{"id":31546,"date":"2024-07-15T15:15:19","date_gmt":"2024-07-15T15:15:19","guid":{"rendered":"https:\/\/end-educationconference.org\/?page_id=31546"},"modified":"2024-07-23T16:25:37","modified_gmt":"2024-07-23T16:25:37","slug":"education-and-new-developments-2024-volume-2","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2024\/education-and-new-developments-2024-volume-2\/","title":{"rendered":"Education and New Developments 2024 \u2013 Volume 2"},"content":{"rendered":"

INDEX OF CONTENTS<\/strong><\/h4>\n

\"\"<\/p>\n

FRONTMATTER<\/strong><\/a><\/p>\n

ORAL PRESENTATIONS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

The values and legal issues of authentic data sources in computer education and research<\/strong> (pages 3-7)<\/a>
\nJ\u00falia Csernoch, & M\u00e1ria Csernoc<\/em>h<\/p>\n

Perspectives of learners in making schools more inclusive spaces<\/strong> (pages 8-12)<\/a>
\nThabo Makhalemele, Rachel Rirhandzu Mayimele, & Pateka Pamella Jama<\/em><\/p>\n

Evaluating the impact of project-based learning on the development of digital competences among high school students<\/strong> (pages 13-17)<\/a>
\nBorislava Kirilova<\/em><\/p>\n

Math\u2019s and special teacher collaboration to improve students\u2019 math skills using the smart balance board<\/strong> (pages 18-21)<\/a>
\nBaiba Blomniece-Jur\u0101ne, & Rima Rieksta<\/em><\/p>\n

Providing experiential learning opportunities in mechatronics: Teleoperated robotic workcell research and development<\/strong> (pages 22-26)<\/a>
\nAleksandr Sergeyev, Mark Kinney, Michael Masters, Scott Kuhl, Bester Mangisoni, <\/em>& Vinh Nguyen<\/em><\/p>\n

Large language models in the engineering workplace and associated curricular implications: An exploratory study<\/strong> (pages 27-31)<\/a>
\nJeroen Lievens<\/em><\/p>\n

Intercultural translation – Achieving dynamic equivalence in translating specific terms of material and spiritual culture<\/strong> (pages 32-36)<\/a>
\nDarinka Marolova, Ana Vitanova Ringaceva, Dragana Kuzmanovska, & Biljana Ivanova<\/em><\/p>\n

Sustainable leadership and innovative learning environments<\/strong> (pages 37-41)<\/a>
\nMervi Varhelahti, & Maarit Laiho<\/em><\/p>\n

Autism spectrum disorders and AI: Applications and areas of promise<\/strong> (pages 42-46)<\/a>
\nEva N. Patrikakou<\/em><\/p>\n

Digital subject integration: History turned into graphics<\/strong> (pages 47-51)<\/a>
\nM\u00e1ria Csernoch, & J\u00falia Csernoch<\/em><\/p>\n

Nurturing equality and collaborative learning: A case study of student volunteers and coordinators\u2019 relationship dynamics<\/strong> (pages 52-56)<\/a>
\nNadja \u010cekolj, & Bojana \u0106ulum Ili\u0107<\/em><\/p>\n

The ‘encounter’ between posthumanism, technology and education<\/strong> (pages 57-60)<\/a>
\nValerija Vendramin<\/em><\/p>\n

Transformation of marketing and sales roles in B2B companies: Implications for higher education<\/strong><\/a>
\n(pages 61-65)<\/a>
\nAndreas Zehetner, & Daniela Zehetner-Hirtenlehner<\/em><\/p>\n

When quantity fosters quality: B-learning as a way to achieve the higher education purpose<\/strong><\/a>
\n(pages 66-70)<\/a>
\nMaria Cadilhe, Ana I. Rodrigues, Constan\u00e7a Dias, & Marta Santos<\/em><\/p>\n

Training and inclusion: The importance of preparation to use the Lego braille bricks kit in an inclusive classroom<\/strong> (pages 71-75)<\/a>
\nElisa Tomoe Moriya Schl\u00fcnzen, C\u00edcera Aparecida Lima Malheiro, Daniela Jord\u00e3o Garcia Perez, <\/em>
\n& Carmem Silvia de Souza Lima<\/em><\/p>\n

