Dr Eleni Meletiadou, London Metropolitan University, UK

Dr Konstantinos Pitsakis, London Metropolitan University, UK

Dr Hazel Messenger, London Metropolitan University, UK

Dr Hemakshi Choski, London Metropolitan University, UK

Mr Barry Dewer, London Metropolitan University, UK

Dr Christina Mc Neil, London Metropolitan University, UK

Susannah McKee, London Metropolitan University, UK

Bettina Coleman-Schoels, London Metropolitan University, UK

Prof. Doris Schelditzki, London Metropolitan University, UK

Dr Gonzalo Perez Andrade, London Metropolitan University, UK

Dr Hannah King, London Metropolitan University, UK

Marie Stephenson, London Metropolitan University, UK

Dina Tsagari, Oslo Met

Olga Kvasova, Taras Shevchenko National  University, Kyiv

Sophia Ioannou, University of Cyprus

Irene Papakamenou, University of Staffordshire

Thomais Rousoulioti, Aristotle University of Thessaloniki

Anna Mouti, Aristotle University of Thessaloniki

Rania Voskaki,  National and Kapodistrian University of Athens

Jenny Liontou, National and Kapodistrian University of Athens

Bassey Antia,  University of the Western Cape, South Africa

Ofra Inbar, Tel Aviv University

Dr. Hannah King, London Met University

Dr. Gonzalo Perez Andrade, London Met University

Asma Maaoui, University of Tunis, Tunisia

Lucilla Lopriore, Roma Tre University

Androniki Kouvdou, Hellenic Open University

Hiltrud Awad, University of Antwerp

Magdalini Liontou, University of Oulu

Sehnaz Sahinkarakas, Çağ University, Turkey

Maria Stathopoulou, Hellenic Open University

Niki Kouvdou, Hellenic Open University

Nikolaos Bitsakos, University of Crete, Greece

Raquel Amaro, NOVA University of Lisbon, Portugal

Sara Gesuato, University of Padua, Italy

Angelos Sofianidis, European University of Cyprus, Cyprus

Nayia Stylianidou, European University of Cyprus, Cyprus

Panagiotis Giannakoudakis, Aristotle University of Thessaloniki

Doreen Said Pace, Ministry For Education, Malta

Antonios Ventouris, Aristotle University of Thessaloniki, Greece

Ayça Ünal, Kocaeli University, Turkey

Dr. Dogan Yuksel, Kocaeli University, Turkey

Shpresa Delija, University of Tirana, Albania

Mirela Dubali Alhasani, Epoka University, Albania

Dr. Sukhpal Singh Gill, Queen Mary University of London, UK

Dr. Stephanie Fuller, QM Academy, Queen Mary University of London, UK

Dr. Zeynep Çetin Köroğlu, Foreign Languages Education, Aksaray University, Turkey

Dr. Fatma Kimsesiz, School of Foreign Languages, Ahi Evran University, Turkey

Eva Seidl, University of Graz, Austria

Nell Foster, Centre for Diversity and Learning, Ghent University

Prof. Piet Van Avermaet, Centre for Diversity and Learning, Ghent University

Prof. Nathalie Auger, LHUMAIN, Université Paul Valéry, Montpellier

1. Research Seminars & Thought Leadership Series

• Monthly/quarterly online or hybrid seminars led by RILEAS members and guest experts

• Focus on cutting-edge research in ESJ, ESD, inclusive pedagogy, and assessment innovation

• Include practitioner voices (teachers, students, policy makers) to ensure cross-sector relevance

2. Collaborative Research Projects

• Co-designed research exploring inclusive assessment, sustainability literacy, digital pedagogies, etc.

