Noof Al Harrasi is an English Lecturer at the University of Technology and Applied Sciences in Oman. She has been teaching English in tertiary education for 12 years, with extensive experience in supporting EFL learners in higher education contexts.

She holds a Bachelor’s degree in English Language Teaching from Sultan Qaboos University, Oman, and a Master’s degree in TESOL from the University of Glasgow, Scotland.

Noof is currently in her fourth year as a PhD candidate in TESOL and Applied Linguistics at the University of Leicester, where her research focuses on grammar instruction and form-focused input.

She is an Assistant Professor at the Polytechnic University of Leiria, Portugal. She is an integrated researcher at IJP–IPLeiria and a collaborating researcher at CI&DEI. She serves as the Scientific-Pedagogical Coordinator of the OPSA 2.0 Project. Her research focuses on legal studies, citizenship, human rights, and higher education.

Dr Mbali Mabaso Tsibuli is a lecturer in Curriculum Studies in the School of Professional Studies in Education at North-West University, Mahikeng Campus. Her teaching and supervision focus on social justice, critical thinking and research in education, particularly within the South African higher education context. Her core research interests centre on self-directed learning among African education students, lecturer behaviours and institutional support, as well as gender, curriculum and public policy. She is actively involved in research projects, postgraduate supervision and conference dissemination, contributing to debates on how universities can better cultivate autonomous, socially responsive and ethically grounded graduates.

Dr. Stephanie Liu, from the Chinese Language Centre, the Polytechnic University of Hong Kong. With nearly a decade of experience in tertiary-level Chinese education, Dr. Liu’s research interests span AI in language education, Chinese literature, and language studies.

Linxi Zhao is a first-year PhD student in the Department of Learning and Leadership at the Institute of Education (IOE) in University College London. She holds an MA in Primary Education (4–12) from the IOE and a BEd in Early Childhood Education from Central China Normal University. Her research interests include effective learning and teaching, family education, and AI education in early childhood and primary education. Her current research focuses on the new concepts and relationship between self-regulated learning (SRL) and parental involvement (PI) in the AI era, aiming to explore how teachers and parents can collaboratively support primary students’ SRL skills within AI-accessible learning environments.

Birgül Sevinç works as a research assistant in the Department of Educational Administration at Gaziantep University, Gaziantep, Turkey. Among her research topics are educational administration, teacher psychology, and school audit.