EDC2026 Speakers

The list of speakers is updated periodically as participation is confirmed and session details are finalized. Below is the current list of confirmed speakers for EDC2026; additional speakers and topics will be added on a rolling basis as we continue finalizing the program.

Personal Memory in History Teaching: In Reference to Holocaust Education

This paper examines how personal memory could be used in education. Specifically, it looks at the use of the testimonies given by those who survived or witnessed historical incidents related to the Holocaust. The examination is firstly based on theoretical account for oral history in historiography. It then explores the basic principles for the use of oral history in history education, before demonstrating the actual use of personal memory.
The pedagogic rationales for learning from Holocaust education are threefold. First, the volume of research on the Holocaust and its education is considerable. The level of research on Holocaust studies as a whole has reached the highest ever since its start and especially since the 1990s after the end of the Cold War. Second, the Holocaust is one of the most suitable learning themes among histories related World War II, because it is most solidly supported by reliable archival documents. Last, the Holocaust as an educational theme demonstrates the values universally applicable for all human societies. The exceptional size and consistency of the genocide based on the will of the modern state and its bureaucracy tell us all humans how importantly fundamental human rights should be maintained.
Masako Shibata is professor in Comparative Education. She has been conducting comparative research on educational policy in Japan and Germany since her doctoral studies at the University of London which resulted in her 1st book "Japan and Germany under the U.S. Occupation: A Comparative Analysis of Post-War Education Reform" (2005). Her recent work focuses on policy for teaching the history of World War II in Japan, Germany and their neighbouring countries in Asia and Europe. Currently, particular attention is paid to Holocaust education which has significantly expanded from Germany as its initiator to countries around the world since the 1990s.

​Spreading Entrepreneurship and Innovation in Educational Institutions: Personalization and Organizational Learning as Key to Sustainable Educational Change

This presentation examines how schools can respond to rapid and continuous change by strengthening innovation, entrepreneurship, and creative thinking through the development of schools as learning organizations. Grounded in learning organization theory, it highlights the importance of shared vision, ongoing reflection, continuous learning, and professional development that builds educators’ self-efficacy and openness to change—key conditions for sustained organizational innovation.
It also explores personalized professional learning as an organizational mechanism that enhances teacher agency, commitment to continuous growth, and capacity to initiate change. The study investigates how personalization becomes embedded in school entrepreneurship and innovation processes, and how learning-organization models and educational leadership can either support or hinder this development.
Professor Orit Avidov-Ungar is Head of the Research and Internationalization Authority at Achva Academic College, where she leads the institution’s research strategy and develops academic collaborations with universities worldwide. She is a leading scholar in personalized professional learning for teachers, digital technologies in education, and artificial intelligence in teaching and learning. She holds a Ph.D. from the Hebrew University of Jerusalem and has published 80+ articles and five academic books, including Personalized Continuing Professional Learning of Teachers: A Global Perspective (Routledge, 2024).
Her work bridges theoretical rigor with practical application and contributes to innovative educational policy in Israel and internationally. She supervises graduate and doctoral students and leads large-scale international projects with partner institutions in Germany, Hungary, Spain, Taiwan, and the United States. As a member of the National Education Committee, she advances a vision emphasizing personalized learning, creativity, and technology-based professional development.

A Bibliometric Review of Research on Teacher Attitudes in Asia 1961 - 2025

Using data from 5,165 Scopus-indexed journal articles, the study maps how research on teacher attitudes has developed, what topics dominate the field, and how cultural, leadership, and institutional contexts shape scholarly attention.

By offering a regional synthesis rather than country-specific insights, this paper contributes a clearer understanding of how teacher attitudes are conceptualised across Asia and identifies directions for more culturally grounded and inclusive future research.
Stephanie Lill is an educator and the founder of Mindful Sparks. Originally from the UK, she has built an international career in education, working across Italy, England, China, Nepal, and Thailand, and has lived in Asia since 2007.

With over 20 years of experience, Stephanie has worked as a homeroom teacher, teacher trainer, and curriculum designer, alongside leadership roles in pastoral care and safeguarding (DSL). She has taught across Montessori, IB PYP, UK, and US curricula and continues to teach part-time, ensuring her work remains closely connected to the realities of classroom life.

Stephanie is currently a PhD candidate in Sustainable Leadership, researching how mindfulness can empower educators, strengthen compassionate learning communities, and drive meaningful, sustainable change in education.

Through Mindful Sparks, she partners with educators and schools to co-create thoughtful, practical approaches to well-being that support teachers, students, and the wieder school communities.

Envoy approach for GE 2 heterogeneous class

This phenomenographic study explored how GE-2 Purposive Communication with Interactive Learning students at the University of Mindanao–Tagum City experience the Envoy Approach in qualitatively different ways. Drawing on in-depth interviews and focus group discussions, the analysis generated five hierarchical categories of description--People Smart, Designer, Discourser, Mindful, and Inquisitive—ranging from the most basic to the most advanced understanding.
Using the “what” and “how” dimensions of experience, the study shows a progression from expressive action (situationally grounded and shaping how learners feel) to instrumental action (phenomenally grounded and shaping what learners can achieve). The findings highlight the importance of contextually grounded teaching for deeper understanding and meaningful engagement, aligning with SDG 4 (Quality Education) through inclusive, equitable, learner-centered learning that supports critical thinking and responsible action.
Aileen S. Talidano is a faculty member of the College of Teacher Education at UM Tagum College, actively promoting innovative pedagogy and research-informed practice. She has engaged with the Education and Development Conference (EDC) since 2019, serving as a presenter and as a Scientific Committee member from 2020 to 2024. Her research contributions, accessible on ORCID, Google Scholar, and ResearchGate, reflect her commitment to advancing education scholarship.