• Seed funding competitions within the group to support interdisciplinary pilot projects

• Collaborative outputs (e.g., articles, reports, policy briefs) for impact and visibility

3. Teaching and Assessment Innovation Labs

• Hands-on, practice-based workshops to trial alternative assessment strategies (e.g., ICGA, e-portfolios, LSP, translanguaging)

• Peer exchange and co-development of inclusive teaching materials and frameworks

• Opportunity for CPD certification or micro-credentials

4. Policy Roundtables and Advocacy Forums

• Strategic events to engage with education policymakers, think tanks, and NGOs

• Focus on evidence-based recommendations for EDI, sustainability, and assessment reform

• Can be co-hosted with external partners (e.g., ENIS, EurofamNet, LITHME)

5. International Research Residencies & Study Visits

• Host or arrange short-term academic exchanges with other RILEAS-affiliated institutions

• Facilitate comparative research on ESJ/ESD practices in different national contexts

• Strengthen grant applications and long-term EU-funded research collaborations

6. Annual RILEAS Conference or Symposium

• Themed around current global challenges (e.g., decolonising curricula, digital equity, SDG implementation)

• Offer tracks for early-career researchers, PhD students, and practitioners

• Include keynotes, panel discussions, interactive workshops, and research showcases

7. Publication Series and Edited Volumes

• Publish an annual RILEAS Research Review or special issue in a peer-reviewed journal

• Collaborate on edited collections focused on ESJ, ESD, inclusive pedagogy, and global citizenship education

• Invite cross-sector contributions from educators, NGOs, and policy professionals

8. Inclusive Pedagogy & Assessment MOOC / Webinar Series

• Create open-access learning resources for educators worldwide

• Topics might include: inclusive assessment, culturally responsive pedagogy, digital storytelling, peer feedback, sustainability literacy

• Can be offered via institutional platforms or in partnership with FutureLearn, Coursera, etc.

9. Mentoring & Capacity-Building Programmes

• Support early-career researchers, educators, and doctoral students through mentoring schemes

• Focus on publishing, grant writing, interdisciplinary research, and academic leadership

• Create space for underrepresented voices in educational research

10. RILEAS Research-to-Practice Hub

• Online repository of tools, case studies, and resources for inclusive and sustainable teaching

• Includes templates, guides, and multimedia content to support practitioner engagement

• Open to contributions from RILEAS members and partners

Selected Projects Led by Dr Eleni Meletiadou

🔹 QAA Collaborative Enhancement Grant (2024)

Title: Generative AI & Education for Sustainable Development (ESD)
Role: Principal Investigator
Focus: Developed AI-enhanced pedagogies to support climate literacy and widen participation in HE.

🔹 SHIFT COST Action Project (2024)

Title: Social Sciences & Humanities for Climate Resilience
Role: UK Representative & Co-lead
Focus: Used generative AI to enhance engagement with the UN SDGs in sustainability education.

🔹 CLILNetLe COST Action (2023)

Title: Digital Storytelling for Equity, Diversity & Inclusion (EDI)
Role: Principal Investigator
Focus: Designed and implemented award-winning inclusive storytelling practices in management education.

🔹 LITHME COST Action (2023)

Title: Neurodiversity and Inclusion in Higher Education
Role: Principal Investigator
Focus: Amplified the lived experiences of neurodiverse students and staff, advancing inclusive teaching.

🔹 TRAFADY COST Action (2023)

Title: Refugee and Migrant Women’s Voices in Transnational Families
Role: Principal Investigator
Focus: Participatory action research promoting the voices of minoritised students and gender equity.

🔹 BALEAP Funded Project – LIFAL (2022)

Title: Language-Inclusive Formative Assessment & Leadership
Role: Principal Investigator
Focus: Strengthened assessment literacy in UK HEIs; improved attainment among underrepresented students.

🔹 London Met Teaching Innovation Fund (2022)

Title: Game-Based Learning in Management Education
Role: Principal Investigator
Focus: Integrated LEGO Serious Play and Playmobil Pro in business curriculum for learner engagement.

🔹 LMU University Teaching Fellowship (2022)

Title: Dynamic Multilingual Assessment (DIMA)
Role: Principal Investigator
Focus: Promoted sustainable and decolonised assessment through multilingual strategies.

