{"id":37351,"date":"2025-07-30T12:46:45","date_gmt":"2025-07-30T12:46:45","guid":{"rendered":"https:\/\/end-educationconference.org\/?page_id=37351"},"modified":"2025-09-18T15:06:06","modified_gmt":"2025-09-18T15:06:06","slug":"education-and-new-developments-2025-volume-1","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2025\/education-and-new-developments-2025-volume-1\/","title":{"rendered":"Education and New Developments 2025 \u2013 Volume 1"},"content":{"rendered":"

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

\"\"<\/a><\/p>\n

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

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

Teachers and Students<\/strong><\/em><\/p>\n\n\n

Students\u2019 systematic repetition as a framework for learning algebra: A case study from teachers\u2019 professional development<\/strong> (pages 3-7)<\/a>
Natalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n\n\n\n

The extracurricular professional internship in the teacher training program in the vocational field of healthcare<\/strong> (pages 8-12)<\/a>
Martin Karst\u00e4dt<\/em><\/p>\n\n\n\n

Utilizing knowledge and AI cooperation approaches in professional music training
\u2014 the TUT experience<\/strong> (pages 13-16)<\/a>
Hua Hui Tseng<\/em><\/p>\n\n\n\n

Students\u2019 mathematics self-efficacy and mathematical literacy abilities<\/strong> (pages 17-21)<\/a>
Eleni Nolka<\/em><\/p>\n\n\n\n

Me&MyCity project and entrepreneurship education<\/strong> (pages 22-26)<\/a>
Auli Ojala<\/em><\/p>\n\n\n\n

Video and active learning: Exploring the role of films in training future dance teachers<\/strong> (pages 27-31)<\/a>
Tatiana Sanches<\/em><\/p>\n\n\n\n

Defining and measuring student learning<\/strong> (pages 32-36)<\/a>
Clay M. Starlin, & Sue Fan Foo<\/em><\/p>\n\n\n\n

Strengthening traditional family values through educational tourism: The example
of \u201cKarina Home\u201d guesthouse<\/strong> (pages 37-41)<\/a>
Karina Stivri\u0146a, & Velta \u013bubkina<\/em><\/p>\n\n\n\n

Exploring sexuality in educational and teaching degree programs<\/strong> (pages 42-46)<\/a>
Valeria Bruno, & Emiliane Rubat Du M\u00e9rac<\/em><\/p>\n\n\n\n

Conceptualization of a diagnostic teaching discourse: A case study<\/strong> (pages 47-50)<\/a>
Natalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n\n\n\n

The association rules for high school teachers in Taiwan participating in in-service continuing education courses<\/strong> (pages 51-55)<\/a>
Lung-Hsing Kuo, & Pei-Hua Tsai<\/em><\/p>\n\n\n\n

Exploring Ubuntu: Teaching characters in selected drama text as a means of \u201csharing\u201d and community building<\/strong> (pages 56-60)<\/a>
Bridget Mangwegape<\/em><\/p>\n\n\n\n

Artificial Intelligence tools in specialized MBA coursework for medical professionals<\/strong> (pages 61-64)<\/a>
Les M. Sztandera, & Adam Dicker<\/em><\/p>\n\n\n\n

Addressing the need for comprehensive sexuality education in Italy<\/strong> (pages 65-68)<\/a>
Valeria Bruno, & Emiliane Rubat Du M\u00e9rac<\/em><\/p>\n\n\n\n

Exploring teachers’ perceptions of self-regulated learning in primary schools:
Insights from intermediate-phase teachers in South Africa<\/strong> (pages 69-73)<\/a>
Keneilwe Agbenyegah, & Bernadette Geduld<\/em><\/p>\n\n\n\n

\u201cFlying school of teaching internships\u201d \u2013 in search of an alternative model for implementation of teacher internship<\/strong> (pages 74-78)<\/a>
Agnieszka Koterwas, Edyta Nowosielska, & Ma\u0142gorzata Zambrowska<\/em><\/p>\n\n\n\n

An exploration on the association rules of secondary education teacher qualification examination in Taiwan<\/strong> (pages 79-83)<\/a>
Lung-Hsing Kuo, & Pei-Hua Tsai<\/em><\/p>\n\n\n\n

Development of a driving style feedback method aimed at adaptive learning in safe driving education<\/strong> (pages 84-88)<\/a>
Maki Arame, Yoshiko Goda, Masashi Toda, & Junko Handa<\/em><\/p>\n\n\n\n

Student teachers\u2019 beliefs about self-assessment<\/strong> (pages 89-93)<\/a>
Ida Szucs Zagyvane<\/em><\/p>\n\n\n\n

Teaching Romani literatures in a global classroom<\/strong> (pages 94-97)<\/a>
Anita Tarnai<\/em><\/p>\n\n\n\n

