Educational researcher, author, specialist in Visible Learning, an educational approach focused on identifying and maximising the factors that positively influence learning, John Hattie has behind him over twenty years of study, the largest collection of research based on evidence and involving millions of students. His studies are the benchmark for any educator who wants to know what actually works in schools to accelerate learning.

Professor John Hattie, originally from New Zealand, has held the position of Professor and Director of the Melbourne Education Research Institute, since March 2011. Prior to this role, he served as a Professor of Educational Sciences at the University of Auckland, the University of North Carolina at Greensboro, and the University of Western Australia. Widely recognized for his books, international conferences, and significant influence on educational policy, Hattie has established himself as a leading figure and thought leader in the realm of contemporary education.

Colbert is a Sociologist from Javeriana University in Colombia and pursued her graduate studies in Sociology of Education at Stanford University in the United States.

Vicky Colbert is founder and director of Fundación Escuela Nueva. She is co-author of the worldwide renowned Escuela Nueva model and was its first National Coordinator. Colbert has pioneered, expanded and sustained this educational innovation from many organisational spheres: as Viceminister of Education of Colombia, UNICEF´s Education Adviser for LAC and now from Fundación Escuela Nueva (FEN), an NGO she founded to ensure its quality, sustainability and innovation.

A key element of the Escuela Nueva school is that children learn at their own rate by using Learning Guide, which Colbert describes as “a combination of a textbook, workbook and a guide for the teacher.” These guides suggest hands-on activities for students to do both in school and at home. Students work their way through the guide at their own pace, with teachers serving as advisers, and students who have mastered a lesson often helping those who have not. The model is highly empowering for children and youth, while making learning relevant to their needs and flexible in terms of schedule and availability of resources. empowering pentru copii și tineri, în timp ce învățarea devine relevantă pentru nevoile lor și flexibilă în ceea ce privește programul și disponibilitatea resurselor. Modelul a fost folosit inițial în cele mai izolate și dezavantajate zone din Columbia, unde abandonul școlar era la cote foarte ridicate, iar rezultatele remarcabile au făcut ca ulterior să fie preluat de alte state, fiind folosit actualmente în peste 18.000 de comunități.

She has been recognized with several awards and distinctions in the fields of leadership and social entrepreneurship, such as the Skoll Award for Social Entrepreneurship, the Clinton Global Citizenship Award and the Kravis Prize. She has also been recognized as Outstanding Social Entrepreneur by the Schwab Foundation, Ashoka and the World Technology Network. She is laureate of the first edition of the Yidan Prize for Education Development (2017) and 2013 WISE Prize for Education Laureate.

Throughout his career, Peter has been asking, “how do we create the conditions for people to work together at their best, cultivating the innate systems intelligence that is our birthright but is all but lost in modern culture?” Schools That Learn describes how schools can adapt, grow, and change in the face of the increasing demands and challenges of our society, and provides tools, techniques and solutions for teachers and school principals.

Senior Lecturer at Massachusetts Institute of Technology, Sloan School of Management, and Founding Chair of the Society for Organizational Learning (SoL), Peter Senge has been at the forefront of organizational learning, leadership development and systems change since his classic text The Fifth Discipline, which sold over two million copies worldwide. It was recognized by the Financial Times as one of five “most important” management books and by Harvard Business Review as establishing the learning organization as “one of the seminal ideas of the last 75 years.”

Cami Anderson este un lider pasionat și consacrat în transformarea educației, care a petrecut mai bine de 30 de ani luptând cu sisteme și politici învechite pentru a impulsiona schimbarea. În acești ani, și-a asumat roluri diverse, de la profesor la director executiv și la administrator de sistem. A consiliat peste 25 de directori executivi pentru a atinge obiective de neconceput anterior. A fost vreme de 10 ani Superintendent școlar (inspector școlar general), mai întâi în New York City și apoi în Newark, punând în aplicare reforme cheie care au condus la creșteri notabile ale rezultatelor pentru toți elevii din district, indiferent de statutul lor socio-economic. A reușit să accelereze inovația și învățarea, să inițieze parteneriate public-private la niveluri fără precedent și să stabilească un nou model național pentru transformarea educației urbane în America. Ea a primit recunoaștere pe scară largă pentru munca ei cu elevi ce proveneau din cele mai dezavantajate grupuri socio-economice.