🔹 IFAP Project (2021–2023)

Title: Inclusive Formative Assessment Practices
Role: Principal Investigator
Focus: Boosted writing performance and motivation among 200+ first-year business students.

🔹 Women in Finance Research Project (2021–2022)

Title: Female Leadership and Crisis Management in HE
Role: Principal Investigator
Focus: Examined inclusive leadership during the COVID-19 crisis in UK Higher Education.

🔹 Inter-Action Project – Erasmus+ (2002–2004)

Role: Project Coordinator
Focus: Led cross-national team of 50 educators and 1,000 students in five European countries on inclusive teaching innovation.

🔹 Passport to IFP – Queen Mary University of London (2019–2020)

Role: Project Lead
Focus: Co-designed an inclusive, pre-arrival orientation course for international students; won Best Project Presentation Award.

🔹 PALM Project (2021)

Title: Peer-Assisted Learning & Mentoring for Well-Being and Presentation Skills
Role: Principal Investigator
Focus: Explored the impact of PALM on international students’ academic performance and mental well-being.

🔹 DPA Project (2014–2016)

Title: Dynamic Peer Assessment in EFL/ESL Writing
Role: Principal Investigator
Focus: Created an innovative peer assessment model to enhance student writing in diverse education settings.

🔹 LEGO® Serious Play™ in Higher Education (Ongoing)

Role: Project Lead
Focus: Adapted LSP for student reflection, creativity, and inclusive leadership development in business education.

Books/Handbooks of research (Scopus-indexed):

Meletiadou, E. (2025). Handbook of Research on Generative AI Approaches to Sustainable Development in Higher Education. IGI   Global Publishers. (https://www.igi-global.com/book/generative-approaches-sustainable-development-higher/340717 )

Meletiadou, E. (2023). Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. IGI Global Publishers. (https://www.igi–global.com/book/handbookresearch–redesigning–teaching–learning/312575)

Meletiadou, E. (2022a). Handbook of Research on Implications of Sustainable Development in Higher Education. IGI Global Publishers. (https://www.igi–global.com/book/implicationssustainable–development–higher–education/299953)

Meletiadou, E. (2022c). Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual      Communication.     IGI Global Publishers. (https://www.igiglobal.com/book/handbook–research–fostering–social–justice/293606)

Meletiadou, E. (2022d). Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global Publishers. (https://www.igi–global.com/book/handbookresearch–policies–practices–assessing/271719)

Peer-reviewed articles:

Meletiadou, E. (2024). Unlocking the Potential of Using Playmobil Pro to Develop Postgraduate Students’ Intercultural Awareness and Cross-Cultural Communicative Competence. IAFOR Journal of Language Education.

Meletiadou, E. (2024 submitted). Exploring lecturers’ inclusive formative assessment literacy in Higher Education: An international project. – Studies in Higher Education Journal

Meletiadou, E. (2024 – accepted). Exploring the impact of using Lego as a Serious Play (LSP) as an innovative inclusive assessment strategy on economically, linguistically, and culturally disadvantaged students’ academic performance: The quest for Social Justice in Management Education. The British Academy of Management Compendium of Knowledge.

Meletiadou, E. (2023d). Transforming Multilingual Students’ Learning Experience Through the Use of Lego as a Serious Play. IAFOR Journal of        Education.    Language       Education       Issue, 11(1). https://doi.org/10.22492/ije.11.1.08

Meletiadou, E. (2022a). The utilisation of Peer Assisted Learning/Mentoring (PALM) and translanguaging as inclusive learning strategies for undergraduate students in Higher Education. IAFOR Journal of        Education.    Language       Education       Issue, 10(1), 135-154. https://iafor.org/journal/iafor–journal–of–education/volume–10–issue–1/article–7/  (Included in the World Health Organization WHO Covid-19 Research database)

Meletiadou, E. (2022c). Using Educational Digital Storytelling in Postgraduate Education: Enhancing Multilingual Students’ Writing Skills. IAFOR Journal of Education. Technology in Education Issue. 10(2). https://doi.org/10.22492/ije.10.2.06  

