Andrea P. Goldin has specialized in Neurosciences, particularly in Cognitive Sciences and Educational Neuroscience. With different experimental approaches, she investigates the transfer of learning in real-life settings: Why it is so difficult to apply knowledge to solve different problems. Andrea is part of the board of directors of Expedición Ciencia, a Latin American NGO devoted to Science Education of which she is a Learning Sciences Exchange Fellow (a joint project of New America and the Jacobs Foundation). She has won the Innovators under 35 Award granted by the MIT Technology Review, she is an associate at the Center for Evidence-based Policy Evaluation (CEPE-UTDT), and she is a consultant expert for the Behavioral Sciences and Public Policy Unit of the National Executive Office of Argentina. She authors 20+ scientific papers, published in prestigious international journals and has lectured in several countries. She has given numerous science outreach talks (including a highly watched TEDx, in Spanish, “Cerebrar la educacion”), trained Science teachers, written academic book chapters, and developed educational resources for the classroom. She is the author of “Neuroscience at the school. A friendly guide (and without blah blah) to understand how the brain works during learning”, published in Spanish by Siglo XXI. She is a visiting professor in different national and international institutions and universities. 

Cecilia I. Calero works as Director of Education and professor in Torcuato di Tella University (UTDT), is adjunct professor of the Center for Assessment of Policies Based on Evidence (CEPE). In 2006 she got a teaching degree and in 2011 the PhD in Biological Sciences at the Buenos Aires University. She then has done a postdoctoral stay at the Laboratory of Integrative Neuroscience (FCEN-BA). She published numerous papers in international journals of her field and received fellowships and research awards from institutions as the CONICET, New York University, International Organization for Brain Research (IBRO) and the James S. McDonnell Foundation, among others. She was vice-director of the Neuroscience Laboratory of UTDT and professor of the New York University (NYU-BA). Cecilia heads many research projects in which she combines the fields of Education, Experimental Psychology and Neuroscience. In these fields she studies the relation between the ability to teach and one’s own experience of learning, as well as the impact of tutoring among pairs.

Sebastián J. Lipina, PhD, is a Researcher of the National Council of Scientific and Technical Investigations (CONICET), Buenos Aires, Argentina, current Director of the Unidad de Neurobiología Aplicada (UNA, CEMIC-CONICET). He is Adjunct Professor of "Social Vulnerability and Cognitive Development", at the School of Humanities, Universidad Nacional de San Martin (UNSAM). Moreover, he is a Member of the Interdisciplinary Committee of the Society for Research in Child Development (SRCD), and a Member of the Ethical Committee (IRB) from CEMIC. He also acts as a Volunteer of the "On-Call Scientists" program of the American Association for the Advancement in Science (AAAS), and as a Consultant of the Panamerican Health Organization (PAHO), UNICEF and UNDP.

Filip De Fruyt is senior full professor in Differential Psychology and Personality Assessment at Ghent University in Belgium. He is holding the Institute Ayrton Senna (IAS) Endowed University Chair at Ghent University, studying the assessment and development of living and employability skills in youth. De Fruyt is Past President of the European Association of Personality Psychology (EAPP). He is a founding member of EDULAB21, the Knowledge Center of the Institute Ayrton Senna, supporting, implementing and evaluating large-scale educational policies in Brazil. De Fruyt became a Fellow of the Society of Industrial and Organizational Psychology (SIOP) in 2016 as a recognition for his contributions to the field of industrial and organizational psychology. His research expands a broad domain including adaptive and maladaptive traits, their structure and development, cross-cultural manifestations of personality, and applied personality psychology. His current interests are the assessment of personality (general and dysfunctional) and vocational interests. He also studies the development of social-emotional skills in youth and young adults across cultures as predictors of personal and professional success and employability in particular. He is further interested in leadership emergence and career advancement and development questions. De Fruyt has (co-)authored over 200 research papers and chapters in a broad range of leading academic journals and his work is frequently cited, with over 23.500 citations (Google Scholar, January 2023).

