EDC2025 SPEAKERS
Building Student-Teacher Relational Trust Through Student Voice Initiatives
This study explores the role of student voice in building student-teacher relational trust and improving academic achievement, particularly in diverse, urban schools. Using Rogers Academy as a case study, the research identifies a significant problem of practice: the lack of student voice has led to low levels of trust between students and teachers, which in turn affects the overall school climate and student performance. To address this issue, a three-pathway intervention was implemented, comprising the creation of a Student-Voice Committee, culturally responsive initiatives, and student consultations in school decision-making. The study employed both qualitative and quantitative methods to assess the effectiveness of these interventions over a 90-day cycle. Findings suggest that amplifying student voice fosters stronger relational trust, increases student engagement, and promotes equity in classrooms, especially for marginalized students. The study concludes that schools must actively promote student voice as a lever for improving not only school culture but also academic outcomes, emphasizing the need for culturally responsive leadership and inclusive decision-making.
Scott Scherquist began his lifelong career in education teaching piano at the age of 16. Upon graduating from New York University with a degree in Music Education, Scott joined the United States Peace Corps and worked on curriculum development and teacher training in Thailand for over two years. After returning to the states Scott taught in the New York City public school and became a school administrator and now serves as a school principal in Chicago, Illinois. Scott's leadership vision is to administer a learning environment where all students, staff, and parents become fully engaged in the journey which leads to enhanced achievement and success, and sustains a positive and secure learning environment.
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Analysis of the influence of digital quiz formats on the learning success of learners in vocational education and training using the example of the subjects economics and accounting
This presentation provides insights into the use of digital quiz formats in the learning process, with a particular focus on the platform Kahoot! due to its simplicity and ease of implementation. Kahoot! allows teachers to present pre-prepared questions that learners answer simultaneously using their smartphones. It can be used effectively to consolidate knowledge during a lesson or as an engaging way to start a class. The platform's individualized, interactive, and stimulus-rich design offers significant didactic potential. One key advantage is its ability to provide immediate, personalized feedback to learners based on their responses. Additionally, teachers receive detailed feedback on individual participants' performance and the accuracy of responses to each question. This enables educators to tailor subsequent lessons and adjust course content based on the group's performance. This study focuses on vocational education students specializing in business and economics, allowing for an analysis of a relatively homogeneous group studying economics and accounting. The findings indicate that Kahoot! generally improves learner performance, with accounting students benefiting more than those in economics.
Dr. Christoph Maus is a post-doctoral researcher and lecturer at the Institute Didactic in Economics, RWTH Aachen University. His primary research interests include the field of digital tools in the learning process, especially in the vocational education system. Christoph Maus holds a doctoral degree and both state examinations in vocational college teaching with the subject combination Business and economics/German. He has perennial practical experiences in teaching in vocational schools as well as academic teaching.
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Mapping Leadership Practices: A Systematic Review of Middle Eastern Educational Environments
Educational leadership, particularly concerning leadership practices, has garnered substantial global interest. However, the specific practices implemented in schools within the Middle Eastern context still need to be explored. Therefore, this study systematically reviews 44 peer-reviewed articles published between 2004 and 2023, from reputable journals indexed in Web of Science (WoS) and nine core Educational Leadership and Management (EDLM) journals. Employing a mixed-method approach, the analysis identifies critical leadership practices and trends in the geographical distribution of research. The findings reveal that while leadership style, interpersonal skills, and principals’ support are commonly discussed, significant gaps exist in exploring decision-making, inclusivity, and the representation of specific geographical regions. The study underscores the need for more extensive research, particularly in less-studied countries, and calls for more diverse research methodologies. These insights provide a valuable roadmap for the future trajectory of educational leadership in the Middle East, laying the groundwork for policy formulation and the practical implementation of leadership training in schools.
Dr. Mohammad Noman is the Director of the Department of Educational Leadership and Administration at Wenzhou-Kean University, China. With more than three decades of professional experience, he has worked in educational institutions across India, Thailand, Malaysia, and China. His work encompasses K-12 and higher education environments, providing him with a comprehensive understanding of educational systems. As a scholar, Dr. Noman has distinguished himself in conducting high-quality research in educational leadership and cognitive sciences. His primary academic focus is exploring contextual leadership practices and developing insights into the triadic form of leadership. Dr. Noman's extensive publication record in top-tier academic journals reflects his deep expertise and commitment to advancing knowledge in educational leadership. His research bridges theoretical understanding with practical applications, offering valuable perspectives for educators and administrators worldwide.