She co-authored Filipino textbooks and led the writing of Readings in Philippine History. Her professional development includes participation in the Basic Education Assistance for Mindanao (BEAM) program and specialized pedagogy training in Australia. She also authored instructional modules for the Commission on Higher Education–Region XI.

In 2025, she completed her Institutional Research titled “ENVOY Approach for GE 2 Heterogeneous Class.” She will present this work at the 21st Education and Development Conference in Bangkok, Thailand, highlighting her dedication to educational leadership, collaboration, and innovation.

An Analysis of a Pre-Departure Program for Study Abroad Students

This presentation will provide details of a 4-year factor analysis project to ascertain outcomes-based assessment of study abroad pre-departure programs for Japanese students. It outines how the results show ways the program goals changed, and indicate how they could create a blueprint to assist administrators in conducting successful international experiences.
Michael Kelland is a lecturer at Tokai University in Japan and has been teaching at the tertiary level for over 15 years. His research interests include topics realting to working memory and study abroad.

The Impact of Migrant Teachers in South African Schools

South Africa is unable to produce sufficient numbers of teachers to address the current attrition rates. In this regard, migrant teachers may play an important role in teaching scarce subjects. The purpose of this descriptive study was to explore why principals in South African schools recruit migrant teachers and how do they experience these teachers. One research instrument, a questionnaire, was used. The sample of the study comprised 66 principals in Pretoria, South Africa. Purposive and convenience sampling were used to select the principals. The study found that most principals were satisfied with the migrant teachers’ overall professional competencies and effectiveness. The reasons that the principals gave for recruiting migrant teachers included that: there were no adequate South African teachers; they preferred an international staff mix; and migrant teachers are more cost-effective than South African teachers. The disadvantages of employing migrant teachers were the language barrier, work permits, and non-permanent appointments. It is recommended that the hiring of migrant teachers must be carefully structured to ensure proper professional support and protection.
Johannes Rian de Villiers is a professor in the Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria. Currently he teaches life sciences related modules for prospective natural sciences and life sciences teachers. His interdisciplinary research focus areas are inter- and intra-continental teacher migration studies and teacher training for life sciences education. In 2019 he received the international Science-Made-Sensible Award from Miami University, United States.

The Impact of English Proficiency on Academic and Social Life Abroad

This study explores how English proficiency shapes the academic and social experiences of Japanese university students studying abroad. It examines how language ability affects their classroom performance, participation, and social connections, as well as the emotional challenges that come with language barriers. Using surveys and interviews, the research highlights the strategies students employ to adapt and provides insights to help educators and future international students better prepare for studying abroad.
Tony Minotti is an Associate Professor of Childhood Education at Osaka Shoin Women’s University. With 14 years of experience in the department, he specializes in English education and is committed to helping students build strong language and teaching skills.

​Interdisciplinary Global Learning in Action: Teaching and Research Insights from a Psychology–Spanish Travel Seminar to Bogotá, Colombia

This presentation examines pedagogical best practices and learning outcomes from Bogotá: Colombia Uncovered, an interdisciplinary travel seminar co-taught by the Psychology and Spanish departments at California Lutheran University. Designed through a social justice lens, the course integrates social psychology, culture, literature, and history to engage undergraduates in bilingual, experiential learning in Bogotá, Colombia, using pre-departure cultural analysis, interdisciplinary research, and structured reflection during travel.
The seminar features bilingual assignments, student-led presentations linking social psychology to Colombian contexts (e.g., identity, prejudice, reconciliation), research papers on social justice issues, and immersive field experiences with local universities and cultural institutions. Qualitative analysis of student reflections collected before, during, and after the program indicates growth in intercultural competence, empathy, and global awareness, suggesting that intentional design and reflection-based assessment can make short-term study abroad both academically rigorous and socially meaningful.
Dr. Amanda ElBassiouny received her MS and Ph.D. in Social Psychology from Howard University. She is a faculty member in the Department of Psychology at California Lutheran University, where she teaches a variety of social psychology, statistics, and research methods courses. Her research focuses on the stereotyping, prejudice, and discrimination a person experiences based on the intersectionality of their identities, including race/ethnicity, religion, gender, and mental health status, particularly in the criminal justice system. She also conducts research on the cross-section of culture and psychology on global education initiatives.

Unpacking the Spatial Patterns of Double-Shift Schooling: Evidence from Cambodia

Many low- and middle-income countries adopted double-shift schooling (DSS) to rapidly expand access under EFA/MDGs. Cambodia followed suit after early-2000s enrollment growth, running morning and afternoon cohorts in the same classrooms. As of 2023, over 60% of primary schools still operate DSS, especially in dense or resource-constrained areas, even as the Education Strategic Plan 2024–2028 prioritizes a shift to full-day schooling.
This presentation maps where DSS is concentrated in Cambodia and examines its spatial logic using GIS. We apply Global Moran’s I and Local Indicators of Spatial Association (LISA) to detect clustering and spatial dependence in DSS prevalence. The goal is to distinguish demand-driven expansion (e.g., rapid urban population growth) from supply-side constraints (e.g., limited infrastructure and teacher shortages) that sustain DSS in rural settings.
By making these geographic patterns visible, the study offers evidence to improve the targeting of reforms and resources. The findings aim to help policymakers design more equitable, context-sensitive pathways for transitioning from DSS to full-day schooling.
Takumi Koike holds a Master’s degree in Economics from Kobe University’s Graduate School of International Cooperation Studies (GSICS) and a Master’s in Public Administration from Fudan University’s School of International Relations and Public Affairs (SIRPA). He is currently pursuing a PhD at Kobe University, specializing in the Economics of Education and Education Development, with a focus on education policy and its impact in developing countries, particularly in Cambodia.

