Daniela de Silva is a higher education professional with expertise in academic quality and inclusive learning. With experience in neurodiversity support and academic engagement, she brings a robust foundation for embedding equity, diversity and inclusion (EDI) within curriculum design and review. She specialises in identifying and addressing EDI gaps during validation and revalidation to strengthen outcomes for diverse student groups and foster equitable learning environments. Collaborating closely with academic teams and institutional stakeholders, she develops strategic, practical approaches to inclusive practice, including staff development initiatives and clear EDI guidance to support curriculum enhancement and foster equitable learning environments.

Norah Soufraji is an Academic Professional Development Coordinator at the Centre for Education and Teaching Innovation (CETI) at the University of Westminster. She is currently working on the University’s Transitions Project, which aims to strengthen student belonging, engagement and success across the student lifecycle. She also teaches on the Vertically Integrated Projects for Sustainable Development module, supporting students to engage in collaborative, real-world projects.

With an academic background in diplomacy and international relations, Norah brings expertise in international partnerships, social justice, and global citizenship. She is passionate about co-creation with students and student empowerment, working collaboratively with academic colleagues to foster inclusive, equitable, and socially impactful learning environments.

James Fenton is a Senior Lecturer in Academic English at CETI, University of Westminster. He has over 25 years’ teaching experience in 11 countries and has lectured in Language Acquisition and Clinical Linguistics at UK universities since 2011. He has been involved with a number of transition projects in HE, and recent published research has explored multilingual language assessment and improving access to education.