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Mindset and Failure Attribution: Exploring Resilience and Motivation in Growth and Fixed Mindset Students
I will present a study that explores how students with growth and fixed mindsets attribute failure, focusing on their resilience and motivation when facing future challenges. Conducted at a Sino-American university, this qualitative study involved in-depth interviews with 14 undergraduate students—7 from each mindset group—selected based on their self-rated mindset scores. The findings reveal significant differences: students with a growth mindset see failure as a learning opportunity and part of their journey to success. They process negative emotions constructively, adapt their strategies, and attribute setbacks to factors like effort or approach, fostering a proactive and resilient response. On the other hand, students with a fixed mindset struggle with prolonged emotional distress and self-doubt and often perceive failure as a reflection of their personal inadequacies. This limits their ability to adapt and may lead them to abandon goals to avoid further failure or judgment. The study highlights the critical role of mindset in shaping students’ responses to failure. By encouraging self-reflection, adaptability, and problem-solving—behaviors inspired by a growth mindset—we can help students develop resilience, sustain motivation, and persist through challenges.
Amrita Kaur is an Assistant Professor of Psychology at the College of Liberal Arts, Wenzhou-Kean University, China. She teaches both undergraduate and graduate courses in psychology. Her primary area of research concerns teaching, learning, and assessment in higher education, students as partners, learning motivation and engagement, and cross-cultural studies for learning. She was also the recipient of the ISSOTL 2020 fellowship. She is also a Recognized Research supervisor from the UK Council of Graduate Education (UKCGE). She serves as the editorial member for the Malaysian Journal of Learning and Instruction, the International Journal of Students as Partners, and the Journal of College Students Development.
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Enabling ideas for the future: Bridging creative projects, innovation and the arts
Dr. Felix Liedel is a research assistant at the University of Applied Sciences Würzburg-Schweinfurt. He specializes in project-based learning, innovation management and project implementation with the humanities and social sciences. His current projects include the module studies “Bridging Studies: Future Ideas and Project Implementation” and ZENTRIA (Certificate Entrepreneurship Into Action). He also taught and teaches subjects such as qualitative methods and communication and media theory at various colleges and universities. His previous projects include a research project on the use of VR technology for art education and a dissertation in the field of computer game ethics. He gained practical experience as a senior content manager in a marketing company, as an editor for television magazines and in cultural management in an international artists' residency.
Dr. Felix Liedel is a research assistant at the University of Applied Sciences Würzburg-Schweinfurt. He specializes in the areas of project-based learning, innovation management and project implementation with the humanities and social sciences. His current projects include the module studies “Bridging Studies: Future Ideas and Project Implementation” and ZENTRIA ("Certificate Entrepreneurship Into Action"). Previously, he worked on the use of VR technologies for art education and completed his doctorate on issues of computer game ethics. He gained practical experience in media, technology and cultural companies and institutions.
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Comparison of Scoring Efficiency: AI vs Human Raters
This study aims to explore the application of generative artificial intelligence (ChatGPT) in the field of education, with a particular focus on its potential impact on assessment and learning. Since the release of ChatGPT in 2022, it has had a profound effect on education and may become a key element in future curriculum integration. This new technology enables students to learn knowledge in a faster and more diverse manner. However, the exploration of this technology's application in education is still in its experimental phase, and there remain questions regarding the capabilities and limitations of ChatGPT. The core issues of this study include how to effectively use ChatGPT to assist in grading, reduce grading bias, and whether it can provide useful feedback to enhance learning outcomes. The establishment of the Principal Training Digital Learning Platform has already made task submission and grading more efficient. However, with a large number of graders involved, managing grading and sources remains a challenging issue. To address grading bias, the researchers are exploring the possibility of using ChatGPT for grading. Meanwhile, they hope to leverage ChatGPT to provide valuable feedback, thereby improving learners' educational results. The application of generative AI in education opens new possibilities but also raises caution among scholars and educators. This research experimentally incorporates ChatGPT into principal assessment and aims to provide empirical insights into the potential impact of this emerging technology on the future of education.