Marcela Peña is Full Professor at the Pontificia Universidad Católica de Chile. Originally, she is a Pediatrician and obtained her PhD in Cognitive Science and Psycholinguistics at the École des Hautes Études en Sciences Sociales, Paris, France. Her research interest is focused on the exploration of the early cognitive development and early learning. Integrating behavioral and neuroimage techniques and methods, she and her team study how infants and young children, with typical and atypical development, learn from the environment, acquire language and develop other high cognitive skills relevant for welfare.

Nancy Estévez-Pérez, researcher of the Cuban Center for Neurosciences, Neurodevelopment Department, studies the neurocognitive foundations of typical development and specific learning disorders aimed to implement tools/resources for early children’s assessment, stimulation and education.

Ulla Richardson is Professor (Technology-enhanced language learning) in Agora Center at the University of Jyväskylä, Finland. She was a researcher in the Jyväskylä Longitudinal Study of Dyslexia project (headed by Prof. Heikki Lyytinen) as well as the Early Language Development and Dyslexia project (headed by Prof. Matti Leiwo). The topic of her PhD research was speech perception in dyslexia, and she received her PhD in linguistics from the University of Jyväskylä in 1998. After this she conducted post-doc research in the UK. In 2000, she was a visiting research fellow in the Institute of Cognitive Neuroscience (UCL), after which she worked as a research fellow at the Institute of Child Health (UCL) in the project Linguistic Factors, Phonological & Orthographic Processing in Dyslexia, led by Professor Usha Goswami. She completed her work in this project at the Department of Education, University of Cambridge, after which she returned to Finland to run the Graphogame-project with her Marie Curie Excellence grant in 2005-2008. Her current research interests are auditory/speech perception, phonological awareness, prevention and intervention in dyslexia across languages.

Grégoire Borst is Full Professor of Developmental Psychology and Cognitive Neuroscience of Education at the Université Paris Cité. He is the director of the Laboratory for the Study of Child Development and Education (CNRS) at La Sorbonne and honorary member of the Institut Universitaire de France. He obtained his PhD in 2005 at Université Paris Sud and was then a postdoctoral fellow at Harvard University from 2006 to 2010. His work focuses on the role of behavioral, cognitive and emotional control in the development and learning in and out of the classroom of children and adolescents. He has published more than 90 articles and 9 books including three for children to explain the basics of the brain and the mind. He works in close collaboration with the educational community and is a senior member of the International Bureau of Education (IBE) at UNESCO. He is the co-director of an interdisciplinary research network on Education and learning of 100 labs and 700 researchers in France. He is also the co-director of the 10-year research program on the Sciences for Education in France. In 2021, he received the Daignan-Bouveret Prize from the Academy of Moral and Political Sciences in France for his program of research on the science of learning.

Paul Howard-Jones is based at the University of Bristol’s Graduate School of Education, where his research is focused on issues at the interface of cognitive neuroscience and educational theory, practice and policy. He applies diverse research methods from computational brain imaging studies to classroom observations in order to understand learning processes and their potential relevance to educational learning. He is particularly interested in the processes by which games and learning games engage their players and can support learning. Prof. Howard-Jones was formerly a member of the UK's Royal Society working group on Neuroscience and Education (2011). In 2020 he completed a fellowship at UNESCO (Geneva) focused on the relation of neuroscience to global educational and cultural contexts, and has authored numerous reviews and one of the first text books in this area (Evolution of the Learning Brain, Routledge, 2010). He has participated in many international academic and public debates regarding the interrelation of these two diverse subject areas and is currently implementing neuroscience into Initial Teacher Education at the University of Bristol (supported by the Wellcome Trust). He is more widely known for his contributions to Channel Four’s Secret Life of Four Year Olds and other broadcasts. His second book, A Short History of the Learning Brain, has just been published by Routledge, and he has been researching teachers’ attitudes and practices around climate change education. He currently co-ordinates the UK’s Climate Change Education Network.

Carolina Gordillo-Bravo is an early-career researcher and lecturer in Psychology and Neuroscience in Education in the School of Education at the University of Bristol, UK where she also directs the Neuroscience and Education programme that welcomes students from all over the world. With a background in psycholinguistics and education, she became interested in the understandings how learning takes place in the brain and how teaching practice and materials could be enhanced based on such understandings. She completed a master’s degree in Neuroscience and Education and later a PhD investigating the exploration of the video game feature of motion tracking and its influence on declarative memory formation. She is also interested in using cognitive neuroscience understanding of learning to develop a science of learning and a science of teaching through experimental research that helps bridging the gap between lab knowledge and classroom practice. She is a member of the Bristol Digital Futures Institute, an academic community focussed in the digital innovation for a better future; and also a member of the Centre for Psychological Approaches for Studying Education at Bristol University.

