For the last decade Mrs Hintze held a position as a co-ordinator and senior advisor at the Swedish National Agency for the Erasmus+ programme in the school field and later spent one year as an analyst at the Swedish schools’ inspectorate. She is a professional upper-secondary teacher of German and English. Internationalisation, assessment for learning and entrepreneurship are other fields that she has focused on in her teaching career.

The mission of Knowledgepro is to bring school leaders and teachers from Europe and other regions together by offering on-site courses and seminars. The main ingredients of these activities are cultural and best practice exchange, networking and co-operation with a focus on topics relevant for today’s schools. We always aim to employ the best expert trainers in order to meet the quality expectations of our participants. Quality assurance and the linking of our course content to the latest research in the school field are key principles for the delivery of our courses.

Dr Namdar has worked within the field of education over 40 years and in three continents. He has held a position for three decades as a teacher educator and educator of educational leaders and done research in these fields. His multicultural background gives him a particular advantage in dealing with some of the greatest educational possibilities of our times. This has inspired his research which has focused on the encounter between the educational systems and globalization. Dr Namdar has introduced the concepts of “Globally Good Teachers” and “Globally Good Educational Leaders” to signify roles where the best of all humanity is promoted.

In all his undertakings, Dr Namdar is interested in realizing human potential at its highest and bringing education to serve social transformation.

Dr Eva Hartell is currently Head of research in Haninge municipality and researcher at KTH Royal Institute of Technology in Sweden. Dr Hartell is a former STEM teacher and is involved in a number of national and international practitioner-based research and development projects working closely with teachers and schools with the purpose of bridging teaching and learning in STEM education.

Ms Claudia Ericsson is a Special Education Teacher and teaches German, Mental Training and Technology at Rudbeck upper secondary school, Sollentuna municipality. Ms Ericsson’s many years of educational experience in Sweden ranges from pre-school to upper secondary. In her early teaching career she was a compulsory school teacher in Mathematics, German and Music in former East Germany when her interest in making pupils with special needs succeed began.

Ms Sandell is currently working as a Special Education Teacher at Högbyskolan in the Gotland municipality, where she is a team leader for the Special Education Team. Ms Sandell has previously taught English and Swedish in both lower and upper secondary school. Ms Sandell is trained in UDL - Universal Design for Learning - at Harvard university. Ms Sandell was one of the speakers at the International Quality-in-Education Initiative “Annual Quality Kid Conference” in Ottawa, Canada.

Ms Andreasson has worked in the education sector for more than twenty years. She has held positions such as head of a primary school, principal and STEM teacher for students aged 10-16 years and municipality head of compulsory school. Ms Andreasson strives to create fundamental conditions for accessible learning environments. Her focus lies on encouraging children and young people to develop creativity and use all their senses in the learning process in order to reach their highest potential. Ms Andreasson is currently actively involved in the work of promoting children's rights issues.

Dr Lithander is a researcher and lecturer at the teacher training programme at the Royal Technical College in Stockholm (KTH). With a Ph.D. in Applied Cognitive Psychology from the University of Massachusetts, Lithander's research focuses on student learning, metacognition, educational misconceptions, and critical thinking. He has utilized his extensive knowledge to develop lifelong learning courses at KTH that benefit students in their professional development. Lithander's approach to teaching and research is grounded in evidence-based practices, and he is committed to enhancing education through innovative course design. Lithander advocates for educators to collaborate on relevant topics that address today's challenges in schools so we can ensure that our students receive the best education possible.