She offers a variety of autonomous and hybrid online courses for educators, covering topics such as AI for Educators, CLIL (Content and Language Integrated Learning), Pluriliteracies, co-teaching, concept-based teaching, deep learning, and social-emotional learning. These courses are designed to empower educators with practical, modern approaches for creating engaging and impactful learning environments. In addition to online courses, she provides in-person conferences tailored to individual schools, Ministries of Education, and Professional Development centers. These conferences offer hands-on learning experiences and valuable strategies for educators to enhance their teaching practices. For personalized support, she offers individual coaching sessions to follow up on course material, helping educators implement and refine the concepts they’ve learned in real-world classroom settings.

She is a former Senior Researcher at INDIRE, she currently teaches language teaching at the University for Foreigners of Perugia, Italy, where she also serves as Rectoral Delegate for International Relations and as a member of the Board of Directors of the Centre for Language Evaluation and Certification (CVCL). She holds a PhD in synchronic, diachronic, and applied linguistics, as well as the National Scientific Qualification as an Associate Professor. She is an active member of various working groups and scientific committees at both national and international levels. She has published numerous articles and five volumes.

Elaine France helps educators, students and librarians as problem-solvers for people and planet, as well as business leaders, policy-makers and entrepreneurs. She is the Founder of Flow In Action, a boutique foresight, innovation and entrepreneurial education consultancy. She has 30 years of experience working with in intergenerational, multi-cultural settings, including the UN, Government Advisory, Public Sector, Private Sector and Civil Society. Elaine is a UNITAR Certified Trainer of Trainers, supporting adult learners and youth, as innovators and entrepreneurs. She partners with the Geneva Responsible Entrepreneurship Centre (GREC) at the University of Geneva as a Guest Lecturer, Global Entrepreneurship Week Geneva and UN Agencies. In 2020/2021, she co-created an African Development Bank (AfDB) funded Entrepreneurial Education Syllabus with the National Curriculum Development Centre (NCDC) and Ministry of Education in Lesotho.

She has taught Politics, History, and English for 18 years in Germany and Great Britain. From 2009 to 2015, she also trained CLIL History and Politics teachers in Berlin. She is currently working as the head of a teacher seminar for the Berlin Senate Administration and is involved in the examinations for the Berlin CLIL certificate. She has been actively engaged in CLIL and Pluriliteracies through classroom-based research for her PhD, as well as through her work with the ECML Graz Group. Together with Professor Coyle from the University of Edinburgh and Professor Meyer from the University of Mainz, she recently published A Deeper Learning Companion to CLIL: Pluriliteracies Put into Practice (Cambridge University Press, 2023).

Howard holds a PhD in Theoretical Physics and an MA in Philosophy. He has extensive experience in research, teaching, and the creation of pedagogical and multimedia resources. He is also the author of six books and a documentary filmmaker known for producing films grounded in meticulous research. He was the Founding Director of the Perimeter Institute for Theoretical Physics (PI). During his tenure, he developed a wide range of outreach initiatives designed to effectively communicate scholarly ideas to non-specialist audiences. These included summer schools for teachers, public lectures, science festivals, and more. Through these experiences, he came to appreciate the unique potential of informal conversations to make cutting-edge ideas accessible while offering a behind-the-scenes glimpse into the lives and motivations of professional researchers.

Irena Burton is the driving force behind Ideas Roadshow and the senior editor of all its resources. A former barrister and solicitor, she has also worked as a legal translator and interpreter, and has taught extensively at universities and business schools.

Juline Anquetin Rault is a teacher and educator with over 15 years of experience working with adolescents in middle schools, high schools, vocational schools, and in her tutoring agency. In 2021, she was recognized by the Global Teacher Prize from the Varkey Foundation as one of the top 10 teachers in the world. She developed the pedagogical method known as the "Autonomous Classroom" and trains several hundred teachers each year in this approach across France and Europe. She is also the founder of the Anquetin Rault Pedagogical Institute, which aims to share the methods and tools she and her collaborators have developed with their students over the years with teachers, students, and parents.

Virginie is a trainer and instructional designer specializing in students with special educational needs (EBEP). She holds two MEEF master’s degrees and has been working since 2009 with students with neurodevelopmental disorders (NDD). She trains and supervises professionals in France, Switzerland, and Morocco. In 2014, she joined the TEACCH program, became a Registered Behavior Technician (RBT), and trained in ABA at the University of North Texas. In 2015, she founded Ted.Dys’School and developed several branches to meet the needs of students with NDD, including education, training, assessments, and career planning. Her training programs are known for their high quality and depth, and have been praised by over 3,000 professionals to date. She has defined the profession of Specialized Neuroeducation for NDD and has earned both the FSEA certificate and EduQua certification.

Anne is a passionate and versatile education professional with international experience across public, private, mainstream, and alternative schools. She has worked as a teacher, CPD (Continuing Professional Development) designer and facilitator, researcher, and coach with a special focus on language acquisition, critical thinking, and philosophical approaches to teaching and learning. Anne has taught at all levels, from primary and secondary schools to universities where she also leads modules and supervises dissertations. She designs dynamic workshops and development programs that inspire both educators and students. As a CPD educator, Anne has worked with a wide range of school stakeholders, including school leaders, secondary subject teachers, primary school teachers, and parents. As a consultant, coach, and communities-of-practice enthusiast, Anne values collaboration and brings together experts in psychology, curriculum design, and inclusion. Her culturally sensitive, connection-driven approach empowers learning communities built on trust, self-worth, and shared growth.