Meletiadou, E. (2022d). Learners’ perceptions of peer assessment: Implications for their willingness to write in an EFL context. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1-14. http://doi.org/10.4018/IJTEPD.295539  

Meletiadou, E. & Tsagari, D.  (2022). Exploring teachers’ perceptions of the use of peer assessment in EFL test-dominated    writing           classes. Languages    2022, 7, 16. https://doi.org/10.3390/languages7010016  

Meletiadou, E. (2021a). Opening Pandora’s box: How does peer assessment affect EFL students’ writing quality?. Languages, 6(3), 115. https://www.mdpi.com/2226–471X/6/3/115  

Meletiadou, E. (2021b). Exploring the impact of peer assessment on EFL students’ writing performance. IAFOR Journal of Education, 9(3), 77-95. https://iafor.org/journal/iafor–journal–ofeducation/volume–9–issue–3/article–5/  

Meletiadou, E. (2021c). Using Padlets as e-portfolios to develop undergraduate students’ writing skills and motivation.         IAFOR Journal          of Undergraduate   Education,    9(4),    67-83. https://iafor.org/journal/iafor–journal–of–education/volume–9–issue–5/article–4/  

Tsagari, D. and Meletiadou, E. (2015). Peer assessment of adolescent learners’ writing performance. Writing & Pedagogy, 7(2). Special Topic Issue: Writing Assessment, pp. 305-328. DOI: 10.1558/wap.v7i2-3.26457. https://journal.equinoxpub.com/WAP/article/view/7509  

Meletiadou, E. (2012). The impact of training adolescent learners on their perceptions of peer assessment of writing. In: N. Sifakis, D. Tsagari and S. Papageorgiou (Eds.). Language Testing and Assessment in the Greek Educational Context. Research papers in Language Teaching            and     Learning.      HOU. http://rpltl.eap.gr/images/2012/03–01–240Meletiadou.pdf  

Chapters in books:

Meletiadou, E. (2024 – in press). Exploring the impact of using Lego as a Serious Play (LSP) as an innovative inclusive assessment strategy on economically, linguistically, and culturally disadvantaged students’ academic performance: The quest for Social Justice in Management Education. British Academy of Management Compendium of Knowledge.

Meletiadou, E. (2024 – in press). Using translanguaging and English as a Lingua Franca to promote an inclusive multilingual approach towards comprehension in assessment in Higher Education in the UK. In K Vogt & B. Antia (Eds.). Multilingual Assessment: Finding the nexus.

Meletiadou, E. (2023c). Applying digital escape rooms infused with cross-cultural management theories in Higher Education: Academic performance, student engagement and Intercultural Intelligence Development. Handbook of Research on Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. IGI Global Publishers.

Meletiadou, E. (2023d). Experimenting with AI–powered learning tools and Mobile Assisted Learning to improve students’ learning performance, autonomy, and metacognitive skills: A case study of Quizlet. Handbook of Research on Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. IGI Global Publishers.

Meletiadou, E. (2022a). Leadership for Sustainability in Higher Education amidst the Covid-19 Crisis: Exploring Female Educational Leaders’ Strategies for Transformation. Handbook of Research on Implications of Sustainable Development in Higher Education. IGI Global Publishers. https://www.igi–global.com/chapter/leadership–for–sustainability–in–highereducation–amidst–the–covid–19–crisis/314455  

Meletiadou, E. (2022b). Using Virtual Professional Learning Communities to Foster Sustainable Learning and Close the Awarding Gap in Higher Education amid the Covid-19 Pandemic: HRM students’ perspective. Handbook of Research on Implications of Sustainable Development in Higher Education. IGI Global Publishers. https://www.igiglobal.com/chapter/using–virtual–professional–learning–communities–to–fostersustainable–learning–and–close–the–awarding–gap–in–higher–education/314456  

