Dr. Jayne Osgood, PhD is Professor of Childhood Studies at the Centre for Education Research & Scholarship, Middlesex University, UK. She also holds a Professor II post at Hogskolen i Innlandet, Norway. Her feminist approach to research is framed by critical posthumanism and an enduring commitment to address inequities of all kinds. She has published extensively in the post-paradigms with over 100 publications in the form of papers, chapters and books. Jayne also has various editorial roles including the journals Reconceptualizing Educational Research Methodology and Gender & Education; and two book series for Bloomsbury (Feminist Thought in Childhood Research; and Postdevelopmental Approaches to Childhood) and a further series for Springer (Key Thinkers in Education). 

Dr Filippo Giorgi earned his Ph.D. from the Georgia Institute of Technology in 1986. He began his scientific career at the National Centre for Atmospheric Research in Boulder, Colorado, where he worked from 1986 to 1998. In 1998, he joined the Abdus Salam International Centre for Theoretical Physics in Trieste, Italy, where he lead the Earth System Physics section until 2024, when he became scientist emeritus.

An internationally recognised authority in climate modelling, climate change, and its impacts, Dr Giorgi’s expertise spans also biosphere-atmosphere and chemistry-climate interactions. He has published over 420 peer-reviewed papers, placing him among the most highly cited scientists in the geosciences. A 2020 Stanford University study ranked him 11th among over 54,000 scientists in the fields of Meteorology and Atmospheric Physics, underscoring his influence.

Dr Giorgi has played a significant role in the Intergovernmental Panel on Climate Change, contributing to the first five assessment reports. From 2002 to 2008, he served as a vice chair of Working Group I, which shared the 2007 Nobel Peace Prize. His accolades include the 2018 Alexander von Humboldt Medal from the European Geosciences Union, recognising his contributions to climate research and scientific advancement in developing countries. He is also a member of Italy’s Accademia Nazionale dei Lincei and the Istituto Veneto di Scienze, Lettere e Arti.

Michaela is a passionate advocate for sustainability education and holistic child development, with a diverse background that spans mechanical engineering, Montessori education, and environmental stewardship. As a qualified Montessori pre-primary and elementary teacher, and an off-trail mountain guide, she is driven by the belief that “the human-nature disconnect lies at the heart of the environmental crisis.” This conviction led her to found the Kinship Programme and earn an MPhil in Sustainable Development, where she explored pathways to foster nature connectedness—a deep sense of belonging within Earth’s ecosystems.

Her experience includes designing immersive nature experiences for children, developing environmental education curricula, and co-founding a Montessori school. In addition to facilitating workshops on nature connectedness, Michaela consults with organisations and schools on fostering earth stewardship and innovative 21st-century education. She is particularly devoted to working with underserved communities, helping them shape meaningful, community-based solutions to environmental and educational challenges.

Diana brings over two decades of experience as a dedicated Montessori educator at a Montessori school in Hofheim, Germany. Her extensive work spans across age groups from 6 to 19 years, with a particular focus on adolescent education. Diana’s passion for foreign language learning in Montessori settings has led her to develop innovative, student-centred approaches that break away from conventional methods. In her role as head of the school’s leadership team, she has fostered an environment that encourages creative thinking, responsibility, and an authentic Montessori experience for all students, including those with diverse learning needs, disabilities, and exceptional talents.

Since joining the school management team in 2007, Diana has played a pivotal role in driving the school’s Montessori mission forward. She is committed to sharing her expertise with the broader Montessori community through training sessions, workshops, and collaborations with state institutions. Her ongoing dedication to the Montessori philosophy is enriched by continuous reading, training, and a deep understanding of child development.

Gillian Corke is a UK-based educator with over 25 years of experience in holistic music education. She is a Certified Positive Discipline Trainer and holds AMI assistant training for children aged 3-18. Gillian recently led a year-long Positive Discipline curriculum for a Montessori elementary class, where she integrated music and movement into the programme to foster a creative and supportive learning environment. Her diverse background in both sports and music gives her a unique perspective on education, and she is the author of Supporting Your Children in Sport, a resource for the Institute of Child Psychology.