Sue is a teacher, psychologist, academic, speaker, education consultant and author. She is currently honorary professor at University College, London and Director of Growing Great Schools Worldwide. Sue is a highly respected international authority on school and student wellbeing and has published more than 20 books on related subjects such as relationships, positive psychology, social and emotional learning, behaviour and school culture. Her 2024 books for primary and secondary settings were ASPIRE to Wellbeing and Learning for All: the principles underpinning positive education. ASPIRE is an acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. Her current projects include co-editing the Handbook of Wellbeing in Education; a book on children’s behaviour for the British Psychological Society’s Ask an Expert series; and membership of the OECD Expert Panel for Empowering Children. Sue was given the 2024 Award for Outstanding Contribution by the National Association for Pastoral Care in Education and was a finalist for Outstanding International Contribution. More on www.growinggreatschoolsworldwide.com

Fréderic has been teaching modern foreign languages for 32 years in France, Germany, the United Kingdom, and Switzerland. He currently teaches at the International School of Geneva, where he is actively involved in classroom-based research on the CLIL approach and pluriliteracies, as well as through his work with the ECML group in Graz and a long-term research partnership with Professor Coyle from the University of Edinburgh. He has developed an innovative approach to second language teaching, drawing on students' first language content and their multilingual experience. He has designed several CLIL units and pedagogical strategies that have accelerated student learning. He also has solid experience with co-teaching, particularly in French and science.

Do is an internationally recognized expert in CLIL and co-creator of the Pluriliteracies Approach to Teaching for Deeper Learning. She holds the Chair in Languages Education and Classroom Pedagogies at the University of Edinburgh and has played a pioneering role in shaping bilingual education across Europe. Known for developing the influential CLIL 4Cs Framework and Language Triptych, her work bridges language, cognition, and subject learning. Prof. Coyle is a founding member of the ECML Graz Group and leads international research on multiliteracies, classroom innovation, and educational language policy. Her latest book, A Deeper Learning Companion to CLIL (CUP, 2023), offers practical guidance and case studies for educators implementing integrated language and content teaching.

Corinne is a teacher, trainer, and founder of the association Les Fées Des Dys. With a rich and unconventional professional background, she began her career in accounting before turning to education, driven by a deep desire to be of service. After resuming her studies, she founded her own tutoring business, Hometeacher, in 2011, supporting students from elementary school to post-secondary education. It was through working with neurodiverse children, particularly those with learning disorders known as “dys” (such as dyslexia, dyscalculia, etc.), that she discovered her true calling. Personally affected by illness and serving as a family caregiver, she turned hardship into action by founding Les Fées Des Dys in 2021, an association dedicated to supporting families, improving access to diagnoses, and organizing workshops for children. She trained in the identification and monitoring of learning disorders and became a specialized trainer in this field. She currently teaches mathematics and science at a dental prosthetics school, after having worked in a vocational school with students in technical training. Alongside this, she continues to run her independent business and develop online training modules for teachers and support staff, aiming to improve understanding and support for students with special educational needs. Her dedication, inclusive approach, and hands-on experience make her a valuable contributor to the field of specialized education.

Patricia Anne Elwood, a Jungian analyst, qualified at the C.G. Jung Institute, Zurich, specialized in depth psychology for children, adolescents and adults. As an analyst she been teaching and practicing for several decades in educational and clinical settings, and in universities worldwide. Her passion is to bring Jungian concepts to a wider public with her programs on “Accessible Jung. “ Patricia has developed a unique approach to the psyche with the simple method of Spontaneous Drawing. This approach has had worldwide recognition as a most direct and dynamic method for accessing deeper levels and stimulating instinctive creativity. Her book on A Jungian Approach to spontaneous Drawing, A Window on the Soul, has been widely acclaimed Her personal passion has been her research on Indigenous Belief Systems which has brought her to many backwaters of the world over several decades. She continued her research in Cambridge University, UK, as a member of the Scott Polar Research Institute, applying her method in indigenous settings in Siberia and the Northern Arctic. Her present concern is to provide accessible and dynamic approaches with the aim of maintaining levels of education and essentially stimulating the passion for the experience of learn.

Ali Ezzeddine is an educational consultant, international trainer, keynote speaker, and published children’s author. He began his career as a French teacher, quickly realizing that teaching goes beyond knowledge transfer: it is about sparking curiosity, nurturing creativity, and encouraging critical thinking. For over twenty years, he has supported teachers and schools worldwide—visiting more than 40 countries—and delivers training in French, Arabic, and English. Known for his dynamic, interactive workshops, he focuses on inquiry-based learning, conceptual understanding, creativity, writing, assessment, bilingualism, early childhood education, and even artificial intelligence. An IB trainer and Training from the Back of the Room certified facilitator, Ali provides holistic support including classroom observations, coaching, model lessons, and personalized follow-up. His approach creates true communities of practice, empowering teachers to become pedagogical leaders themselves. As a published children’s writer, creative traveler, and passionate educator, he champions student-centered learning, where curiosity and imagination unlock lasting educational impact.

Sarah has worked for 30 years as a teacher, leader, researcher, author, and education consultant. Her work involves programme design and facilitation for school leaders and teachers interested in creative and innovative approaches to curriculum, pedagogy, and assessment. She is the founding headteacher of School 360, an experimental state school set up to innovate within the UK system. She designed and leads Rethinking School, a project to connect innovative schools across the UK and beyond. She is also an Associate Programme Leader at UCL Institute of Education, with a focus on international leadership work at system, locality, and school level. Sarah is a specialist teacher of mathematics and a trustee for the Let’s Think Forum, a legacy project for the King’s College London University Cognitive Acceleration research project. She is a specialist Let’s Think Maths Tutor. She is currently finishing her PhD at Vrije Universiteit Amsterdam. Her research specialism is teacher professional development, and particularly Japanese lesson study, about which she has spoken at national and international conferences and published several articles.