What makes a good instructional video? Theoretical vs. empirical approach to understanding what students and teachers like about instructional videos <\/strong>(pages 76-80)<\/a>
\nSissy B\u00fccker, Hanna H\u00f6fer, & Gudrun Marci-Boehncke<\/em><\/p>\n

The metaphor of the polyhedron: What do teachers think about the quality of education in Colombian rurality?<\/strong> (pages 81-85)<\/a>
\nRuth Esperanza Quintero, & Carola Hern\u00e1ndez<\/em><\/p>\n

Ethics of generative AI use in higher education: A focus group study<\/strong> (pages 86-90)<\/a>
\nShruthi Venkat<\/em><\/p>\n

ChatGPT as tutor? A case study on competitive programming<\/strong> (pages 91-95)<\/a>
\nJuuso Rytilahti, & Erno Lokkila<\/em><\/p>\n

Is homeschooling detrimental to socioemotional development? An exploratory study with Spanish school-age children<\/strong> (pages 96-100)<\/a>
\nMarta Gim\u00e9nez-Das\u00ed, Renata Sarmento-Henrique, & Laura Quintanilla<\/em><\/p>\n

Artificial Intelligence revolutionizing online education <\/strong>(pages 101-105)<\/a>
\nSasa Arsovski, Wee Chuen Tan, Sanja Spanja, & Graeme Britton<\/em><\/p>\n

Better than before: Building on experiences regarding school to home engagement in a post Covid-19 pandemic world <\/strong>(pages 106-110)<\/a>
\nKathy R. Fox<\/em><\/p>\n

Navigating polycrisis: The role of school pedagogues in Croatia<\/strong> (pages 111-115)<\/a>
\nIvana Mio\u010di\u0107<\/em><\/p>\n

Generative AI-chatbots in higher education: Challenges and opportunities in student motivation and authentic assessments<\/strong> (pages 116-120)<\/a>
\nPatricia Brockmann, & Heidi Schuhbauer<\/em><\/p>\n

Adapting a business plan implementation as an instructional method<\/strong> (pages 121-124)<\/a>
\nLuis Rodrigo Valencia P\u00e9rez, Gibr\u00e1n Aguilar Rangel, & Mart\u00edn Vivanco Vargas<\/em><\/p>\n

The mathematics that the sea conceals – Connections for the teaching of mathematics<\/strong> (pages 125-129)<\/a>
\nS\u00edlvia Frade, Andreia Hall, & S\u00f3nia Pais<\/em><\/p>\n

Collaborative networks of knowledge<\/strong> (pages 130-134)<\/a>
\nRalucca Gera, Mark Reith, D\u2019Marie Bartolf, Simona Tick, & Akrati Saxena<\/em><\/p>\n

International cooperation actions for the systematization of a sign language generator and publisher<\/strong> (pages 135-139)<\/a>
\nKlaus Schl\u00fcnzen Junior, C\u00edcera Aparecida Lima Malheiro, Mario Chac\u00f3n Rivas,
\n<\/em>& Jos\u00e9 Roberto Barboza Junior<\/em><\/p>\n

Art for everyone: Education to promote beauty in society<\/strong> (pages 140-144)<\/a>
\nGraeme Britton<\/em><\/p>\n

Artificial Intelligence (AI) enhanced nexus learning approach as an example of <\/strong>student-centered learning<\/strong> (pages 145-148)<\/a>
\nLes M. Sztandera, & Katherine I. DiSantis<\/em><\/p>\n

Towards intercultural communicative competence: Zoom exchange between U.S. and French university students<\/strong> (pages 149-153)<\/a>
\nAna Fonseca Conboy<\/em><\/p>\n

Exploring flipped classroom and continuous assessment \u2013 A case study involving generation Z undergraduate tourism students<\/strong> (pages 154-158)<\/a>
\nS\u00f3nia Pais, Andreia Hall, & Ana Elisa Sousa<\/em><\/p>\n

Ads and monetization diminish web experiences<\/strong> (pages 159-161)<\/a>
\nRonald J. Glotzbach<\/em><\/p>\n

Agile learning: Use of Eduscrum in higher education<\/strong> (pages 162-166)<\/a>
\nHeidi Schuhbauer, Patricia Brockmann, & Sebastian Sch\u00f6tteler<\/em><\/p>\n

