Caroline Dominguez is a professor of the Engineering Department at the Universidade de Trás-os-Montes e Alto Douro in Portugal since 1995, where she lectures business management. She is a member of CIDTFF (Didactics and Technology in Education of Trainers) and CETRAD (Transdisciplinary Studies for Development) research centers where she leads and participates in national and international funded projects. Her main research interest and publications are on educational issues (critical thinking) as well as project, quality, lean and human resources management. Before pursuing an academic career, she was the head manager of organizations dealing with development issues in Peru and Portugal, where she developed and implemented various international funded projects. E-mail: firstname.lastname@example.org
Rita Payan Carreira
Rita Payan Carreira is a researcher at Animal and Veterinary Research Centre (CECAV) and Assistant Professor of the Zootechnics Department, at the Universidade de Trás-Montes e Alto Douro (UTAD), in Vila Real, Portugal, where she lecture since 1987. She works in the field of Animal Reproduction and Reproductive Medicine, and teaches in the Integrated Master in Veterinary Medicine, in the Zootechnics Engineering Master, and also in the Ph.D. courses in Animal Science and in Veterinary Sciences. Related to her teaching, Rita interests focus on the active learning strategies to develop critical thinking skills, particularly those fostering the medical decision making and the clinical skills as well as those related to the development of interpersonal and inter-professional communication skills. E-mail: email@example.com
Maria M. Nascimento
Maria M. Nascimento is a researcher at Lab DCT-UTAD/CIDTFF and has been a lecturer at the Universidade de Trás-Montes e Alto Douro (UTAD) since 1985, in Vila Real, Portugal, where she teaches Statistics, Experimental Design and Operations Research. Her main research interests are related to teaching Statistics and its Attitudinal and Didactical issues, as well as the Ethnomathematics research field. After discovering the critical thinking research field she wants to explore its connections to the statistical thinking. E-mail: firstname.lastname@example.org
Helena Santos Silva
Helena Santos Silva is an associate professor of Methodology of Science at the Department of Education and Psychology, at the Universidade de Trás-os-Montes e Alto Douro, Portugal, where she lectures teacher’s training courses for different levels of education. She is the Director of Learning and Professional Development Unit 'Teacher makes a difference' and a consultant of several projects in the area of teacher training and professional development from Basic and Secondary Education. She is a member of the group “Web Peer Assessment and Critical Thinking” – webPACT. She has two patent registers in the field of teacher training and professional development. Her main research interest concerns cooperative learning; formative assessment; critical thinking; professional learning communities; teacher-student and student-teacher feedback in students' school achievement. E-mail: email@example.com
Maria da Felicidade Morais
Maria da Felicidade Morais is a professor at the Departamento de Letras, Artes e Comunicação da Universidade de Trás-os-Montes e Alto Douro (UTAD), in Vila Real, Portugal, and a researcher at CELGA-ILTEC at the University of Coimbra, Portugal. Her main research interests are in the field of textual linguistics, pragmatics, language teaching and critical thinking. In classes, mainly with students from courses on communication sciences and business relations, she has been promoting activities of peer review, in order to improve critical thinking and communication skills. E-mail: firstname.lastname@example.org
Gonçalo Cruz is a research fellow at INESC TEC (formerly INESC Porto) and at the University of Trás-os-Montes e Alto Douro (UTAD), in Portugal, where he worked as e-learning consultant from 2010 to 2014. In 2011, Gonçalo concluded his Masters in Educational Sciences by the University of Coimbra. His main research interests are Distance Learning, Social Learning, Technology Enhanced Learning, Cooperative Learning, Critical Thinking, and Educational Maturity Models. Currently, Gonçalo is a Ph.D student in Didactics of Science and Technology at UTAD. E-mail: email@example.com
Blanca Puig is an assistant professor in Science Education at the Faculty of Education of the University of Santiago de Compostela. She is part of the research group RODA (Reasoning, Discourse and Argumentation) in which she focuses on the analysis of students' argumentation in science and socio-scientific issues in primary and secondary education. She also studies teachers' discourse, training and pedagogical strategies for the effective implementation of scientific practices and socio-scientific issues. The promotion of students' scientific literacy and critical thinking through their engagement in scientific practices are at the core of her research. At the moment she leads a National Project related with this, paying attention to students and teachers practices. E-mail: firstname.lastname@example.org
María Pilar Jiménez Aleixandre
Beatriz Crujeiras-Pérez is a university teacher in Science Education at the Faculty of Teacher Training of the University of Santiago de Compostela. She is part of the research group RODA (Reasoning, Discourse and Argumentation) in which she analyses students' inquiry and argumentation practices. Her research interests focus also on teacher professional development, in particular on scaffolding strategies aimed at promoting students' engagement in scientific practices and critical thinking both in primary and secondary education. (e-mail: email@example.com).