Ubiquitous and lifelong learning: A Latin American experience<\/strong> (pages 98-102)<\/a>
Claudia Cintya Pe\u00f1a Estrada, Gibr\u00e1n Aguilar Rangel, Omar Bautista Hern\u00e1ndez,
& Luis Ambrosio Vel\u00e1zquez Garc\u00eda<\/em><\/p>\n\n\n\n

Modelling and reflection on instructional activities (MaRIA) framework: The voice
of participants in the TAP-TS project<\/strong> (pages 103-107)<\/a>
Bento Cavadas, Neusa Branco, Elisabete Linhares, Susana Cola\u00e7o, Conor Galvin,
& Elena Revyakina<\/em><\/p>\n\n\n\n

Review of the literature in learning support in STEM education at the higher education level<\/strong> (pages 108-112)<\/a>
Janak Adhikari, Neil Anderson, & Aidan McGowan<\/em><\/p>\n\n\n\n

Concept definition and concept image of basic spatial geometry concepts among junior high-school pupil<\/strong> (pages 113-117)<\/a>
Shaker Rasslan, & Samaher Zoabe<\/em><\/p>\n\n\n\n

Exploring mentorship experiences of bachelor of education student teachers during teaching practice: Perspectives on conflict of mentor and mentee roles<\/strong> (pages 118-122)<\/a>
Ratokelo Willie Thabane<\/em><\/p>\n\n\n\n

Examining the effect of learning management systems (LMSS) on part-time lecturers’ teaching practices at a South African university of technology<\/strong> (pages 123-127)<\/a>
Walter Matete, Paseka Patric Mollo, & Bridget Mangwegape<\/em><\/p>\n\n\n\n

Theoretical lesson framework or design organizational chart<\/strong> (pages 128-132)<\/a>
Claudia Veronica Ciobanu<\/em><\/p>\n\n\n\n

Teaching and Learning<\/strong><\/em><\/p>\n\n\n\n

Strategies to improve student engagement: Comparison of assessment results
and student feedback<\/strong> (pages 133-137)<\/a>
Ana Paula Nolasco, Maria Paula Oliveira, & Paolo Vettori<\/em><\/p>\n\n\n\n

Inclusion of learners with barriers to learning in mainstream schools:
A psycho-social support intervention<\/strong> (pages 138-142)<\/a>
Appolonia Masunungure, Thabo Makhalemele, Matabe Rosa Modiba, & Omphile Madiba<\/em><\/p>\n\n\n\n

Using concept maps to enhance students\u2019 comprehension of telecommunications<\/strong> (pages 143-147)<\/a>
Gerasimos Pagiatakis, Nikolaos Voudoukis, Dimitrios Uzunidis, & Dimitrios Karaoulanis<\/em><\/p>\n\n\n\n

Redefining STEM education: Initiating and developing a pre-college aerospace team<\/strong> (pages 148-150)<\/a>
Evan L. Barron, Elizabeth H. Kniskern, Kevin L. Simmons, & Shawna L. Christenson<\/em><\/p>\n\n\n\n

The emergence of STEAM and its pedagogical implications: A re-evaluation of
the psychomotor domain<\/strong> (pages 151-155)<\/a>
Uchenna Kingsley Okeke, & Sam Ramaila<\/em><\/p>\n\n\n\n

Rethinking technology-driven simulation in health education: A qualitative evaluation of low-fidelity approaches<\/strong> (pages 156-160)<\/a>
Susan Canning<\/em><\/p>\n\n\n\n

Teaching law in the age of AI: Time for curriculum reform?<\/strong> (pages 161-165)<\/a>
Allison Geduld<\/em><\/p>\n\n\n\n

STEM and space: Advancing real world aerospace to pre-college students<\/strong> (pages 166-170)<\/a>
Shawna L. Christenson, John D. Moore, & Kevin L. Simmons<\/em><\/p>\n\n\n\n

Teachers’ TPACK: Evaluating the strengths and weaknesses of online assessment
in K-12 science instruction<\/strong> (pages 171-174)<\/a>
Uchenna Kingsley Okeke, & Sam Ramaila<\/em><\/p>\n\n\n\n

Digital learning communities: A streamlined approach to learning support in technology education<\/strong> (pages 175-179)<\/a>
Janak Adhikari, Neil Anderson, & Aidan McGowan<\/em><\/p>\n\n\n\n

A constructivist pathway to refreshing mathematical understanding<\/strong> (pages 180-184)<\/a>
Andr\u00e1s Margitay-Becht<\/em><\/p>\n\n\n\n

Mystical poetry and sport: An experience of didactic transposition based on the students’ interest<\/strong> (pages 185-188)<\/a>
Yailin Mart\u00ednez-Hierrezuelo, & Betsaida Sedano Mu\u00f1oz<\/em><\/p>\n\n\n\n

