By: Melanie Butler Department of Mathematics and Computer Science， Mount St. Mary’s University， Emmitsburg， MD， USA

By: Ying Zhan Zi Yan Department of Curriculum and Instruction ＆ Assessment Research Centre， The Education University of Hong Kong， Tai Po， N.T， Hong KongDr Ying Zhan is an Associate Professor at the Department of Curriculum and Instruction and Assessment Research Centre， The Education University of Hong Kong. Her research focuses on assessment for learning， feedback and e-assessment.Prof. Zi Yan is a Professor at the Department of Curriculum and Instruction and Assessment Research Centre， The Education University of Hong Kong. His research interests focus on two related areas， i.e.， educational assessment in the school and higher education contexts； and Rasch measurement， in particular its application in educational and psychological research.

By: Jessica Quinton Lorien Nesbitt Johanna Bock Department of Forest Resources Management， Faculty of Forestry， University of British Columbia， Vancouver， BC， USADr. Jessica Quinton is a postdoctoral scholar at McGill University’s School of Urban Planning. Her research and teaching focuses on governance， management， and environmental justice issues related to urban forests and green spaces.Dr. Lorien Nesbitt is an Assistant Professor in UBC’s Faculty of Forestry. She seeks to create more liveable and equitable urban environments through her work. Her research and teaching focus on environmental justice in urban greening and planning， with specific interests in green gentrification， recognition justice in urban greening stewardship， and supporting planetary health during the climate crisis.Johanna Bock is a PhD candidate exploring the connections between nature and mental health， with a focus on the behaviours and values that shape these relationships. With a background in developmental

By: Jan Kohoutek Dominik Antonowicz Gergely Kováts a Department of International Relations and Political Science， Ambis College， Prague， Czech Republicb Department of Science and Higher Education Studies， Nicolaus Copernicus University， Toruń， Polandc Institute of Strategy and Management， Corvinus University of Budapest， Budapest， Hungary

By: Juuso Henrik Nieminen Zi Yan David Boud a The Centre for Research in Assessment and Digital Learning (CRADLE)， Deakin University， Melbourne， Australiab Mitch and Leslie Frazer Faculty of Education， Ontario Tech University， Oshawa， Canadac Department of Curriculum and Instruction， The Education University of Hong Kong， Hong Kong SARd Faculty of Arts and Social Sciences， University of Technology Sydney， Sydney， Australiae Work and Learning Research Centre， Middlesex University， London， UK

By: Thomas Corbin Joanna Tai Gene Flenady a CRADLE， Deakin University， Melbourne， Australiab Monash University， Melbourne， Australia

By: Thomas Corbin Phillip Dawson Kelli Nicola-Richmond Helen Partridge a Centre for Research in Assessment and Digital Learning (CRADLE)， Deakin University， Australiab Deakin University， AustraliaThomas Corbin is a Research Fellow in the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. His research focuses on GenAI， assessment， and the philosophy of education.Phillip Dawson is a professor and Co-Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. His research focuses on assessment， feedback， and cheating.Kelli Nicola-Richmond is an associate professor and Associate Head of School， Teaching and Learning of the School of Health ＆ Social Development at Deakin University. Her research focuses on evaluative judgement， exams and cheating， Long COVID and student underperformance and failure in clinical placement.Helen Partridge is a professor and Pro Vice-Chancellor， Teaching and Learning at Deakin University.

By: Orlando Manuel Esteves Serrano Francisco Javier Miranda González Joaquim António Belchior Mourato Rodrigo Teixeira Lourenço a PhD Program in Economics and Business (R020)， University of Extremadura， Badajoz， Spainb Business Management ＆ Sociology Department， University of Extremadura， Badajoz， Spainc Portalegre Polytechnic University， Portalegre， Portugald Business Sciences and Communication Section， Polytechnic Institute of Setúbal， Setúbal， Portugal

By: J. Weidlich I. Jivet S. Woitt D. Orhan Göksün J. Kraus H. Drachsler a University of Zürich， Zürich， Switzerlandb Zürich University of Teacher Education， Zürich， Switzerlandc DIPF – Leibniz-Institute for Research and Information in Education， Frankfurt， Germanyd FernUniversität in Hagen， Hagen， Germanye Heidelberg University of Education， Heidelberg， Germanyf Adyiaman University， Adıyaman， Turkeyg Johannes Gutenberg University of Main， Mainz， Germanyh Goethe University， Frankfurt， Germanyi Open University of the Netherlands， Heerlen， The Netherlands

By: Luis Medina-Gual Carles Monereo a Direction of Educational Innovation， Universidad Iberoamericana， Mexico City， Mexicob Department of Basics， Developmental and Educational Psychology， Universitat Autònoma de Barcelona， Barcelona， SpainLuis Medina-Gual holds a Bachelor’s in Pedagogy from Anáhuac University and completed several postgraduate degrees， including master’s studies in Education， Statistics， and Geographic Information Systems. He earned an Educational Evaluation doctorate from Universidad Anáhuac México. He was a consultant for Bachillerato Anáhuac in Mexico and El Salvador and coordinated the Interinstitutional Doctorate in Education at Universidad Iberoamericana (2018–2023). Since 2024， he has directed Educational Innovation at Universidad Iberoamericana. He was a visiting scholar at the University of Bath.Carles Monereo holds a Bachelor’s Degree in Psychology from the Universitat Autònoma de Barcelona in 1980 and a Doctorate in Psychology from the same universi

By: Angela Choi Fung Tam Division of Languages ＆ Communication， School of Professional Education and Executive Development， The Hong Kong Polytechnic University， Hong KongAngela Choi Fung Tam has been actively engaged in research projects focused on feedback， multimodal language teaching and learning， Generative AI-assisted language education， medium of instruction and policy， professional learning community， school-based curriculum and assessment， and distributed leadership. Her newly engaged project is “Fostering Student Feedback Literacy Through A Technology-Mediated Multimodal Platform: A Teacher-Student Collaborative Approach”.

By: Robert A. Nash a National Institute of Teaching， Wakefield， UKb School of Psychology， Aston University， Birmingham， UKDr Rob A. Nash is Head of Psychological Research at the National Institute of Teaching (NIoT) in England， and Visiting Associate Professor at Aston University. He is a Senior Fellow of the Higher Education Academy， and was awarded a National Teaching Fellowship in 2024.

By: Darren Paul Fisher Gaelle Brotto Iris Lim Colette Southam a Faculty of Society ＆ Design， Bond University， Gold Coast， Australiab Faculty of Health Sciences ＆ Medicine， Bond University， Gold Coast， Australiac Bond Business School， Bond University， Gold Coast， Australia

By: Jiahui Luo (Jess) Chrysa Pui Chi Keung Hei-hang Hayes Tang a Department of Education Policy and Leadership， Faculty of Education and Human Development， The Education University of Hong Kong， Hong Kong， SAR Chinab Centre for Higher Education Leadership and Policy Studies， The Education University of Hong Kong， Hong Kong， SAR ChinaJiahui Luo (Jess) is an Assistant Professor at the Department of Education Policy and Leadership， the Education University of Hong Kong. As an academic， Jess studies the social， relational and ethical implications of advanced technologies (in particular， GenAI) on educational assessment， as well as the governance／regulation of these technologies through education policies at different levels.Chrysa Pui Chi Keung is an Assistant Professor at the Department of Education Policy and Leadership， the Education University of Hong Kong. Chrysa has her expertise in educational inequality， parental involvement and teacher development. In recent years， she engage