Investigation on Supporting Achievement of SDGs and Career Education for Elementary and Junior High School Students in Thailand Through Outreach Program

In this study, the outreach program of handicraft was introduced as one of the methods of promoting the environmental education and career education, and the effectiveness of the outreach program was investigated at the schools in both of the urban and the rural areas in Thailand. As a result, the school students were interested in science and technology. Moreover, they came to understand the necessity of science and technology, and think that they must resolve the problems of global environment on their own, such as plastic wastes, global warming, and natural energy. Finally, it was clear that the outreach program of handicraft helped them to raise the awareness of their future jobs related to science and technology.
Prof. Rikio Hikiji is a Professor in the Faculty of Engineering, Department of Design Science at Tamagawa University. His work spans manufacturing and production systems with an emphasis on improving machining quality and implementing safety science in both industrial and educational settings. He is also active in engineering/technology education, supporting teacher preparation and career education through applied, practice-oriented learning.

Burnout Syndrome in Educational Leadership: Challenges and Strategies for Sustainable Leadership

The study identifies key structural, organizational, and systemic challenges that contribute to burnout among educational leaders, including excessive workloads, role ambiguity, limited autonomy, resource constraints, and policy-driven performance expectations focused on short-term outcomes. These conditions not only undermine leaders’ mental and emotional health but also negatively impact school climate, teacher motivation, and institutional stability.

In response to these challenges, the paper presents sustainable leadership as a preventive and strategic framework to address burnout. This approach emphasizes long-term capacity building, shared and distributed leadership, supportive organizational cultures, and policies that prioritize leader well-being alongside institutional effectiveness. By integrating individual, organizational, and systemic strategies, sustainable leadership offers a comprehensive response to burnout. The paper concludes that burnout in educational leadership should be understood not as an individual shortcoming, but as a systemic issue that requires coordinated and sustainable solutions to ensure effective leadership and long-term educational improvement.
Abdel García Sarmiento, Ph.D., is an educator and medical doctor with over twenty years of professional experience in higher education and healthcare. He holds a Ph.D. in Organizational Leadership from Nova Southeastern University and an M.D. with specialization in General Comprehensive Medicine from Cuba. His academic career includes university-level teaching in psychology, history, and internal medicine, as well as adult education in the United States. Dr. García Sarmiento’s professional interests focus on educational leadership, organizational sustainability, and community well-being, integrating clinical expertise with academic leadership to promote critical thinking and institutional excellence.

Empowering Education through Digital Leadership: Advancing Teacher Development

This paper examines digital leadership in education and its role in strengthening teacher professional development in technology-rich and post-pandemic learning environments. It argues that effective school leadership is essential for integrating technology not merely as an operational tool, but as a driver of pedagogical and organizational change. The paper analyzes how digital leaders can build sustainable structures for teacher growth, support innovation in teaching practice, and address challenges such as teacher readiness, resource constraints, and inequities linked to the digital divide. It concludes by positioning digital leadership as a key mechanism of educational reform, enabling teachers to develop the capacity to adapt, innovate, and contribute to future-oriented learning systems.
Afiya Mohammed is an accomplished educator and leader with expertise in equity, inclusion, and global education. She holds an MA in Education Leadership and Management (2023) and a Qualified Teacher Status (QTS). Currently, she serves as a Teacher and ICT Lead at Greenwood Academies Trust in Nottingham. She is pursuing a fully funded National Professional Qualification in Behaviour and Culture at University College London.
Her professional and academic work reflects a deep commitment to fostering equitable and inclusive education systems. Afiya is a Developing Solutions Scholar (2023) and has represented the University of Nottingham at International Organisations Day held at the London School of Economics. As a UN Women UK Delegate for the 67th Commission on the Status of Women and a Research Volunteer for Project Voice, she actively champions gender equality and inclusive leadership. In June 2025, she was invited to speak at the Women Economic Forum ASEAN in Malaysia, contributing to global conversations on women’s empowerment, equity, and education.

A Framework for Optimizing Prompt Engineering in Undergraduate Education

Generative AI tools such as ChatGPT are rapidly transforming the higher education landscape. While students and educators are increasingly using these systems, the way we ask questions—commonly referred to as prompt engineering (PE)—remains a crucial yet often overlooked skill. PE represents a form of literacy that enables more meaningful, ethical, and effective interactions with AI. Despite its growing importance, few systematic studies have examined the current role of PE in undergraduate education.
This study proposes both a practical and theoretical framework for integrating prompt engineering into undergraduate programs. Drawing on models of pedagogy and AI literacy, the framework highlights essential competencies such as clarity, specificity, contextualization, and iterative refinement. It also outlines hands-on techniques, including defining output formats, embedding examples, breaking down complex tasks, and experimenting with tone and style. By equipping educators and students with these competencies, the framework offers tangible pathways for curriculum innovation and professional development.
Dr William Ko-Wai Tang is currently an Assistant Professor of the School of Education and Languages at Hong Kong Metropolitan University. He is the programme leader of the Doctor of Education and the Master of Education in Educational Technology and Innovation. Dr Tang has actively promoted Information Technology in Education. He has over fifteen years of experience in teacher education at both undergraduate and postgraduate levels. He was the recipient of the President’s Awards for Teaching Excellence in 2018 and the winner of the President's Awards for Excellence in Inspirational Teaching in the academic year 2022/23 at Hong Kong Metropolitan University. Dr. Tang has made significant research contributions in educational technology. He has led funded studies on key educational issues, with total external research funding exceeding HKD $1.4 million. His research interests lie in artificial intelligence, information literacy, and the application of information technology in education.