Utilizing learning analytics in large online courses<\/strong> (pages 167-171)<\/a>
\nErkki Kaila, Juuso Rytilahti, & Erno Lokkila<\/em><\/p>\n

SME responsibility and learning by developing pedagogy<\/strong> (pages 172-176)<\/a>
\nSuvi Siv\u00e9n, & Taina Lintil\u00e4<\/em><\/p>\n

Bridging the career readiness gap: Examining the promise of virtual internships<\/strong> (pages 177-178)<\/a>
\nLaura McNeill, & Mohammad Mohi Uddin<\/em><\/p>\n

E-learning courses on sustainability: Tools, assessment and verification<\/strong> (pages 179-183)<\/a>
\nMarcin Fojcik, Anna Zaslona, & Gabriela Laskowska<\/em><\/p>\n

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies<\/strong> (pages 184-188)<\/a>
\nShaun Nykvist, Inger Langseth, & Christine Nykvist<\/em><\/p>\n

S.T.E.A.M. and D.D.A.T.A.: A multisensory approach to music and development of skills among students with intellectual disabilities<\/strong> (pages 189-193)<\/a>
\nIoannis Makris<\/em><\/p>\n

Potential of haptic features in mobile learning: A case study based on a language learning app<\/strong><\/a>
\n(pages 194-198)<\/a>
\nSigrid Schefer-Wenzl, Igor Miladinovic, & Christina Muckenhumer<\/em><\/p>\n

Ecodesign as a new possibility in teaching technical subjects in secondary schools<\/strong> (pages 199-203)<\/a>
\nTetjana Tom\u00e1\u0161kov\u00e1, Daniel Duda, Jan Krotk\u00fd, & Jarmila Honz\u00edkov\u00e1<\/em><\/p>\n

Collaborative learning in computer science: A case study of cross-university interdisciplinary hackathons<\/strong> (pages 204-208)<\/a>
\nHeimo Hirner, Leon Freudenthaler, Bernhard Taufner, Sigrid Schefer-Wenzl, <\/em>Igor Miladinovic,
\n& Nikolaus Forg\u00f3<\/em><\/p>\n

Mechanics and the human body: Hands on and simulation approach to measure deltoid force<\/strong><\/a>
\n(pages 209-213)<\/a>
\nHashini Mohottala, Joseph Lothamer, Dan Martin, & Agnieszka Machowski<\/em><\/p>\n

Understanding the impact of intercultural project-based learning on students, staff and higher education institutions<\/strong> (pages 214-218)<\/a>
\nManfred Meyer<\/em><\/p>\n

Learner empowerment: The case for teachers deploying democratic leadership<\/strong> (pages 219-223)<\/a>
\nSanjay K. Nanwani<\/em><\/p>\n

Creativity in education: Bite-size video\u2019s impact on student engagement and satisfaction<\/strong><\/a>
\n(pages 224-227)<\/a>
\nHassiba Fadli<\/em><\/p>\n

The impact of digital literacy developed during the pandemic on teachers\u2019 post-pandemic beliefs<\/strong><\/a>
\n(pages 228-232)<\/a>
\nJanaina Cardoso<\/p>\n

Navigating the hybrid Ph.D. experience: New insights from student voices<\/strong> (pages 233-235)<\/a>
\nLaura McNeill, Bernadette Beavers-Forrest, Margaret Rice, Angela Benson, & Stephen Abu<\/em><\/p>\n

Serious fun with maths: Games that engage and teach<\/strong> (pages 236-240)<\/a>
\nAndreia Hall, S\u00f3nia Pais, Paola Morando, & Maria Luisa Sonia Spreafico<\/em><\/p>\n

Bridging play and inclusion: A qualitative investigation into accessibility challenges and innovations in board game design<\/strong> (pages 241-245)<\/a>
\nJoana Barros, Carla Sousa, & Filipe Luz<\/em><\/p>\n

Learning videos from a student’s perspective<\/strong> (pages 246-250)<\/a>
\nBjarte Pollen, Joar Sande, Lars Kyte, Per Eilif Thorvaldsen, Sven-Olai H\u00f8yland, <\/em>& Marcin Fojcik<\/em><\/p>\n

Digital technologies in active and self-directed learning<\/strong> (pages 251-253)<\/a>
\nEster Aflalo<\/em><\/p>\n