Dr. Mingchuan Hsieh is a Research Associate at the Research Center for Testing and Assessment. She holds a PhD in educational measurement and statistics and a master’s degree in statistics from the University of Iowa in the United States.
Dr. Hsieh is the Executive Director of the Chinese Association of Innovative Information and Applied Statistics and the Executive Editor of the The International Journal of Intelligent Technologies and Applied Statistics (IJITAS). She also serves as a member of the school evaluation committee and teaches as an adjunct professor at universities. At the NAER, she develops assessment tools for evaluating students’ core competencies for new curricula. She is also in charge of planning the evaluation system for preservice principal training. In recent years, her work has focused on performance assessment, including the application of Rasch models for evaluating examinees’ behavior, development of valid and reliable scoring rubrics, and design of appropriate schema for training raters. Before joining the NAER, she worked as a psychometrician in the United States and was responsible for test design, standards setting, and the analysis of state tests. She is also a certified mathematics teacher at a junior high school. |
Unlocking Silent Histories: Exploring Educational Initiatives for Cultural Revitalization and Inclusive Indigenous Practices
Donna DeGennaro obtained her undergraduate degree in Physics from Susquehanna University, her master's of EdTech from Chestnut Hill College, her Ph.D. in education from the University of Pennsylvania, and her MBA from UNCW. Her passion for creating socially just learning designs that are technology-mediated and youth-driven fueled her work with youth in informal learning environments in the U.S. and abroad for the past 10 years. She developed an innovative pedagogical model that simultaneously addresses the digital divide, culturally responsive learning, and social justice education during this time. She founded Unlocking Silent Histories, a nonprofit organization that amplifies the voices and identities of Indigenous youth. She likes to travel and learn about new cultures from the people she meets in new places.
With over 20 years of experience working with youth in informal learning environments across the U.S. and internationally, Dr. DeGennaro is passionate about socially just, technology-mediated, and youth-driven learning designs. She developed an innovative pedagogical model addressing the digital divide, culturally responsive learning, and social justice education. As the founder of Unlocking Silent Histories, she empowers Indigenous youth to share their voices and identities. A dedicated traveler, she enjoys immersing herself in new cultures and learning directly from the people she encounters.
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Using AI to Improve Speaking Skills for the IELTS Test
We will explain how we use the transcription-translation platform TurboScribe in conjunction with the latest Chat GPT-4o AI model to help our students practice for the speaking component of the IELTS test. The participants are first-year undergraduate students in the International Studies Department at Doshisha Women`s College of Liberal Arts. One year of study abroad is mandatory for these students, so they need to take the IELTS test to qualify for programs in North America, Europe, Southeast Asia, and Australia. We have analyzed our students’ transcripts to check how they incorporated the advice received from the AI into their speaking practice. We will also share our students` perceptions and thoughts about using the AI.
Catherine L. Oki is an Associate Professor and the English Skills Coordinator in the Department of International Studies at DWCLA in Japan. Her recent research includes needs analysis for EAP curriculum design and language and intercultural awareness raising through a FLEX program designed for Very Young Learners.
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Jeanette M. Kobayashi has been living in Japan and teaching English language in tertiary education for more than 15 years. She is an Assistant Professor at Doshisha Women's College of Liberal Arts in Kyoto. Her research interests are in Educational Psychology and Motivation. She is also a doctoral student in Teaching English to Speakers of Other Languages (TESOL) at the International Education Institute of the University of St. Andrews, UK.
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Knowledge Obsolescence and Under-Enrollment: Implications for Higher Education Policy and Sustainability
Knowledge obsolescence and under enrollment are increasingly significant challenges facing higher education institutions worldwide. This paper explores the merits of these two issues in higher education and their implications for higher education policy and sustainability. As technological advancements accelerate and societal needs evolve, traditional academic programs may become outdated and less relevant to the needs of the modern workforce. This can lead to declining student enrollment, further exacerbating knowledge obsolescence by limiting resources for research, faculty development, and curriculum innovation. To address these challenges, higher education institutions must adopt innovative policy responses that promote lifelong learning, flexible and modular curriculum design, experiential learning, and digital inclusion. By embracing these strategies, institutions can ensure their continued relevance and sustainability in an ever-changing world.
