College Leadership program at New Jersey City University and worked at Middlesex County College as a professor of psychology and student success and director of their Center for the Enrichment of Learning and Teaching. She has authored numerous books on teaching and learning and student success, including Keeping Us Engaged, Designing a Motivational Syllabus, and Dynamic Lecturing, and has been an invited presenter at more than 50 colleges and universities across the nation.
Title: Engaging Students: Student Stories on What Works and Why
Discover student-endorsed strategies with research support that you can use to increase student engagement. During this highly interactive session, we will address numerous engagement strategies, such as getting to know students on the first day of class, connecting with students in and out of the classroom, using powerful teaching strategies, creating culturally affirming and meaningful assignments, and providing useful feedback. Walk away with an action plan for increased student engagement and inspired to partner with students on scholarship endeavors.
Keynote Speaker
Alean Al-Krenawi, PhD, Dean and Professor, Algoma University, Sault Ste. Marie, Ontario, Canada
Alean Al-Krenawi, PhD, Dean and Professor of the Faculties of Humanities, Social Science, and Cross-Cultura Studies at Algoma University in Sault Ste, Marie, Ontario, Canada.
I have taught and worked in administrative roles for over 27 years. I have gradually progressed to higher positions with more responsibilities during this time. I have also authored 10 books, with another 4 currently in the process of being published. In addition, I have written and co-authored 56 book chapters and over 106 journal articles. As a Principal Investigator, I have successfully managed several million dollars (equivalent in US currency) in funded research projects and community initiatives. My collaboration with American, Canadian, Israeli, and Middle Eastern colleagues resulted in the co-editing of three books: Multicultural Social Work with Diverse Ethno-racial Communities in Canada (2003), published by Oxford University Press Diversity and Social Work in Canada” (2016), also published by Oxford University Press, Culture, Diversity, and Mental Health-Enhancing Clinical Practice (2019), published by Springer. In 2009, I was honored to receive the Killam Visiting Scholar Award from the Faculty of Social Work at the University of Calgary. This award sponsors distinguished scholars who make significant contributions to academic life. In 2016, the Faculty of Social Work at the University of Toronto selected me as one of nine impressive alumni who are changing lives in countries around the world. (https://socialwork.utoronto.ca/wp- content/uploads/2016/06/REACHspring2016.pdf).
In 2022, I was among the top contributors to a social work journal scholarship. In 2023: Edition of the Ranking of Top Scientists in the Social Sciences and Humanities field that Research.com released recently at https://research.com/scientists-rankings/social-science Alean Al-Krenawi is ranked #18 in Israel among Best Scientists for 2023. https://research.com/scientists-rankings/social-sciences-and-humanities/il. October 4, 2023: according to Stanford University, I am among the World’s Top 2% of Scientists. https://ecebm.com/2023/10/04/stanford-university-names-worlds-top-2-scientists-2023/“https://www.mdpi.com/journal/healthcare/announcements/7104”. In May 2024, Research.com, a leading academic platform for researchers, released the 2024 Edition of the Ranking of Best Scientists in the field of Social Sciences and Humanities. I am ranked #18 in Israel and #3137 in the world. The full ranking for Israel is available here: research.com/scientists-rankings/social-sciences-and-humanities/il.
Title: The Integration of Global and Local-Indigenous Mental Health Treatment: The Arab-Muslim Case in the Middle East
The presentation delves into global mental health practices and traditional healing systems as they relate to mental health care among the Bedouin-Arab Muslim people in Negev, Israel. It includes extensive fieldwork and case studies across the region, focusing on the impact of cultural beliefs, societal norms, and historical contexts on the adoption of different healing approaches. The study investigates how individuals and communities decide whether to seek treatment from psychiatric clinics that use Western medical methods or turn to indigenous healers who rely on traditional wisdom and rituals. It sheds light on the strengths, challenges, and potential synergies that arise from the coexistence of these two approaches. Ultimately, it advocates for a comprehensive and culturally sensitive approach to mental health care that recognizes and integrates modern and traditional healing systems. This approach aims to promote mutual respect, collaboration, and improved outcomes for individuals dealing with mental illness in the Middle East.
