Transformative Deep Learning Pedagogy

Merrilyn Goos serves as Professor of Education at the University of the Sunshine Coast in Australia, following her role as Professor of STEM Education and Director of EPI*STEM at the University of Limerick from 2017-2020. Her career began as a food technologist before transitioning to teaching mathematics, chemistry, and food science in secondary schools and technical colleges in Australia. Her research portfolio spans crucial areas including students' mathematical thinking, digital technologies in mathematics education, interdisciplinary mathematics learning, professional development of mathematics teachers, curriculum reform, and gender equity in STEM education. As Editor-in-Chief of Educational Studies in Mathematics and founding co-Editor-in-Chief of Research in Integrated STEM Education, she has shaped scholarly discourse in mathematics education. Her leadership extends to serving as Vice-President of the International Commission on Mathematical Instruction and former President of the Mathematics Education Research Group of Australasia. In 2022, she received MERGA's Career Research Medal for sustained achievement in mathematics education. Her work has garnered significant research funding from various sources, including the Australian Research Council, EU Horizon 2020, and Science Foundation Ireland. She has also made substantial contributions to education policy, serving as Chair of Queensland's Mathematics Syllabus Advisory Committee and participating in the OECD's Strategic Advisory Group for the PISA 2021 Mathematics framework.

Pankaj Sah stands as a distinguished neuroscientist serving as Director of the Queensland Brain Institute at The University of Queensland. His academic journey began with medical training at The University of New South Wales, followed by a Ph.D. from the Australian National University and postdoctoral work at the University of California, San Francisco. His groundbreaking research focuses on understanding neural circuits underlying learning and memory formation, particularly in the amygdala and hippocampus. After establishing his laboratory at the University of Newcastle in 1994 and working at the John Curtin School of Medical Research, he joined QBI as a founding member in 2003 and became Director in 2015. Sah's laboratory employs sophisticated techniques including molecular tools, electrophysiology, anatomical reconstruction, calcium imaging, and behavioral studies to examine brain function and disease impacts. His pioneering work has revolutionized understanding of synaptic plasticity and interneuron function in the amygdala, contributing significantly to anxiety disorder research. As Editor-in-Chief of npj Science of Learning, he bridges the gap between neuroscience, psychology, and education research. His contributions include over 110 peer-reviewed publications and recent work with patients undergoing deep brain stimulation for conditions like Parkinson's disease and Tourette's syndrome. His research has fundamentally changed our understanding of central nervous system function and emotional learning processes

Robyn M. Gillies stands as a distinguished Professor of Education at The University of Queensland, where she has made significant contributions to understanding social and cognitive aspects of learning. Her academic credentials include a Bachelor of Educational Studies, Masters of Educational Studies, and Ph.D. from The University of Queensland. For over twenty years, she has conducted groundbreaking research on cooperative learning and student engagement, particularly focusing on STEM education initiatives in primary and secondary schools. As a Chief Investigator on the Science of Learning Research Centre, she has been instrumental in implementing science-based research projects that help teachers embed inquiry-science pedagogy into their curricula. Her extensive research portfolio includes 11 Australian Research Council grants, focusing on inquiry learning in science and mathematics, teacher and peer-mediated learning, and classroom processes. Gillies has authored over 100 journal articles, five books, and numerous book chapters, establishing herself as a leading authority in educational research. Her exceptional contributions have earned her prestigious recognition, including the 2006 Outstanding Contribution Award from the American Educational Research Association and the 2010 Achievement Award from the International Association for the Study of Cooperation in Education. Her work has been internationally recognized, with her recommendations on translating research into practice being featured by the Smithsonian Science Education Center. Currently, she continues to advance educational practices through research on classroom discourses, small group processes, co-regulated learning, and supporting students with disabilities

Annemaree Carroll serves as Associate Dean Research in the Faculty of Humanities and Social Sciences and Professor of Educational Psychology at The University of Queensland's School of Education. Her academic credentials include a Master of Education (1991) and Ph.D. in Educational Psychology (1995) from The University of Western Australia. As a registered teacher and psychologist with experience in primary and special education, she has pioneered research in social-emotional learning and behavioral interventions. Carroll is internationally recognized for developing innovative emotion regulation programs, including the Mindfields Suite of Programs and KooLKIDS Resources, which promote student well-being and self-regulation through strengths-based approaches. From 2014 to 2020, she served as Coordinator of Translational Outcomes within the Australian Research Council Science of Learning Research Centre, and now co-leads the UQ Learning Lab, focusing on transforming education through research translation initiatives. Her extensive research portfolio includes managing large-scale school-based projects and studying children with neurodevelopmental disorders such as ADHD and Tourette Syndrome. Her contributions to social sciences earned her election as a Fellow of the Academy of Social Sciences in Australia in 2018. Carroll's recent work extends to teacher emotion regulation strategies, demonstrating how improved teacher well-being positively impacts student outcomes and teacher-student relationships.

Melissa Cain currently serves as Senior Lecturer and National Head of Discipline for Secondary Initial Teacher Education at Australian Catholic University (ACU), after previous roles at the University of Queensland and Griffith University. Her academic work focuses on inclusive education, particularly for students with vision impairment, and creative arts education. Her research portfolio includes significant international projects such as "Teaching and Learning in COVID-19 Times" and "The Role of Mentoring for Young People with Blindness and Low Vision." With over 22 years of teaching experience in Australia and Southeast Asia, Cain has managed several large-scale national Learning and Teaching projects and developed an international MOOC through EdX and Microsoft. Her recent research examines equitable participation for students with vision impairment in mainstream schools, collaborating with teams across Canada, the USA, Singapore, and Pacific Small Island Nations. She actively engages with the low vision community through partnerships with Next Sense and Vision Australia, and serves as a goalball referee. Her contributions to education have been recognized through several higher education teaching awards, including the Callaway Doctoral Award

Katherine McLay serves as a distinguished educator and researcher at the University of Queensland's School of Education, where she explores the interconnections among education, technology, societal dynamics, and policy. Her academic journey builds on 18 years of teaching experience, including a decade as Head of Senior English at independent schools across Queensland and Victoria. Her research delves into critical inquiries that expand understanding of teaching and learning as complex social and relational processes, drawing on sociocultural theories including Vygotsky and Bakhtin. McLay's doctoral work, culminating in her thesis "iKnow, iAm, iPad," investigated how high school students use iPads as learning tools through a reflexive microethnographic approach. As a member of the Editorial Team for Qwerty: Interdisciplinary Journal of Technology, Culture and Education, she continues to shape discourse around educational technology. Her current research spans diverse learning ecosystems, from traditional classrooms to digital environments, with particular focus on digital equity, identity formation, and technology-enhanced learning. Her work has produced numerous influential publications examining the intersection of technology, education, and student identity development