The Wiley Handbook of Sustainability in Higher Education Learning and Teaching E-Book
177,99 €
Mehr erfahren.
- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Serie: Wiley Handbooks in Education
- Sprache: Englisch
A comprehensive resource for higher education professionals interested in sustainability pedagogy In The Wiley Handbook of Sustainability in Higher Education Learning and Teaching, a team of distinguished researchers delivers an insightful reference for higher education professionals seeking to embed sustainability in learning and teaching. The book offers a way for higher education institutions to implement sustainability goals in their curricula and provides comprehensive guidance to educators, researchers and practitioners. The authors discuss recent developments in technological innovations, best practices, lessons learned, current challenges, and reflections in the area of sustainability teaching in higher education. They also examine the impact of the COVID-19 pandemic on sustainability education. With contributors from a variety of disciplines, including engineering, medicine, urban design, business, environmental science, and social science, the book considers the embedding of sustainability in regenerative learning ecologies, living laboratories, and transgressive forms of learning. It also includes: * A thorough introduction to activist learning for sustainability and outcome-based education towards achieving sustainable goals in higher education * Comprehensive explorations of factors that hinder the implementation of sustainability initiatives in higher education institutions * Practical discussions of developing stakeholder agency in higher education sustainability initiatives * In-depth examinations of global trends and country-specific initiatives in sustainability teaching Perfect for education developers seeking to incorporate sustainability, The Wiley Handbook of Sustainability in Higher Education Learning and Teaching is also ideal for academics, researchers, policymakers, and accreditation personnel working in the area of sustainability.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 1223