Keynote Speaker (Virtual)
Dr. Arlyne Marasigan
Dr. Arlyne Marasigan is a professor of educational leadership and management at the College of Advanced Studies (CAS), Philippine Normal University (PNU), Manila. Since 2019 she’s one of the associate editors of the PNU journal publications (The Normal Lights (TNL), Asia Pacific Higher Education Research Journal (APHERJ) and Association of Southeast Asian Teacher Education Network (ASTEN) and a reviewer of other international and local journal publications. She is the former Graduate Research Office (GResO) Director (2020-2022) in charge of assisting the college in establishing PNU’s leadership in teacher education research by ensuring that graduate students become active contributors in international and national teacher education research networks and fora. Currently she is faculty researcher of PNU’s Education Policy and Research Development Office (EPRDO) She is one of the researchers of three internationally-funded projects: (1) Educating Science Teachers for All (ESTA), an Erasmus+ Capacity Building in Higher Education (CBHE) Grant-funded project that support pupils in science, partner countries need better education for pre-and in-service science teachers preparing then to teach diverse science classes in terms of language and culture; (2) Strengthening University-Enterprise Collaboration for Resilient Communities in Asia (SECRA), another Erasmus+ Programme Capacity Building in the Higher Education (E+CBHE) of the European Union; (3) an Australia Alumni Grants Scheme-funded project that reviews the basic education delivery in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) in relation to peace, conflict, and the pandemic. Furthermore, Dr. Marasigan’s other accomplished projects are (1) the mid-term performance evaluation of USAID's program on Advancing Basic Education in the Philippines, known as ABC+. (2) two discussion papers on Madrasah Education under the Islamic Studies Program at UP Center for Integrative and Development Studies (UP CIDS). During the COVID-19 pandemic, Dr. Marasigan was invited as one of the trainers of the Commission on Higher Education-Quality Higher Education Action Research Training (CHED-QHEART) project funded by CHED, which aims to train in-service teachers and university faculty on Action Research. In addition, she is the co-founder of LakbayLapis2019, which aims to support rural agri-education stakeholders. Likewise, she is a member of the Asia Organization Development Network, Pi Lambda Theta Philippines, Women’s Studies Association of the Philippines (lifetime member), an associate member of the National Research Council of the Philippines, and other national and international education organizations. She is the Past President of the Rotary Club of Atimonan Lakambini District 3820 of Rotary International. She has been a resource person in the areas of pedagogy, research, curriculum studies, science education, environmental sustainability, madrasah education, ecofeminism, rural education, green chemistry and comparative education in various local, national and international educational institutions and agencies.
Title: Making a community a living laboratory (LakbayLapis2019): A Rural Agri-Education Advocacy towards Climate Action and Ecopedagogical Literacies the Philippine Context
In the 2018 World Risk Index (WRI), the Philippines was ranked third among the most disaster-prone countries globally. By 2023, the country had moved to the top position. Given the geographical location of the country in the Asia-Pacific region, Filipinos have had no choice but to cultivate robust resilience and accountability to withstand natural calamities and disasters. One of the best strategies to building resilience and accountability involves transforming the community into a living laboratory, extending meaningful learning experiences beyond traditional classroom settings, translating theory into practice (praxis) to foster climate action and ecopedagogical literacy. This presentation will highlight how LakbayLapis2019 supports rural basic education stakeholders to promote quality and inclusive education and to ensures community members become lifelong learners.
Keynote Speaker
Dr. Muhammad Ajmal Chaudhary, Allama Iqbal Open University, Islamabad, Pakistan
Dr. Muhammad Ajmal Chaudhary is an Associate Professor, Chairman of the Department of Distance, Non-Formal & Continuing Education and Director of the Literacy Centre at Allama Iqbal Open University (AIOU), Pakistan.. With a PhD in Education , he has over three decades of academic and administrative experience. He has held various academic positions and served in key administrative roles such as Controller of Examination, Director Centre of Instructional Design, and Regional Director. He has attended numerous national and international conferences, supervised several PhD and MPhil. theses, and led several significant projects. His publication record encompasses research on literacy promotion, instructional design, student support services, quality assurance in education, and various other contemporary educational issues. Through his extensive research, teaching, and leadership, he has made substantial contributions to the advancement of distance and non-formal education in Pakistan.
