Ph.D. in Applied Linguistics and Languages studies, Chair of the Anglo-Germanic Languages Studies Department – Languages and Arts Center at the Federal University of Rio de Janeiro, Brazil

At UFRJ conduct research in the Interdisciplinary Graduate Program in Applied Linguistics and also lead a team for Studies and Research of Vygotsky School in Applied Linguistics (NUVYLA/CNPq). Main scholarly interests include discourse and social practices, human development, cognition and semiotics linked with social activism, linguistic mobility, social change and justice, identity and agency.

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Doctor of Historical Sciences, rector of the Moscow Pedagogical State University, professor, academician of the Russian Academy of Education. The area of scientific interest is related to the study of key problems of Russian history in the 20th century, the history of cooperation and the zemstvo movement in Russia, the history of Russian liberalism, the history of the First World War and the revolution of 1917, the genesis of civil society institutions in Russia, historical anthropology, the history of Soviet cinema, film hermeneutics, the work of Andrei Tarkovsky, and the problems of modern history education. He is the author of more than 200 scientific works devoted to the problems of updating history education, general secondary and teacher education, historical personology, problems of philosophy of education and its theoretical and methodological foundations. A.V. Lubkov’s contribution to the development of the sociocultural environment of society is marked by government and departmental awards.

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Doctor in Psychology, Head of the Faculty of Clinical Psychology and Psychotherapy, Professor.

Completed postgraduate studies at the Faculty of Psychology of Moscow State University and successfully defended her dissertation «Impairments of Reflective Regulation of Cognitive Activity in Schizophrenia» in 1983 supervision of Professor B.V. Zeigarnik, the founder of the Russian school of clinical psychology.

The core area of scientific expertise lies in the development of a research foundation and the formulation of integrative psychotherapy models. The principal works focus on examining social, familial, and personal factors contributing to affective spectrum disorders, alongside the creation of integrated therapeutic models for these conditions.

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Professor at the UNESCO Chair «Cultural-Historical Psychology of Childhood», MSUPE, associated researcher at the Institute of Philosophy of the Russian Academy of Sciences, member of the editorial board of the journals «Cultural-Historical Psychology», «Marxism and Sciences», «Nomothetika», «Journal of Philosophical Research», member of the scientific committee of the book series «Spinoziana» (published by Mimesis, Milan).

Research interests: cultural-historical psychology; Spinoza’s philosophy; German classical philosophy; Marx and Russian Marxism.

The author of about 300 scientific works on philosophy and psychology, some of which have been translated into 9 foreign languages. Guest editor for the journals «Logos», «Studies in East European Thought», «Russian Studies in Philosophy». Publisher of the Collected Works of E.V. Ilyenkov, archival works by L.S. Vygotsky, and others.

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Professor Margolis is the Acting Rector of the Moscow State University of Psychology & Education, PhD in Psychology.

Prof. Margolis holds a great organizational work together with teaching, being a well-known expert in educational psychology and teacher`s training. Professor Margolis has contributed to the development of a number of scientific projects, i.e. Psychological Basis in the Use of Information Technologies”, “Cultural – Historical Type of School”, “The Regional model of psychological support for developing education.” The results of these research have been continually discussed at the top international congresses and conferences. Team of contributors led by Professor Margolis studied the psychological features in dialogical learning environments focused on thinking development of primary school-aged children. This work resulted in the development of a training course “Philosophy for Children” (primary school-aged children). It was approved and recommended by the Ministry of Education of Russian Federation for primary schools and officially recognized by UNESCO. At the present time a large number of different schools in Russia provide this course. Among many projects in psychological research and education Professor Margolis is involved in psychologists` training. New activity-based model for psychologists training was developed with his direct participation and co-supervision, applied in learning process at MSUPE and approved by Ministry of Education of Russian Federation.

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Associate Professor of the Department of Early Childhood Education, University of Pretoria, South Africa. His research interests are in children’s and young people’s learning and development in rapidly changing sociocultural contexts of schooling. His research draws from Vygotsky’s cultural-historical research framework and its contemporary expansions.

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Ph.D in Psychology, leading researcher at the Laboratory of Primary School Children’s Psychology, Psychological Institute of the Russian Academy of Education. Main research interests: psychological aspects of developing and using computer-based educational programs, organizing collectively distributed learning activities, approaches and methods for assessing the educational environment of a school, approaches and methods for diagnosing meta-subject learning outcomes in primary education.

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Professor of the School of Education, Faculty of Humanities, University of Cape Town. Main research interests: Educational psychology; Cultural Historical/sociocultural theory, Teaching and learning in primary schools, Teaching with technology, Well-being and mental health, Atten Deficit and Hyperactivity Disorder, Psychology and pedagogy, Child and adolescent development, Cyber Bullying.

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Ph.D in Psychology, Vice-Rector for Research Activities, MSUPE, Regional coordinator of Russia and Neighbor Countries Region, International Society of Cultural-Historical Activity Research.