Veröffentlichungsjahr: 2022
Ähnliche
Table of Contents
Cover
Series Page
Title Page
Copyright Page
List of Figures and Tables
List of Contributors
1 Sustainable Development
1.1 Introduction
1.2 Background
1.3 Promoting Sustainability in Higher Education
References
Part I: Transforming the Curriculum – Pedagogy Focused Initiatives
2 Activist Learning for Sustainability
2.1 Introduction
2.2 Methodology and Case Description
2.3 Student Motivations and Experiences of the SSH Project
2.4 Areas of Student Learning: Embodied vs. Abstract Learning
2.5 Activist Learning across the Formal, Informal, and Hidden Curriculum
2.6 The Relationships Between Staff and the Activist Learner
2.7 Conclusion and Recommendations
Acknowledgments
References
3 Outcome‐Based Education Toward Achieving Sustainable Goals in Higher Education
3.1 Outcome‐Based Education (OBE) and its Significance
3.2 Pragmatic Mapping of Student Learning Outcomes and Learning Objectives
3.3 Current Research on OBE
3.4 Strategies to Enhance Student Learning Outcomes and Concluding Remarks
Acknowledgment
References
4 Transforming Ourselves to Transform Societies
4.1 Introduction
4.2 A Call for a Different Paradigm of Education: From Reproducing Systems to Transforming Ourselves and Society
4.3 A Response from Virtue Tradition
4.4 Virtue Education in Practice: Exploring Pathways to Develop
Phronesis
for Sustainability
4.5 Final Remarks
References
5 Factors that Hinder the Implementation of Sustainability Initiatives in Higher Education Institutions
5.1 Introduction
5.2 Sustainability in Higher Education
5.3 Sustainability Initiatives in HEIs
5.4 Challenges for the Implementation of Sustainability Initiatives in HEI
5.5 Factors that Overcome the Challenges for the Implementation of Sustainability Initiatives in HEIs
References
6 Developing Stakeholder Agency in Higher Education Sustainability Initiatives
6.1 Introduction
6.2 Literature Review
6.3 Transformative Agency
6.4 The Change Laboratory
6.5 Research Design
6.6 Findings
6.7 Discussion
6.8 Conclusion
References
7 Technology‐Enhanced Education: Improving Students' Learning Experience in the Higher Education Context
7.1 Introduction of Sustainable Higher Education Made by Technology‐Enhanced Learning (TEL)
7.2 Sustainable Higher Education and TEL
7.3 Integrating Blended Learning in Higher Education (HE)
7.4 Exploring Innovative Ubiquitous Learning Tools in HE Context
7.5 The Impact of the Tech‐Enhanced Classroom to Students' Learning Experience under Various Courses
7.6 From Passive to Active: TEL Improving Students' Learning Experience in an HE Flipped Classroom
References
8 Sustainability Assessment Tools in Higher Education Institutions
8.1 Introduction
8.2 An Overview of Sustainability Assessment and the Associated Tools at HEIs
8.3 Methods and Steps
8.4 Results and Comparative Analysis
8.5 Overall Discussion and Potential Areas of Improvement
8.6 Conclusions
References
9 COVID‐19 Disruptions to SDG 4 in Higher Education Institutions
9.1 Introduction
9.2 The Educational Background of the 2030 Agenda
9.3 The Genesis of SDG 4 in Higher Education
9.4 SDG 4 in the Context of Inclusive Higher Education
9.5 SDG 4 in the Context of Sustainable Higher Education
9.6 COVID‐19 Disruption to SDG 4, at a Glance
9.7 Higher Education During the COVID‐19 Pandemic
9.8 Wrap up
References
Part II: Transforming the Curriculum – Discipline‐Specific Initiatives
10 Integrating Harmonious Entrepreneurship into the Curriculum
10.1 Introduction
10.2 The Challenge
10.3 Barriers to Integration into the Curriculum
10.4 Overcoming the Barriers
10.5 Conclusion
References
11 Sustaining Place Transformations in Urban Design Education
11.1 Introduction
11.2 Urban Design and Its Multiple Pedagogies
11.3 The Urban Density, Mix, Access, Public/Private Interface, and Type
11.4 Case Study
11.5 Concluding Discussions
Acknowledgments
References
12 Sustainability of Innovations in Health Professions Education
12.1 Introduction
12.2 Curriculum Development and Evaluation
12.3 Teaching and Learning
12.4 Assessment
12.5 Conclusion
References
13 Sustainability in Energy Systems Analysis and Design
13.1 Introduction
13.2 Energy Systems
13.3 Requisite Learning Outcomes
13.4 Summary and Recommendations
References
Part III: Global Trends – Country Specific Initiatives
14 Sustainability Teaching in Higher Education and Universities in Spain
14.1 The Shift Toward More Sustainable Practices: Global Framework
14.2 Changes in Educational Policies: The Specific Case of Spain
14.3 Skills in Education: Focus on Environmental Good Practices
14.4 Real Implementation at Higher Education and University Levels
14.5 Main Challenges for Sustainability Implementation in Spanish Education
14.6 The Role of Curricular Adaptation and Transversality
14.7 Success Stories
14.8 Conclusions and Future Trends
References
15 Sustainability in Higher Education in Egypt
15.1 Introduction
15.2 The Structure of the Education System in Egypt
15.3 Sustainability and Education: Cultural Perception
15.4 Higher Education for Sustainable Development: An Overview
15.5 Higher Education for Sustainable Development: Challenges and the Way Forward
15.6 Conclusions and Recommendations
References
16 Youth Communicators as an Engine for Sustainable Development
16.1 Introduction
16.2 Do HEIs Complement Community Needs?
16.3 A Pilot Project for Pakistan's Rural Universities
16.4 The Role of TVET toward Community Development
16.5 Conclusion
Acknowledgment
References
17 Streamlining Higher Education in the Maldives
17.1 Introduction
17.2 Emerging Issues and Challenges in Streamlining Higher Education in the Maldives up to the Global Standards
17.3 Addressing the Issues for Embedding Sustainability in Higher Education
17.4 Conclusions
References
18 Embedding Sustainability into the Education Process in the Faculty of Horticulture and Landscape Engineering, SUA in Nitra, Slovakia
18.1 Introduction
18.2 Education System in the FHLE, SUA in Nitra, Slovakia
18.3 Embedding Sustainability into the Landscape Engineering Program
18.4 Embedding Sustainability into the Landscape Architecture Program
18.5 Embedding Sustainability into the Horticulture Programs
18.6 Further Education Activities for Students, the Public, and Professionals
18.7 Projects Focused on the Sustainability Application into the Study Programs
18.8 Involvement of Students
18.9 Conclusions and Recommendations
Acknowledgment
References
Part IV: Equity and Inclusion within Sustainability Education
19 Inclusive Education and Sustainable Development
19.1 Introduction
19.2 Government Policies for Inclusive Education
19.3 Challenges and Opportunities in Higher Education for Students with Disabilities
19.4 Conclusion – Achieving Sustainable Development through Inclusive Education
References
20 Embedding Sustainability in Learning and Teaching
20.1 Introduction
20.2 Education and Communication of SNLs When Embedding Sustainability in Learning and Teaching
20.3 Curriculum with Assessment and Evaluation Criteria to Overcome Communication Barriers of SNLs when Embedding Sustainability in Learning and Teaching
20.4 Conclusion
20.5 Recommendations
References
21 Sustainable Higher Education for Disabled Students
21.1 Introduction
21.2 Participants in Higher Education of Disabled Students
21.3 University of Zagreb Support Model
21.4 Is this Model Inclusive and Sustainable?
21.5 Guidelines for Progress and Sustainability
References
22 Barriers, New Developments, and Emerging Trends in Sustainability in HE
22.1 Barriers to Embedding Sustainability in Learning and Teaching
22.2 Emerging Good Practice in Promoting Sustainability in HE
22.3 Conclusion
References
Index
End User License Agreement
List of Tables
Chapter 2
Table 2.1 Distinguishing characteristics between formal, non‐formal, informa...
Table 2.2 Summary of advantages and disadvantages of promoting activist lear...
Table 2.3 Recommendations to support activist learning.
Chapter 3
Table 3.1 Assessment and mapping of questions and their responses of tests....
Table 3.2 Specific SLOs for the recorded version of response to the assignme...
Table 3.3 Specific SLOs of the recorded version of response to the assignmen...
Table 3.4 Research impact in OBE (last five years).
Table 3.5 OBE versus old education system.
Chapter 5
Table 5.1 Contribution of HEIs via different channels.
Table 5.2 An overview of university contributions to the SDGs.
Table 5.3 Energy saving strategies in the faculty of electrical engineering,...
Chapter 6
Table 6.1 Actions of the expansive learning cycle mapped onto the CL researc...
Table 6.2 Summary of Change Laboratory session design.
Table 6.3 Timeline and key events in the formation and development of the Ca...
Table 6.4 The development of participants' transformative agency mapped agai...
Chapter 8
Table 8.1 Overview of sustainability assessment tools included in this resea...
Table 8.2 A review of 27 sustainability assessment tools at HEIs.
Table 8.3 Distribution of core elements at HEIs on the 27 studied tools.
a
...
Table 8.4 Scope of the different sustainability tools analysis.
Table 8.5 The thematic areas applied in the studied sustainability assessmen...
Chapter 12
Table 12.1 Commonly used models of program evaluation in medical education....
Chapter 15
Table 15.1 Students enrolled in governmental universities in 2019/2020.
Table 15.2 The distribution of public educational expenditure by educational...
Chapter 16
Table 16.1 Details of the project.
Table 16.2 Community approaches for the youth leaders and communicators of t...
Chapter 18
Table 18.1 Study programs offered by the FHLE.
Table 18.2 List of supported education projects related to sustainable devel...
Table 18.3 List of short‐term international CEEPUS excursions organized by S...
Chapter 19
Table 19.1 Disability prevalence in East Asian and South Asian countries....
Table 19.2 Total disability persons by education level.
Chapter 20
Table 20.1 Questionnaire for survey of SNLs and teachers related to the stud...
Table 20.2 CSD course schedule for 04 semesters (a total of 12 months).
List of Illustrations
Chapter 5
Figure 5.1 Green roof at Warsaw University Library.
Chapter 8
Figure 8.1 The methodology of analyzing the sustainability assessment tools ...
Figure 8.2 The proportion of core elements of sustainability implementation ...
Figure 8.3 The profile of the sustainability dimensions within the assessmen...