Title: Transformation of Higher Education Through Open Distance Learning: A Case Study from Pakistan
The development of higher education in Pakistan has been essentially impacted by the upbringing system of open and distance learning (ODL). The study was qualitative in nature whose objectives included exploring vision and mission, current scenario of development, challenges and opportunities for transformation in ODL at Allama Iqbal Open University. The study included 196 participants who were members of faculties of the university. The conclusions of the study included issues regarding infrastructures, technology and quality education innovation with the positive role ODL enhancement and more opportunities for remote and marginalized and underserved communities. The study recommends measures for stakeholders, policy makers, and teachers to utilize potential opportunities of ODL to be utilized in transformation of the country’s higher education.
Distinguished Speaker
Dr. Osman GÜLTEKİN, UNESCO Chair on Cultural Diplomacy, Governance and Education
Osman Gültekin is a distinguished academic, international education practitioner, and thought leader in the fields of International Education and International Relations in Türkiye. He holds the position of UNESCO Chair on Cultural Diplomacy, Governance, and Education, and serves as the UNESCO vice-chair on Education for Sustainable Peace at Istanbul Aydın University. Currently, he is an Assistant Professor in the Department of Political Science and International Relations within the Faculty of Economics and Administrative Sciences, where he also acts as the vice-director of the International Relations Directorate. Dr. Gültekin is the country director for the STAR Scholars Network (Society of Transnational Academic Researchers) in Türkiye. He completed his Bachelor’s degree in Economics at Boğaziçi University and earned an MBA from Bahçeşehir University. He obtained his Ph.D. in Political Science and International Relations from Bahçeşehir University, where he wrote his dissertation on "International Education and Soft Power." His doctoral research focused on the experiences of international students studying in Türkiye, surveying their perceptions and satisfaction with the educational environment. Additionally, he furthered his academic credentials by conducting postdoctoral research at Carleton University in Canada. His extensive practical experience includes serving as an overseas education consultant since 2002 and holding an administrative position at Bahçeşehir University’s Centre for Security Studies (BAUCESS). He has also served as the chairman of the Association of Overseas Education Consultants and Agencies (YEDAD) in Türkiye and led the Pertevniyal Alumni Association from 2017 to 2023. Dr. Gültekin is a prolific author, recognized for his book series titled “Education and Power.” The first volume, National Education and Construction of Power, was published in 2020, followed by International Education and Student Mobility in 2021, and International Education and Soft Power in 2022. His academic interests encompass a wide range of topics, including International Relations Theories, Public Diplomacy, Education Diplomacy, Foreign Policy Analysis, Soft Power, Comparative Politics, Education and Development, Comparative Education, International Education, and the Internationalization of Higher Education. In his roles as country director for Türkiye at the Society of Transnational Academic Researchers and as vice-director for international academic relations at Istanbul Aydın University, Dr. Gültekin fosters collaboration among scholars across borders, enhancing research and educational opportunities within the international academic community. His commitment to cultural diplomacy and sustainable peace through education continues to influence policies and practices aimed at building inclusive societies. He also conducts short- term UNESCO training programs in Peace and Diplomacy during the winter and summer seasons, attracting numerous teachers and students to Istanbul for an enriching cultural immersion experience. Osman Gültekin's dedication to academia, cultural diplomacy, and international education serves to inspire students and colleagues alike. He advocates for a world where education is a cornerstone of understanding and cooperation among diverse cultures. His work enriches the academic landscape and contributes to global efforts toward peace and sustainable development.