A Case Study of a School in the Periphery Implementing ICT: From Traditional Teacher to Innovative Teacher

In 2024, an Arab high school in southern Israel was selected to integrate Information and Communication Technologies (ICT),It should be noted that the school chosen to spearhead the ICT implementation process is in a peripheral area in Israel.
The ICT project empowered the school and its teachers, improving and streamlining the teaching-learning processes in the classroom.
The south of Israel is typically a peripheral area with a population of medium to low SES. The assumption of the program implementers was that this innovative platform would change the face of teaching, with its massive use of technology to meet the needs of teaching.
The research aim was to examine the attitudes and perceptions of school officials and teachers at this leading school and learn how they describe this “new” role of the teacher in light of the newly implemented pedagogy. The importance of the study lies in listening to the voice of the teachers and officials in order to fully understand how they perceive the role of the teacher in light of the change in a school that is implementing the reform of innovative pedagogy involving the use of technology.
For the past 41 years, Dr. Betty Toussia Cohen has worked in the field of teacher education. Her area of expertise is school improvement and effectiveness, which is also the focus of her doctoral research. She mentors and supervises students during their clinical teaching practice in schools and serves as a lecturer at the School of Education and Leadership, Academic College of Education.
Dr. Cohen is also a licensed psychologist. In her private practice, she provides Cognitive Behavioral Therapy (CBT), primarily to children and adolescents.

A Retrospective Analysis of a New English Curriculum Using Taba’s Framework

This presentation examines the development and functionality of a new university-wide English curriculum through a retrospective application of Hilda Taba’s inductive curriculum development model. Although the curriculum was not originally and intentionally designed using Taba’s framework, the study analyses both the process of developing and switching to the new curriculum in relation to Taba’s seven-step process, one year after its implementation. The analysis highlights areas where the curriculum, and the development process thereof, aligns with Taba’s teacher-centered, bottom-up principles, as well as areas where it diverges. Findings reveal strengths in needs identification, stakeholder consultation and content sequencing, but also point to opportunities for enhancing coherence, deepening understanding of key stakeholders, improvement of assessment practices, and continuous feedback loops. By mapping the curriculum retrospectively onto Taba’s model, this study offers insights into improving curriculum responsiveness, promoting teacher agency, and guiding future revisions in English language programs across medium to large educational institutions.
Adrian Wagner is an educator and administrator whose interests include Second Language Acquisition, translation, intercultural communication, and curriculum design. He is committed to supporting learning environments that help students communicate effectively across languages and cultures. Outside of his professional work, he enjoys animals.

Empowering Foreign Language Teaching with AI: Practical Tools and Classroom Strategies

This presentation examines how AI can enhance foreign language teaching and offers practical, classroom-ready strategies for integrating AI tools. It features hands-on examples and demonstrations of applications such as subtitle-recognition, AI-assisted lesson planning, adaptive learning platforms, and AI-driven assessment to support pronunciation, vocabulary development, and real-time feedback. Participants will leave with actionable resources and guidance on using AI in ways that remain pedagogically sound, culturally relevant, and learner-centered, helping students build language proficiency in a increasingly digital world.
Chialing Tsai is a Mandarin teacher from Taiwan with degrees from National Tsing Hua University and Indiana University (M.Ed.). She has over five years of international teaching experience in China, Taiwan, and Vietnam, with a focus on language teaching, curriculum design, and educational technology. After primarily teaching at the elementary level, she now teaches Mandarin as a world language to middle and high school students in Ho Chi Minh City, supporting language proficiency and cultural understanding through engaging, innovative instruction.

Educational Access and Economic Development in Nepal: Unravelling the Role of Enrollment and Literacy Rates

This presentation examines how educational access shapes Nepal’s long-term economic growth, using the indicators of primary, secondary, and tertiary enrolment alongside literacy rates. Drawing on annual data from 1986 to 2023, the study applies the ARDL bounds testing approach to explore both short-run dynamics and long-run equilibrium relationships between education and per capita income. The analysis reveals a strong and consistent long-run effect of primary education enrollment and literacy rates on economic growth, affirming the centrality of foundational education within human capital formation. Tertiary education also shows a meaningful contribution, reflecting its role in advancing innovation and productivity. However, secondary education demonstrates limited direct impact, highlighting structural challenges within Nepal’s education system, including quality disparities and misalignment with labour-market needs.
By integrating empirical evidence with Nepal’s socio-economic realities, the presentation sheds light on why expanding educational access has not fully translated into broad-based economic transformation. It underscores the need for a comprehensive policy approach that strengthens educational quality, ensures smooth transition across levels, and improves the domestic absorption of skilled graduates. Ultimately, this research provides evidence-based insights for leveraging education more effectively as a driver of sustainable economic growth in Nepal.
Basudeb Khanal is an Assistant Professor of Economics Education at Tribhuvan University, Nepal, where he has been serving since 2011. He teaches core courses in macroeconomics, microeconomics, development economics, and Economics of Education at the graduate and postgraduate levels. His research interests lie broadly within the field of economics, particularly in development economics, public policy, and education economics. Over the years, he has published numerous research articles in national and international journals, contributing to the academic discourse on Nepal’s socio-economic development. Mr. Khanal holds an MPhil in Development Studies (Education) from Kathmandu University and is currently pursuing a PhD in Economics Education at Tribhuvan University. He is also a PhD Fellow of the University Grants Commission (UGC), Nepal. His ongoing research focuses on the contribution of education to economic growth, aiming to inform evidence-based policymaking and contribute to Nepal’s economic development initiatives.