Metaverse education: Immersive VR exploration of mountain heritage and culture<\/strong> (pages 254-258)<\/a>
\nCarlotta Bin, Margherita Cassis, & Anna Osello<\/em><\/p>\n

Unleashing personalized education using large language models in online collaborative settings<\/strong><\/a>
\n(pages 259-263)<\/a>
\nJose Ochoa-Luna, & Manfred Meyer<\/em><\/p>\n

Language comprehension of first graders in inclusive classrooms \u2013 Survey and implications for teacher professionalization<\/strong> (pages 264-268)<\/a>
\nAnne-Katrin Swoboda<\/em><\/p>\n

\u201cFlipped communities before flipped classrooms\u201d: Context and content as barriers of flipped classroom approaches in South African universities<\/strong> (pages 269-273)<\/a>
\nThuthukani Dlamini<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

Incrementa Atque Decrementa \u2026 Managing the university research centres: Three cases and a common management issue <\/strong>(pages 274-278)<\/a>
\nCezar Scarlat<\/em><\/p>\n

What data and data tools are most necessary to make policy and programmatic decisions?
\n<\/strong>(pages 279-283)<\/a>
\nDawn Thomas, Ricardo Covarrubias Carre\u00f1o, & Keith Hollenkamp<\/em><\/p>\n

The open recruitment system for principals in Korea <\/strong>(pages 284-287)<\/a>
\nYueh-Chun Huang, & Ru-Jer Wang<\/em><\/p>\n

How to increase faculty skills for a new approach to transformative evaluation in universities
\n<\/strong>(pages 288-292)<\/a>
\nLaura Mion<\/em><\/p>\n

Facilis Descensus Averno or interactions of doctoral research projects with university\u2019s other projects <\/strong>(pages 293-297)<\/a>
\nCezar Scarlat<\/em><\/p>\n

POSTERS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Impacts of arts-based Ecopedagogy in sustainable residential food waste management
\n<\/strong>(pages 301-303)<\/a>
\nJoseph Harding<\/em><\/p>\n

An innovative model for higher education <\/strong>(pages 304-306)<\/a>
\nIvan Katrencik, & Monika Zatrochova<\/em><\/p>\n

VIBE \u2013 Virtual Reality in STEM education <\/strong>(pages 307-309)<\/a>
\nJoana Carrilho, Daniela Melo, Margarida Borges, Luis Mid\u00e3o, Matuz Andras, <\/em>
\n& El\u00edsio Costa<\/em><\/p>\n

Assessing skills transfer from computer gaming to academic learning: An experimental design
\n<\/strong>(pages 310-312)<\/a>
\nBj\u00f6rn Sj\u00f6d\u00e9n, & Michael Trotter<\/em><\/p>\n

Demonstration of time-symmetry breaking in a jet flow<\/strong> (pages 313-315)<\/a>
\nDaniel Duda, Tetjana Tom\u00e1\u0161kov\u00e1, Vitalii Yanovych, Jan Krotk\u00fd, & V\u00e1clav Uruba<\/em><\/p>\n

Life cycle assessment of a product from 3D printer as a new tool for school <\/strong>(pages 316-318)<\/a>
\nTetjana Tom\u00e1\u0161kov\u00e1, Daniel Duda, Jan Krotk\u00fd, & Jarmila Honz\u00edkov\u00e1<\/em><\/p>\n

Definitions matter! How one state is attempting to standardize data definitions <\/strong>(pages 319-321)<\/a>
\nDawn Thomas, Kevin Dolan, & Keith Hollenkamp<\/em><\/p>\n

School experiences of a multilingual elementary student on the autism <\/strong>spectrum \u2013 A case study
\n<\/strong>(pages 322-324)<\/a>
\nChristina Sophia Gilhuber<\/em><\/p>\n

Development of time management as generic competence in an engineering degree: First results <\/strong>(pages 325-327)<\/a>
\nFrancisco David Trujillo-Aguilera, & Elidia Beatriz Blazquez-Parra<\/em><\/p>\n

Telerehabilitation: Current status from the perspective of two Erasmus+ projects <\/strong>(pages 328-330)<\/a>
\nElena Taina Avramescu, & Mariya Hristova Monova-Zheleva<\/em><\/p>\n