Meletiadou, E. (2022c). The Use of Student-Generated Videos and Intercultural Group Assessment to Promote Equity, Diversity, and Inclusion (EDI) in Higher Education. Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global Publishers. https://www.igi–global.com/chapter/the–use–ofstudent–generated–videos–and–intercultural–group–assessment–to–promote–equitydiversity–and–inclusion–edi–in–higher–education/310953  

Meletiadou, E. (2022d). Error Treatment in L2 Writing: Fostering Social Justice by Using Active Self-Correction With Multilingual and Multicultural Students. Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global Publishers. https://www.igi–global.com/chapter/error–treatment–in–l2–writing/310952  

Meletiadou, E. (2022e). Profiling the Writing Competency of BAME Undergraduate Students: Fostering Inclusion and Academic Success to Improve Retention in Tertiary Education. In Meletiadou, E. (Ed). Handbook of Research on Practices for Advancing Diversity and Inclusion      in        Higher Education.    IGI      Global Publishers. https://www.igiglobal.com/chapter/profiling–the–writing–competency–of–bame–undergraduatestudents/300592  

Meletiadou, E. (2022g). Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice. In Meletiadou, E. (Ed). Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global Publishers. https://www.igi–global.com/chapter/nurturing–student–writing–knowledgeself–regulation–and–attitudes–in–higher–education/294223  

Meletiadou, E. (2022h). The Use of Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions: Enhancing Student Writing Skills and Motivation. In Meletiadou, E. (Ed). Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global Publishers. https://www.igi–global.com/chapter/the–use–of–peer–assessment–as–aninclusive–learning–strategy–in–higher–education–institutions/294222  

Meletiadou, E. and Tsagari, D. (2016). The washback effect of peer assessment on adolescent EFL learners in Cyprus. In: Tsagari, D. (ed.) Classroom-based Assessment in L2 Contexts. Newcastle upon   Tyne: Cambridge      Scholars         Press, pp. 138-160.

(https://www.cambridgescholars.com/resources/pdfs/978–1–4438–9102–8–sample.pdf)

Meletiadou, E. and Tsagari, D. (2013). An exploration of the reliability and validity of peer assessment of writing in secondary education. In: N. Lavidas, T. Alexiou and A. M. Sougari (eds.), Major Trends in Theoretical and Applied Linguistics: Selected papers from the 20th

Social Justice Through Intercultural and Multilingual Communication. IGI Global Publishers. https://www.igi–global.com/chapter/error–treatment–in–l2–writing/310952  

Meletiadou, E. (2013). EFL learners’ attitudes towards peer assessment, teacher assessment and the process approach to writing in secondary education. In: D. Tsagari, S. Papadima, Sophocleous and S. Ioannou-Georgiou (eds.). Selected Papers in Memory of Dr Pavlos Pavlou: Language Testing and Assessment Around the Globe – Achievement and Experiences. Language Testing and Evaluation Series, R. Grotjahn and G. Sigott   (General                 Eds.).                 Frankfurt:    Peter Lang.(https://www.whsmith.co.uk/products/international–experiences–in–language–testingand–assessment–selected–papers–in–memory–of–pavlos–pav/dina–tsagari/salomipapadimasophocleous/hardback/9783631621929.html )

Meletiadou, E. and Tsagari, D. (2012). Investigating the attitudes of adolescent EFL learners towards peer assessment of writing. In: Tsagari, D. (ed), Research on English as a Foreign Language in Cyprus (Vol. II). Nicosia: University of Nicosia Press, pp. 225-245.                                                                                                          (https://gnosis.library.ucy.ac.cy/handle/7/52310 )

Selected Articles in Conference Proceedings:

Meletiadou, E. (2024). Playmobil Pro as a Serious Play: Promoting Experiential learning through constructivist learning tools which foster collective creativity. LTSE 2024, Birmingham, UK.

Meletiadou, E. (2024). Exploring the impact of digital escape rooms on postgraduate students’ academic achievement and intercultural awareness in Management education: A case study in the UK. Asian International Conference on Education, Tokyo, Japan.