​The Role of Working Memory Capacity on ESL Learning

Previous research has shown a small but robust effect of working memory capacity (WMC) on native and foreign language learning and comprehension. However, many of these studies have been underpowered, questioning the reliability of the attested effect size. This presentation will report on a high-powered, multi-site experiment that tested the effect of WMC on foreign language vocabulary learning. The target items were embedded within a highly supportive learning context which included input and output activities. Immediate and delayed post-test showed that even under such conditions, WMC was positively associated with vocabulary learning outcomes.
Michael Kelland is a lecturer at Tokai University in Japan and has been teaching at the tertiary level for over 15 years. His research interests include topics realting to working memory and study abroad.

Integrating Digital Technology in Genre Teaching: Insights from Nepali Language Classrooms

This presentation examines the emerging role of digital technology in enriching the teaching of literary genres in Nepali language classrooms. Although national policies increasingly promote ICT-based instruction, the effective integration of digital tools in teaching poetry, rhyme, and prosody remains limited in practice. Drawing on qualitative findings from classroom observations and semi-structured interviews with teachers, students, and administrators, the study explores how technology influences classroom interaction, comprehension, and learner engagement. The results indicate that students respond enthusiastically to multimedia-supported lessons, showing enhanced literary appreciation, creativity, and motivation for independent learning, while teachers’ efforts are often constrained by inadequate infrastructure, limited training, and shortages of appropriate resources. Administrative perspectives further reveal persistent gaps in ICT laboratories, manpower, and device availability, which continue to slow digital innovation. Despite these challenges, the gradual adoption of technology demonstrates strong potential to revitalize genre pedagogy and promote more inclusive, participatory, and learner-centered learning experiences. The presentation argues that sustained investment in teacher capacity-building and institutional ICT support is essential to ensure that digital tools meaningfully enhance linguistic and literary competence in Nepali language education.
Min Prasad Adhikari is a Nepali language education specialist who has been teaching at Tribhuvan University’s Dhankuta Multiple Campus since 2007. He is a UGC-funded PhD research fellow currently pursuing his doctoral study titled “Use of Technology in Nepali Language Teaching.” He has a strong interest in academic study, research, and publication, and his work focuses on integrating digital tools to enhance linguistic and literary learning. He is actively engaged in promoting learner-centered and technology-supported Nepali language pedagogy.

The Influence of Technology on the Education System and on Society

This presentation examines how rapidly evolving digital technologies are reshaping teaching, learning, and the broader social landscape. As education increasingly relies on digital platforms and online resources, technology has become central to classroom interaction, access to knowledge, and the organization of learning itself. Because education and society are deeply interconnected, these shifts extend beyond schools—driving new expectations for digital access, participation, and opportunity across communities worldwide. The presentation also considers the growing impact of Artificial Intelligence (AI) and the urgent need for educators to strengthen their digital competencies in order to guide learners toward emerging fields and future careers, including roles such as data scientists and AI engineers.
Dr. Victoria Magaba is a qualified English teacher, researcher, literacy coordinator, and academic with a doctoral degree in Languages and Literature, with a focus on Linguistics and Literary Theory. Trained in English and Linguistics, she is a registered member of the Southern African Linguistics and Applied Linguistics Society (SALALS). Her professional experience spans more than 25 years, including roles as a teacher and school principal in South Africa, and later as a youth worker and teacher in the United Kingdom.

​Filipino Junior High Schools Perspectives on the Effectiveness of Values Education in Promoting Peace and  Justice

The motivation of this study came from the frustration of teachers shared online about their student’s attitude, and the idea that this generation is hopeless. Values Education is a subject taught where proper manners and values are important to one’s self, and in connecting with other people. Right now, what are the student’s values, values they do for themselves and values they act towards others? Who influences these values and do they agree that this subject is effective?
This presentation, titled Filipino Junior High Schools Perspectives on the Effectiveness of Values Education in Promoting Peace and Justice, with 238 survey questionnaires from the students and 10 interviews from the teachers, I will share the findings of these questions, plus an interesting discovery that might me the cause of the teachers’ frustrations.
Nancy Omolon is a Master’s Candidate, in the Graduate School of International Collaboration and Coexistence in the 21st Century at Osaka Jogakuin University. Her current research focuses primarily on education, values, and peace.
Prior to pursuing her Master’s degree, she earned a Bachelor’s in Business Administration from the University of San Carlos. She also holds a designation of proficiency in Dynamic Leadership from Toastmasters International, a program focused on effective and strategic communication and conflict resolution.