Title: The Relationship Between International Education and International Politics: Historical and Contemporary Perspectives
The relationship between international education and international politics has evolved significantly throughout history, from its origins in Ancient Greece to contemporary times, characterized by various patterns of student mobility influenced by prevailing political power dynamics. This evolution extends beyond educational sciences to include disciplines such as economics, sociology, business administration, political science, public administration, and International Relations, highlighting the complexity and professionalism of the field. Analyzing historical trends reveals distinct phases that provide insights into the dynamics driving the growth of international education. Today, it is crucial to address contemporary challenges, including globalization, technological advancements, and shifting political landscapes, while also exploring how international education can adapt to meet emerging demands and foster global cooperation. A comprehensive understanding of the factors shaping international education today will illuminate its potential directions for the future.
Keynote Speaker
Benjamin H. Welsh, PhD, Associate Professor, Higher Education Morgan State University, Baltimore, Maryland, USA
Benjamin H. Welsh, PhD, was raised in a small college town in North Carolina at a time when anti-Vietnam War protests and the Civil Rights Movement comingled in the streets and on the television screens. Born to musician father and dramatist-activist mother, Ben long sought ways to combine his birthright creativity with the social activism he witnessed growing up, eventually finding a home for both with his PhD in Education, Culture and Society from the University of Pennsylvania. Currently serving as faculty at Morgan State University in Baltimore, Maryland, he teaches majority minority students to find their voices as scholars in a world that has yet to match the vision for social justice he developed as a child.
Title: Culture through the Eyes of a Buddha: Ethnographic Research, Cultural Relativism and Transformation
The keynote address will introduce an approach to culture built on Buddhist psychological principles, including samsara, the skandhas, sunyata, and bodhicitta. The address will illustrate how ethnographic research methods can deepen our understanding of culture accordingly. Building on Max Weber’s (1864-1920) methods work, the address will argue that bodhicitta should be seen as vital to cultural relativism and the heart of all ethnographic (if not all qualitative) research. Finally, the address will discuss what the speaker sees as the goal of all bodhicitta-based ethnographic research methods: personal and cultural empowerment and transformation. The ethnographic research methods discussed will include autoethnography, mini-ethnography, phenomenology, and micro-ethnography, among others. Related concepts touched on will include social constructionism, contexts and habits.
Distinguished Speakers
Distinguished Speaker
Prof. Thomas Tinnefeld, Saarland University of Applied Sciences, Germany
Dr. Thomas Tinnefeld is a Full Professor of Applied Languages at Saarland University of Applied Sciences in Saarbrücken, Germany. Since 2022, he has held the position of President of the Language Council of Saarland. He is the founder and chair of the biennial Saarbrücken International Conferences on Foreign Language Teaching and serves as the editor of the Saarbrücken Series on Linguistics and Language Methodology (SSLLM). Additionally, Thoma is the editor of the Journal of Linguistics and Language Teaching (JLLT), which features a distinguished editorial and advisory board comprising members from universities around the globe. Thomas has published extensively in English, French, German, and Spanish linguistics and methodology. His research interests encompass applied linguistics and language methodology, particularly in languages for specific purposes, grammar and grammaticography, writing research, and interculturality. Beyond his academic responsibilities, he has contributed as a guest, plenary, and keynote speaker at several national and international conferences.
Title: Bilingualism and Cross-Culturalism: European Insights and Reflections
This presentation deals with the themes of bilingualism and cross-culturalism, offering insights and reflections from a European viewpoint. In recent decades, Europe has seen a surge in activities aimed at fostering understanding among diverse cultures, primarily through enhancing communication in multiple languages. The talk begins by outlining the broader European context before focusing on the bicultural dynamics between Germany and France, particularly in the Saarland region, where geographical proximity has facilitated rich cultural interactions. Furthermore, the talk emphasises the significant role of language policy in shaping linguistic situations and fostering cross-cultural understanding, even when it is not the primary focus of the discussion. By clarifying the definitions and relevance of bilingualism and cross-culturalism, this presentation aims to highlight their interconnectedness and the importance of these themes in promoting social cohesion and cultural appreciation within Europe. Ultimately, it seeks to contribute to the ongoing dialogue about the benefits and challenges of living in a multilingual and multicultural society.