Figure 8.4 The top core thematic areas based on subcriteria in the studied s...
Chapter 13
Figure 13.1 Simplified process flowchart for hydrogen life cycle. Depending ...
Figure 13.2 A simple representation of energy systems analysis and design fr...
Figure 13.3 Learning outcomes and energy systems engineering education.
Figure 13.4 Main themes of an energy systems engineering program.
Figure 13.5 Proposed sustainability stream within an engineering program, le...
Chapter 14
Figure 14.1 Significant landmarks on policies and education in the context o...
Figure 14.2 Most valued skills in Spain according to OECD Skills for Job Rep...
Figure 14.3 Research publications about sustainability and environment educa...
Figure 14.4 Main barriers for sustainability education implementation.
Figure 14.5 Transversality for sustainability education.
Figure 14.6 Main actions taken by universities concerning sustainability.
Chapter 15
Figure 15.1 Students enrolled in private universities in 2019/2020.
Chapter 16
Figure 16.1 Circular steps for curriculum development by NCRC, HEC.
Chapter 18
Figure 18.1 Students taking water quality measurements.
Figure 18.2 Waste analysis in a small municipality.
Figure 18.3 Measurement of water velocity in a stream during the practical c...
Figure 18.4 Presentation of Biotope City, Vienna, as a contribution to susta...
Figure 18.5 Practical training in fruit tree pruning.
Figure 18.6 An excursion of Horticulture study program students to the most ...
Figure 18.7 Interactive experimental garden.
Figure 18.8 International cooperation for the purpose of creating an interac...
Figure 18.9 Example of the green walls in the interior of the FHLE.
Figure 18.10 Kokedams in the interior of the FHLE.
Figure 18.11 Picnic of the FHLE.
Figure 18.12 Punch of the FHLE.
Chapter 21
Figure 21.1 Cooperation of university bodies with the Office for Students wi...
Guide
Cover Page
Series Page
Title Page
Copyright Page
List of Figures and Tables
List of Contributors
Table of Contents
Begin Reading
Index
Wiley End User License Agreement
Pages
ii
iii
iv
ix
x
xi
xii
xiii
xiv
xv
xvi
xvii
xviii
xix
xx
xxi
xxii
xxiii
1
2
3
4
5
6
7
8
9
11
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
277
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
453
454
455
456
457
458
459
461
462
463
464
465
466
467
Wiley Handbooks in Education
The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, subfield and facet of the discipline‐from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda‐mentoring, technology, adult and continuing education, college access, race and educational attainment. Show casing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, and researchers for years to come.
The Wiley Handbook of Paulo FreireBy Carlos Alberto Torres (Editor)
The Wiley Handbook of Problem‐Based LearningBy Mahnaz Moallem (Editor), Woei Hung (Editor), and Nada Dabbagh (Editor)
The Wiley Handbook of Early Childhood Care and EducationBy Christopher Brown (Editor), Mary Benson McMullen (Editor), and Nancy File (Editor)
The Wiley Handbook of Teaching and LearningBy Gene E. Hall (Editor), Donna M. Gollnick (Editor), and Linda F. Quinn (Editor)
The Wiley Handbook of Violence in Education: Forms, Factors, and PreventionsBy Harvey Shapiro (Editor)
The Wiley Handbook of Global Educational ReformBy Kenneth J. Saltman (Editor) and Alexander Means (Editor)
The Wiley Handbook of Ethnography of EducationBy Dennis Beach (Editor), Carl Bagley (Editor), and Sofia Marques da Silva (Editor)
The Wiley International Handbook of History Teaching and LearningBy Scott Alan Metzger (Editor) and Lauren McArthur Harris (Editor)
The Wiley Handbook of Christianity and EducationBy William Jeynes (Editor)
The Wiley Handbook of Diversity in Special EducationBy Marie Tejero Hughes (Editor) and Elizabeth Talbott (Editor)
The Wiley International Handbook of Educational LeadershipBy Duncan Waite (Editor) and Ira Bogotch (Editor)
The Wiley Handbook of Social Studies ResearchBy Meghan McGlinn Manfra (Editor) and Cheryl Mason Bolick (Editor)
The Wiley Handbook of School ChoiceBy Robert A. Fox (Editor) and Nina K. Buchanan (Editor)
The Wiley Handbook of Home EducationBy Milton Gaither (Editor)
The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies,and ApplicationsBy Andre A. Rupp (Editor) and Jacqueline P. Leighton (Editor)
The Wiley Handbook of Learning TechnologyBy Nick Rushby (Editor) and Dan Surry (Editor)
The Wiley Handbook of Adult LiteracyBy Dolores Perin
The Wiley Handbook of Gender Equity in Higher EducationBy Nancy S. Niemi (Editor) and Marcus B. Weaver‐Hightower (Editor)
The Wiley Handbook of Sustainability in Higher Education Learning and TeachingBy Kelum A. A. Gamage (Editor) and Nanda Gunawardhana (Editor)
The Wiley Handbook of Collaborative Online Learning and Global EngagementBy Deirdre Johnston (Editor) and Irene López (Editor)
The Wiley Handbook of Sustainability in Higher Education Learning and Teaching
Edited by Kelum A. A. Gamage and Nanda Gunawardhana
This edition first published 2022© 2022 John Wiley & Sons, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Kelum A. A. Gamage and Nanda Gunawardhana to be identified as the authors of the editorial material in this work has been asserted in accordance with law.
Registered OfficeJohn Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
Editorial Office111 River Street, Hoboken, NJ 07030, USA
For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.
Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.