From Response to Process: AI-Generated Dialogic Feedback Designing a Pedagogical Chatbot Grounded in Literacy Resilience

This research presents the development process of Mili as a case study of a bot that promotes literacy resilience through metacognitive dialogue. Unlike reactive AI tools such as ChatGPT that provide immediate answers and foster "metacognitive laziness," Mili implements a pedagogical approach that enables learners to maintain their personal voice and sense of agency.
The study examines: (1) How can AI be designed to provide feedback that stimulates thinking? (2) How does AI-mediated dialogue develop literacy resilience - the intersection between linguistic competence and self-regulated learning?
The methodology is based on Design-Based Research (DBR), through which the AI was trained on pedagogical principles using academic literature and assessment rubrics. Mili incorporates three mediation mechanisms: responding to questions with questions, pedagogical pauses, and emotional reinforcement. Instead of correcting errors, the system conducts reflective dialogue.
Preliminary findings from simulations show that learners stopped searching for "the correct answer" and began exploring their intentions and thinking processes. Mili represents a shift from AI that provides answers to AI that generates learning, keeping humans at the center. The research offers a pedagogical model for integrating artificial intelligence in literacy development while fostering autonomy and metacognitive awareness.
Dr. Alisa Amir is Senior Lecturer and Head of the Education Department at Achva Academic College, Israel, where she mentors students in clinical training. She also serves in the Israeli Ministry of Education, specializing in Hebrew language education and literacy research.
Dr. Amir developed the concept of "literacy resilience," a framework combining literacy skills with self-regulated learning. Her research focuses on integrating artificial intelligence in education, particularly through Mili, an AI educational chatbot she developed using dialogic feedback principles.
She has authored seven research-based digital textbooks and serves on international organizations including ARLE (Association for Research in Language and Education) and AILA (International Association of Applied Linguistics).
Dr. Amir's work bridges theory and practice, contributing to professional development programs for Hebrew language coordinators and teachers. Her research interests include educational technology, metacognitive literacy dialogue, and AI-assisted learning environments that promote learner autonomy and critical thinking.

Interdisciplinary OSCE-Based Simulation as an Innovative Teaching Model for Enhancing Student Competence in Managing ADHD-Related Behavioral Challenges

This session presents an interdisciplinary, simulation-based educational design to support competency-based training in pediatric behavioral management. It describes an OSCE-style teaching module that integrates occupational therapy and clinical psychology to strengthen healthcare students’ clinical reasoning, caregiver communication, and whole-person, family-centered care skills.
Built around a standardized patient scenario involving a 6-year-old child with ADHD, the module guides learners in interpreting behavioral and emotional responses, assessing family interaction patterns, and developing developmentally appropriate, multi-level interventions. The design emphasizes immediate behavior management, preventive training, and family coordination, with embedded formative feedback and a summative OSCE assessment aligned with competency-based education principles.
Shun-Ping Chung is an occupational therapist with a strong commitment to the development, implementation, and study of Objective Structured Clinical Examination (OSCE)–based educational modules. Her work encompasses both single-discipline and interdisciplinary OSCE designs, emphasizing interprofessional collaboration across pediatric and adult practice contexts. She is particularly interested in how simulation-based assessment and training can support competency development in clinical reasoning, communication, and intervention planning. Through structured OSCE scenarios, her educational initiatives aim to support learners in systematically strengthening their professional capabilities and adaptive skills when responding to complex and dynamic clinical situations. She is dedicated to advancing innovative and scalable educational frameworks that leverage OSCE practice to enhance learner readiness, foster reflective practice, and ultimately support the delivery of whole-person, holistic care across diverse healthcare settings.

A Model for International Marketing and Recruitment in Emerging Markets: Factors Influencing Thai Students’ Decision to Enroll at a Regional Australian University

This study examined how Thai students decide to enrol at Australian regional universities, with a focus on the marketing and recruitment approaches that most influence their choices. While much international education research focuses on large metropolitan institutions and established markets, this study offers insights that are relevant to any university seeking to diversify recruitment in Southeast Asia.

Using survey data from Thai students and alumni, the research identifies key factors shaping enrolment decisions. The findings suggest that traditional brand-led approaches are less effective in Thailand than relationship-based and country-specific strategies.

The presentation will translate these insights into practical lessons for universities looking to strengthen recruitment in Thailand and similar emerging markets. Attendees will gain evidence-based insights applicable across different institutional contexts.
Daniel is Regional Manager (Southeast Asia) at Queensland University of Technology (QUT), where he leads the university’s international recruitment strategy across Southeast Asia.

Daniel has a decade of experience working in international education and previously held roles at the University of Southern Queensland, James Cook University and Southern Cross University, specialising in market development, transnational engagement and partnership building across Asia.

Born in Brisbane to Malaysian parents, Daniel brings a bicultural lens that enhances his ability to navigate cross-cultural decision-making, stakeholder expectations and partnership development in the Asia-Pacific region.

​Developing a Credible Voice in the Humanities Classroom

The development of evidence-based argumentation is a cornerstone of evaluative assessment with frameworks such as PEEL (Point, Evidence, Explanation, Link) serving as common pedagogical tools across disciplines like languages, Geography, History, and Social Studies. However, students often treat such structures as a prescriptive formula rather than a tool for genuine critical inquiry. Furthermore, the rapid evolution of Large Language Models (LLMs) presents both cutting-edge challenges and opportunities for educators teaching these foundational skills.
This presentation, delivered by a cross-disciplinary team of educators in a Singaporean public school, teaching students in the 12-16 years age group, will share how we adapted an integrated pedagogical model designed to transition students from formulaic writing to critical fluency. We will showcase how we adapted John Hattie’s systematic application of the 'Feed Up, Feed Back, and Feed Forward' model to clarify learning objectives, provide targeted analysis of student work, and guide iterative improvement. Additionally, we would also highlight how we would leverage Artificial Intelligence (AI) to re-frame LLMs not as a writing substitute, but as a critical thinking partner.
In this process, students are tasked with analyzing, cross-checking, and refining AI-generated paragraphs. This session will demonstrate how this approach moves the pedagogical focus from the product of writing to the process of critical refinement.