Metaphonological stimulation, alphabet knowledge and vocabulary program (PEMAV) for preschoolers: Elaboration and pilot study <\/strong>(pages 331-333)<\/a>
\nDenise Corr\u00eaa Barreto Tirapelli, & Simone Aparecida Capellini<\/em><\/p>\n

Mobile information technologies as a key factor of modern learning policies <\/strong>(pages 334-336)<\/a>
\nIrena Peteva, Elisaveta Tsvetkova, & Stoyan Denchev<\/em><\/p>\n

Developing educational tools for effective teaching industrial robotics in two- and <\/strong><\/a>
\nfour-year degree institutions <\/strong>(pages 337-339)<\/a>
\nMason Petersen, Prarthana Hedge, Ravi Thakur, Brendon Lakenen, & Aleksandr Sergeyev<\/em><\/p>\n

Post-Covid-19 pandemic online education in Latin America: A systematic review <\/strong><\/a>
\nof literature <\/strong>(pages 340-342)<\/a>
\nSalvador Antelmo Casanova-Valencia, Arcadio Gonz\u00e1lez-Samaniego, Marco Alberto Valenzo-Jim\u00e9nez,
\n& Bertha Molina-Quintana<\/em><\/p>\n

Challenges and opportunities in faculty training on active learning to deliver critical thinking for undergraduate biology students<\/strong> (pages 343-345)<\/a>
\nMarcos Nahmad, Marco Carballo-Ontiveros, & Am\u00e9rica Casta\u00f1eda-Sortibr\u00e1n<\/em><\/p>\n

Integrating innovative technologies and pedagogies in higher education: Enhancing problem-solving abilities <\/strong>(pages 346-348)<\/a>
\nBoguslawa Lightbody<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

Developing the early childhood participation data set <\/strong>(pages 349-351)<\/a>
\nKarla Andrew, Bryan Preston, & Kevin Dolan<\/em><\/p>\n

Generative mechanism in school improvement \u2013 A process study <\/strong>(pages 352-354)<\/a>
\nAnna Katharina Jacobsson<\/em><\/p>\n

Identifying knowledge gaps in managing premature children: A parental perspective study
\n<\/strong>(pages 355-357)<\/a>
\nOurania S. Kotsiou, Konstantinos I. Gourgoulianis, Livia Nagy Bonnard, <\/em>Asta Speicyte Radzeviciene,
\nMandy Daly, Georgia Rapti, Dimitrios G. Raptis, <\/em>Ioanna V. Papathanasiou, & Marie-Claude Esculier<\/em><\/p>\n

VIRTUAL PRESENTATIONS:<\/strong><\/p>\n

Projects and trends<\/strong><\/em><\/p>\n

Framing family diversity in early years: An inquiry-based intervention on approaching same-sex parenting through picturebooks <\/strong>(pages 361-365)<\/a>
\nChristina Kalaitzi<\/em><\/p>\n

Augmented reality glasses in class \u2013 Blessing or curse<\/strong> (pages 366-370)<\/a>
\nVerena Schmuck, Teresa Spiess, & Christian Ploder<\/em><\/p>\n

Transformative family roles in child advocacy: Amplifying rights through awareness raising and capacity building in Lesotho <\/strong>(pages 371-375)<\/a>
\nSonia Mairos Ferreira, & Kimanzi Muthengi<\/em><\/p>\n

Exploring the applicability of the question-prompting chatbot in PBL: Practitioner insights on goal setting and reflection <\/strong>(pages 376-380)<\/a>
\nAkiko Kai, Yuriko Ishida, & Ryuichi Matsuba<\/em><\/p>\n

How to develop scientific thinking in primary students by investigative environment <\/strong>(pages 381-385)<\/a>
\nCaterina Bembich, & Valentina Bologna<\/em><\/p>\n

A synergetic design project to fortify the university-company collaboration <\/strong>(pages 386-390)<\/a>
\nXiaozhu Lin, & Matteo Oreste Ingaramo<\/em><\/p>\n

Pedagogical model for teaching sustainability in higher education: Engaging head, hands and heart <\/strong>(pages 391-395)<\/a>
\nJonna K\u00e4pyl\u00e4, & Hannele Auvinen<\/em><\/p>\n

Learning traditional Hawaiian open-ocean navigation through immersive virtual reality storytelling <\/strong>(pages 396-400)<\/a>
\nDean Lodes<\/em><\/p>\n