Limit of Liability/Disclaimer of WarrantyWhile the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data
Names: Kelum A. A. Gamage, 1983– editor. | Gunawardhana, Nanda, editor.Title: The Wiley handbook of sustainability in higher education learning and teaching / edited by Kelum A. A. Gamage and Nanda Gunawardhana.Other titles: Handbook of sustainability in higher education learning and teachingDescription: Hoboken, NJ : Wiley‐Blackwell, 2022. | Series: Wiley handbooks in education | Includes bibliographical references.Identifiers: LCCN 2021048463 (print) | LCCN 2021048464 (ebook) | ISBN 9781119852827 (cloth) | ISBN 9781119852841 (adobe pdf) | ISBN 9781119852834 (epub)Subjects: LCSH: Education, Higher–Social aspects. | Sustainable development. | Sustainable Development Goals. | Educational change.Classification: LCC LC191.9 .W55 2022 (print) | LCC LC191.9 (ebook) | DDC 378–dc23/eng/20211109LC record available at https://lccn.loc.gov/2021048463LC ebook record available at https://lccn.loc.gov/2021048464
Cover Design: WileyCover Image: © arthon meekodong/Getty Images
List of Contributors
Anoma Abhayaratne is a Professor in Economics, at the University of Peradeniya, Sri Lanka. She received her PhD in Economics and MA in Econometrics from the University of Essex, UK, and her MPhil and BA (Hons) from the University of Peradeniya. During her 37 years of teaching career at the university, she served in administrative positions including Head of the Departmen and Dean of the Faculty, and was a member of the Governing Council of the University. She was a Visiting Professor at the University of Essex, UK, Rouen University, France, University of Malaya, Malaysia, and South Asian University, India. Her research interests are in the areas of development‐related issues including poverty, FDI, foreign aid, social welfare, and the empowerment of marginalized persons. She has wide experience in coordinating international projects and is currently the coordinator of two international projects.
Saira Ahmed works at the Capital University of Science & Technology (CUST) in Pakistan as the Director of the Directorate of Sustainability and Environment. She is also the founding director for the research group on Solutions to Energy & Environmental Problems (STEEP). She is extensively involved in supervising peer‐reviewed research and teaches courses in Microeconomics, Public Finance, and Environmental Impact Assessment. Dr. Ahmed was awarded a PhD in Economics, Markets, and Institutions from the IMT Institute for Advanced Studies, Italy, in 2010. She is the team lead for Pakistan's COVID‐19 fiscal response project for the International Development Research Centre (IDRC), Canada, and the Partnerships for Economic Prosperity (PEP) Network. She is also the lead coordinator for the Pakistan–Italy Network (PIN), an emerging initiative of the Agency for Italian Development Cooperation (AICS) for building international technical, vocational, and research collaborations.
Hassan Ali is a Telecoms Relationship Manager with four years' experience working alongside the executive team of Pakistan Telecommunications Mobile Ltd – Ufone. He specializes in project management and is responsible for capacity building and training of other employees on the use of progressive machine‐learning systems and applications, including mass communication procedures and organizational applications. He has extensive experience in project coordination and execution. He has served as the Project Associate for the Youth Communicators for Development program of the Luiss Business School, Italy. During the course of the program, he handled multiple teams and field projects across five remote districts of Pakistan. He obtained his MS degree in Project Management from Bahria University, Pakistan, in 2018 and his MSc in Banking and Finance in 2016. He is currently pursuing Project Management Professional (PMP) certification from the Project Management Institute (PMI), in the US.
P. Bacelar‐Nicolau holds a degree in Plant and Applied Biology at the University of Lisbon, Portugal, and a PhD in Environmental Microbiology at the University of North Wales, Bangor, UK. She is Assistant Professor at the Universidade Aberta (UAb), Portugal. She is also a senior researcher at the Centre for Functional Ecology at the Universidade de Coimbra, Portugal, and a collaborator researcher at the E‐learning Laboratory of UAb. Her main research areas include e‐learning in environmental sciences, education for sustainable development, biology conservation, and environmental microbiology. She has mentored several postgraduate students, published papers in peer‐review International Scientific Information (ISI) journals, book chapters, and international conference proceedings, and has participated in several international research and development projects.
Mária Bihuňová is researcher and lecturer at the Institute of Landscape Architecture. She is also a vice dean for international relations of the Faculty of Horticulture and Landscape Engineering SUA in Nitra. She has long‐term experience in coordinating international research and educational projects, organizing training schools and workshops. She is currently coordinating a national research project on green infrastructure in urban areas and landscapes, in the context of changing climate. Her research interests include assessment and design of the various types of urban greenery; assessment of the recreational potential of the open spaces and landscapes; new trends and smart solutions in the fields of landscape architecture and presents of the fruit trees and activities of urban gardening in the cities. She is the author and co‐author of 15 publications in the WOS and SCOPUS databases, 1 scientific monograph, with 73 citations (in WOS and SCOPUS databases – 49 citations). She is a member of Steering Committee of Slovak Association for Garden Design and Landscaping.
Marwa Biltagy is a Professor of Economics, Faculty of Economics and Political Science, Cairo University, Egypt. She received the prize of Best MSc and PhD thesis at Cairo University in 2005 and 2010, respectively. She was also awarded the Encouragement Prize from Cairo University in the field of Humanities and Educational Sciences in 2016 and has received many awards from Cairo University for Outstanding Scientific Publishing in 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, and 2020. In addition, she won the State Incentive Award for Women in the field of Social Sciences in 2020. She is a member in several professional associations, such as American Economic Association (AEA), Middle East Economic Association (MEEA), and International Association for Feminist Economics (IAFE), and her work has been published in many publications in prestigious international journals.
Brett Bligh is a lecturer in the Department of Educational Research, Lancaster University, UK. His research interrogates the nexus of institutional change and technology through an activity theory lens. Much of his research concerns adult learners and, particularly, the higher education sector. Recurring themes include co‐design, interventionist methodologies, and the roles of the built environment in educational institutions. He is co‐director of the Centre for Technology Enhanced Learning and co‐editor of the diamond open‐access journal Studies in Technology Enhanced Learning. He is currently leading on a project co‐producing a new communal garden space with university, further education college, school, and local community stakeholders.
Sarah Briggs is a Sustainability Project Officer at Keele University, UK. She has a BSc in Environment and Sustainability and is currently studying for an MA in Higher Education Practice. In her role, she works across estates and operations, and student and academic spheres, and provides direct support to students who are interested in developing their own sustainability projects. She is a Fellow of the Higher Education Academy.