Anderson a fost, de asemenea, director executiv al Teach for America în New York, unde a fondat un consiliu de lideri din afaceri și educație, a crescut calitatea formării profesorilor și a lansat Teach for America Week. A coordonat, de asemenea, un program de formare pentru directori de școli, program care a fost recunoscut de către Harvard Business School și de Departamentul de Educație al SUA drept unul dintre cele mai eficiente programe de pregătire a directorilor din țară.

Cami Anderson se mândrește, de asemenea, cu o experiență diversă ca educatoare Montessori, regizor de teatru pentru tineret și ca sportivă. Ii este recunoscută munca pentru șanse egale și extinderea oportunităților educaționale ale copiilor și tinerilor. Anderson a primit premiul Peter Jennings pentru impactul ei asupra echității educaționale și a fost numită recent de către revista Time drept unul dintre „100 cei mai influenți oameni”.

Prof. Sugata Mitra is one of the world’s most respected education researchers and pioneer in self-directed learning. He is Professor Emeritus at NIIT University Rajasthan India, has a Ph.D. in theoretical physics, and he retired in 2019 as Professor of Educational Technology at Newcastle University, UK.

His interests include Children’s Education, Remote Learning, Self- organising systems, Cognitive Systems, Complex Dynamical Systems, Physics and Consciousness.

He conducted the Hole in the Wall (HIW) experiment, where in the year 1999 a computer was embedded within a wall in an Indian slum at Kalkaji, Delhi and children were allowed to freely use it. The experiment aimed at proving that kids could be taught computers very easily without any formal training. Sugata termed this as Minimally Invasive Education (MIE). The experiment has since been repeated at many places. He is the recipient of many awards and honorary doctorates from India, the UK, USA and many other countries in the world.

The Hole in the Wall experiment has left a mark on popular culture. Indian diplomat Vikas Swarup read about Mitra’s experiment and was inspired to write his debut novel that went on to become the Oscar winning movie of 2009 – Slumdog Millionaire.

He is credited with more than 25 inventions in the area of cognitive science and educational technology. He was conferred the prestigious Dewang Mehta Award from the Government of India for Innovation in Information Technology in the year 2003. Amongst many other awards, he was awarded the 1-million-dollar TED Prize in 2013.

Professor Mitra’s work at NIIT created the first curricula and pedagogy for that organisation, followed by years of research on learning styles, learning devices, several of them now patented, multimedia and new methods of learning. Culminating and, perhaps, towering over his previous work, are his “hole in the wall” experiments with children’s learning. Since 1999, he has convincingly demonstrated that groups of children, irrespective of who or where they are, can learn to use computers and the Internet on their own using public computers in open spaces such as roads and playgrounds. He brought these results to England in 2006 and invented Self Organised Learning Environments, now in use throughout the world. In 2009, he created the Granny Cloud, of teachers who interact with children over the Internet.

Since the 1970s, Professor Mitra’s publications and work has resulted in training and development of perhaps a million young Indians, amongst them some of the poorest children in the world.

In 2013, he was awarded the first $1 million TED prize, to put his educational ideas together to create seven laboratories called ‘Schools in the Cloud’. Here he studied learning as emergent phenomena in an educational self-organising system. These results question the ideas of curriculum, examinations and the meaning of ‘knowing’ itself in the Internet world of the 21st century.

He was named the 2022 Brock Prize in Education Innovation Laureate for his transformational work in rethinking the way children learn.

Zack Kass stands out as one of the brightest minds in AI today, with a robust 14-year journey at the epicenter of technological evolution. His significant tenure as Head of Go To Market at OpenAI put him front and center building AI strategies with many of the biggest companies in the world. His role in converting state of the art research into real-world business applications has positioned him as one the the foremost thinkers in Applied AI.

His mission is to ensure that societies in general, businesses, civil organisations and governments are active participants in the AI-powered future, equipped to enable a future of abundance. Zack aims to do this by demystifying AI, making it accessible and understandable for everyone, and helping leaders navigate the rapidly evolving environment.

Beyond the corporate world, Zack is a staunch advocate for AI’s potential to revolutionize education. He works tirelessly to promote AI as a tool that can significantly enhance free and unlimited access to knowledge. His efforts seek to guarantee that the advancements in AI transcend commercial benefits and work towards the betterment of communities and societies at large.

Charles Leadbeater works with entrepreneurs, governments, cities and foundations around the world on to promote innovation with purpose.