What helps you to learn? Insights from university students and feedback from neuroscience<\/strong> (pages 189-193)<\/a>
Mar\u00eda \u00c1ngeles Vicente-Torres<\/em><\/p>\n\n\n\n

Employing Kahoot gaming tool to teach electromagnetic propagation and signal transmission through optical fibers<\/strong> (pages 194-198)<\/a>
Nikolaos Voudoukis, Gerasimos Pagiatakis, Dimitrios Uzunidis, & Dimitrios Karaoulanis<\/em><\/p>\n\n\n\n

“How will I manage?” Students\u2019 perceptions and expectations before an exam<\/strong> (pages 199-202)<\/a>
Giulia Maria Cavaletto, & Federica Cornali<\/em><\/p>\n\n\n\n

Student competitions: Opportunities to practice interdisciplinary knowledge<\/strong>
in practical problem solving<\/strong> (pages 203-207)<\/a>
Jaana Taar, Kristi Paas, & Tiina V\u00e4nt<\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

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

Teachers and Students<\/strong><\/em><\/p>\n\n\n\n

Transitioning professional curricula to workforce development training: Bridging education and employment<\/strong> (pages 211-213)<\/a>
Nancy Nisbett, & Brandon Taylor<\/em><\/p>\n\n\n\n

Higher education for social educators in Italy: The impact of the initial training experience on competencies development<\/strong> (pages 214-216)<\/a>
Maria Grazia Rionero<\/em><\/p>\n\n\n\n

Communication and self-care training for non-teaching university employees<\/strong> (pages 217-219)<\/a>
Lenka Hud\u00e1kov\u00e1, Vikt\u00f3ria Hi\u010d\u00e1rov\u00e1, & Marta Dobrowolska Kulanov\u00e1<\/em><\/p>\n\n\n\n

Integration in workforce of Qu\u00e9bec adults living with Autism Spectrum Disorder
or Asperger syndrome<\/strong> (pages 220-222)<\/a>
Carole S\u00e9n\u00e9chal, & Serge Lariv\u00e9e<\/em><\/p>\n\n\n\n

Assessing student performance and development for sustainable higher education<\/strong> (pages 223-225)<\/a>
Anca Simion, & Otilia Bersan<\/em><\/p>\n\n\n\n

Application of project-based learning didactics for a first-year course of
electronic engineering<\/strong> (pages 226-228)<\/a>
Ta-Chi Jeang, Hung-Cuong Thai, Jun-Ping Shiau, Chia-Jui Yueh, & Hung-Yu Wang<\/em><\/p>\n\n\n\n

CP and teacher education: The case of a postgraduate program (P.S.P.) at the University of Crete, Greece<\/strong> (pages 229-231)<\/a>
Pelagia Kalogiannaki<\/em><\/p>\n\n\n\n

Teaching and Learning<\/strong><\/em><\/p>\n\n\n\n

The 2024 total solar eclipse as a driver for engagement and research collaboration between high school and college students<\/strong> (pages 232-234)<\/a>
Ned Ladd, Treavor Kendall, & Brian Garthwaite<\/em><\/p>\n\n\n\n

Bridging the gap: Teachers\u2019 perspectives on the transition from preschool
to primary school<\/strong> (pages 235-237)<\/a>
Carlotta Degli Esposti, & Ada Cigala<\/em><\/p>\n\n\n\n

PharmPath: Virtual immersive simulations and in-person experiential opportunity
in pharmacy education for secondary and post-secondary students from
underrepresented communities<\/strong> (pages 238-240)<\/a>
Aleksandra Bjelajac Mejia, Lachmi Singh, Leanne M. Perry, Jada D\u2019Sa, Mia Maljevic,
& Ryan Keay<\/em><\/p>\n\n\n\n

Optimizing competency-based learning in engineering: A study on the best-fit methodologies for transversal skills<\/strong> (pages 241-243)<\/a>
Fernando Mart\u00ednez-Gil, Consolaci\u00f3n Gil, Jorge Ventura, & Julio Molleda<\/em><\/p>\n\n\n\n

The connection between gut-brain axis, anxiety and learning: A micro-scenario
for high school students<\/strong> (pages 244-246)<\/a>
Maria Anastasiou, Maria-Panagiota Sarafi, Alexandra Miari, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n\n\n\n

Analysis for characteristics of low-achievers and construction of a classification
model using programming data<\/strong> (pages 247-249)<\/a>
Takuya Hasegawa, & Yosuke Ito<\/em><\/p>\n\n\n\n

Unpacking the needs and challenges of embedding soft skills in STEM curricula
in EU HEIs<\/strong> (pages 250-252)<\/a>
Christina Galani, Tomasz Noszczyk, Arkadiusz Dyjakon, Paulina Budryte,
Tautvydas Bokmota, Alessandra Tomasini, Francesca Concia,
Schleutker Kai, & C\u00e1tia Barbosa<\/em><\/p>\n\n\n\n