S. Caeiro holds an undergraduate degree in Environmental Engineering from NOVA University of Lisbon and a master's in Science in Coastal Zones from the University of Aveiro. She also holds a doctorate in Environmental Engineering from NOVA University, and in Habilitation in Sustainability, Environment and Global Changes from the Universidade Aberta (UAb). She is currently an Associate Professor in the Department of Science and Technology at UA and a Senior Researcher at the Centre for Sustainability and Environmental Research (CENSE) at NOVA University. She also collaborates with the e‐learning laboratory of UAb. Her main research and teaching areas include environmental management and assessment, education for sustainable development, e‐learning, and environmental sciences. She is the coordinator of the PhD in Social Sustainability and Development, and vice‐coordinator of the Complementary Program for Environmental Engineering at UAb. She is Associate Editor for the Journal of Cleaner Production, Elsevier.
Kristína Candráková is a referent actively working with projects and courses at the Project Grants and Lifelong Learning Center at the Faculty of Horticulture and Landscape Engineering at Slovak University of Agriculture in Nitra. She is currently working within the EU‐supported project “Support of information activities focused on flood risk mitigation and on objective information about negative impact of the climate change.” She is also responsible for administering accredited courses and for co‐organizing scientific conferences and similar events.
Madawa Chandratilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee), is the Chair and Professor of Medical Education, at the Faculty of Medicine, University of Kelaniya, Sri Lanka, and an external tutor for the Centre for Medical Education, University of Dundee, UK. He has extended his consultancy services in medical education to many countries, including the UK, Malaysia, Indonesia, Pakistan, and Oman. His interests in medical education embrace professionalism, assessment curriculum development, and quality assurance. He has been an invited speaker at many national and international conferences and a resource person for many workshops. He has edited a book, authored many book chapters in medical education, published research papers extensively in well‐reputed academic journals, and presented these papers at national and international conferences. He has expanded his research interests to clinical reasoning and the use of augmented reality and virtual reality technologies in supplementing health professions education.
Erandika K. de Silva uses an interdisciplinary approach to voice her concerns for social justice. She is a lecturer in English Literature at the University of Jaffna. Her first degree is a BA (Hons) in English from the University of Peradeniya. She was an APMA scholar funded by the European Commission's European Instrument for Democracy and Human Rights (EIDHR) and holds an MA in Human Rights and Democratization from Mahidol University, Thailand. She is currently pursuing her graduate studies in English.
Estela Díaz is a researcher and lecturer in the Department of Business Management at Pontifical University Comillas‐Madrid, and is an activist for human and animal rights, non‐governmental organization (NGO) advisor, and humane educator. She holds a PhD in Economics and Business Administration (Universidad Pontificia Comillas), a master's in Sustainability and CSR (UNED and UJI), a master's in Research in Economics and Business Administration (Universidad Pontificia Comillas), and a degree in Law (University of Granada). Her principal area of research focuses on ethical and transformative consumption, human–animal relations, gender, sustainable transitions, theories of power, and education. She also supervises doctoral students, has presented papers in conferences and seminars, and has published in high‐impact journals such as Human Ecology Review, Psychology & Marketing, Macromarketing, Sustainability, Anthrozoös, and Society & Animals.
Samanmala Dorabawila is a Senior Lecturer in the Department of Economics at the University of Peradeniya, Sri Lanka, and was the Head of the Department of Law at the same University. She was a Visiting Scholar at the American University Washington, DC, and completed the Graduate Certificate on Gender Analysis in Economics. She received her MA. and PhD in Economics from Clark University in the US, and her M Sc in Applied Statistics from the Postgraduate Institute of Science, University of Peradeniya. Her research interest lies in labor, gender, health, and development economics. Currently, she functions as a member of American‐ and European‐funded projects and was the coordinator of a project funded by the World Bank.
Varunadatta Edirisinghe holds a bachelor's degree in Western Classical Culture from the University of Peradeniya, Sri Lanka, a master's in Latin, and a PhD in Greek and Latin from Indiana University in the US. She is a Senior Lecturer attached to the Department of Classical Languages, University of Peradeniya, Sri Lanka, and, among other courses, teaches ancient Greek and Latin, Greek and Latin literature, and literary criticism. Her research interests include Greek and Latin poetry, drama, philosophy, comparisons of Greek, Latin, and Theravada Buddhist literature, and art and disability.
Iman El‐Kaffass is an academic and international consultant with proven expertise consulting with international development and donor organizations as well as with government agencies, public and private enterprises, and local non‐governmental organizations (NGOs) around the world. Her consultancy work, teaching, and publications focus on education transformation, youth, and women entrepreneurial development, and organizational assessment and development. She has worked and consulted in sub‐Saharan Africa, the Near East and North Africa, Central and Southwest Asia, and the Americas. She is a holder of a PhD in Higher Education Administration from Bowling Green State University, Ohio.
Javier Esquer has a BSc in Industrial and Systems Engineering at the University of Sonora (UNISON), and holds a Doctor of Science degree in Cleaner Production from the University of Massachusetts Lowell as well as a Sustainable Development Certificate from UNISON. He is currently working as a full‐time Professor in the Department of Industrial Engineering and in the Sustainability Graduate Program at UNISON. Dr. Esquer has been an enthusiastic promoter of sustainable development in his community and has participated in several initiatives on environmental awareness. Additionally, he has authored and co‐authored articles in scientific/academic publications with international recognition and has been a speaker and lecturer at international events. His areas of interest include, among others, sustainable development, pollution prevention, occupational health and safety, cleaner production, sustainability management systems, energy efficiency, and education for sustainable development.