Zameer has worked in industry and academia for the past 25 years. He is a leadership consultant with several leading organizations throughout the Caribbean in various sectors of manufacturing, services, healthcare, and education. He holds a masters degree in educational measurement from the University of Toronto, a masters in industrial policy and corporate strategy, and a doctorate in educational leadership. He currently serves as assistant vice president of Outreach and Industry Relations at the University of Trinidad and Tobago
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Three keys to successful practitioner-research
The process of conducting practitioner-research has a range of benefits for teachers, educational institutes, students, and the overall field of education (Bury, 2023). Teachers can move toward becoming “unbounded professionals” (Whitchurch, 2008), new approaches can be trialled, effective teaching practice can be identified and promoted, the real-life issues that affect teachers can be focused on, and the gaps between language learning theory (Rose & McKinley, 2017) and practice can be bridged. In this presentation, three keys to successful practitioner-research (conducting, collaborating, and sharing) are identified and their importance to the wider educational community is discussed. Practical steps that can be taken by educators to promote the effective development of those key factors are then highlighted. The presentation aims to encourage engagement in practice-based investigations, the sharing of research findings with others, and the development of collectivities or communities of practice (Lindkvist, 2005), leading to a range of positive outcomes for different groups throughout the educational environment.
James Bury is an associate professor and researcher based in the Kanto region of Japan. He has taught in a range of universities, colleges, and schools in the UK, Thailand, Vietnam, and Japan. He has a PhD by Publication and his research interests include classroom language, developing students’ communicative confidence, and teaching English for specific purposes.
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Equity and Inclusivity in High-Stakes Qualifications: Creating a curriculum that allows each student to reach their full potential
This presentation explores the Grade 10–12 programme pathways at Singapore School, Pantai Indah Kapuk (SIS-PIK) as a case study in creating inclusive, high-stakes pathways that prepare students for higher or further education. Recognising the diverse needs of its students, SIS-PIK reviewed its International Baccalaureate Diploma Programme (IBDP) and identified areas where it did not fully support varied learner profiles. To address this, the school introduced a vocational pathway alongside the IBDP, focusing on practical skills and career readiness. While this pathway initially boosted student engagement and success, challenges arose, including communicating its academic rigour to stakeholders and addressing university admissions. The addition of core subjects, such as languages and Mathematics, helped mitigate these issues. This initiative doubled the pathway’s enrolment, improved the school’s financial performance, and supported its vision of fostering success for every learner. The case study highlights the strategic choices, ethical considerations, and outcomes involved in designing an inclusive curriculum, offering valuable insights for educational leaders.
Dan Hyde is currently Head of School at Singapore School, Pantai Indah Kapuk, a leading K-12 international school in North Jakarta. His doctoral work focused on accountability systems in independent schools, and other academic interests include Teacher Development, School Effectiveness and Improvement and equitable curriculum design. He is a Fellow of the Institute of Leadership and enjoys mentoring school leaders from both academic and non-academic school sections.
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Adding Meta Data to Documents for E-Learning: A Tool Evaluation
Modern Web 3.0 learning environments require a solution for making all related documents, which may be stored and accessible through various systems, findable in a semantic way. This paper deals with the requirements of such a solution, which are based on a project from the University of Applied Sciences Technikum Wien and evaluates which of the existing software solutions on the market meets the needs, while only ready-to-use software and components are considered. Features and functionalities of four software solutions (Microsoft SharePoint, W3C Annotea, Ontopia Knowledge Suite and Caringo CAStor) are compared with the requirements. Possible usage scenarios provide hints and general thoughts for putting the project’s concept into practice. An evaluation across all considered software solutions shows clearly the advantages and disadvantages of them. It turns out that no considered software solution meets the needs perfectly, but this paper illustrates the best usage for e-learning purposes.
Embracing effective assessment mechanism in the Post Graduate Certificate in Education in a technology university
This presentation intends to narrate the effective mechanism to ensure quality assessment and evaluation in the PGCE programme at a university of technology in South Africa. Assessment plays a crucial role in the development of students for their careers, furthermore, assessment strategies used in the classroom must demonstrate the acquisitions of skills more than grading and they must match the evolving times.