As a child, Gillian benefited from a free, inclusive music program in Sunderland, which inspired her lifelong commitment to accessible education. Her workshop facilitation experience includes contributing to the UK’s “Wider Opportunities” programme, modelled after El Sistema. Now a mother of three, Gillian supports her own children through the INPP movement programme. Her dedication to fostering safe and nurturing environments, coupled with her passion for music, makes her a powerful advocate for holistic education.

Sarah Kennedy-Berge is an experienced Montessori educator and the College Director of Waterpark Montessori, an international Montessori teacher training college based in Norway. She holds a Bachelor of Fine Arts and a Master of Education, along with Montessori qualifications for pre-school and school-aged children. With over 20 years of teaching experience in both the United States and Norway, Sarah has spent more than a decade training Montessori teachers. She is also the co-author of Big Questions: Nurturing Critical Thinking in Curious Minds and the author of Montessori in the Digital Age: A Practical Guide to Integrating Creative Technologies with Montessori Principles.

Sarah’s passion lies in helping educators bring Montessori principles into the modern age, while maintaining the integrity of the method. Her work focuses on nurturing critical thinking and creative problem-solving in young minds. She lives in Norway with her husband and four children.

Hannah Baynham (she/her) serves as the Director of Learning and Professional Development at the American Montessori Society and is the co-founder of Collaborative Montessori. With a rich background in Early Childhood Education, both as a classroom educator and a teacher trainer, Hannah has worked in diverse global settings. She is passionate about social justice, educational innovation, and supporting educators in understanding and nurturing their cosmic task—the essential role each person plays in the unfolding of humanity’s collective evolution.

Hannah’s work is driven by a commitment to fostering inclusive, collaborative learning environments where children and educators alike can thrive. She is dedicated to advancing Montessori education through professional development, leadership training, and creating opportunities for dialogue and reflection within the global Montessori community.

Aleksandra Zarosa is a dedicated psychologist and passionate Montessorian with over two decades of experience in Montessori education. She holds an MA in Psychology from the University of Opole, Poland, a background that has been invaluable in her role as a Montessori guide and trainer. Aleksandra also holds Montessori qualifications in Early Childhood (3-6) and Lower Elementary (6-9), as well as a Diploma in Crèche Management and a Certificate in First Line Management from The College of Progressive Education in Blackrock, Ireland.

Since 2004, Aleksandra has worked across Montessori preschools and schools in both Ireland and Norway, gaining extensive pedagogical experience. Her deep commitment to inclusive education is evident through her active involvement in supporting children with special needs, a field she considers her “natural interest.” Aleksandra believes in the power of Montessori to embrace diversity and foster an environment where all children can thrive, regardless of their learning needs.

Alison Zeglen discovered her passion for Montessori education in 2012 and has been a dedicated Montessori educator ever since. She holds a B.S. in Education K-8 and Montessori credentials in Elementary I and II from the Houston Montessori Centre. Alison further pursued her love for education and environmental stewardship with an M.Ed. in Montessori Integrated Learning, where she focused on environmental education, and is currently working towards her PhD at Coastal Carolina University, specialising in curriculum development, with an emphasis on sustainability education.

With over ten years of Montessori teaching experience in diverse locations such as Bozeman, Montana, the Cayman Islands, and Wellington, New Zealand, Alison is committed to cultivating a sense of wonder and care for the Earth in her students. She also works with the Authentic Institute of Montessori, training future educators in elementary Montessori practices. Her approach is centred on inspiring curiosity, compassion, and environmental consciousness in children, fostering a deep love for the natural world.

Iliana Morelli holds a degree in Communication Sciences from the University of Perugia (Italy) and a Master’s in Coordination of Early Childhood Educational Services from the Centro Studi Montessori of Roma Tre University. She has also obtained a Specialisation Diploma in the Montessori method for early childhood education. Iliana is the CEO and co-founder of Boboto, a benefit corporation that engages in the artisanal production of Montessori materials using high-tech technologies and provides training for educators and parents on Montessori education.