Chih‐Peng Fan received his BS, MS, and PhD degrees, all in electrical engineering, from the National Cheng Kung University, Taiwan, in 1991, 1993, and 1998, respectively. In 2003, he joined the Department of Electrical Engineering at National Chung Hsing University in Taiwan, becoming an Associate Professor in 2007and a full Professor in 2013. He has more than 110 publications, including technical journals, technical reports, book chapters, and conference papers. His teaching and research interests include deep‐learning for digital image processing and pattern recognition, digital video coding and processing, digital baseband transceiver design, very large‐scale integration (VLSI) design for digital signal processing (DSP), and fast prototype of DSP systems with FPGA (Field Programmable Gate Array)‐based and embedded SOC platforms. He is member of the editorial boards for the Journal of Image and Graphics(since 2020) and the Journal of Real‐Time Image Processing (since July 2021), and has been Supervisor of the Taiwan Consumer Electronics Society since 2020.
H. Gaber is a full Professor in the Faculty of Energy Systems and Nuclear Science at Ontario Tech University, and director of the Smart Energy Systems Lab (SESL). He is the recipient of the Senior Research Excellence Award for 2016 and is recognized among the top 2% of scientists worldwide in the area of energy. He leads national and international research in the areas of smart energy grids, resilient hybrid energy systems, and plasma‐based waste to energy. Dr. Gabbar obtained his BSc with first class honors from Alexandria University (Egypt, 1988) and gained his PhD from Okayama University (Japan, 2001). He joined the Tokyo Institute of Technology (Japan, 2001–2004), as a research associate and Okayama University (Japan, 2004–2008) as an Associate Professor, in the Division of Industrial Innovation Sciences. He has more than 230 publications, including patents, books and chapters, journal articles, and conference papers.
Kelum A. A. Gamage received his BSc in Electrical Engineering from the University of Moratuwa, Sri Lanka and his PhD from the University of Lancaster, UK. He is an Associate Professor in the James Watt School of Engineering, a Co‐Director of the Centre for Educational Development and Innovation and a winner of the Teaching Excellence Individual Award (2020/21) at the University of Glasgow, UK. He is also the founder and co‐lead of the University Sustainability in Learning and Teaching Community of Practice and a member of the University Sustainability Working Group (SWG). He holds the position of Visiting Professor at Sri Lanka Technological Campus (SLTC).
He has authored over 150 peer‐reviewed technical articles and book chapters, and also holds a patent. He is the Editor‐in‐Chief for STEM Education Section of Education Sciences (MDPI, Switzerland,), editor of Humanities & Social Sciences Communications (Springer Nature), and Sensors (MDPI, Switzerland). He is also a Chartered Engineer of the Engineering Council (UK), a Principal Fellow of the Higher Education Academy, a Fellow of the IET, and a Fellow of Royal Society of Arts and a Senior Member of IEEE.
Nanda Gunawardhana works as the Director of Research and International Affairs at Sri Lanka Technological Campus, Sri Lanka. Prior to that, he worked as the Director of the International Research Centre at the University of Peradeniya, Sri Lanka. He received a bachelor's degree specializing in Chemistry from the University of Peradeniya, Sri Lanka, and a PhD from Baylor University in the US. He has worked as a Japan Society for the Promotion of Science (JSPS) postdoctoral fellow at Saga University, Japan, and at the Fukuoka Industry and Science Foundation, Japan.
He has authored over 100 peer‐reviewed technical articles and a book chapter, and also holds a patent. He was named the best young scientist in Sri Lanka by the National Science Foundation, and by the Third World Academy of Science, Italy in 2015. In addition, he is a recipient of Presidential awards for his scientific publications. He has received many research and capacity‐building grants from the European Union, Pakistan, Japan, and Sri Lanka. Since 2012, he has worked as the Associate Editor of the International Journal of Chemistry (The Canadian Center of Science and Education).
Felicity Healey‐Benson, founder of EmergentThinkers.com and co‐founder, with Professor David A. Kirby, of the Harmonious Entrepreneurship Society, is an academic, Entrepreneurial Learning Champion, and doctoral candidate at the University of Wales Trinity St. David. Her phenomenological research supporting the facilitation of higher‐order thinking focuses on future‐proofing educator professional development. She graduated from the London School of Economics and Political Science and Swansea University. Passionate about sustainability, she is committed to promoting entrepreneurship, and specifically a harmonious approach, as key to the transformation of our current learning ecosystem, promoting new literacies and applied creativity and innovation in support of the United Nations' Sustainability Development Goals.
D. Hoornweg, PhD, PEng, is Associate Professor, Associate Dean, and Richard Marceau Chair at Ontario Tech University. For almost 20 years Dan was with the World Bank, including as Lead Advisor overseeing Sustainable Cities and Climate Change programs. He was the Chief Safety and Risk Officer for the Province of Ontario 2012–2020 (Technical Standards and Safety Authority, TSSA). His academic background includes degrees in Earth Sciences, a master's in Environmental Engineering and a PhD in Civil (Sustainability) Engineering (University of Toronto, 2015). He researches energy and material flows of cities and urban systems. He is a Fellow with Canada's Transition Accelerator, the Global Cities Institute at University of Toronto, and Futures Cities at Evergreen Brickworks.
Ján Horák is an Associate Professor at the Faculty of Horticulture and Landscape Engineering, Slovak University of Agriculture in Nitra. He received his PhD in landscaping in 2009. His main teaching area is climatology and his research is focused on studying the application of biochar to soil on greenhouse gas emissions, the physical and chemical properties of soil, and crop yields. He has over 30 peer‐reviewed publications in impactful journals related to his research topics, and has coordinated and participated in several national and international educational and scientific projects.
Tatiana Kaletová is an Assistant Professor at the Faculty of Horticulture and Landscape Engineering, Slovak University of Agriculture in Nitra, Slovakia. She is a teacher of Hydraulics, Forest Amelioration, and Agricultural Water Management, and the practical training Monitoring of Environment. Her research focuses on the impact of land use on water quality and quantity in the landscape, especially the agricultural landscapre. She is an author and co‐author of several textbooks and scientific articles and cooperates closely with teachers and researchers from Europe and Uzbekistan. She coordinates and participates in several national and international educational and scientific projects.