Dr. Nosihle Veronica Sithole is a young ambitious lecturer at Central University of Technology, Free State province in South Africa under Post Graduate Studies Education department. She is responsible for commerce education modules. She holds a PhD in Accounting Education, Masters in Accounting Education, Honours in Commerce studies and Bachelor of Education in the FET phase from University of KwaZulu-Natal. Dr. Sithole is a former commerce teacher at Umlazi district in KwaZulu-Natal. she is a curriculum champion in the faculty of humanities, quality assurance chairperson, CoP leader, and NECT researcher for Department of Basic Education. Dr. Sithole also supervises Honours and Masters students. Due to the diffusion of technology throughout the globe, she is very keen about ICT integration in pedagogy.
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From Knowledge Building Community to Polyphonic Education
In this presentation a collaborative knowledge building process will be presented and discussed. This process took place within a professional community of teacher trainers, during which a new educational paradigm was formulated: a polyphonic paradigm. The process began in 2017, when two futuristic classrooms were built at the teacher training college. Consequently, activities were conducted to increase their use and the learning from the experience of training in the future learning spaces (FLS). From this activity, an active professional community was formed, the development of which will be described. The professional discourse in the community, which included practical and theoretical aspects, led to the formulation of an innovative humanistic educational paradigm for educators in general and teacher trainers in particular. The main goal of the polyphonic paradigm is to help educators design a technology-enhanced learning environment that encourages learners to express themselves and experience collaborative creative and knowledge-building processes, in an educational environment based on humanistic values of inclusion, dialogue and empathy. The paradigm, its uniqueness and contribution in the theoretical, practical and value levels will be described. From this, the implications for teaching-learning-evaluation processes will be examined, with an emphasis on teacher training.
Dr. Nissim Avissar is a clinical-social psychologist, teacher educator, and qualitative researcher. He heads the teaching-advancement units at Kibbutzim College of Education and trains educators and therapists. His expertise covers cultural sensitivity, social-emotional learning (SEL), resilience building, and coping with trauma and crisis. His current academic research and writings focus on ethnic and class gaps in education and resilience building in a complicated violent reality.
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Exploring Mental Health and Motivational Strategies to Support Students and Teachers
Social and emotional competence and mental health are topics at the forefront of education. The ability of students of all ages to identify, understand, and express their emotions in and out of the classroom are incredibly important topics for success in school and life. As students progress through their educational career, there is often a focus on academic achievement, athletic involvement, and social pressures. These can outweigh the importance of successfully managing one’s emotions and mental health. A solid and healthy foundation for social and emotional expression has impacts on a student throughout the life span, including such life skills as social skills, relationship management, resilience, and adaptability. This investigation focused on how students and faculty in post-secondary education programs are supported in the essential skills of social and emotional expression and motivation and how institutions of higher education are managing the increased needs of mental health awareness and support for students, faculty, and staff in addition to their academic preparation and performance.
Dr. Molly Gerrish a full, tenured professor at the University of Wisconsin-River Falls. Gerrish is the Academic Program Director of all early childhood programs and director of Undergraduate Research, Scholarly, and Creative Activity and serves as the Elementary Education Coordinator. Gerrish holds a Ph.D. in early childhood education and has presented and taught across the globe including Scotland, England, Ireland, New Zealand, China, Australia, Costa Rica, Panama, and Canada. Research interests include mental health, nature-based teaching practices, and trauma informed care. Dr. Gerrish is passionate about being a teacher-educator and strives to prepare students to become engaged global citizens.
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Connecting the Dots between Education and Sustainable Peacebuilding: A Lesson for Policy and Practice
How do we as educators use systems thinking to get to the root of the problem of increasing social unrest and contribute to more stable and sustainable societies? According to the UNHCR, by the end of June 2024, there were 122.6 million people worldwide who had been forcibly displaced as a result of events seriously affecting public order such as persecution, conflict and human rights violations. In the midst of this crisis, addressing immediate educational needs and finding solutions for long-term peace and stability is a policy-making conundrum both in ‘ground zero’ countries and in host country resettlement contexts. Social cohesion in a globalised world generally requires innovative education policies that transcend identity politics and recognise that there is actually greater return on investment when education decision-makers champion inclusion. In this presentation, we will examine three country case studies through the lens of two key analytical frameworks and draw lessons for how we can leverage systems thinking to create meaningful solutions for policy and practice today.