Andrea A. Chiba is currently a Professor at the Department of Cognitive Science and the Program of Neuroscience at the University of California San Diego, La Jolla, CA, USA. Her laboratory (Chiba Lab) is focused on gaining an understanding of the neural systems and principles underlying aspects of learning, memory, affect, and attention, with an emphasis on neural plasticity. Her laboratory team is highly interdisciplinary, using a variety of neurobiological, neurochemical, neurophysiology, computational, robotic, and behavioral techniques. She has been active in the U.S. Brain Initiative. She is also the Co-Director and the Founding Science Director of the Temporal Dynamics of Learning Center, an NSF Science of Learning Center at the University of California, San Diego. Dr. Chiba and her team were awarded an NSF BRAIN Initiative Award for their work on the neural basis of prosociality and interoception.

Professor at Harvard College and the Harvard University Extension School where she teaches 'Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education'. She is associate editor of the journal Science of Learning, part of the Nature group. Tracey conducts research in Learning Sciences, and specifically within Mind, Brain, (Health) and Education science. Her current work focuses on what kids want to know about their own brains and the neuroscience of writing.

Alejandro Maiche is a Psychologist graduated from the University of the Republic (UR) in Uruguay. After obtaining his degree, he moved to Barcelona where he obtained his PhD in Perception, Communication and Time from the Autonomous University of Barcelona (UAB) in 2002. He was lecturer of Basic Psychology at the UAB until 2010. In that same year he returned to Uruguay as professor of Cognitive Psychology at the School of Psychology (UR) and as the director of the Center for Basic Research in Psychology (CIBPsi) where scientists from different disciplines investigate Human Cognition. At present, he is Full Professor of Cognitive Psychology at the School of Psychology in the UR, level II researcher of the National System of Researchers in Uruguay (ANII) and Researcher grade 4 of program PEDECIBA. He develops his research activities at the Interdisciplinary Center on Cognition for Teaching and Learning where the aim is to gain a better understanding of learning in an interdisciplinary way. Alejandro has published dozens of articles related to visual perception and numerical cognition. His research interests include Visual Perception and Numerical Cognition. Currently, his work focuses on developing educational interventions addressed to stimulate cognitive capacities at first stages of education, specifically those related to early math learning.

Alejandra Carboni graduated in Psychology in 1998 at Universidad de la República (UR). She completed her Master in Child Neuropsychology at the Cediiap University Institute and in 2010 she got her PhD in Neurosciences at the Complutense University, Madrid, Spain. She coordinates the Academic Committee of UR Graduates, is Full professor of the Cognition Program of the Faculty of Psychology, principal investigator of the Basic Research Center on Psychology (CIBPSI) and of the Interdisciplinary Center on Cognition for teaching and learning (CICEA). She collaborates with international investigators of Complutense University, Jaume I University, Madrid Autonomous University (Spain), New York University (USA), University of Edinburgh (Scotland) and University of Buenos Aires, University Torcuato di Tella and Center for Medical Education and Clinical Research “Norberto Quirino” (Argentina). Her research subject is centered on Cognitive Neuroscience, with an aim to investigate the attentional mechanisms and their neuronal correlates, as well as to contribute for understanding the relation between cognitive development along infancy and the socioeconomic context. She is author of many scientific papers and books and has participated as invited lecturer in different universities and international events.

Juan Valle-Lisboa graduated as a Biochemist in the University of the Republic (UR), in Uruguay. He obtained a MSc and a PhD degree in Biophysics and Computational Neuroscience. He is researcher of the National System of Researchers and member of the Program for the Development of Basic Science in Uruguay. He currently works at the School of Sciences and the Center for Basic Research in Psychology, in UR, Uruguay. His current research interests include the neurobiological basis of Language and Cognition, and the powers and limits of neural network models. His research involves the use of computational methods and lately electroencephalography and other psychophysical methods.