Hesam Kamalipour is Co‐Director of the MA Urban Design Programme and the Co‐Founding Director of the Public Space Observatory Research Centre at Cardiff University, UK. His research has focused on the challenge of understanding the dynamics of informal urbanism and the ways in which different forms of informality work in a global context. He has previously served as Research Fellow at Monash University, Research Assistant and Guest Lecturer in Urban Design at the University of Melbourne, and Doctoral Academy Member at the Melbourne Social Equity Institute. He holds a PhD in Urban Design from the University of Melbourne.
David A. Kirby, professor, is a pioneer of entrepreneurship education in the UK and internationally and holder of The Queen's Award for Enterprise Promotion. At the University of Durham (1988–1996), where he held the UK's first Chair in Entrepreneurship, and at the University of Surrey (2000–2017) he taught entrepreneurship to both Business and Engineering students, while at the British University in Egypt (2007–2017) he introduced entrepreneurship not only to the university, but to the country. With Felicity Healey‐Benson he co‐founded, in Global Entrepreneurship Week 2020, The Harmonious Entrepreneurship Society based on his research with Dr. Iman El‐Kaffass. He is an Honorary Professor of Almaty Management University and the University of Wales Trinity St. David, and a member of the Accreditation Council for Entrepreneurial and Engaged Universities.
Lelia Kiš‐Glavaš has full Professor tenure at the University of Zagreb, Faculty of Education and Rehabilitation Sciences, Department for Inclusive Education and Rehabilitation. She is coordinator for students with disabilities at the faculty and a member of the scientific board. From 2004 to 2009 she was Vice Dean for Science and from 2009 to 2011 she was international cooperation leader. From 2012 to 2014 she was a director of study programs Rehabilitation and Educational Rehabilitation. At the University of Zagreb (2007–2016), she was chair of the committee for students with disabilities and was a leader of Tempus project “Education for Equal Opportunities at Croatian Universities – EduQuality.” She is a member of number of professional non‐governmental organizations (NGOs) and committees and she has participated in creating several legal drafts. She is a member of the Croatian National Board for the improvement the social dimension of higher education and of the Government of the Republic of Croatia Committee for persons with disabilities.
Rebecca Laycock Pedersen is a Postdoctoral Researcher and Assistant Coordinator for Sustainability in Education at Blekinge Institute of Technology (BTH), Sweden. Her interests lie in using sustainability education to shape a better future, especially through the medium of food and food‐growing. Her doctoral research focused on understanding how to manage the impacts of students' transience in student‐led university food gardens, focusing on the National Union of Students‐funded program, “Student Eats.” She has also worked with embedding sustainability across disciplinary curricula and in the student experience at an institutional level at both Keele University, UK, and BTH. She has a Postgraduate Certification in Learning and Teaching in Higher Education and, in 2017, she won an Excellence Award in Teaching and Learning for her participatory, inclusive, and student‐centered approach to teaching.
Beatriz Ledesma Cano is a researcher at the Applied Physics Department of the University of Extremadura (Spain). Skilled in the use of biomass, hydrocarbonization, gasification, adsorption, and energy, she has published papers, book chapters, and international conference proceedings. Her research work is complemented by teaching tasks through the direction of final degree projects, seminars or laboratory practices, participation in teaching innovation groups, and numerous teacher training courses. She has interests in ethical competencies, project‐based learning, development cooperation, and education for sustainable development, and has participated in the publication of book chapters related to these topics.
Azza Malik is a Research Associate and an analyst. She works on interdisciplinary research in different fields, but mostly on business and marketing related themes. She is also a data science professional and provides analysis for companies, and has been a tutor for undergraduate students and has mentored them in their pursuits. She likes to spend time reading and researching on how to build a sustainable environment and making it carbon free. Her aim is to build multisectoral strategies to achieve the United Nations Sustainable Development Goals in her country, Pakistan. Currently she is doing an MS in Marketing at the Faculty of Management and Social Sciences, Capital University of Science & Technology (CUST), Pakistan.
M. Mapar holds an undergraduate degree in industrial engineering from Kar University, Qazvin, Iran, a master's in Environmental Management (Health, Safety, and Environment), and a PhD in Environmental Management, both the latter from Tehran Science and Research Branch, Azad University, Tehran, Iran. Currently, she is a Research Collaborator and Post‐Doctoral Researcher at the Centre for Environmental and Sustainability Research (CENSE) at NOVA University Lisbon, Portugal. She also collaborates with the Department of Sciences and Technology at Universidade Aberta (UAb), Portugal. Her research activity is centered on sustainability assessment and management, including public sector and higher education institutions, assessment indicators, and the integration of health, safety, and environmental (HSE) aspects of sustainability.
Kosala Marambe, MBBS (Colombo), PhD (Maastricht), is Professor and Head of the Department Medical Education of the Faculty of Medicine, University of Peradeniya, Sri Lanka, and has contributed to undergraduate teaching and student assessments in the university's Faculties of Medicine and Allied Health Sciences and postgraduate training through the Post Graduate Institute of Medicine, University of Colombo. She also supervises MPhils and PhDs in health professions education and is 2021–2022 President of the College of Medical Educationists, Sri Lanka. She has published her work in national and international peer‐reviewed journals, conferences, and seminars and has authored book chapters, edited conference proceedings, and served as a reviewer for national and international conferences and journals. She also has wide experience in coordinating and conducting staff development programs for academic staff of the faculties of health sciences, and in curriculum review and revision work, coordinating the quality assurance activities, and developing innovative teaching learning methods.
J. McKellar is an Associate Professor in the Faculty of Energy Systems and Nuclear Science at Ontario Tech University and is a licensed Professional Engineer in Ontario, Canada. She leads the Energy Systems Analysis research group. The group's goal is to contribute to the development of sustainable energy systems by (i) developing analytical tools in support of decision‐ and policy‐making, and (ii) completing techno‐economic and environmental assessments of energy systems. Dr. McKellar has taught courses on Solar Energy Technologies, Fuel Cell Design, and Life Cycle Assessment. Her undergraduate and master's degrees are in Chemical Engineering, and her doctorate is in Civil Engineering, with a focus on Environmental Engineering. Following her PhD, she held a Postdoctoral Fellowship jointly with the Universities of Toronto and Calgary. Prior to pursuing her PhD, she worked in environmental consulting, focusing on air quality.
