Victoria is a postdoctoral researcher at EPFL and the executive director of the EPFL – ETH Zurich Doctoral Program in the Learning Sciences. Her research focuses on the design and evaluation of digital education and technologies support diverse learners, including migrants and students in low-resource environments.

Victoria received her PhD from Kyoto University, where she studied as a Japan Society for the Promotion of Science Fellow. She also completed a postdoctoral fellowship at Kyoto University while holding lecturer positions at Ritsumeikan University and the Kyoto College of Graduate Studies for Informatics. Prior to her role at EPFL, she was a postdoctoral researcher and lecturer at the Center for Project-Based Learning at ETH Zurich.

After studying linguistics and communication sciences as well as migration and media education in Marburg and Cologne, Lea was a research assistant in the working group for media education and media didactics at the University of Cologne. From 2019-2024, she was project leader for digital learning media at Lehrmittelverlag Zürich (LMVZ), where she oversaw the digitalization of teaching materials for science subjects as well as for media and computer science. She was also responsible for the development of new teaching materials for English at primary level.

After 16 years teaching at different levels of primary school in France, Frédérique became a generalist educational adviser and led digital projects in the classroom. She joined the EPFL Center Learn in 2018 to coordinate the piloting of the Canton of Vaud's digital education project. Since 2023, she coordinates the Center LEARN's projects in K-12 education.

Since her PhD work on knowledge awareness in computer-supported collaborative learning at the Knowledge Media Research Center in Tübingen, Jessica continued to work on digital education, both in academia and industry. She was postdoctoral researcher at University of Fribourg, a teacher at the PHW business school in Bern and coordinated the Leading House Dual-T (Technologies for Vocational Training) at EPFL. For 4 years, she was pedagogical innovation lead in the EdTech startup Coorpacademy which is part of the Swiss EdTech Collider. Today, Jessica is working on the evidence-based evolution of education as executive director of the EPFL Center for Learning Sciences.

Ken is professor for educational sciences at the Zurich University of Teacher Education, a position he started after finishing his PhD in sociology at the University of Vienna and working as a postdoc at the PH Karlsruhe and the University of Lucerne. His research focuses on the problem of persistent educational inequalities, paying special attention to the role of teachers and also of digital technologies for alleviating or reinforcing patterns of disadvantaging.

After training as a primary school teacher at PH FHNW, Dominique immediately went on to study educational science at University of Zurich. Her PhD work focused on institutional permeability in structured education systems and educational inequalities. She has worked on major transition-related studies (TRANSITION (PHZH), TIDES (PH FHNW), TREE (UNIBE)) with a focus on the coordination of online questionnaires (survey management) and project communication. In the infrastructure project TREE, she also played a leading role in the digitisation of performance tests in survey settings and the publication of such data.

Kostas received his M.Sc in Educational Technology from the University of Saarland in Germany and his PhD in Information and Communication Technologies from Pompeu Fabra University in Spain. Prior to his studies abroad, Konstantinos received a teaching diploma as a primary school teacher from the University of Thessaly in Greece. He worked as postdoctoral researcher at the Insitute of Education, University of Zurich on projects related to a mobile portfolio app for teaching internships, teachers' data literacy and learning analytics for school teachers.

Regula Pöhl is a lecturer in technical design at the Institute for Cultural and Aesthetic Education at the University of Teacher Education St.Gallen (PHSG) and a visual artist.
Her areas of focus include designing as a practical mode of cultural education, the refiguration of spaces, education in the culture of the built environment, and the consolidation of pathways between theory and practice in teacher education. Together with Jérôme Zgraggen, she developed the tool “Inquiry-Based Learning and Designing” (FLuG - Forschend Lernen und Gestalten) at PHSG. Designing is examined as an underestimated cultural technique in education and proposed as a strategy for transformative processes.

Jérôme Zgraggen is a lecturer in technical and digital design at the University of Teacher Education St.Gallen (PHSG) and co-editor-in-chief of the specialist journal Werkspuren. He heads the research and development unit at the Institute for Cultural and Aesthetic Education at PHSG. His areas of focus are design pedagogy and digital design, with a particular interest in the act of designing itself. He pursues this topic in his doctoral dissertation and, together with Regula Pöhl, developed the tool “Inquiry-Based Learning and Designing” (FLuG - Forschend Lernen und Gestalten) at PHSG. Designing is examined as an underestimated cultural technique within education and proposed as a strategy for transformative processes.