Zoe Matthews is an instructional designer and researcher with almost 20 years experience in teaching, training, research and curriculum development. She has spent 14+ years designing vulnerable population engagement strategies including targeted programming for migrants, refugee and IDP adolescents and youth in developing/post-conflict/emerging market settings. She engages in projects that have an end game of normalizing relations and that create an enabling environment for social, political and economic transformation. She is the founder/director of Art Resilience Consulting and has a Master of Education from the University of Wollongong, Australia. Her research expertise includes learner social identity, the intersection between identity, classroom practice and civic and peace education, and the implications of this for teacher education.
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Development of Learner-Centered Educational Principles and the Formation of Educational Partnerships in a Globalizing Society
This study explores the evolution of educational practices over three decades, beginning with the challenges encountered by a novice educator whose initial teaching efforts were insufficient to engage students effectively. Over time, through continuous reflection and refinement, "learning motivation" and "growth through intercultural exchange" were identified as foundational principles that guided the stabilization and development of teaching methodologies. These efforts ultimately facilitated the establishment of global partnerships with students and educators from diverse cultural backgrounds. The findings underscore the importance of "continuity and repetition" in education. Consistently applying core principles, addressing shortcomings, and building on successes led to the gradual maturation of teaching methods, even when adapting to the diverse and ever-changing needs of students. This process highlights the potential for educational practices to transcend individual classrooms and contribute to collaborative networks in a globalized and interconnected society. This presentation reflects on the insights gained through these experiences, demonstrating how sustained effort and a clear educational vision can drive sustainable development in education and inspire meaningful growth among learners and educators alike.
Akinori Seki is a Professor at Tokyo Keizai University, specializing in cross-cultural communication and the motivation to learn foreign languages. As the chairperson of the International Exchange Committee at the university, he actively fosters the development of international and multicultural collaboration networks worldwide. Beyond his university role, he serves as the President of the Asia Association of Education and Exchange (AAEE), an educational organization with over 20,000 followers on Facebook. Having organized more than 40 international and intercultural exchange programs with university students in Japan, Southeast Asia, and South Asia, he closely observes student attitudes and approaches to intercultural communication during these programs. Furthermore, he is the official regional advisor for the Union of Friendship Organizations on People's Diplomacy in Vietnam and serves as an international advisor for an NGO-based school in Bangladesh.
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A Study of the Social-Emotional Learning Needs of School Educators in Taiwan under the 108 Curriculum Guidelines
Implemented in 2019, Taiwan’s 108 Curriculum Guidelines aim to enhance students’ core competencies to meet the demands of an evolving society. Focusing on a student-centered learning model that promotes self-directed learning, critical thinking, problem-solving, and cross-disciplinary skills, the guidelines highlight the importance of social-emotional competence. To cultivate strong social-emotional skills in students, teachers must first be equipped with the requisite knowledge and skills to teach these competencies. CASEL’s 30-year advocacy for SEL aligns closely with the goals of the 108 Curriculum Guidelines, which has prompted Taiwan’s educational authorities to allocate significant resources to support SEL implementation in schools. Against this backdrop, this study conducted a survey to examine school teachers’ views on SEL, including areas where they find SEL most applicable, areas where they seek further development, and their experiences with SEL-related training. Approximately 1,000 responses were collected, with close to 60% of respondents identifying as female and the majority holding a master’s degree, reflecting the typical demographics of Taiwan’s school educators.
Professor Yu-Chuan Chen is a faculty member at National Taiwan Normal University, specializing in educational policy and administration, as well as business and management. In recent years, she has undertaken numerous academic research projects and published articles in related academic journals. Her primary research focus includes studies on higher education and, more recently, topics related to Taiwan's 108 Curriculum Guidelines. Examples of her research include the role of principals' leadership and strategic approaches during the implementation of the 108 Curriculum Guidelines, as well as the connection between the curriculum and the secondary education admission system. In addition to her academic research, Professor Chen has demonstrated extensive experience and achievements in educational practice and service.
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Job Hunting in Japan for International Students
The purpose of my presentation is to present an overview of job hunting in Japan for international students. In Japan, where the labor force is decreasing due to the declining birthrate and aging population, international students are expected to play an active role as a valuable labor force. However, there are many challenges for international students to find employment in Japan, and although nearly 60% of international students wish to find employment in Japan, the actual employment rate remains at around 40%. Therefore, in my presentation, I will analyze the actual situation of employment and recruitment of international students by adding perspectives from the field of employment support for international students to the survey on employment and recruitment of international students, and will organize the issues that international students will face when finding employment in Japan and recommend measures to overcome the challenges.