Investigating students\u2019 perspectives and attitudes towards mobile learning at a Nigerian university <\/strong>(pages 401-405)<\/a>
\nVictoria Olubola Adeyele, & Ayodele Abosede Ogegbo<\/em><\/p>\n

Students 21st century skill challenges: Zimbabwean higher education <\/strong>(pages 406-410)<\/a>
\nDoris Chasokela, & Charles S. Masoabi<\/em><\/p>\n

The role of interactive applications \u2013 Discussion about flexibility in modern learning environments <\/strong>(pages 411-414)<\/a>
\nSeppo Johan Sirkemaa<\/em><\/p>\n

Machine learning prediction of academic performance of Latin American university students. A review <\/strong>(pages 415-419)<\/a>
\nDayana Barrera, Carlos Fresneda-Portillo, & Ana Mar\u00eda Pacheco-Mart\u00ednez<\/em><\/p>\n

Education as a path to cultural cohesion (historical aspects of the development of the Bulgarian diaspora in the Balkans) <\/strong>(pages 420-424)<\/a>
\nVanya Dobreva, Boriana Buzhashka, Stoyan Denchev, Ivanka Yankova, & Kamelia Nusheva<\/em><\/p>\n

Media and audio-visual technologies for teaching artistic creativity: A course for preschool and primary school teachers <\/strong>(pages 425-429)<\/a>
\nLorenzo Denicolai, & Giacomo Albert<\/em><\/p>\n

Nouvelles Cartes Portugaises: A gamified pedagogical approach to promote Portuguese cultural and visual heritage<\/strong> (pages 430-434)<\/a>
\nAna Catarina Silva, & Pedro Amado<\/em><\/p>\n

Educational equality and pedagogical technological transformation of rural South African secondary schools <\/strong>(pages 435-439)<\/a>
\nAndrea Mnqondiso Buka, & Limkani Sincuba<\/em><\/p>\n

Education, development and global citizenship: A proposal for transformation, an experience of (co)social responsibility in polytechnic higher education <\/strong>(pages 440-444)<\/a>
\nMarta Uva, Leonor Teixeira, Isabel Piscalho, & Susana Cola\u00e7o<\/em><\/p>\n

Fostering gender equality and inclusivity among Lesotho\u2019s youth and men: Lessons learnt and recommendations from UNICEF evaluations (2018-2023) <\/strong>(pages 445-449)<\/a>
\nSonia Mairos Ferreira, & Kimanzi Muthengi<\/em><\/p>\n

Shaping the teacher\u2019s role: Navigating diverse responses to digital transformation in Austrian middle schools <\/strong>(pages 450-453)<\/a>
\nMarina M\u00fcller, Teresa Spiess, & Christian Ploder<\/em><\/p>\n

Comparative analysis of robotics and virtual reality in the enhancement of social skills in autistic students <\/strong>(pages 454-458)<\/a>
\nGonzalo Lorenzo, Juan Antonio L\u00f3pez-N\u00fa\u00f1ez, Jos\u00e9 Mar\u00eda Romero-Rodr\u00edguez, <\/em>\u00c1ngel Rodr\u00edguez-Quevedo, Mar\u00eda Teresa Bejarano-Franco, & Isabel G\u00f3mez Barreto<\/em><\/p>\n

Navigating the provision of support to learners with special needs in rural mainstream schools: teachers\u2019 challenges <\/strong>(pages 459-463)<\/a>
\nOmphile Tshepo Cooporate Madiba, & Appolina Masunungure<\/em><\/p>\n

Traitors, reality show turned instructional strategy <\/strong>(pages 464-467)<\/a>
\nSamantha F. Junkin<\/em><\/p>\n

Development of intercultural literacy in higher educational institutions: Challenges and possibilities <\/strong>(pages 468-472)<\/a>
\nRasa Poceviciene<\/em><\/p>\n

Inclusive policies and practices in the field of continuing vocational education and training
\n<\/strong>(pages 473-477)<\/a>
\nDenitsa Dimitrova, Ivanka Yankova, & Kamelia Nusheva<\/em><\/p>\n