Distinguished Speaker
Viraiyan Teeroovengadum, PhD, Associate Professor, University of Mauritius
Viraiyan Teeroovengadum, PhD, is an Associate Professor at the University of Mauritius. He holds a PhD in Service Management, a Masters in Educational Leadership and Management and is a graduate in Law and Management. His primary research interests are in the fields of higher education, quality assurance and service management. Within the higher education field, Dr Viraiyan focuses on the following research topics: quality in higher education, university ranking, use of PLS-SEM in higher education, assessment and evaluation, neuroscience, employability, well-being, doctoral supervision, corporate governance, ethical behaviours, and university performance measurement. Regarding methodological approaches, while being well versed with both quantitative and qualitative methods, he has a keen interest in statistical modeling and psychometrics.
Title: Outcomes of transformative research and education: Finding a Balance between Hedonia and Eudaimonia
In this address, I will explore the transformative impact of research and education on student well-being, focusing on the balance between hedonia (pleasure and happiness) and eudaimonia (meaning and fulfillment). As I delve into the essence of transformative education, I consider its role not just in imparting knowledge, but in fundamentally enriching students’ lives. This address will further synthesise insights from various disciplines to illustrate how transformative educational practices can harmoniously blend hedonic and eudaimonic well-being. I will discuss how traditional educational paradigms often prioritise hedonic aspects, such as achievement and success, and how transformative education brings eudaimonic values to the forefront by laying emphasis on personal growth, self-actualization, and self-transcendence. Through theoretical frameworks and empirical evidence, this address will highlight effective educational strategies that foster a balanced approach, enhancing both individual and community well-being. The session aims to offer practical recommendations for educators, policymakers, and scholars interested in integrating transformative methodologies that support a dual pursuit of happiness and meaningful existence. Join us as I outline a path forward for educational systems to cultivate not only successful but profoundly fulfilled individuals.
Distinguished Speaker (Virtual)
Dr. Sahar Aghasafari, University of South Carolina Lancaster, SC, USA
Dr. Sahar Aghasafari is an Assistant Professor of Art and Graphic Design at the University of South Carolina Lancaster, specializing in interdisciplinary visual/media arts and science studies. Her mission is to seamlessly integrate visual/media arts with STEM disciplines to enhance students’ academic success. Driven by a passion for innovation and academic excellence, she pioneers groundbreaking educational approaches that empower students to excel and lead in a rapidly evolving world. Her work represents a transformative force at the intersection of art and education, shaping a brighter, more inclusive future for the next generation of thinkers and creators.
Title: Enhancing STEAM Education Through Media Arts: A Multidisciplinary Approach (Co-author with Tim Needles, Smithtown School District/Five Towns College, NY, USA)
In the evolving educational landscape, integrating Media Arts into STEAM (Science, Technology, Engineering, Arts, Mathematics) education emerges as a pivotal strategy in harmonizing traditional STEM subjects with creative arts. This study delves into the transformative potential of Media Arts in STEAM, spotlighting its role in amplifying educational outcomes in an increasingly digital world. We will examine how Media Arts serve as a dynamic channel, interweaving with STEAM disciplines to enrich learning experiences and foster essential 21st-century skills.
Our focus centers on innovative pedagogical strategies that utilize digital media, storytelling, and interactive technologies. These methods are instrumental in cultivating critical thinking, creativity, and problem-solving skills, which are vital in today’s interconnected and technology-driven society. The exploration includes analyzing how current policies and funding models, often skewed towards STEM, inadvertently sideline the arts, particularly Media Arts, in educational settings. This oversight underscores a gap in fostering a comprehensive STEAM education that truly encapsulates the essence of integrating arts with scientific and technological studies.