Paloma Blanco Anaya
Paloma Blanco Anaya is an university teacher in Science Education at the Faculty of Education of the University of Santiago de Compostela. She is part of the research group RODA (Reasoning, Discourse and Argumentation). Her research is focused on promoting students' scientific literacy and critical thinking through scientific and socioscientific activities. Particularly, she analyses the scientific practices of argumentation and modelling in secondary students and pre-service teachers. She has participated in other European projects, like KIS (FP7) centred on implementing innovative practices in science education at different educational levels. E-mail: firstname.lastname@example.org
Beatriz Crujeiras-Pérez is a university teacher in Science Education at the Faculty of Teacher Training of the University of Santiago de Compostela. She is part of the research group RODA (Reasoning, Discourse and Argumentation) in which she analyses students' inquiry and argumentation practices. Her research interests focus also on teacher professional development, in particular on scaffolding strategies aimed at promoting students' engagement in scientific practices and critical thinking both in primary and secondary education. E-mail: email@example.com
Isabel García-Rodeja Gayoso
Isabel García-Rodeja is an professor in Science Education at the Faculty of Education of the University of Santiago de Compostela. She is part of the research group RODA (Reasoning, Discourse and Argumentation). She is author of publications on environmental education, student conceptions in science, science learning in deaf students, etc. Her current research focuses on scientific practices and student mental models in subjects related to environmental education. E-mail: firstname.lastname@example.org
Inés Mosquera Bargiela
Inés Mosquera Bargiela is a Ph.D. student in Science Education at the Faculty of Education, University of Santiago de Compostela. She has a background in Kindergarten Education, a Master in Teaching Training Processes at the USC and previous experience in education research through a collaboration scholarship. She is currently developing her thesis on scientific practices in Kindergarten education, paying attention to the analysis of teaching strategies for promoting students’ engagement in scientific practices and science learning as well as the development of critical thinking. E-mail: email@example.com
Antonella Poce is Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education, where She teaches Measurement in Education, Educational Research Methodology and Educational Writing Methods and Techniques. After her PhD in Innovation and evaluation of educational system, she obtained a post-doc scholarship to carry out research work on the evaluation of e-learning models in university didactics. Her research concerns innovative teaching practices in higher education at national and international level. In 2008, she was awarded as New Researcher of the year by AEA-Europe (Association for Educational Assessment). She is a member of the AEA-Europe Council Board (since 2012) and and had been chairing the Professional Development Committee (from 2013 to 2016). She is a member of the EDEN – European Distance education Network (since 2009) and elected member of the EDEN (European Distance and E-Learning Network) - NAP (Network of Academics and Professionals) Steering Committee (since 2011). She is member of ICOM (International Council of Museums) –CECA (Committee for Education and Cultural Action) (since 2003). She is local unit head for the 2015 Erasmus plus projects DICHE (Digital Innovation in Cultural and Heritage Education), EURODUALE (European Cooperative Framework for Dual Learning), CRITHINKEDU (Critical Thinking across the European Higher Education Curricula). She directs the international post- graduate course “Standards for Museum Education” based at Roma Tre university. She has been member of the institutional Evaluation Committee at Suor Orsola Benincasa University in Naples since 2012. She is author of different publications on the employment of innovative didactic tools in higher education. E-mail: firstname.lastname@example.org
Emma Nardi is a full professor at University Roma Tre. She teaches Didactics and Educational Psychology in a course specially designed for would be teachers. She is also a member of the Evaluation Group of her University. She acted as the Italian National Project Manager of the first survey OECD-PISA (Project for International Students’ Assessment, 2000), and author of the national report, published online in English at the OECD website. During recent years, she took part in many projects financed by the Italian Ministry of University and by the European Union. She was member of several scientific committees for international surveys and research projects: for the OECD-SIALS (Second International Adult Literacy Survey), for the IEA-PIRLS (Primary International Reading Literacy Study). She was national coordinator for Italy in many Socrates and Leonardo projects on evaluation in distance education proposals. Furthermore, she is member of the scientific board of INRP (Institut National de Recherche Pédagogique), member of the scientific committee of the Ziff Papieren published by the Fern Universität of Hagen, voting member of the International Council of Museums (ICOM) Executive Council and member of the Société Jean-Jacques Rousseau. The main subjects of her research activity are reading comprehension, museum education, individualisation of learning. E-mail: email@example.com
Cinzia Angelini is full-time researcher at the Department of Education of the University of Roma Tre,she received her PhD in lnnovation and Evaluation of Educational Systems from the same university,where she teaches Educational Research to university students and Educational Research and Evaluation and Assessment to future secondary school teachers.She is involved in national and international research activities in the assessment of reading comprehension,distance learning,museum education,adult education. She is a member of the Committee for Education and Cultural Action (CECA) of the International Council of Museums (ICOM) and co-director of the post-graduate course in CulturaI Mediation in Museums: education, experimentation, assessment. She is a member of the editorial board of Cadmo, an lnternational Journal of Educational Research of Education. E-mail: firstname.lastname@example.org