Analysis of long-term learning through gamification in engineering courses <\/strong>(pages 478-482)<\/a>
\nSalvador Bueno, Luis P\u00e9rez-Villarejo, Dolores Eliche-Quesada, M. Dolores La Rubia,
\n<\/em>Sergio Mart\u00ednez-Mart\u00ednez, Juan Miguel Romero-Garc\u00eda, Inmaculada Romero-Pulido, <\/em>& \u00c1ngel Gal\u00e1n-Mart\u00edn<\/em><\/p>\n

Exploring preschool teachers\u2019 perspectives on the integration of technology-enhanced learning in basic science <\/strong>(pages 483-487)<\/a>
\nVictoria Olubola Adeyele<\/em><\/p>\n

Examining pre-service teachers’ use of coding and robotics during micro-lessons in the teaching of construction in technology through problem-based learning <\/strong>(pages 488-492)<\/a>
\nPatrick Thabo Makhubalo, Maglin Moodley, & Lydia Mavuru<\/em><\/p>\n

A conceptual model for evaluating the effectiveness and quality of inclusive education, <\/strong><\/a>
\ntraining and lifelong learning <\/strong>(pages 493-497)<\/a>
\nKamelia Nusheva, Boryana Yankova-Hadzhieva, & Denitsa Dimitrova<\/em><\/p>\n

Exploring the support needs of teachers in inclusive schools <\/strong>(pages 498-502)<\/a>
\nMatabe Rosa Modiba, & Appolonia Masunungure<\/em><\/p>\n

Teaching affine functions: Evaluating the use of games with automatic feedback in GeoGebra
\n<\/strong>(pages 503-506)<\/a>
\nCelina Aparecida Almeida Pereira Abar, & Thiago Novaes Silva<\/em><\/p>\n

Challenge based learning and sustainability: Zero waste programme applied to the university
\n<\/strong>(pages 507-511)<\/a>
\nMaite Ruiz-Roque\u00f1i, & Lidia Garc\u00eda-Zambrano<\/em><\/p>\n

Physical therapist student preference of a program-specific YouTube channel for instructional videos <\/strong>(pages 512-515)<\/a>
\nKristin Mende<\/em><\/p>\n

Learning community schools in the Alentejo \u2013 Analysis of inclusive education practices <\/strong>(pages 516-520)<\/a>
\nJoana Silva, Maria Jos\u00e9 D. Martins, Am\u00e9lia March\u00e3o, Teresa Oliveira, Lu\u00eds Tinoca, <\/em>
\n& Ana Paula Caetano<\/em><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

Mitigating the micro-political dimension of distributed leadership in educational leadership: An Ubuntu perspective <\/strong>(pages 521-525)<\/a>
\nOluwasola Babatunde Sasere, & Martha Matashu<\/em><\/p>\n

Relevance of students’ mental health and wellbeing in higher education: A comparative case study <\/strong>(pages 526-530)<\/a>
\nRasa Poceviciene, & Rainer Rubira Garc\u00eda<\/em><\/p>\n

Urban landscapes as third educator: The case of Palazzo Miccich\u00e8 as an educational platform for
\nco-learning in nature <\/strong>(pages 531-535)<\/a>
\nChiara Cadoni, Ermes Invernizzi, & Florinda Saieva<\/em><\/p>\n

Beyond traditional metrics: Rethinking human capital in school leadership through emotional intelligence <\/strong>(pages 536-540)<\/a>
\nOluwasola Babatunde Sasere, & Martha Matashu<\/em><\/p>\n

WORKSHOP:<\/strong><\/p>\n

Organizational Issues<\/em><\/strong><\/p>\n

Free tools for using data to tell a story <\/strong>(pages 543-545)<\/a>
\nRicardo Covarrubias Carre\u00f1o, Karla Andrew, Geoff Boise, & Bryan Preston<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONTMATTER ORAL PRESENTATIONS: Projects and trends The values and legal issues of authentic data sources in computer education and research (pages 3-7) J\u00falia Csernoch, & M\u00e1ria Csernoch Perspectives of learners in making schools more inclusive spaces (pages 8-12) Thabo Makhalemele, Rachel Rirhandzu Mayimele, & Pateka Pamella Jama Evaluating the impact of project-based […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-31546","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PefuXO-8cO","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages\/31546","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/comments?post=31546"}],"version-history":[{"count":15,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages\/31546\/revisions"}],"predecessor-version":[{"id":32028,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages\/31546\/revisions\/32028"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/media?parent=31546"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}