Additionally, the study will reflect on the role of initiatives like the Connected Arts Network (CAN) in bridging this gap. CAN’s efforts in promoting teacher leadership and building robust Professional Learning Communities (PLCs) underscore the importance of collaborative and interdisciplinary approaches in education. Through this investigation, we aim to highlight the imperative of re-envisioning STEAM education to include Media Arts, advocating for policy shifts, and increasing funding that recognizes the invaluable contribution of the arts in shaping well-rounded, innovative, and adaptable learners.
Distinguished Speaker
Dr. Naziema Jappie, Deputy Dean for Center Higher Education Development, University of Cape Town, South Africa
Dr. Naziema Jappie is a visionary leader in the field of education, renowned for her passion for innovation and dedication to student experience and success. With over three decades of experience in educational leadership, she has continually pushed the boundaries of traditional methods to create dynamic and inclusive teaching and learning environments. She is known for her work as a trade union activist in women’s and workers’ rights and has a extensive experience in higher education management and administration. She has worked as a secondary school teacher; the National Education Officer (COSATU); and a lecturer at the former M.L. Sultan Technikon, where she later served as Dean of Students. She joined the Durban University of Technology as Executive Director: Student Affairs from her position of Dean of Students at the University of the Witwatersrand, Johannesburg. Dr. Jappie’s commitment to equity and diversity is evident in her advocacy for inclusive practices and policies that ensure every student has access to quality education regardless of background or ability.
She holds a Doctorate in Education from the University of Johannesburg and continues to contribute to the field through research, publications, and speaking engagements. Her awards include the NRF and Ford Foundation for Research in Higher Education and the Fellowship in Labour Studies at the University of Iowa, USA and in 2019 she received an Emerging Research Scholar Award from the Common Ground Network at Queens University in Belfast. In 2022 she was invited as a visiting scholar to Rutgers University, USA. Her current areas of research and publications is social justice, diversity, equity and inclusivity in higher education. Her international experience includes working and lecturing at the Institute for Women’s Studies (ASR) in Lahore, Pakistan; Regis College in Boston, USA; University of Campinas Sao Paulo Brazil; Normal University, Beijing; and Rutgers University, New Jersey, USA.
She serves on a number of Boards and is a member of various educational editorial committees and associations, including a Fellow of the Nippon Foundation, Japan and recently appointed as Regional Editor for the Journal of International Students (JIS). Driven by a deep-seated belief in the transformative power of education, Dr. Naziema Jappie remains steadfast in her mission to inspire, empower, and uplift learners of all ages, shaping the future of education one innovative idea at a time.
Title: Empowering Communities: Advancing Transformative Research and Education in the African Context
Within the African context, the nexus between research, education, and community engagement emerges as a pivotal force for transformative change. This abstract delves into the multifaceted dimensions of research and education, emphasizing their interconnectedness with community empowerment, leadership, and practitioner involvement. Through collaborative endeavors, research initiatives are driving innovative pedagogical approaches, curriculum development, and inclusive educational practices tailored to local needs and aspirations. Moreover, the active engagement of communities, leaders, and practitioners serves as a catalyst for the co-creation of knowledge, informed decision-making, and sustainable development outcomes. By fostering dialogue, partnership, and grassroots involvement, this integrated approach not only enhances educational quality but also promotes social cohesion, equity, and resilience. As Africa navigates its developmental trajectory, the synergy between research, education, and community engagement stands as a cornerstone for shaping a more inclusive, equitable, and prosperous future for all its inhabitants.
Distinguished Speaker
Dr. Loren Henderson, Associate Professor in The School of Public Policy
Dr. Henderson’s research interests include diversity issues, stratification and inequality, health disparities, race, class, gender, and sexuality.
Title: Incoming Director of the School of Public Policy at the University of Maryland Baltimore County. She is the current Executive Officer of the Association of Black Sociologists (2021-Present)
Listen to Dr. Henderson talk about her research on the experience of Black farmers during COVID-19 on the Minority Land Owner Magazine podcast. Read about her work with Black mothers in Chicago in The Conversation. “Black mothers trapped in unsafe neighborhoods signal the stressful health toll of gun violence in the U.S.,” (2023), “I’m a Black sociologist, and a mom – by listening to other Black mothers, I’ve learned about their pandemic struggles and strengths” (2022).