Uma Jacob, Juliet Huang, and Siti Wajihah binte Zar’an are a team of humanities educators specializing in History, Geography, and Social Studies. Passionate about nurturing critical thinking and civic awareness, they design engaging learning experiences that help students make meaningful connections between local and global issues.

FLEX in a Japanese Kinder with Barely Trained Teachers: What Can Go Right?

As compulsory English education has been introduced into Japanese elementary schools for grades three and up, some cities are seeking ways to bring English into selected kindergartens for free, as a means to diversify early childhood education programs and support future language learning. This poster will examine how city-university collaboration has lead to an ongoing Foreign Language Experience and Exposure (FLEX) program for four- and five-year-old children and what can go right when third- to fourth-year Japanese college students, not majoring in education, support language learning opportunities for very young learners. These university students receive a handful of seminar classes on why and how to teach young learners English (TYLE) over three semesters and then teach once each semester at a local kindergarten. This poster focuses on 1) effective features of seminar instruction, such as how to use a dialogic approach when reading picturebooks with children, 2) the songs, picturebooks, and activities that have most effectively carried intercultural elements and language into the FLEX program, and 3) evidence of the children’s emerging intercultural and language awareness as reported through carers' recordings of the children's reactions (Kubanek-German, 2000). Feedback, suggestions, and discussion will be welcome.
Catherine Littlehale Oki began working with children when she was a child herself — babysitting and volunteering at an inclusive kindergarten from the age of 12. Over the years, children have taught her essential truths like “Be here, now” and “Anything can be a game.” Her MA in Teaching English to Young Learners led her to university teaching, where she now bridges both ends of the educational spectrum in the Department of International Studies at Doshisha Women’s College in Kyotanabe, Kyoto.

How IB Diploma Graduates Enact Learner Agency in Japanese Higher Education: A Qualitative Analysis of Narratives on Learning Strategies and Learner Identity

This study examines how International Baccalaureate (IB) Diploma Programme graduates enact learner agency in undergraduate study through their narratives of learning strategies and learner identity. Drawing on OECD’s (2019) definition of agency and relational perspectives that situate agency within socio-cultural contexts, the study explores (RQ1) how graduates apply IB-derived learning outcomes in university learning and (RQ2) how references to IB experiences support learner identity formation.
Semi-structured interviews were conducted with 16 IB graduates across disciplines and year levels, and analysed using thematic analysis with both deductive and inductive coding. The findings indicate that learner agency is enacted through planned and concept-oriented strategies, social and collaborative practices, and adaptive responses to differences in assessment and academic demands. Identity narratives emphasised inquiry-oriented self-understanding, relational engagement, and resilience shaped by prior high-load learning experiences. Overall, agency emerged not as a direct continuation of IB practices, but as a context-sensitive reconfiguration of strategies and identity in higher education, with implications for universities seeking to recognise and support these learner resources.
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Mitsuhiro Kimura is a researcher in international and comparative education at Okayama University of Science. His research interests include teacher education, the International Baccalaureate, and critical thinking instruction, with a focus on teachers’ professional learning and classroom practices in Japanese secondary school contexts.
Chika Ebata, PhD, is an Assistant Professor in the Research Division (High School–University Articulation) at the National Center for University Entrance Examinations (Japan). She earned her PhD in Education from the University of Tsukuba. Her research examines upper-secondary–higher education articulation and admissions, with particular attention to the International Baccalaureate as a pathway to university and to holistic assessment practices, including rubric-based evaluation. She also conducts comparative and higher education research on education systems and admission professionalism.
Mayumi Ito is a professor in the International Baccalaureate Educator Certificate (IBEC) program at Kwansei Gakuin University, Japan. Her research focuses on the development of International Baccalaureate (IB) education in the Japanese context. In addition to IB teacher education, her interests include the expansion and quality enhancement of IB World Schools, as well as university admissions and support systems for IB students. Through both research and practice, she explores how IB philosophy and pedagogy can be effectively strengthened from these three perspectives to support meaningful and sustainable educational reform in Japan.
​Prof. Sayaka Mitarai is an Associate Professor in the Faculty of Education at Shukutoku University, Japan, and holds a Ph.D. in Education from Waseda University. Her research focuses on the sociology of education, comparative education, global education, and curriculum studies. She conducts empirical studies on students’ learning experiences and educational environments in International Baccalaureate (IB) and non-IB programmes in Japan.

Reframing the Knowledge–Skills Dichotomy: A Cyclical Model for Deep Learning and Competency Development

The long-standing debate between prioritising disciplinary knowledge and cultivating transferable skills continues to influence educational policy, curriculum design and classroom practice. This paper challenges the assumption that one must be favoured at the expense of the other. Drawing on contemporary research and practitioner experience, it argues that knowledge acquisition and skill development are complementary and mutually reinforcing aspects of effective learning.
The discussion first synthesises the main positions within the knowledge-versus-skills debate, outlining their theoretical foundations and implications for curriculum planning. It then explores how a knowledge-rich curriculum can be intentionally designed to develop higher-order skills such as critical thinking, collaboration and metacognition, while strengthening rather than diluting academic rigour.
Finally, a cyclical framework for curriculum planning, pedagogy and assessment is proposed, aligning core knowledge with purposeful skill development. This integrated approach moves beyond a false dichotomy, enabling students to build deep understanding alongside the competencies required for future academic and professional success.
Dr 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. Recent speaking engagements include the Cambridge Schools Conference (Bali, 2025) and EduTech Asia (Singapore 2024, 2025).