Francesco Agrusti is full-time Research in Experimental Pedagogy at the University Roma Tre – Department of Education where he teaches Research in education. Models and procedures in adult education, and the lab module of Methods and Techniques of Educational Writing. After his PhD in Innovation and evaluation of educational system, he collaborated with LPS since 2006 on several national and international projects. His main interests are in the field of e-learning, lexical analysis and big-data analysis. He is member of AEA-Europe (Association for Educational Assessment) since 2012. He is a member of the EDEN(European Distance and E-Learning Network) and EDEN-NAP (Network of Academics and Professionals) since 2009 and collaborates on 2015 Erasmus+ projects DICHE (Digital Innovation in Cultural and Heritage Education), EURODUALE (European Cooperative Framework for Dual Learning), CRITHINKEDU (Critical Thinking across the European Higher Education Curricula). E-mail: email@example.com
Catherine Dimitriadou (Ph.D.) is an Associate Professor of Teaching Methodology at the University of Western Macedonia, School of Education, Greece. Her teaching and research interests focus on teachers’ practices in school settings regarding critical thinking development, differentiated instruction, moral education, intercultural education and visual literacy. She has been involved in national and European research projects and she is a member of the Board of different scientific associations and research networks. E-mail: firstname.lastname@example.org
Sofia Avgitidou (Ph.D.) is a professor of Pedagogy and Teacher Education at the University of Western Macedonia, Greece. She has published books and edited volumes on children’s social relationships, play and co-operative learning, teaching practice and professional learning as well as a number of papers in international journals. She is currently a national coordinator of the European Association of Early Childhood Research Association (EECERA) and convenor of the EECERA SIG Rethinking Play. She is also a founding member of the Hellenic Observatory for Intercultural Education. E-mail: email@example.com
Dimitris Pnevmatikos (Ph.D.) is a Professor of Developmental Psychology at the University of Western Macedonia, School of Education, Greece. He has been involved in research projects at the national (Thales; ARISTEIAII) and European level (FP6, Science and Society; HORIZON2020; ERASMUS+) as a principle investigator. Among his research interests is the development of critical thinking. He has served as a member of the Executive Committee (2011 - 2015) of the European Association for Research in Learning and Instruction. He is at the editorial board of Frontline Learning Research, MENON and adhoc reviewer in high ranked scientific journals, including Child Development, Cognitive Science, Learning and Instruction, Instructional Science, Learning and Individual Differences, Social Development, Journal of Moral Education. E-mail: firstname.lastname@example.org
George Palaigeorgiou is a Lecturer in the Department of Primary Education, University of Western Macedonia in the field of "ICT in education". He has extensive teaching experience in eight academic departments in the fields of HCI, Computer Science Education, Social Media in Education and Computer Ethics. His interests include participatory web, participatory design, MOOCs, tangible educational interfaces, computer ethics, animated demonstrations. He has received several distinctions such as performance and study scholarships, best conference paper awards, teaching practices awards and he has published articles in several scientific journals, including Computers & Education, British Journal of Educational Technology, Interacting with Computers, Journal of Computer Assisted Learning. E-mail: email@example.com
Nektaria Palaiologou is an associate professor of “Intercultural Education” at the Department of Early Childhood Education-School of Education of the University of Western Macedonia (UoWM). Currently, she is an elected board member of the International Association for Intercultural Education (IAIE) and serves as Editor in Chief of the “Intercultural Education” Journal, Taylor and Francis group. She also cooperates with international journals as reviewer and serves as the Editor of Intercultural/Multicultural Education Series at CSP. Nektaria is directing the Hellenic Association for Intercultural Education (HAIE), an official chapter of IAIE in Greece, focusing on research in the direction of Intercultural and Human Rights Education for the following teams: migrants, minorities, refugees. Nektaria's current research interests focus on: educational and citizenship issues for migrant children in Greece, and on teachers’ education and training in the field of Intercultural/Multicultural Education. E-mail: firstname.lastname@example.org
Vassiliki Papadopoulou is a Professor of School Pedagogy at the University of Western Macedonia, School of Education, Department of Primary School Education. Her research focuses on Teacher Education, especially on teaching practicum, on Intercultural Education and Curriculum Studies. She has participated in scientific conferences and has published articles in Greek and English. She has been involved in national and European research projects and she is a member of the Board of different scientific associations and research networks. She is also a founding member of the Hellenic Observatory for Intercultural Education.
Evmorfia Kipouropoulou is currently a PostDoctoral Researcher in Aristotle University of Thessaloniki and an adjunct lecturer at the University of Western Macedonia, Greece. She has studied Philosophy and Education in Aristotle University of Thessaloniki and holds a master’s degree and a PhD in Education with emphasis on Intercultural Education and immigration. Her scientific work has been published in scientific journals and proceedings of international conferences. Her research interests are related to the construction of national identity, multiculturalism and discourse analysis. E-mail: email@example.com
Triantafyllia Georgiadou holds a Bachelor degree in Psychology and a Master degree in Educational Sciences. Currently, she is a PhD student in socio-cognitive development across the life-span. She is a member of national and international scientific associations (i.e. Junior Researchers of EARLI, with participation in the Special Interest Group 13: Moral and Democratic Education).