Shugo Kagawa is an associate professor in Osaka International University, where he teaches career studies. His most recent research focuses on challenges faced by foreign workers in Japan, as well as the benefits of employing them for Japanese companies. He provides support for university students seeking employment in Japan. His experience of living in Australia, a multicultural country with many immigrants, sparked his interest in diversity. In particular, he was impressed by the vibrancy that diversity brings to a country. This made him realize that Japan lacks flexibility and openness in this regard. His current aspiration is to promote diversity, including in employment, in Japan to maximize its potential.
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Social and Emotional Learning in the Age of A.I.
The presentation is anchored on the five core social and emotional learning (SEL) competencies — self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In today’s rapidly changing, complex, and diverse world, how do we equip our learners with the knowledge, skills, and attitudes that they need? Research has shown that the development of SEL competencies facilitates positive social behaviors, academic performance, and social relationships. As we are now in the age of artificial intelligence, this presentation will offer insights that can contribute to helping teachers and students navigate through these times.
Voltaire is Associate Professor of the Br. Andrew Gonzalez FSC College of Education, De La Salle University, Manila, Philippines. He is currently the Chairperson of the Department of Science Education. He obtained his M.S. Physics degree in 2001, doing work on conducting polymers. In 2011, he completed his Ph.D. in Science Education (major in Physics) working on a Substantive-Level Theory of Teaching Introductory Physics. His research interests include physics education, values education, technology in education, and teaching & learning in higher education. Currently, he is a member of the Editorial Board of International Journal of Information and Education Technology. A passionate educator, he is a Hall of Fame awardee for the Students' Search for Outstanding Teachers (SSOT) after being awarded Outstanding Teacher for three consecutive years. In 2019, the World Education Congress conferred on him the Education Leadership Award. He has participated in the Education and Development Conference since 2017.
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Lesson Planning in the AI Era: Subject Coordinators' Perceptions of the Impact of Artificial Intelligence Tools on Developing Literacy Resilience
The integration of Artificial Intelligence (AI) in education offers new opportunities for developing literacy resilience among students. Our research, based on the perspectives of 123 subject coordinators in Israeli schools, presents a comprehensive picture of the opportunities and challenges in this field. Key opportunities include significant improvement in teaching professionalism (86.9% of participants), creation of personalized learning environments (78.3%), and implementation of metacognitive aspects in learning (73.9%). AI also enables substantial improvement in student assessment and capability mapping (82.6%). Alongside these opportunities, several significant challenges were identified: technological infrastructure limitations in schools (34.8%), and the crucial need for comprehensive staff training (95.7%). Additional challenges include dealing with resistance to change and the need to adapt curricula. In this presentation, we will examine how to leverage these opportunities while addressing the challenges, and propose practical ways for successful implementation of AI in developing literacy resilience among students. The research findings offer valuable guidance for policymakers, curriculum developers, and educators working to harness AI's potential in promoting literacy resilience.
Dr. Alisa (Aliza) Amir, Head of the Education Department at Achva Academic College and a senior lecturer in both Education and Language departments, developed and conceptualized the term "literacy resilience". The concept, developed through her research (Amir 2022, 2024), defines the unique integration between linguistic literacy and self-regulated learning abilities, and has received academic and research validation. Her research work combines theory and practice. Dr. Amir's main research areas include pedagogical innovation in technological environments and teacher professional development, with an emphasis on literacy resilience. Currently, Dr. Amir is leading the development of an innovative AI-based system that includes a task generator based on specific literacy objectives alongside aspects of self-regulated learning abilities. The system enables teachers to conduct rapid assessment, receive immediate feedback, and obtain a comprehensive overview of their students' literacy resilience levels.
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Exploring the Knowledge Base of Research on University Social Responsibility
University social responsibility (USR) has gained increasingly emphasis in university management and educational policies in some countries. However, the exploration of its knowledge base is scarcely addressed. To systematically review the research on university social responsibility in the global context, the study conducted a bibliometric review analyzing 313 publications in the Scopus database. The analysis strategies of descriptive statistics, citation analysis, co-citation analysis, and co-occurrence analysis were used to understand the performance, research topics, and the intellectual structure of research of university social responsibility. Four preliminary findings were concluded as follows. 1. The top five influential countries concerning publication citation rates were Spain, Colombia, Peru, Romania, and Mexico. 2. The top five influential journals were Sustainability, International Journal of Educational Management, Social Responsibility Journal, International Journal of Environmental Research and Public Health, and Formacion Universitaria. 3. The topics of university social responsibility studies could be grouped into 7 clusters. The emerging themes included sustainable development goals, university teaching, university student, social participation, and covid-19. 4. The intellectual structure of university social responsibility research consisted of 8 schools of thought. Based on the findings, the implications for university social responsibility research are proposed.