Over the past ten years he has published a string of influential reports on the changes needed in education to equip students with the agency needed for a world of rapid transitions. In Learning from the Extremes he explored how way social entrepreneurs are using technology to create new approaches to learning in the poorest parts of the developing world. The Problem Solvers examines the skills young people will need to thrive in an uncertain, creative and entrepreneurial economy in which machines with artificial intelligence may well be capable of doing many routine jobs.

Charles was an adviser in Tony Blair’s government Policy Unit on the knowledge driven economy. He drafted the UK Government’s White Paper – Our Competitive Future: Building the Knowledge Driven Economy, one of the first policy papers in the world to argue that advanced economies would become increasingly dependent upon innovation for growth. He went on to advise a range of governments on long term strategy. As a visiting Professor at the Institute for Innovation and Public Purpose he advised the British government and the European Union on how to organize innovation to meet big societal challenges through his work on a commission on Mission Oriented Innovation.

He is the author of several internationally renowned books, among them Living on Thin Air, which explores the rise of the knowledge driven economy and We-Think: mass innovation not mass production, which examines how the web was enabling creative collaboration across a wide range of fields. His book, The Frugal Innovator, is an account of how lean, simple, clean and social self-help innovations are providing new solutions in health, energy, water and housing in the developing world. He was one of the first people in the world to write about social entrepreneurship in his 1997 report The Rise of the Social Entrepreneur.

Accenture, the management consultancy ranked him one of the top management thinkers in the world, and the Financial Times said he was the outstanding innovation expert in the UK. He is a Life Fellow of the Royal Society of the Arts in London.

Graham Brown-Martin is an engaging catalyst for powerful conversations and fresh thinking. Graham draws on his experiences of leading teams, creating startups and scaling up organisations that challenge the status quo. Consistently ahead of the curve: he designed mobile computers in the 80s, interactive and online entertainment networks in the 90s, community-based social networks in the 2000s and a global forum for the future of learning in the 2010s. He takes his audience on an interactive journey that motivates them to think differently about the past, present and future.

In 2004, Brown-Martin founded Learning Without Frontiers (LWF), a global community bringing together renowned educators, technologists and creatives to share provocative and challenging ideas about the future of learning. His book, Learning {Re}imagined, a study of global education and geopolitics produced for the World Innovation Summit for Education (WISE), was published by Bloomsbury in 2015.

Graham is the founder of Beyond Tomorrow Global, a growing international intelligence network of interdisciplinary thinkers designing a blueprint for society to thrive beyond the 22nd century. He is co-founder of regenerative.global, a transformative learning consultancy based in London and New York using circular economy principles to inform innovative learning and design practices.

Brown-Martin has in recent years given evidence to the House of Lords Select Committee on Artificial Intelligence, created an agile learning experience for senior leaders of a FTSE 100 financial services company, designed a science programme for primary school children using the Internet of Things, created an experiential programme for children to learn about working with autonomous humanoid robots and was retained by an educational technology maker to lead their global product and brand development, education and communications strategy with teams in the UK, US and China.

Graham is a co-founder of WORDS & EARS, a London-based strategic insight and leadership coaching practice established in 2012 to help organisations and their leaders navigate the future, achieve their goals and maintain resilience.

Niko Herlin is a passionate futurist and entrepreneur. He is the co-founder of Great Minds (www.greatminds.fi). He has helped many companies and organisations look ahead, prepare for alternative futures, build future-proof strategies and grasp the opportunities of change. He plans and runs strategic future processes for clients representing a wide range of different industries and sizes.

Niko is especially interested in the futures of education, work, and leadership. He also likes to challenge and develop the foresight capabilities of his client organisations. He has developed a concrete tool for organisations to analyse, measure, and develop their future capabilities. "I have worked quite a bit with the future of different educational institutions from pre-school to basic education and high-schools and universities. Also lifelong learning and adult education centres are familiar to me. I can gladly share my experiences and thoughts with you. And as a futurist it’s always been about the future of those organisations."

Henri Muurimaa (MSc) is the CEO of Eduten and a passionate believer in the ability of AI to support individualised learning. He has supported the development and uptake of a learning platform that makes mathematics interesting for every child, individualising the learning process and starting always from the point where the child is, giving learners challenges that they can actually solve, not be afraid of.