Angeliki Lithoxoidou is a Phd candidate in University of Western Macedonia, School of Education, Greece. Her main research interest focuses on conflict resolution in school settings through the implementation of Peer Mediation and the development of students’ critical thinking, social and linguistic skills. E-mail: firstname.lastname@example.org
Eleni Pnevmatikou is a Film Director, Producer & Editor. She graduated with Honors from Aristotle University of Thessaloniki, School of Fine Arts, Film Department. Eleni has participated in the production of four feature films and numerous short films. She has directed, produced & edited audiovisual products of educational and artistic activities. The past few years Eleni is the director & editor of the TEDx Thessaloniki’s talks. E-mail: email@example.com
Vasiliki Papagrigoriou holds a degree in Philosophy and Education (specialization: Education) and a MA in “School Education” from the Aristotle University of Thessaloniki. She has been involved as a project manager in various national and European projects in the area of intercultural education, funded by the Greek Ministry of Education and the European Union. In this framework, she has been mainly involved in administrative, financial and secretarial duties. She is a founding member of the ‘Hellenic Observatory for Intercultural Education’. E-mail: firstname.lastname@example.org
Ioanna V. Papathanasiou
Ioanna V. Papathanasiou is an Assistant Professor at the Nursing Department of the Technological Educational Institute of Thessaly, Larissa, Greece. She has been working in the field of General Nursing and Nursing Higher Education. She teaches courses on fundamental nursing, palliative nursing, diagnostic nursing, counselling, mental health and health psychology. Of her special interest is the development of critical thinking skills in nursing students, as well as the problem solving procedure and the decision making process. E-mail: email@example.com
Panagiotis Plageras is a Professor of Biochemistry and Clinical Chemistry at the Department of Medical Laboratories. He is the Dean of School of Health and Welfare Professions of the Technological Educational Institute of Thessaly, Larissa, Greece. He teaches at undergraduate and postgraduate programs. He is author of several scientific research papers and academic books. His main research interests are related to quality control, biochemistry, genetics and biotechnology. He has long experience in training health professionals. E-mail: firstname.lastname@example.org
Evangelia Kotrotsiou is a Professor at the Nursing Department of the Technological Educational Institute of Thessaly, Larissa, Greece. Her scientific field is the mental health and care. She studied nursing at University of Athens and holds a Master of Science in Social Psychiatry and a Ph.D. Her scientific work is been published in scientific journals and presented at international conferences. E-mail: email@example.com
Konstantinos Tsaras is an Assistant Professor at the Nursing Department of the Technological Educational Institute of Thessaly, Larissa, Greece. He has been working in the field of Nursing and Public Health. He teaches courses on Biostatistics, Research Methodology, Epidemiology and Nursing adults. E-mail: firstname.lastname@example.org
Evangelos Fradelos is a Scientific Collaborator at the Nursing Department of the Technological Educational Institute of Thessaly, Larissa, Greece. He is a clinical teacher in mental health and psychiatric nursing. Of his special interest is the development of critical thinking in clinical nursing, mental health in various populations and also spirituality and religiosity and its relation to health parameters. E-mail: email@example.com
Vassiliki Kapralou is a Linguist and holds an MA in Applied Linguistics & ΤΕSOL from Leicester University, UK, and a BA (Hons) in English & Greek Language & Literature from Athens University, Greece. She has been a Lecturer in English for Specific Purposes (ESP) at the School of Business & Economics, TEI of Thessaly, since 2001, and has also taught at the University of Thessaly, Hellenic Air-Force Academic, TEI of Piraeus, etc, since 1989. She has been coordinating and implementing Erasmus and Youth European projects for more than 15 years. Her main research interests lie in the field of European Higher Education Area Practices and Internationalization issues, Multiculturalism & Multilingualism in the EU, CALL & TELL. E-mail: firstname.lastname@example.org
Professor Aoife Ahern is an Associate Professor and Head of the School of Civil Engineering in University College Dublin (UCD). Aoife has worked in UCD since 2003, before which she was a lecturer in Trinity College Dublin (TCD) from 2000-2003. She has also held the role of Head of Teaching and Learning in the School of Civil Engineering in UCD between 2012 and 2015. Aoife has a first class honours degree in civil engineering from TCD (1998), a Ph.D. in civil engineering from University College London (UCL) (2001) and a Postgraduate diploma in teaching and learning from UCD (2007). Aoife has had an interest in research in engineering education for the past 8 years, and has been engaged in both national and international projects on engineering education. She has a particular interest in critical thinking and in how different disciplines define and value this graduate attribute. She has engaged in multidisciplinary research funded by the Higher Education Authority in Ireland looking at how Critical thinking is approached in universities and how it is included and assessed in the university curriculum. Aoife is the UCD PI on this project, working with her colleagues Dr. Ciaran McNally and Dr. John O’Sullivan and is looking forward to an exciting and fruitful collaboration. E-mail: email@example.com
Dr Ciaran McNally is a lecturer in the School of Civil Engineering at University College Dublin. He obtained his PhD in 2001 in the area of concrete technology before joining the UCD Centre for Materials and Manufacturing as a research engineer. This involved significant industry interaction and covered materials research, product development, process certification, technical marketing technology transfer to industry. In 2007 he transferred to the lecturing staff within the UCD School of Civil Engineering and has since managed a number of national and international research projects. These have included coordination of a Marie Curie Initial Training Network (TEAM, grant no 238648) and has brought about €2.0 million in research funding to UCD. He also holds a diploma in University Teaching and Learning and is particulalry interested in active learning and assessment. E-mail: firstname.lastname@example.org