An accomplished author, Iliana has published two books in the Play and Learn with the Montessori Method series, edited by Grazia Honegger Fresco, and contributed a chapter to The Montessori Method Today, published by Erickson. She has written numerous articles for educational journals and is currently pursuing a PhD in Education, Cultures, and Languages at LUMSA University in Rome, under the supervision of Prof. Raniero Regni and Paola Trabalzini. Iliana is a sought-after speaker and trainer for national events and courses, focusing on Montessori education, S.T.E.A.M., and educational robotics with a Montessori approach.

Paul Epstein has spent over 50 years immersed in Montessori education, consulting with new and established Montessori early childhood, elementary, and secondary schools across the US, Europe, and Asia. He has also been instrumental in developing and leading Montessori teacher and administrator certification programs in North America and Asia. Paul’s deep commitment to Montessori principles and his expertise as a teacher, administrator, director of teacher training, university professor, author, and conference speaker have made him a guiding force in the Montessori community.

“For over 50 years, children have been, and will continue to be, my teachers. They are most patient with me as I learn how to serve as a teacher, administrator, director of teacher training, university professor, author, and conference speaker.”

Dr. Daniel Robinson (Robin) Howe began his Montessori journey at the age of two, attending the Barrie School in Silver Spring, Maryland, through the eighth grade. He later graduated from Dickinson College with dual majors in Spanish and Religion, and went on to earn a Master’s Degree in Bioethics from the University of South Florida. After a successful career in the restaurant industry, Robin returned to his Montessori roots, earning certification from Palm Harbor Montessori School (AMS) and later obtaining both Lower and Upper Elementary certification through St. Catherine’s University (AMS). He also completed NAMTA’s Orientation to Adolescent Studies (AMI).

Robin holds a Doctorate in Educational Leadership from Argosy University and has been a key contributor to The Montessori Foundation’s management team at NewGate, the Foundation’s lab school, where he served as Co-Head of School and Senior Montessori Foundation School Consultant. His diverse background and extensive Montessori training make him a trusted voice in the Montessori community.

Kajsa Olsson Falk is an experienced Montessori educator and principal at Montessoriskola Anne Frank in Stockholm, Sweden. With over 23 years of teaching experience and 5.5 years as a principal, Kajsa has dedicated her career to maintaining high-quality Montessori education in Sweden and Norway. She holds Montessori diplomas for the age groups 2.5-6 years, 6-9 years, and 9-12 years. Kajsa has also been a trainer at Waterpark Montessori International since 2013, where she continues to work towards elevating Montessori education standards in the region.

Ronny Lyseggen has been involved in Montessori pedagogy for 19 years, beginning his journey as an assistant at Drøbak Montessori School. He holds Montessori diplomas for ages 6-9 and 9-12 from Waterpark Montessori and has specialised training in ADHD, Tourette’s Syndrome, and Asperger’s Syndrome. Ronny has co-authored a Food and Health book for middle school students, aligned with the national curriculum. He also has international teaching experience, having volunteered in Ghana. 

Together, Kajsa and Ronny are tutors for Waterpark Montessori in Sweden and Norway, sharing their passion for Montessori education and supporting educators across both countries.

Chris has been working for the world’s leading Montessori material manufacturer, Nienhuis Montessori, for nearly two decades. He represents Nienhuis in the international Montessori network, leading both the product development and marketing teams with ideas and content. He has a degree in international marketing and is Montessori-trained at both 3–6 and 6–12 levels. He has observed Montessori education in many different cultures, varieties and standards. During his presence at many (inter)national conferences, and working with many Montessori organisations and specialists, he has gained a wealth of in-depth Montessori knowledge, which he is always willing to share.

The adolescent students from Bærum Montessori School, Drøbak Montessori School, and daVinci Montessori School represent the next generation of environmental stewards, critical thinkers, and community leaders. These students embody the Montessori philosophy of “education for life” by taking active roles in shaping both their learning environments and their broader communities.

These young leaders have already made significant contributions within their schools and are eager to share their insights on how to create inclusive, sustainable, and dynamic learning environments. Together, they represent the voice of the future—one committed to shaping a more sustainable and equitable world.