Conference Co-Chairs and Committee

CONFERENCE COMMITTEE OF THE INTERNATIONAL EDUCATION CONFERENCE 2027

The 13^thInternational Conference on Education (ICEDU) 2027 brings together educators, researchers, policymakers, and industry experts who are shaping the future of education worldwide. At the core of this conference is the Conference Committee, a distinguished group of professionals responsible for ensuring the academic quality, relevance, and overall direction of the event.

Guided by the theme “Education in an Age of Intelligent Systems – Human-Centered Education in the Era of Artificial Intelligence and Global Interdependence,” the committee plays a key role in shaping the conference tracks, reviewing content, and selecting speakers. Their expertise ensures that ICEDU 2027 remains a meaningful platform for sharing research, encouraging innovation, and strengthening global collaboration in education.

Conference Co - Chairs

Prof. Eugene is the Former Dean of the College of Education and Behavioral Sciences at the University of Northern Colorado. As the Dean he was responsible for the administration of one of the largest education programs in the Rocky Mountain Region of the United States, with about 100 full time faculty and about 3,500 teacher candidates.

Prof. Eugene received his undergraduate degrees from the University of Dublin and Trinity College, Ireland. He received his Master’s degrees from Trinity College and from the Queen’s University of Belfast. He obtained his PhD from the University of California, Santa Cruz. He has been recognized for excellence in teaching and research, earning the University of Northern Colorado’s Distinguished Scholar Award.

He has worked collaboratively with several universities around the world. In 2011 he received an Honorary Doctorate from Burapha University. Additionally, he has given keynote addresses at important conferences around the world. Prior to his career at the University of Northern Colorado, Prof. Eugene worked as a personnel psychologist for the Irish government and as a vocational evaluator in California.

Dr. Marcel Köhler is Professor for Pedagogy and Health Sciences at Nord University/Norway. He held the chair for Nursing and Health at the University of Applied Sciences Dresden (FHD)/Germany from 2019-2022. He studied medicine pedagogy, philosophy and vocational education. Dr. Marcel Köhler received his doctorate from the Technical University of Dresden/Germany. In his PhD thesis he integrates theoretical approaches from didactics, action theory and cognitive psychology as well as linguistics.

He has expertise in questions of curriculum development, empirical educational research, evaluation and quality management. His key activities focus on vocational and university didactics, examination in theoretical vocational education and institutional teaching/learning processes. Currently, he is working in the fields of interdisciplinarity in nursing and health care professions as well as student active teaching-/learning methods and simulative learning environments of these professions.

Dr. Marcel Köhler supports and contributes national and international research projects on the aspects of current vocational and tertiary education issues. Before he accepted a professorial position, he has worked for more than 9 years as a researcher and lecturer at the Institute for Vocational Education and Didactics at the Technical University of Dresden/Germany. He was responsible for national and international research projects with stays abroad in China, Thailand, Laos and Sweden. From 2014-2021 he was the executive director of the association for the promotion of education and training for professional educators at the TU Dresden e. V.

Steering commitee members

Dr. Guillermo Iglesias-Fernandez has more than two decades of experience in bilingual and urban education, with his work advancing equity-centered and research-driven approaches to teaching and leadership in linguistically diverse contexts. He earned a Doctor of Education in Leadership for Educational Equity from the University of Colorado Denver, with a concentration in Urban and Diverse Communities. His scholarly interests examine language acquisition, biliteracy development, culturally and linguistically responsive pedagogy, and equity-focused instructional leadership as drivers of systemic school improvement.

Grounded in practitioner inquiry and applied research, Dr. Iglesias-Fernandez integrates data analysis, instructional coaching, and professional learning design to translate theory into sustainable educational practice. As Senior Team Lead with Denver Public Schools, he leads the implementation of evidence-based instructional frameworks and supports data-informed decision-making across elementary educational settings. In his role as Graduate Instructor at the University of Colorado Denver, he teaches primary literacy for diverse learners, emphasizing critical pedagogy, asset-based frameworks, and research-to-practice integration.

Drawing on extensive experience in bilingual and dual-language education, Dr. Iglesias-Fernandez approaches scholarship through a practitioner–researcher lens that bridges classroom practice, leadership, and systemic reform. He contributes to international scholarly dialogue as a conference presenter and scientific reviewer and is an active member of the American Educational Research Association, the Colorado Association of Latino/ Latina Administrators and Superintendents, the Colorado Association of School Executives, and the National Education Association.

His academic foundation in language, literature, and linguistics from the University of Oviedo informs a sustained commitment to rigorous inquiry, transformative leadership, and advancing educational equity for multilingual learners.

Dr. Safwa Abdul-Aziz is an Educational Technologist at IQOU Theological College, Educational Leader at a university in Oman, and a PhD Supervisor at GlobalNxt University. She holds a PhD in Educational Technology and Design from Walden University. Her scholarly and professional research interests include educational technology, artificial intelligence in education, e-learning design, curriculum development, and assessment in K–12 and higher education.

She has over 24 years of experience as an educational leader, English instructor, and teacher trainer, and has held leadership roles including Head of High School and Head of English. Dr. Abdul-Aziz has supervised doctoral students and contributed to research on technology-enhanced learning. She is the author of Teachers’ Use of Screencast Feedback to Improve Secondary Students’ Writing.

She is also the Founder and CEO of ScreenBack.ai, an AI-powered teaching tool that uses Natural Language Processing (NLP) and Optical Character Recognition (OCR) to enhance feedback and assessment practices. As an Apple Professional Learning Specialist, she trains educators on the effective integration of technology into teaching and learning. She has presented at professional development workshops and collaborates on initiatives focused on innovation in education, digital learning, and the use of AI to improve student outcomes.