Dr. John O’Sullivan is a Fellow of the UCD Earth Institute and a member of the UCD Dooge Centre for Water Resources Research in the School of Civil Engineering. He is a graduate of Trinity College Dublin (BAI, 1993), the Queen's University of Belfast (MSc, 1994) and the University of Ulster (Ph.D., 1999). In addition to Teaching and Learning, Dr. O’Sullivan’s research interests are in hydrology, hydraulics, and hydrodynamic modelling. He has led national and European projects in these areas. Dr. O'Sullivan has published in excess of 34 international peer reviewed journal papers, 1 book chapter and in excess of 50 conference papers and is an Associate Editor for the International Water Association (IWA) Journal of Water Supply and Technology and is on the International Advisory Board of the Journal of Hydrology and Environment Research. Dr. O’Sullivan is also on the School’s Teaching and Learning Committee with responsibility for programme development, Chairs the College committee responsible for all outreach activities to 2nd level students and in the last three years, has Chaired two College Working Groups that assessed the syllabi of second level subjects for consideration as ‘substitute’ science subjects for entry to the university’s engineering courses. E-mail: email@example.com
Jan Elen is a full professor at the Faculty of Psychology and Educational Sciences of the KU Leuven. He has been working in the field of educational technology and higher education. Of special interest is how higher education learning environments can be designed to stimulate the development of critical thinking. He teaches courses on instructional psychology, educational technology and designing learning environments. In the faculty he is responsible for the teacher education program. E-mail: firstname.lastname@example.org
Lai Jiang studied Educational Science and earned her Ph.D. in the field of instructional design at KULeuven in Belgium. Currently she works at the Center for Instructional Psychology and Technology, KULeuven. Her broad research interest includes studying interactions between learners’ characteristics (e.g., prior knowledge) and specific features of learning environments. In the past 6 years, she was the academic coordinator of an international educational network founded by the Belgian Cooperation Development Agency. She has been closely working together with health professionals in the fields of veterinary, medicine, social science and public health in 13 countries. She has rich experience in designing, developing and delivering training to post-graduate students, lecturers and early-career researchers on various topics, such as curriculum design, thesis supervision and critical thinking. E-mail: email@example.com
Steven Huyghe holds a Ph.D, in pharmaceutical sciences (KU Leuven). He worked first as an educational developer at the Faculty of Pharmaceutical Sciences (KU Leuven). Since 2006 he works at the ‘Educational Development Unit’ of the KU Leuven as a senior staff member. He has worked on topics like the research teaching nexus, supporting academic writing of students, supervision of research students, honours programmes, … He has rich experience in different forms of professional development for academic staff. E-mail: firstname.lastname@example.org
An Verburgh holds a Ph.D., in educational sciences for the University of Leuven, Belgium. Since September 2016 she works as an educational developer at University Colleges Leuven Limburg (UCLL), Belgium. Her research focuses critical thinking and research-based education. She works on measuring critical thinking development and how learning environment can stimulate its development. Recent projects in which she is involved are a project on the development of a domain-specific test in critical thinking and an intervention study in secondary education to stimulate the development of critical thinking. E-mail: email@example.com
Dr. Daiva Penkauskiene – director of the Modern Didactics Center (MDC), teacher of the Institute of Education and Social Work at Mykolas Romeris university. Main professional interests and work spheres are development of critical and creative thinking, teaching and learning, adult education. D. Penkauskiene is a member of the International Reading Association (IRA), expert of the Pan-European Platform on Ethics, Transparency and Integrity in Education (ETINED, Council of Europe), lecturer, expert, consultant and certifier of the international program Reading and Writing for Critical Thinking (RWCT), member of education experts group at the office of the President of Lithuania’s Republic. E-mail: firstname.lastname@example.org
Associate Professor, Dr. Asta Railiene – trainer and researcher of the Modern Didactics Center (MDC), teacher of the Institute of Education and Social Work at Mykolas Romeris university. Main professional interests and work spheres are career education and counseling, development of critical thinking. A. Railiene is a certified teacher and trainer of the international program Reading and Writing for Critical Thinking (RWCT). E-mail: email@example.com
Professor, Dr. Valdone Indrasiene – head of the Advisory Board of Modern Didactics Center (MDC), trainer and researcher at MDC; director of the Institute of Education and Social Work at Mykolas Romeris university. Main professional interests and work spheres are development of critical thinking, pre-service and in-service teacher training, higher education didactics, education management, education development and scientific projects. V. Indrasiene is certified, trainer and certifier of the international program Reading and Writing for Critical Thinking (RWCT), member of the Board of the General Education of the Republic of Lithuania. E-mail: firstname.lastname@example.org
Lina Grinyte – project coordinator of the Modern Didactics Center (MDC). Her spheres of the expertise are administration and coordination of national and international projects, fundraising, development, preparation and management of public procurement documentation, evaluation of the public and non-governmental project proposals for national and international organizations. E-mail: email@example.com
Jurgita Balaisiene – administrator of the Modern Didactics Center (MDC). Her spheres of the expertise are office administration, formation of educational library and educational materials database, development and management of website content and design, administration of the professional development courses for teachers and adult learners. E-mail: firstname.lastname@example.org
Hana Lorencová is an Assistant Professor of the Department of Managerial Psychology and Sociology, at the University of Economics, Prague, Czech Republic. She is also Senior Lecturer at the Faculty of Business Administration. Hana is an Economist with focus on applied psychology. In teaching and research activities deals with training of social and managerial skills, leadership, teamwork and adult education. Gained academic, research, publishing and training experience. E-mail: email@example.com