Meletiadou, E. (2023a). Using Dynamic Assessment of Writing to Promote Technology-Enhanced Learning in Higher Education. 8^th ALTE International Conference, Madrid, Spain.

Meletiadou, E. (2023b). Inclusive formative assessment practices (IFAP) in Higher Education: Promoting Education for Social Justice. 8^th ALTE International Conference, Madrid, Spain.

Meletiadou, E. (2023c). Exploring the impact of Digital Escape Rooms on postgraduate students’ academic achievement and intercultural awareness in Management Education: A case study in the UK. 15^th Asian Conference on Education. (ACE). Tokyo, Japan.

Meletiadou, E. (2023f). Transforming International Students’ Learning Experience Through the Use of Lego as a Serious Play: A Quest for Assessment Reform in Higher Education. AEA-Europe Conference 2023. Malta.

Meletiadou, E. (2023g). The Use of Student-Generated Videos and Intercultural Group Assessment to Promote Equity, Diversity, and Inclusion (EDI) in Higher Education: Reforming Assessment Practices in Management Education. AEA-Europe Conference 2023. Malta.

Meletiadou, E. (2023h). Inclusive formative assessment practices (IFAP) in Higher Education: Promoting Education for Social Justice. ALTE Conference 2023. Madrid, Spain.

Meletiadou, E. (2023i). Using Dynamic Assessment of Writing to Promote Technology-Enhanced Learning in Higher Education. ALTE Conference 2023. Madrid, Spain.

Meletiadou, E. (2023k). Exploring Lecturers’ Inclusive Formative Assessment Practices (IFAP) in Higher Education (HE). BALEAP Conference 2023. Warwick, UK.

Meletiadou, E. (2023l). Exploring Lecturers’ Inclusive Formative Assessment Practices (IFAP) in Higher Education (HE). EALTA Conference 2023. Classroom-based Assessment SIG Meeting. Helsinki, Finland.

Meletiadou, E. (2023m). Unlocking the potential of digital gamified CLIL to facilitate adaptation and inclusion for refugee and migrant secondary school students in the post-Covid-19 era: A European multiple case study. EALTA Conference 2023. Multilingual Language Assessment SIG Meeting. Helsinki, Finland.

Meletiadou, E. (2023n). Inclusive formative assessment practices (IFAP) in Higher Education: Promoting sustainable learning development. EALTA Conference 2023. Helsinki, Finland.

Meletiadou, E. (2023u). Exploring the use of Virtual Professional and Academic Learning Communities to Foster Sustainable Learning in Management Education. BAM 2023 International Conference. Sussex, UK.

Meletiadou, E. (2023v).  Investigating the Impact of an IFAP (Inclusive Formative Assessment Practices) Scheme on Students’ Writing skills, Self-regulation, and Attitudes towards Learning: Towards Sustainable Learning Development in Management Education. BAM 2023 International Conference. Sussex, UK.

Meletiadou, E. (2022a). Using Educational Digital Storytelling with Multilingual and Multicultural Students: Implications for Enhancing Business School Students’ Writing Skills. CABS LTSE Conference 2022. (https://cabs–199e2.kxcdn.com/wp–content/uploads/2022/11/LTSE2022–Conference–Proceedings–FINAL.pdf ), Cardiff, UK.

Meletiadou, E. (2022b). Exploring the use of Peer Assisted Learning/Mentoring (PALM) and Translanguaging as Inclusive Learning Strategies for Undergraduate BAME, Mature and Multilingual Students in Business and Management. CABS LTSE Conference 2022. (https://cabs–199e2.kxcdn.com/wp–content/uploads/2022/11/LTSE–2022–Conference–ProceedingsFINAL.pdf ), Cardiff, UK.

Meletiadou, E. (2022e). Opening Pandora’s Box: How Does Peer Assessment Affect EFL Students’ Writing Quality? EALTA Conference 2022. Budapest, Hungary.

Meletiadou, E. (2022f). The Use of Self-Assessment as an Assessment for Sustainable Development Strategy in Higher Education. AEA-Europe Conference 2022. Dublin, Ireland.