Dr. Priscilla Moses is an Associate Professor at Universiti Tunku Abdul Rahman (UTAR), where she is a faculty member in the Department of Curriculum and Instructional Technology in the Faculty of Education. She holds a Doctor of Philosophy (PhD) in Educational Technology from Universiti Putra Malaysia. She also earned a Bachelor of Education (Hons) in Information Technology, reflecting her strong foundation in both education and digital learning. She has more than a decade of experience in teaching, research, and academic administration, having served in leadership roles such as Deputy Dean and Head of Programmes.

Her areas of expertise include Artificial Intelligence in Education, Educational Technology, Technology Acceptance, E-Learning, Blended Learning, STEM Education, and the application of Structural Equation Modelling in educational research. She is actively involved in teaching, research, and supervision of postgraduate students, particularly in areas related to technology-enhanced learning and innovation in education. She is also actively engaged in international academic service, currently serving as the Chair of the Special Interest Group: Artificial Intelligence in Education/Intelligent Tutoring Systems/Adaptive Learning of the Asia-Pacific Society for Computers in Education (APSCE), and as a reviewer for various international conferences and academic journals.

Dr. Priscilla Moses has contributed to various scholarly publications in the field of educational technology, focusing on the use of digital tools and learning systems to improve teaching and learning outcomes. Her work supports the advancement of modern pedagogical practices and the integration of technology in schools and higher education. Through her academic and research contributions, she plays an important role in promoting innovative teaching strategies and developing future educators equipped with digital competencies in Malaysia and beyond.

Samantha Govender is an associate professor in the department of Curriculum and Instructional Studies and is currently the Acting Dean in the Faculty of Education at the University of Zululand in South Africa. She holds a Doctor of Education in Curriculum Studies from the University of Zululand. Her scholarly and professional research field of interests are curriculum and teacher development, teaching, learning and assessment in higher and tertiary education. She has supervised many Doctoral and Masters’ students to completion and has published many articles, book chapters in accredited journals. Samantha has also peer reviewed numerous scholarly articles and examined master’s and doctoral thesis for different institutions. She has presented research papers at various local and international conferences.

She is part of the Fundisa for Change Professional Learning Community and spearheaded the Keep It Cool Climate Change Education Project, culminating in an edited book published in 2025. She is also currently involved in initiatives for Education for Sustainable Development, climate action and environmental learning with an emphasis on teacher education. Samantha is currently participating and steering a Collaborative Online International Learning Programme with University of Howest in Belgium, University of Zululand and University of KwaZulu, an initiative which is part of the VVOB project. This project is a strategic collaboration designed to foster a deeper understanding and engagement among students from diverse backgrounds, focussing on the realms of global citizenship, sustainability education and digital collaboration.

Mpho-Entle Modise (PhD) is a multi-award-winning Associate Professor in the Department of Curriculum and Instructional Studies, College of Education, at the University of South Africa (UNISA). A seasoned ODeL academic, her research interests span digital transformation in higher education, curriculum studies, professional development, technology adoption, and e-portfolios.

She is the co-editor of Digital Resilience of ePortfolios During and Beyond the COVID-19 Pandemic: Lessons for the Future, reflecting her commitment to advancing digital learning scholarship. Prof. Modise is a passionate advocate for early-career researchers across Africa, actively mentoring emerging scholars through her membership in SAERA and EASA.

Her dedication to research excellence has earned her several prestigious awards, including recognition for her doctoral thesis. She serves on numerous international editorial boards, shaping discourse in education, technology-enhanced learning, and research methodology.

Dr. Monica Taylor is Director of the Teacher Education and Teacher Development Ph.D. program and a professor in the Department of Educational Foundations at Montclair State University. She writes about feminist pedagogy, self-study, LGBTQ+ inclusive practices, teaching for social justice, and teacher leadership. Her books include: Our Bodies Tell the Story: Using Feminist Research and Friendship to Reimagine Education and Our Lives, The 2nd International Handbook of Self-Study of Teaching and Teacher Education Practices, Playhouse: Optimistic Stories of Real Hope for Families with Little Children, A Year in the Life of a Third Space Urban Teacher Residency: Using Inquiry to Reinvent Teacher Education, Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices, and Whole Language Teaching, Whole Hearted Practice: Looking Back, Looking Ahead. She is the co-editor of The Educational Forum, and co–principal investigator of the WIPRO Science Education Fellowship, supporting teacher leaders.

CONFERENCE convener

Isanka P. Gamage is a Global South Knowledge Diplomat, global collaborator, and entrepreneur, and the Co-Founder and Managing Director of The International Institute of Knowledge Management (TIIKM).

Through TIIKM, he has been at the forefront of elevating Global South voices onto global academic and policy platforms, fostering meaningful collaboration between the Global South and the Global North. His leadership spans education, knowledge management, research and development, and international conference management.

Isanka has convened over 375 international conferences, founded three international journals, and built global knowledge platforms supporting sustainable development and interdisciplinary research. His work has connected Nobel Laureates, ministries, diplomats, industry leaders, and an academic network of over 450 universities and 2,000 scholars worldwide.

He serves on the Board of Studies of the Institute of Management Sri Lanka, is a certified NLP practitioner, and delivers mindfulness-based leadership and wellbeing programs internationally.

Currently pursuing a Doctor of Business Administration at the University of Kelaniya, his mission is clear:
to transform conferences into platforms for lifelong collaboration and real global impact—especially for the Global South.