Eva Jarošová is an Associate Professor and Deputy Head of the Department of Managerial Psychology and Sociology, at the University of Economics, Prague, Czech Republic. She is also Senior Lecturer and Head of the Academic Centre at the Faculty of Business Administration. Eva is a Social psychologist with economic background. Have trained and taught individuals, small and large groups in various sectors; individual counseling and coaching. Gained academic, research, publishing and training experience. E-mail: firstname.lastname@example.org
Daniela Dumitru holds a Ph.D. in Educational Sciences from the University of Bucharest (Romania) with a dissertation about critical thinking and argumentation skills development supported by integrated educational programs. Currently she is Associate Professor at Bucharest University of Economic Studies, Department for Teacher Training. She authored a book concerning critical thinking skills and their transferability, and co-authored other books like: a textbook of critical thinking for magistracy admission exam and a comparative report concerning education for sustainable development in South-East Europe. Daniela’s research interests are concentrating on critical thinking, psychology of education, education for sustainable development, communities of inquiry/practice and cognitive psychology. E-mail: email@example.com
Dragos Bigu is a senior lecturer in the Department of Philosophy and Human Sciences, at the Bucharest University of Economic Studies. He graduated in philosophy at the University of Bucharest (2001), earned a MA in theoretical and moral philosophy at the University of Bucharest (2002) and a MA in European economic studies at the Bucharest University of Economic Studies (2007). He earned his Ph.D. in Philosophy at the University of Bucharest (2009), with a thesis on conceptual incommensurability in Thomas Kuhn’s work. Dragos teaches Critical Thinking and Business Ethics at the Bucharest University of Economic Studies. He published two books and more than 20 articles, mostly in philosophy of science, business ethics and logics. In 2012, he was a visiting researcher at the Centre for Philosophy of Natural and Social Science, at the London School of Economics. E-mail: firstname.lastname@example.org
- UNIVERSIDADE DE TRÁS-OS-MONTES E ALTO DOURO (PORTUGAL)
Situated in the north-eastern city of Vila Real, Portugal, the University of Trás-os-Montes e Alto Douro (UTAD) became a fully-fledged Public University in 1986, although its history also includes a valuable heritage received from its predecessor, the Vila Real Polytechnic Institute, created in 1973. Today UTAD is widely recognized as a significant reference in the Portuguese University System. UTAD’s core objectives are High Quality Teaching, Research and Community Outreach, striving to be a Centre of Excellence for lifelong learning and for the creation, transmission and dissemination of culture, science and technology. Within its research structure, we find a special group who established the idea of CRITHINKEDU project and gathered the partnership: the webPACT group. This is a learning and research community which integrates academic faculty and PhD students interested in critical thinking education. It is focused on the improvement of the quality of teaching and learning processes as well as on the development of students’ social skills (soft skills). It is a multidisciplinary group that gathers professionals from different scientific areas: Management, Veterinary Medicine, Education and Psychology, Linguistics, Statistics, Mathematics, Natural Sciences, Nursing and Philosophy. The webPACT members share a common interest in research and development of teaching strategies/methodologies to promote critical thinking skills using educational technologies and cooperative learning techniques.
- UNIVERSIDAD DE SANTIAGO DE COMPOSTELA (SPAIN)
The University of Santiago de Compostela (USC) is an historic Spanish Higher Education Institution with 30 faculties and schools, 27 research centres, 56 master degrees, 53 PhD programmes and 42 official bachelor degrees. Internationalisation is a key element in the University’s strategic approach: the USC’s extensive experience is demonstrated in the international cooperation projects and joint research so far. The USC is in the vanguard of promoting the funding of university enterprise and knowledge, and has been awarded with two International Campuses of Excellence – this represents a new concept for university campuses where the interaction of universities with research and technological centres, scientific, and technological parks, businesses and other agents will develop territorial education, research and innovation communities oriented towards international excellence. The USC team, based at the Science Education Department, will contribute to CRITHINKEDU with its expertise in classroom-based studies on development of critical thinking and scientific practices. Their research focuses on examining the processes of development of the scientific practices in the context of teaching and learning sequences designed around authentic problems and socio-scientific issues that foster critical thinking skills. Currently their research interest is focused on students’ epistemic practices and teachers’ pedagogical content knowledge (PCK) for the significative implementation of these practices in different educational levels.
- María Pilar Jiménez Aleixandre
- UNIVERSITA DEGLI STUDI ROMA TRE (ITALY)
The University of Roma Tre has been founded in 1992, being the youngest university in Rome, Italy, counting about 40.000 students. There are 12 departments offering Bachelor’s, Master’s and PhD Degrees. The didactic offer is defined and implemented in strict relation with the needs of the work market which has more and more a european and international dimension. Roma Tre is fully committed to provide students with learning paths which can enable them to highly specialize professionally. At Roma Tre, the Laboratory for Experimental Pedagogy (LPS) will take part in the CRITHINKEDU project activities. Created in 1992, the LPS is a research environment whose main aims are the following: to develop projects in the educational field; to carry out a rational activity in the development of procedures linked to the study of phenomena mainly occuring when, according to pre-defined hypotheses, independent variables are introduced to change certain contexts. The LPS is organised in different sections, each one devoted to the study of specific experimental hypotheses. Among the sections, an adequate sharing of information and database resources is carried out, even if each one is endowed with specific resources, consistent with the kind of research work performed. The LPS has a wide experience in distance education and the use of technology in Higher Education.