Digital Inclusion through an Inclusive Art Platform ArtEater

The research project ArtEater in Live Test (AiLt) at Ludwig-Maximilians-University Munich (LMU) investigates the validation and further development of the creative software ArtEater for diverse user groups, including primary school students, students in special-needs schools, older adults, and people with cognitive impairments. Originally designed for elementary school children, the software enables image creation, collection, and digital manipulation through a multi-layered, user-oriented interface that supports experimental artistic processes beyond analog media.
Funded by the German Federal Ministry of Education and Research (BMBF) within the VIP+ program, the project examines the software’s effectiveness, usability, and motivational potential across different abilities and needs. Empirical live tests are conducted in educational and care institutions, involving participants with varying motor, cognitive, and sensory conditions.
Based on qualitative feedback and usability analyses, ArtEater is adapted into differentiated application formats, such as reduced functional complexity and enhanced visual accessibility. The project aims to promote creative participation, strengthen digital inclusion, and contribute to reducing the digital divide through inclusive, art-based digital tools.
Thiemo Donhauser is a teacher at a special education school in Bavaria, combining practical pedagogical work with academic research. After studying Special Education in Munich, he also works as a research associate at the Institute of Art Education at Ludwig-Maximilians-University Munich.

In addition to his teaching and academic work, Thiemo Donhauser is a freelance graphic designer, photographer, and visual artist. He also leads workshops in visual arts and DJing at various schools, fostering creative expression among children and young people.

As a member of a socio-cultural association, he is committed to promoting educational programs, art, and community engagement

LOESS Project: Participatory and Intergenerational Learning at the Education–Development Nexus

The presentation positions the LOESS project as an example of how participatory learning ecosystems can operationalise education for sustainable development by bridging formal and non-formal education, community engagement and development-oriented learning outcomes. It argues that such approaches can enhance the relevance, inclusivity and developmental impact of education. It offers transferable insights for educators, development practitioners, and policymakers seeking to align education strategies with the Sustainable Development Goals.
Assoc. prof. PhDr. Andrea Čajková, PhD. is Vice-Rector for International Relations at the University of Ss. Cyril and Methodius in Trnava, Slovakia, and a member of the Institute of Political Sciences and Public Administration. She has extensive experience in higher education, project management, and research in public administration, management, and international relations. Andrea has led and coordinated numerous national and international projects, including Erasmus+, Horizon Europe, and Interreg initiatives, focusing on educational innovation, regional development, and capacity building. She has contributed to policy analysis, curriculum development, and the implementation of participatory learning and digital education projects. Andrea is also an experienced trainer, evaluator, and reviewer for scientific journals and EU-funded programs. She is committed to fostering international collaboration, improving governance and administrative capacities, and promoting sustainable and inclusive educational practices.
Mgr. Marta Kuhnová, PhD. is an Associate Professor at the Department of Chemistry and Didactics of Chemistry, Charles University in Prague, and International Project Manager at the University of Ss. Cyril and Methodius in Trnava, Slovakia. She has over 15 years of experience in research management, international project coordination, and higher education, supporting project development, funding acquisition, and capacity building. Marta has led and facilitated numerous EU-funded initiatives, Erasmus+ projects, and professional training programs, focusing on research management, science policy, and project facilitation. She is an experienced trainer and mentor, actively contributing to the development of the research management community in Central Europe. Marta holds a PhD in Chemistry Education and is passionate about strengthening research management excellence, supporting university ecosystems, and promoting collaboration and knowledge sharing across international academic networks.

A Government-University-Industry Partnership for Women's Leadership: Designing Evidence-Based Recurrent Education Using Social Cognitive Theory

This presentation introduces a practice-oriented case of a government-endorsed recurrent education program implemented by Tokyo Woman’s Christian University under Japan’s Recurrent Education Ecosystem Development Program (launched in 2025). The initiative emphasizes interdisciplinary thinking, theory–practice integration, and strategic judgment for the VUCA era, positioning universities as key actors in workforce development.
Rather than reporting empirical findings, the presentation describes the design and implementation of a university-led, industry-co-developed program addressing a structural challenge in Japan’s leadership pipeline. Women’s underrepresentation in strategic roles is framed as an assignment gap rather than a skill gap, highlighting how limited access to decision-making roles undermines leadership self-efficacy.
Co-developed with seven major corporations, Tokyo Women’s Recurrent Education: With Confidence, Into the Center of Business integrates liberal arts, entrepreneurship, and human resource management perspectives. At TWCU, the curriculum is informed by Bandura’s social cognitive theory and translates mastery experiences, vicarious learning, verbal persuasion, and emotional state management into concrete educational design.
The inaugural cohort (2025–2026) includes 42 mid-career women managers from seven corporations, reflecting organizational-level engagement. This case offers practical insights for institutions and policymakers in other Asian contexts.
Yukiko Konishi, PhD, is an Associate Professor in the Department of Economics and Business Administration and Director of the Empowerment Center at Tokyo Woman’s Christian University. She received her PhD in Commerce and MBA from Waseda University, and a BA in Economics from Osaka University. Her research interests include entrepreneurship education, human resource development, and organizational behavior, with a particular focus on women’s career development and entrepreneurial self-efficacy. Prior to her current position, she was engaged in entrepreneurship education and university-based startup support at Nagoya University as part of a government-designated regional startup ecosystem initiative. She currently leads a MEXT-funded recurrent education program that integrates theory-informed pedagogy and practice to support women’s lifelong learning and career transitions.