Razvan Bologa is full Professor at the Computer Science Department of the Academy of Economic Studies Bucharest, with a research interest in knowledge management, artificial intelligence, and digital education. He is the head of the innovation and research commission inside the university where he has managed several important projects as well as a master program. He is actively involved with innovative start-ups. He is als CEO and Founder NEXTLAB.TECH, the biggest competition in the field of robotics in Romania, attracting yearly more than 30,000 pupils interested in learning to programme robots in a challenging and innovative environment.

Richars is Founder & Chief Visionary at Maths Pathways, Australia. Growing up in South Africa, Richard witnessed first-hand how a quality education could lift the outcomes of students. After working as a management consultant, Richard embraced his true passion when joining the teaching profession. As a teacher, Richard tested ways to invigorate our school system. Despite his love of teaching, he knew that students needed systematic change to see real progress. In 2013, Richard co-founded Maths Pathway, working with schools and teachers across the country to re-imagine learning and teaching practices. He steers the organisation in pursuit of a world in which everyone knows and enjoys maths.

Elena is a teacher, trainer, founder of ERI Romanian-Finnish School Sibiu and serial entrepreneur, with 30 years of volunteering at local, national and European level. She has ample knowledge of operations in companies and organizations, public, private, hospitality, human resources, business, education.

With over 22 years of training experience in the public, business and non-governmental sector, in the country and abroad, she was involved in youth organizations at national and European level. She was the President of the European Confederation of Youth Clubs and actively contributed to the European Commission’s youth programs. She coordinated national and European projects, managed human resources as a leader and manager, built teams and organizations. In 2004 she founded Future Capital a private company focused on long life learning and adult education, culture and tourism.

She co-founded ERI Romanian-Finnish School of Sibiu and the Finnish Teacher Training Centre where she dedicated her energy to training children, teachers and other adults. She has been focusing all her efforts on pursuing her dream – quality education for a meaningful life. Since 2018 she is the Honorary Consul of Finland in Sibiu and in 2020 she was the leader of the Task Force for Education of the Coalition for the Development of Romania. 

In recent years, she has been involved in over 100 events for education, both physically and online. She is part of various teams that create educational policies and participates in Romania's impact projects for education: Educated Romania, EduNetworks, SuperTeach, Talent Manager for Schools. 

2023 was a reset year, a sabbatical meant to bring more focus and knowledge to the fields Elena has been active in: education, culture and tourism and especially entrepreneurial education and representation, as well as in new fields that are #aheadofourtimes, such as Artificial Intelligence and the Internet of Things (IoT).

In 2024 she launched the fundamental course on Artificial Intelligence for teachers and became the CEO of MBA Junior, the program that help children 9-12 learn best about entrepreneurship.

With 6 years of experience working at the intersection of education and youth development, Oluwaseun has worked on a lot of local and international education projects and also led the design and delivery of programs at Peace First, one of the largest youth-led organizations in the world, as the Senior Program Manager. He managed a team of 120 young people located in over 100 countries in the six regions of the world (US, LATAM, UK & Europe, Asia/Oceania, Africa, and MENA). Oluwaseun was a speaker at the Teach For All Global Conference in Armenia and also got accepted into the Peace First Accelerator Program in Austin, Texas, United States.

Oluwaseun is a 2017 Teach For Nigeria fellow, 2019 Orange Corners Grantee, 2020 Peace First fellow, 2021 UNLEASH Global Talent, 2021 ALA Education Entrepreneur, 2022 Westerwelle Fellow, and 2023 Mastercard Foundation Edtech Fellow.

Profesoară MERITO pentru învăţământul primar la Şcoala Gimnazială “Dacia” din Târgu Mureş şi creatoarea platformei EmalaŞcoală.ro

Profesoară pentru învăţământul primar şi director adjunct la Şcoala Gimnazială nr. 6 “Iacob Mureşianu” din Braşov.

Profesoară MERITO de Educaţie muzicală la Colegiul Naţional Unirea din Focşani şi finalistă Top50 Global Teacher Prize 2023.

James Anderson is an Australian-based international speaker, author and educator who is passionate about helping everybody become better learners. Originally a teacher and school leader, for the past 20 years James has been working with schools to make classrooms more thoughtful places. His previous books are Succeeding with Habits of Mind, The Mindset Continuum, The Agile Learner and The Learning Landscape.

Profesoară MERITO de Fizică la Liceul Teoretic “Ioan Cotovu” din Hârşova (CT).