Distinguished Speaker (Virtual)
Dr Tahira Bibi, Assistant Professor, Department of Distance, Non-formal and Continuing Education, AIOU Islamabad
Dr. Tahira Bibi is an esteemed Assistant Professor in the Distance, Non-formal, and Continuing Education Department at Allama Iqbal Open University, Islamabad. With a rich academic background, including a PhD and M.Phil. in Educational Planning & Management, and extensive experience in educational research and media coordination, Dr. Bibi has made significant contributions to the field of education. Her research expertise spans quantitative and qualitative data analysis using tools such as IBM SPSS, AMOS, and QSR Nvivo. Dr. Bibi is involved in several ongoing projects, including studies on workplace happiness and digitization of certificate courses for community teachers. Her previous research includes developing a Functional Mathematical Literacy Curriculum and exploring legal issues in public sector universities. Dr. Bibi has presented her research at numerous international conferences, including those held in Russia, Turkey, and Malaysia. Her papers cover diverse topics, such as the impact of emotional labor on school leaders and the shift towards digital learning in early childhood education. She has also actively participated in panel discussions and served as an organizing member for various conferences and seminars. In addition to her academic achievements, Dr. Bibi has been recognized with the Best Teacher Award from UNESCO. She has coordinated media programs, written scripts for radio, and contributed to TV recordings. Her community services include volunteer teaching, organizing alumni events, and contributing to special education initiatives. Dr. Bibi’s commitment extends beyond academia into additional responsibilities as a member of various review committees, including those for prestigious journals and international conferences. Her ongoing engagement in professional development is highlighted by her completion of multiple MOOCs and specialized training in educational technology and research methodologies. Dr. Tahira Bibi’s multifaceted contributions reflect her dedication to advancing education through research, community service, and media engagement.
Title: Cultivating Resilience: Emotional Labor and Psychological Well-being in Higher Education
Psychological well-being (PWB) enhances the work efficiency and productivity and emotional labor (EL) effect the well-being. This study aims to explore the EL and PWB among university teachers, with a focus on understanding how resilience can be cultivated to mitigate the negative effects of EL. Participant of the study were 300 university teachers. Data was collected using a mixed-methods approach. Emotional Labor Scale and the Psychological Well-being Scale were administered, and interviews were conducted to gather data. The findings revealed that university teachers frequently engage in emotional labor, with varying intensities of interactions with students, colleagues, and institutional demands. The study recommends several strategies including: promoting work-life balance through flexible scheduling, workload management and access to counselling and mental health resource.
Distinguished Speaker
Prof. Chetan Sinha, OP Jindal Global University (JGU), Sonipat
Chetan Sinha is a Professor of Psychology at OP Jindal Global University (JGU), Sonipat, holds a PhD in Social Psychology of Education from Jawaharlal Nehru University, New Delhi. He is a senior research fellow at the Office of Interdisciplinary Studies (IDEAS) and the International Institute for Higher Education Research and Capacity Building (IIHEd), JGU. His academic interest broadly connects to critical social psychology, educational psychology, political psychology, and the interdisciplinarity between psychology, the brain, and law. His approach is derived from social identity theory and social representation theory. Specifically, he ventures into the critical aspects of social cognition, leadership, and power. He recently published a monograph titled The power dynamics of education: shaping the structure of school education in India with Routledge.
Title: Psychology of Technology, Modernity and the Classroom Dynamics
Technology in the present modernity discourse is considered a new tool of expression for the marginalized. However, as technology has always been present in some other forms, its role in giving meaning to one’s existence is a matter of deeper contemplation. Technology is considered to give marginalized societies a powerful tool for emancipation through expressions and consciousness of one’s historically shaped identity. But how is it possible? Is it happening or is illusion under the garb of modernity? The paper tries to understand whether expression through modern technology equalizes assertions of one’s social identity regarding social class and how it may help in the representations and social change.