Wen-Yan Oscar Chen is a Professor in the Institute of Educational Administration and Evaluation at University of Taipei, Taiwan. His research interests include educational leadership, educational evaluation, and school improvement. He has led over a dozen government-funded research projects, focusing on areas such as teacher leadership, middle leadership, and collaborative governance. His scholarly work has been published in numerous esteemed journals within Taiwan and core international publications in the field of educational leadership, including Educational Management Administration & Leadership and the Journal of Educational Administration.
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The Meaning of Personalization in Education
The central question of my presentation is how professional learning can be sustained effectively throughout a teacher's career, allowing each teacher to shape their growth based on their needs, aspirations, and expertise. I will address this from a global perspective in four parts: (1) key theories of professional learning and development, (2) the concept of personalized continuing professional learning, (3) four essential aspects of personalized learning, and (4) theoretical and practical implications. I will propose a shift from traditional professional development to a personalized approach, where teachers design and navigate their own learning paths. Unlike conventional models dictated by policymakers and administrators, which often follow a one-size-fits-all structure, the personalized model enables teachers to align their learning with their professional goals. This shift enhances engagement, motivation, and the overall impact on teaching practice.
Prof. Orit Avidov-Ungar is the Dean of the Faculty of Education and Leadership at Achva Academic College and a leading researcher in professional development and personalization in education. Her work empowers educators to lead meaningful learning processes and integrate innovations in teaching technologies. She specializes in embedding personalization into professional development frameworks, enabling educators to tailor their learning experiences. She collaborates with Columbia University as a visiting lecturer and leads international research on digital resilience and professional learning in virtual environments. Prof. Avidov-Ungar has published over 80 peer-reviewed articles and authored multiple books, including Personalization in the Continuing Professional Learning of Teachers: A Global Perspective (Routledge, 2024). She has secured major research grants on AI, virtual worlds, and digital games in education. A member of Israel’s National Education Committee, she plays a key role in shaping educational policy and advancing innovative, sustainable learning environments worldwide.
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LeSA: Applying a Computer Vision-based AI Approach to Monitoring Sustained Attention in Online Learning
As online education expands, one of the biggest challenges instructors face is monitoring and maintaining students’ attention. Traditional methods rely on subjective assessments or self-reporting, which fail to provide real-time insights. This study introduces LeSA, a computer vision-based AI model that tracks sustained attention and engagement patterns. This research highlights how AI-powered analytics can support educators in adapting teaching strategies, enhancing personalized learning, and ultimately reducing dropout rates in online education.
Analysis of Factors Influencing Learning Outcomes in University Interdisciplinary Learning
This study investigates interdisciplinary learning outcomes and influencing factors among high-achieving technical students at Taiwanese universities of science and technology. Students with a technical background often encounter challenges when their chosen majors do not align with their expertise, potentially leading to academic difficulties. To address this, the university introduced the “Future Academy” curriculum, which provides theme-based courses through flexible selection and guided advisement. Survey data and PLS analysis revealed that while flexible course selection did not directly enhance learning self-efficacy, positive learning attitudes and effective course guidance contributed to improved interdisciplinary learning outcomes.
The main focus of this study is to explore how to enhance students' learning quality and foster aptitude-based development within the current education system. The research scope includes policies such as the 12-year national education, learning portfolio documentation, admission to high schools without entrance examinations, curriculum analysis of technical high schools, and the policy of undeclared majors for freshmen. Quantitative statistical analysis is employed to validate the effectiveness of these policies and to investigate strategies for improving students' learning quality.
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Teaching Multiword Sequences to Provide a Framework for Student Self Expression
This presentation focuses on the benefits of teaching multi-word expressions as a means of scaffolding the writing process for L+ English Language Learners. The research described indicates that these multi-word sequences can be of the greatest assistance to learners as they increase their familiarity with a genre and for lower-level learners.
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