Profesoară de Fizică la Colegiul Naţional de Informatică "Grigore Moisil" Braşov.

Profesoară MERITO pentru învăţământul preşcolar şi directoare la Grădiniţa cu PP nr. 28 din Baia Mare.

Profesoară MERITO pentru învăţământul preşcolar la Şcoala Gimnazială nr. 5 Săcele (BV).

Profesoară MERITO de Educaţie muzicală la Colegiul Naţional din Iaşi.

Profesoară MERITO de Limba engleză la Colegiul Naţional “Al. Papiu Ilarian” din Târgu Mureş.

Profesor MERITO de Limba şi literatura română la Liceul Teoretic “Bolyai Farkas” din Târgu Mureş.

CEO of Osiris Educational, the UK’s leading independent teacher training provider, Stephen Cox has played a pivotal role in shaping the education landscape. With a legacy of training over 500,000 teachers and collaborating with 15,000 schools, he stands at the forefront of teacher development. He works closely with leading educationalists from around the world, including Professor John Hattie, and has been responsible for developing many of the UK’s most powerful teacher development programmes. Stephen's latest endeavour, Teacher Land, focuses on creating a global online system for teacher and learning development.

Profesoară MERITO pentru învăţământul special / psihopedagog la Şcoala Gimnazială Specială pentru Surzi nr. 1 din Bucureşti.

Profesor-logoped şi psihoterapeut la Şcoala Gimnazială Specială pentru Surzi nr. 1 din Bucureşti.

Ed is the Managing Director of the Reach Foundation and was the co-founder and Principal of Reach Academy Feltham. Over the last five years he has been developing a Cradle to Career model, combining the school with the Reach Children's Hub to provide an integrated pipeline of support for children and families.

Beyond Feltham he is working with Trusts nationally to support them to develop a Cradle to Career approach, as well as a growing suite of leadership programmes, including SW100, West100 and Yorkshire100, as well as Leading Trusts100. Ed is currently on secondment to Ormiston Academies Trust as National Director of Transformation and is a member of the Board of CST. He has sat on a number of DfE and other policy panels and was awarded an OBE in 2019.

For 16 years Diana was a secondary social studies teacher in Wisconsin, Kansas, Arizona and Pennsylvania. She most recently taught at the Science Leadership Academy in Philadelphia, an inquiry-driven, project-based high school focused on modern learning. Her practice has deep roots in experiential education, taking students from the classroom to the real world and back again. Prior to her work in Philadelphia, she was an active member of the teaching community in Flagstaff, AZ where she was named Technology Teacher of the Year for Arizona and a member of the Governor's Master Teacher Corps. Diana was featured on TED.com for her “How to Learn? From Mistakes” and recognised for earning National Board Certification. Her publications include a featured piece on the New York Times Learning blog, co-authoring a chapter in an educational leadership book, and an article in the Journal of Adolescent and Adult Literacy. In 2013, Diana Laufenberg partnered with Chris Lehmann to start Inquiry Schools, a non-profit working to create and support student centred learning environments that are inquiry driven, project based and utilising modern technology. She currently serves as the Executive Director for Inquiry Schools and lives in West-Central Wisconsin.

Alina is a passionate educator & social entrepreneur focused on achieving equity in education. With nearly a decade of experience in teaching, content development, and teacher coaching, she specializes in serving high-need schools and marginalized communities, closing the achievement and opportunity gap. As the co-founder of Arus Academy, Alina leads the design & strategy of its programs. Founded in 2015, Arus Academy has benefited more than 120,000 students and 70,000 teachers in Malaysia, with more than 1 million individuals accessing their online resources. Alina holds a degree in Actuarial Science from the University of Illinois and a post-graduate diploma in Education from University Utara Malaysia. Her professional background, combined with her passion for equitable education, positions her as a committed advocate for creating positive change in the field.

Steven Farr leads Teach For All’s development of Teaching As Collective Leadership, an actionable and locally customizable framework for teachers, teacher coaches and program designers to grow students as leaders of a better future for themselves, for their communities, and for all of us. A graduate of the University of Texas and Yale Law School, Steven began his career teaching high school English and English as a Second Language as a part of the 1993 Teach For America corps in the Rio Grande Valley. Before returning to Teach For America as head of training and support in 2001, he taught civil rights at Georgetown University Law. Steven began working with Teach For All in 2011.