Amparo Merino is researcher and lecturer in the Department of Business Management at Pontifical University Comillas‐Madrid, where she teaches undergraduate and postgraduate courses related to strategic management, social entrepreneurship, and business and sustainability. Her research trajectory is framed by the multidisciplinary research field of Sustainability Transitions, and her current research interests focus on three levels: individual agency (e.g. sustainable behavior and interconnectedness with nature), organizations (e.g. social enterprise and business models for sustainability), and underlying structures (e.g. business logics and institutional entrepreneurship; critical, emancipatory, and transformative approaches to education for sustainability). In these areas she has taken part in several funded research projects and published scientific papers in high‐impact journals, such as Environmental Education Research, Environmental Innovation and Societal Transitions, Journal of Cleaner Production, International Journal of Management Education, Journal of Macromarketing, and Human Ecology Review. She also supervises doctoral students and participates in conferences related to sustainability transitions.
Ján Mezey's activity is aimed at optimizing the growing technologies of fruit trees and grapevines in the context of preserving and increasing the content of bioactive substances in fruits. It is also focuses on the selection and analysis of nutritional indicators of individual species and varieties and the subsequent optimization of technological processing of fruits into juices with the aim of preserving bioactive and other substances.
Ivana Mezeyová is an Assistant Professor at the Department of Vegetable Production, Faculty of Horticulture and Landscape Engineering, SUA, Nitra, Slovakia. In addition to activities related to pedagogical activities, her main activities include research and collaboration on several projects. Her scientific and research activities are associated with the management of field experiments with spices, aromatic plants, and lesser‐known species of vegetables, selected laboratory analyses, data processing, and statistical analyses. During her doctoral studies she participated on scientific research led by Professor RNDr. Bernard Šiška, PhD, who contributed to the Nobel Peace Prize for 2007 being awarded to the Intergovernmental Panel on Climate Change (IPCC). She led an international project funded by the V4 (Visegrad: Slovakia, Poland, Hungary, and the Czech Republic) Foundation, focusing on lesser‐known vegetable species and spice and aromatic plants. She is the author and co‐author of four publications in the WOS and SCOPUS databases, and she has 57 citations in these databases.
Nora Munguía is an alumna of the doctoral program at the University of Massachusetts Lowell in Engineering Science with a major in Cleaner Production. She is full time Professor in the Department of Industrial Engineering and also serves as a researcher in the Sustainable Development Graduate Program in the University of Sonora in Mexico. Dr. Munguia is a member of the National System of Researchers and her most recent works are focused on promoting strategies to prevent, eliminate, and reduce occupational hazards in the Mexican industry.
Sergio Nogales Delgado was born in Badajoz (Spain) in 1984. He is researcher at the Department of Chemical Engineering and Physical Chemistry at University of Extremadura (UEX, Spain). His main interests are related to a wide range of fields, such as minimally processed fruits and vegetables, biomass or biodiesel, and biolubricant production, among others. During his career, he has had the opportunity to share this knowledge, being involved in different teaching tasks, mainly at university level (such as scientific exhibitions, seminars, laboratory practices, and especially final degree projects). As a result, he has taken part in different education projects in order to create brief didactic guides or publish the main insights in several research articles.
Asela Olupeliyawa, MBBS (Colombo), PhD (NSWS), is Professor in Medical Education at Faculty of Medicine, University of Colombo. He has over 15 years' experience in curriculum and assessment development in medical education. He was the former Director of Curriculum Implementation of the MBBS program at Colombo and currently leads quality assurance activities at the Faculty of Medicine. He graduated in Medicine in 2005 and obtained his PhD at the University of New South Wales, Australia in 2012. His PhD thesis investigates how workplace‐based assessment among medical students facilitates the learning of collaborative competencies for internship. He has over 20 peer‐reviewed publications and over 50 international presentations, and is first author in original research publishing in high‐impact medical education journals such as Academic Medicine, Medical Education, and Medical Teacher. He has extensive experience in faculty development of medical teachers, postgraduate clinical educators, and teachers in other health professions.
Nastaran Peimani is the Co‐Director of the MA Urban Design Programme and the Co‐Founding Director of the Public Space Observatory Research Centre at Cardiff University, UK. Her research focuses on the intersections of urban design, the built environment, and urban transport. Her recent projects have investigated transit urbanism, urban morphology, spatiality of street vending, public space and urbanity, and urban design education and pedagogy. She holds a PhD in Urban Design from the University of Melbourne.
Gominda Ponnamperuma, MBBS (Colombo), Dip. Psychology (Colombo), MMEd (Dundee), PhD (Dundee), is Professor and Head of Department of Medical Education, in the Faculty of Medicine, University of Colombo, Sri Lanka. He has served as an invited speaker and resource person in many international symposia and conferences. Author of several journal articles and books, he sits on the editorial boards of four international medical education journals. He is a postgraduate tutor, examiner, and resource material developer for national and international medical education courses. He has served as an advisor, visiting professor, consultant, and fellow in several academic institutes and educational projects and is a founder co‐chair of the Asia Pacific Medical Education Network (APME‐Net). His research interests are in assessment (including selection for training), and curriculum development and evaluation.
Amir Qayyum is currently Professor at Capital University of Science and Technology (CUST), Islamabad, Pakistan. He obtained his master's degree and PhD from the University of Paris‐Sud, France in 1996 and 2000, respectively, and completed his research work at INRIA, Rocquencourt, France. He did his bachelor's degree in Electrical Engineering at the University of Engineering and Technology, Lahore, in 1991. He is the founding director of the Center of Research in Networks and Telecom (CoReNeT) and has led several funded research projects. He has numerous publications in international conferences and journals. His research interests include wireless networks, software‐defined networking, vehicular and mobile ad hoc networks, and sensor networks for healthcare. He is also a founding member of Pakistan France Alumni Network (PFAN). In recognition of his services for research and cultural collaborations with France, he was awarded the medal of “Chevalier dans l'Ordre des Palmes Académiques” by the Government of France.
Zoe Robinson