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Dr. Fidalgo is a Professor at the Federal University of São Paulo (UNIFESP). Prof. Fidalgo holds Doctoral Degree in Applied Linguistics and Language Studies from the Pontifical Catholic University of São Paulo (PUC-SP) and two Postdoctoral Fellowships in Linguistics and Applied Linguistics, both of which focused on Teacher Education for Children with Special Needs. Dr. Fidalgo major area of concern is teacher education focusing on those who work with children and adolescents who have been excluded from the school environment – some whilst still attending schools. Most of these students are seen as special needs. Fidalgo dissertation thesis investigated the laws of inclusion in a country whose society and education have been excluding in practice, and that continues to educate teachers in fragmented, content-based curricular frames. The postdoctoral papers focused on teacher education and material design for children with special needs. In terms of teaching-learning, Dr. Fidalgo theoretical framework is of Socio-Cultural-Historical basis, especially focusing on notions such as mediation, conflict-collaboration negotiation with a view to ressignifying practices. In linguistic terms, Dr. Fidalgo follows a dialogic perspective of language studies. Methodologically, Fidalgo works with the concept of collaborative research (and collaborative teaching-learning methodologies). Dr. Fidalgo has published nationally and internationally (ANPOLL in Brazil; WAER in Chile and Cambridge Scholars Publishing in the UK).

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Professor Zaretsky, PhD in Psychology, Professor of the Department of Individual and Group Psychotherapy of the Faculty of Psychological Counseling at Moscow State University of Psychology and Education. Member of the editorial board of the journal “Consultative Psychology and Psychotherapy”. Prof. Zaretsky is leading scientific and practical seminars on reflexive activity approach to helping children with learning disabilities. Professor has published more than 280 scientific papers. Some publications in English.

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Full Member of the Russian Academy of Education, Honorary Professor of the University of Wisconsin (Madison, USA), a head of International UNESCO Chair MSUPE “Cultural-historical psychology of childhood”, a leading scientist, a specialist in general psychology, pedagogical and age psychology. The works of Prof. Rubtsov, concerning the issues of joint activity, group teaching/learning and, recently, developmental education are widely known in Russia and abroad. Professor Rubtsov scientific activity is closely connected with the Psychological Institute of Russian Academy of Education, where he started work as a research-fellow in 1972 and became it`s head in 1992 (and still holds this position). Rubtsov has been heading the Laboratory of Psychological Foundations of New Educational Technologies since 1981. Researches carried out by Prof. Rubtsov describe a teaching models` typology that takes into account age-specific abilities and features of development in different groups of children, making it possible to solve various problems arising in educational and teaching children with developmental disorders in particular. Several fundamental researches on psychological logic and mechanisms of joint learning activity organisation and on the genesis of cognitive actions in children were conducted under the guidance of Professor Rubtsov. He has substantiated a new variant of the experimental-genetic method that enables studying the origins of cognitive actions in children more deeply. Currently several national programmes and international projects aimed at studying conditions of effective use of new educational technologies and models of teaching different groups of children are being implemented under the guidance of Prof. Rubtsov. The results obtained in these studies are widely applied in educational practices. For his scientific and practical achievements Professor Rubtsov was awarded the President’s Prize in Education (1998) and given the title of the Honored Scientist of the Russian Federation (2004). Since 1997 Prof. Rubtsov is the President of Moscow State University of Psychology & Education.

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Professor, Department of Education, University of Delhi. Research interest: Human development, Culture and Cognition, Diversity and Learning, Social Theory of Education and Continuous Professional Development (CPD), Inclusive Education, qualitative research in education particularly Grounded Theory Research.

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Ph.D Psychology, UNESCO Tri-Chair in Early Childhood Education, Care and Development, Professor and Head of the Department of Psychology at Cheikh Anta Diop University in Dakar, Senegal.

A teacher of various psychology courses at university level, he has published more than thirty articles in the field of psychology of development and early childhood in Africa, works which are, for the most part, part of a Afrocentric perspective.

He has adapted and used the Bayley Test in French-speaking Africa, notably in Senegal, Niger and Côte d’Ivoire. He has also carried out several operational studies to support early childhood projects and programs in Africa.

In addition, he is a consultant for NGOs (Plan International, ChildFund, Tostan, Micronutriment Initiative, Action Contre la Faim, etc.), research institutes (IFPRI, AIR, NYU), international institutions Unicef, Unesco and the World Bank. He has worked in several African countries such as Senegal, Niger, Mauritania, DRC, Burkina Fasso, Guinea Bissau, Guinea Conakry, Ivory Coast, Cameroon, Mauritius, Kenya, South Africa, Djibouti and Madagascar, on early childhood issues.

He is also a very active activist in associative and scientific networks working for the promotion of early childhood in Africa.

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Doctor in Psychology, professor at the Department of Preschool Pedagogy and Teaching Methods at the Khachatur Abovyan Armenian State Pedagogical University, acting member of the International Academy of Psychological Sciences. His research interests are broad, ranging from the problems of text perception and comprehension and oral communication, comprehensive personality studies, psychodiagnostics and psychocorrection tasks, studying the processes of self-realization and psycho-regulation, to organizing psychological services in the education system. All these areas are based on sign-symbolic activity and psychosemantics. Currently, he is actively participating in scientific research within the university system, implementing and managing various psychological services (programs).

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Olga Rubtsova is an Associate Professor and the Head of the Centre for Interdisciplinary Research on Modern Childhood in Moscow State University of Psychology & Education. She graduated from Moscow State Linguistic University majoring in English, French and German and later got her PhD in Psychology. The area of Prof. Ass. Rubtsova scientific and research interests covers various aspects of modern childhood and childhood development, adolescence and adolescent education, digital media as a new means of mediation, as well as studying drama and theatre in the light of cultural-historical theory and activity approach. Prof. Ass. Rubtsova is a member of the Editorial Board in the journals «Cultural-historical psychology» and «Journal of Modern Foreign Psychology».

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