Niels Erik Ruan Lyngdorf is an assistant professor at the UNESCO Centre for Problem Based Learning in EngineeringScience and Sustainability (UCPBL Centre), at the Department of Planning, Aalborg University, Denmark. His academicbackground includes a BA in China studies and anthropology from Aarhus University, and a MA in learning and inno-vative change from Aalborg University in Denmark. He also received his doctoral degree at Aalborg University on inter-nationalisation of higher education, focusing on intercultural education and competence development as well asdevelopment of teaching and learning culture in the context of student mobility. In recent years, he has facilitatedProblem Based Learning programs in domestic and international contexts, and researched on PBL training for engin-eering staff, and digitalisation of PBL.

Dan Jiang is a postdoctoral researcher in the UNESCO Center for Problem-Based Learning in Engineering Science and Sustainability (UCPBL Center), Aalborg University, Denmark. Her research focuses on intercultural learning, first-year adaptability, learner agency and sustainability in a PBL context.

Xiangyun Du is a professor and director at the UNESCO Center for Problem and Project-Based Learning, Aalborg University, Denmark. She earned her academic degrees in engineering education (master's degrees at Linköping University, Sweden, and Roskilde University, Denmark, and a PhD degree at Aalborg University, Denmark). Having worked in fields of development ranging from engineering, STEM, teaching preparation, language teaching, and business to health (medicine, dental, and public health sciences) education, etc., her research topics include the change from an inter-/cross-cultural perspective, curriculum and pedagogy development, faculty/staff/ teacher development, intercultural learning and teaching, and gender studies. Having won multiple teaching and learning prizes herself, she has also been engaged with educational institutions in over 30 institutions across various countries, completing substantial work on pedagogy development. She has over 200 relevant international publications, including 10 monographs, over 100 international journal papers (SCOPUS, Web of Science, and SSCI), 15 edited books, and over 40 book chapters, as well as over 60 conference contributions.