Meletiadou, E. (2022g). The Power of Peer Assessment as an Inclusive Learning Strategy in Management Education: Fostering Social Justice at the Tertiary Level. AEA-Europe Conference 2022. Dublin, Ireland.

Meletiadou, E. (2022h). Iron fists in velvet gloves: Exploring female leaders’ experiences amidst the Covid-19 pandemic in the UK. CIPD Applied Research Conference 2022. Online.

Meletiadou, E. (2021a). Using Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions: Its Impact on Students’ Writing Performance and Motivation. LTF 2021 Conference. Lancaster, UK.

Meletiadou, E. (2021b). Peer assessment of writing: A powerful formative tool for improved student learning. AEA-Europe Conference 2021. 

Meletiadou, E. (2021c). The Impact of Participating in a Peer Assessment Activity on Subsequent Writing Performance. Korean International AALA Conference 2021. Seoul, Korea.

Meletiadou, E. (2021d). Multilingualism on my mind: Supporting international foundation year students in HEI in the UK. Foundation Year Conference 2021. UK.

Meletiadou, E. (2021e). Using ELF in terms of online language coaching to develop undergraduate students’ speaking and professional skills: a case study in the UK. 1st International Conference on ELF-Aware Practices for Inclusive Multilingual Classrooms (ENRICH-2021). Athens, Greece.

Meletiadou, E. (2021f). Using English as a Lingua Franca in terms of online language coaching to enhance undergraduate students’ oral fluency and professional skills: a case study in the UK, International Conference on ELF-Aware Practices for Inclusive Multilingual Classrooms. Athens, Greece.

Meletiadou, E. (2021g). Using AULA and Padlet to Enhance Business Students’ Writing and Professional Skills in Higher Education (HE). CABS Conference 2021. Online

Meletiadou, E. (2021h). Nurturing Students’ Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice. AEA-Europe Conference 2021. Online

Meletiadou, E. (2021i). Using Padlets as e-portfolios and an interactive online platform (AULA) to develop EFL students’ writing and professional skills in HEI in the UK. EALTA CBLA SIG Symposium 2021. Online

Meletiadou, E. (2021). Adopting a multilingual approach towards comprehension in assessment in Higher Education Institutions in the UK amidst the Covid-19 pandemic. AEA-Europe Conference 2021. Online

Blogs, digital presentations and articles in Professional Organisations’ websites (selected – pedagogic and non-pedagogic)

Meletiadou, E. (2023). The soft power. INTERACT Digital Storytelling Fellowship. https://www.youtube.com/watch?v=6fGJQyY7KTc

Meletiadou, E. (2023). Using Dynamic Assessment of Writing to Promote Technology-Enhanced Learning in Higher Education. ALTE YouTube Channel. (https://www.youtube.com/watch?v=wol7lbZMxFY)

Meletiadou, E. (2023). Inclusive formative assessment practices in Higher Education: Promoting Education for Social Justice. ALTE YouTube Channel. (https://www.youtube.com/watch?v=y2Wo-XdIr_M&t=187s)

Meletiadou, E. (2023). Exploring Lecturers’ Inclusive Formative Assessment Literacy. BALEAP International Conference 2022. (https://www.youtube.com/watch?v=HHy73UoTAjA).

Meletiadou, E. (2022). Improving Engagement: Using Peer Assessment to Enhance the Student Learning Experience. Erasmus + funded training school (EnA Research Group – Oslo Met University, Norway. (https://www.youtube.com/watch?v=_ZaSkYI6MxI).

Meletiadou, E. (2022). Integrating Educational Digital Storytelling in the writing class

London Met Student and Staff Research Conference 2022. (https://www.youtube.com/watch?v=p-g1d_dW4_Y)

Meletiadou, E. (2022). Inclusive Assessment: Fostering Social Justice in Education. AEA-Europe blog.

(https://www.aea–europe.net/inclusive–assessment–fostering–social–justice–in–education/)