- PANEPISTIMIO DYTIKIS MAKEDONIAS – UNIVERSITY OF WESTERN MACEDONIA (GREECE)
The University of Western Macedonia (UOWM), established in 2002 as a ‘public body’ of Higher Education, situated in the north-west part of Greece, includes disciplines and departments from three Faculties: Engineering, Education, Fine and Applied Arts. The Faculty embraces all three levels of higher education (undergraduate, postgraduate and doctoral). In 2014 the UOWM has been evaluated by the Hellenic Quality Assurance and Accreditation Agency (HQA). According to the evaluation reports of the Committee responsible for the external evaluation of the Departments of Primary Education and Pre-primary Education, the tepartments are in a position to achieve higher standards of teacher education. The existing teaching programmes of the participating departments in the UOWM tie in with the CRITHINKEDU project. The academic team will be comprised of five academics with different, though collaborative specializations: Educational Studies, Developmental Psychology and New Technologies. Their research focuses on the development of critical thinking skills by students within innovative learning environments, examining their discussions concerning problems of real life situations. Specifically, analysing students’ arguments, judgements, evaluations, self-perceptions, incidents, constructive responses to arguments, dialogic practices and their critical engagement with the world.
- TECHNOLOGIKO EKPEDEFTIKO IDRYMA THESSALIAS (GREECE)
The Technological Educational Institute of Thessaly (former Technological Education Institute of Larissa), Greece, is a Higher Education Institution that is located and operates in three major cities, which are capitals in the respective prefectures, in Thessaly: Larissa, Karditsa and Trikala. Today, TEI of Thessaly is the third largest Technological Education Institution in Greece with 21.000 students and it’s mission is: to produce and and transmit knowledge through research and education and to promote arts and culture; to contribute to the shaping of responsible citizens, capable of dealing with all fields of human endeavour, based on their scientific, professional and cultural adequacy while having respect for justice, freedom, democracy and solidarity; to properly respond to meeting the social, cultural, educational and developmental needs of society with dedication to the principles of viable development and social cohesion; among others. The TEI Thessaly team, based at the Nursing Department, will contribute to CRITHINKEDU with its expertise in the development of critical thinking skills within the context of nursing in Higher Education. Their research focuses on the development of cognitive skills required in analysis, problem solving and decision-making by the nursing students. These skills include critical analysis, introductory and concluding justification, valid conclusion, distinguishing facts and opinions to assess the credibility of sources of information, clarification of concepts and recognition conditions.
- UNIVERSITY COLLEGE DUBLIN – NATIONAL UNIVERSITY OF IRELAND (IRELAND)
University College Dublin has its origins in the mid-nineteenth century under the leadership of the renowned educationalist John Henry Cardinal Newman. Since its foundation in 1854, the University has flourished and made a unique and substantial contribution to the creation of modern Ireland, based on successful engagement with Irish society on every level and across every sphere of activity. UCD is one of Europe’s leading research-intensive universities; an environment where undergraduate education, masters and PhD training, research, innovation and community engagement form a dynamic spectrum of activity. UCD is also Ireland’s most globally engaged university with over 30,000 students drawn from over 120 countries, and includes 5,500 students based at locations outside of Ireland. As Ireland’s largest university, with its great strength and diversity of disciplines, UCD embraces its role to contribute to the flourishing of Ireland; through the study and discussion of people, society, business, economy, culture, languages and the creative arts, as well as through research and innovation. The UCD team, based at the School of Civil, Structural and Environmental Engineering is engaged in looking at the role of universities in teaching critical thinking. The emphasis within the School is on producing civil engineers who are creative problem-solvers and critical thinkers. With this in mind, UCD team will play a very active role in contributing to CRITHINKEDU project.
- KATHOLIEKE UNIVERSITEIT LEUVEN (BELGIUM)
Situated in Belgium, in the heart of Western Europe, KU Leuven has been a centre of learning for nearly six centuries. Today, it is Belgium’s largest university and, founded in 1425, one of the oldest and most renowned universities in Europe. As a leading European research university and co-founder of the League of European Research Universities (LERU), KU Leuven offers a wide variety of international master’s programmes, all supported by high-quality, innovative, interdisciplinary research. Since its founding, KU Leuven has been based in the city that shares its name. Leuven is a pleasant, safe and bustling student town, where centuries-rich history meets cutting-edge science. The university also offers degree programmes at campuses in 11 Belgian cities, including Brussels, Ghent and Antwerp. Among its many accolades is to be reckoned among the top universities of Europe. The KU Leuven and more specifically the Center for Instructional Psychology and Technology has for several years done research on critical thinking. In various studies the relationship was explored between research integration into teaching and development of critical thinking. Differences on the impact of academic bachelor programs and professional bachelor programs have been shown. In this line of work also direct intervention studies have been done – the impact of immersion versus infusion approaches on critical thinking in physics has been investigated. This has also entailed the elaboraton of a domain-specific critical thinking test. The organization as a whole pays a lot of attention to critical thinking as evidenced in specific courses for junior and senior academics that are directly related to research integration and critical thinking.
- UC LEUVEN (BELGIUM)
UC Leuven-Limburg is currently Flanders’ largest university college. It offers 30 bachelor degree programmes (EQF 6) with a practice-oriented approach as well as advanced bachelor’s programmes, postgraduate certificates and other continuing studies. The institution combines 11 campuses in the Provinces of Limburg and Flemish-Brabant. As a knowledge network, the university college also takes part in research and provides services. UC Leuven-Limburg wants to excel by the quality and flexibility of its education programme. One of UC Leuven-Limburg’s main assets is the profession-oriented approach. Students acquire knowledge, skills and work ethics that are utterly important in their professional career later on. Therefore, work placement forms and integral and major part of the learning activities from the very start of the programmes. The integration of research into education forms another strategic option of the institution. Not only does UC Leuven educate its students, it teaches values in order to develop overall social skills. Thus, it helps to shape global citizens who are self-conscious, democratic and committed. Critical thinking is one of the research lines of the UC Leuven team, in close cooperation with the KU Leuven. A first aspect of their work is the development of instruments to measure critical thinking and critical thinking development. They developed and validated a Dutch version of the Halpern Critical Thinking Appraisal and also a domain-specific test on critical thinking in physics. Their research interests also focus on the effectiveness of critical thinking instruction and the impact of the overall curriculum on critical thinking development, as well as the impact of different approaches to integrate research into teaching on critical thinking.
- SIUOLAIKINIU DIDAKTIKU CENTRAS (LITHUANIA)
Modern Didactics Centre (MDC) is a public non-governmental, non-profit organization for non-formal adult education and in-service training. MDC was established in 1999 by initiative of Vilnius Pedagogical University and Open Society Fund-Lithuania as inter-university centre. Organization develops and implements innovative projects and programs, organizes workshops, study visits, provides a consultancy and expertise service, carries on research, publishes and disseminates its products. MDC works with schools, adult education centers, universities, youth organizations, and other NGO’s in all over the country and abroad. Specific areas of expertise – critical and creative thinking, anti-corruption education, modern didactics, multiply literacy, adult education. MDC has a wide network of trainers, consultants and experts, among them – 35 certified critical thinking teachers, 15 certified critical thinking trainers, 5 certified certifiers. MDC is the national coordinator of the international program “Reading and Writing for Critical Thinking” (RWCT). It has developed various programs and materials devoted for professional development of teachers, librarians, adult educators, non-formal education specialists, workers of youth organizations, among others.
- VYSOKA SKOLA EKONOMICKA V PRAZE (CZECH REPUBLIC)
The University of Economics, Prague (VŠE) is the biggest public university of economics in the Czech Republic and has six faculties offering applicants a broad spectrum of study fields and branches in bachelor’s, master’s and doctoral degree study programs. The mission of VŠE is to provide Czech and foreign students with higher education, of a superior quality, in a wide range of managerial, economic and other degree programs at Bachelor’s, Master’s and Doctoral degree levels. The VŠE’s high standard of professionalism as an institute of higher education is internationally recognized. Furthermore, the VŠE has partnership arrangements with many governmental bodies, as well as with non-governmental organisations (NGO’s). VŠE is a socially responsible institution which encourages its students to engage in ethical behavior. This includes their taking social and environmental responsibility with regard to the challenges of a globalizing world, as well as to the related multicultural aspects of socio-economic life. The VŠE is strongly feeling the need to implement critical thinking into its educational process more deeply. Its Academic Center focuses on strategic support of quality in education through personal development in the field of pedagogical and socio-psychological skills of faculty. The Center is managed by the VŠE team involved with CRITHINKEDU project, and regularly organizes long-term courses to develop these skills with focus on adult education, psychology, sociology and project management.
- ACADEMIA DE STUDII ECONOMICE DIN BUCURESTI (ROMANIA)
The Bucharest University of Economic Studies (ASE Bucuresti) is a research intensive university that organizes study programs and scientific research in the fields of Economic Sciences, Administrative Sciences, Sociology and Humanities. ASE is considered the most important economic higher education institution from Romania and one of the most renown economic universities in South‐Eastern Europe. Students are offered the opportunity to pursue a full academic path by attending Bachelor’s, Master’s, Doctoral and Postdoctoral study programs. In addition, ASE organizes continuing training programs, teacher training programs, postgraduate programs, as well as MBA and EMBA study programs. In its over 100 years of existence, the Bucharest University of Economic Studies has gained national and international prestige. Numerous academics and graduates have been recognized as outstanding personalities, as they have become academics and researchers in prestigious world universities, members of the Romanian Academy of Sciences and of other national and international scientific fora, or of private or public organizations, parliamentary, government or diplomatic institutions. Through its Department for Teacher Training, the ASE Bucuresti team involved with CRITHINKEDU project is deeply interested in developing and promoting critical thinking as compulsory class for every student enrolled in this institution, embedding it into every class activity.