Socio-pedagogical educators and teachers in ECEC services: What is the initial
and in service training for professional competencies<\/strong> (pages 253-255)<\/a>
Maria Grazia Rionero, Patrizia Sposetti, & Giordana Szpunar<\/em><\/p>\n\n\n\n

The nutrition nexus: Educating on the science, ethics and health impact of food choices<\/strong>
(pages 256-258)<\/a>
Argyro Kyparissi, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n\n\n\n

Spiritual deficiency within health care education<\/strong> (pages 259-261)<\/a>
Nancy-Angel Doetzel<\/em><\/p>\n\n\n\n

Using monthly workshops to drive engagement and repeat visits at the
McAuliffe-Shepard Discovery Center<\/strong> (pages 262-264)<\/a>
Ned Ladd, & Amanda Leith<\/em><\/p>\n\n\n\n

Cognitive and linguistic factors predicting different reading comprehension skills
in third and fourth Grade students<\/strong> (pages 265-267)<\/a>
Ioannis Grigorakis<\/em><\/p>\n\n\n\n

Sustainability in STEM: Teaching energy awareness in ICT through
interdisciplinary approaches<\/strong> (pages 268-270)<\/a>
Fernando Mart\u00ednez-Gil, Consolaci\u00f3n Gil, Jorge Ventura, Viktor Isanbaev, Ra\u00fal Ba\u00f1os,
& Alfredo Alcayde<\/em><\/p>\n\n\n\n

The violence condition: An active learning STREAM lesson plan for high school students and undergraduates<\/strong> (pages 271-273)<\/a>
Nikolaos Katsanos, Alexandra Miari, Argyro Kyparissi, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n\n\n\n

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

Teachers and Students<\/strong><\/em><\/p>\n\n\n\n

Possibilities of using Aharon Appelfeld\u2019s publication Adam and Thomas
in teaching literary education<\/strong> (pages 277-281)<\/a>
Milan Ma\u0161\u00e1t<\/em><\/p>\n\n\n\n

Natural talent: Creating opportunities for aspiring actors in dramatic arts<\/strong> (pages 282-286)<\/a>
Limkani Sincuba<\/em><\/p>\n\n\n\n

Predicting success in engineering studies: Challenges of early detection of weak
signals of STEM-related aptitudes<\/strong> (pages 287-291)<\/a>
Florentina Alina Grigorescu (P\u00eervu), & Cezar Scarlat<\/em><\/p>\n\n\n\n

Experiencing university life away from home: An exploratory study on homesickness
in off-site students<\/strong> (pages 292-296)<\/a>
Paola Corsano, Rosa Triunfo, Cristiana Punzi, & Laura Guidotti<\/em><\/p>\n\n\n\n

I could not have said it better myself \u2013 student insights into oral examinations
in higher education<\/strong> (pages 297-300)<\/a>
Pasi Hellsten<\/em><\/p>\n\n\n\n

New approach to mathematics teaching based on the cultural ontology<\/strong> (pages 301-305)<\/a>
Lina Vinitsky-Pinsky, Maayan Zhitomirsky-Geffet, Artour Mouftakhov, & Leonid Kugel<\/em><\/p>\n\n\n\n

Exploring pre-service economics teachers\u2019 perceptions of micro-teaching: Insights
and challenges in teacher preparation<\/strong> (pages 306-310)<\/a>
Vangile Candice Khumalo, Abelwe Maluleka, & Rhulani Maluleka<\/em><\/p>\n\n\n\n

Action research as a driver of pedagogical innovation: A comparative study of Italian and Spanish teacher education models<\/strong> (pages 311-315)<\/a>
Alessandro Barca, Donatella Donato, & Maria Concetta Carruba<\/em><\/p>\n\n\n\n

Quantitative analysis of the impact of higher professional technical courses on NEET youth from vocational education pathways<\/strong> (pages 316-320)<\/a>
R\u00faben Carvalho, Liliana Pereira, Cl\u00e1udia Rodrigues, Cristina Pereira, Jos\u00e9 Barradas,
& Jo\u00e3o Borges<\/em><\/p>\n\n\n\n

Scaffolding in-service science teachers for developing epistemic empathy<\/strong> (pages 321-325)<\/a>
Valentina Bologna, & Caterina Bembich<\/em><\/p>\n\n\n\n

Student-centered approaches in preservice teacher assessment: voices and experiences from Zimbabwean teacher-training colleges<\/strong> (pages 326-330)<\/a>
Alice Dhliwayo, & Thuthukile Jita<\/em><\/p>\n\n\n\n

Artificial Intelligence in teacher training: Benefits, challenges and tools<\/strong> (pages 331-335)<\/a>
Bruno F. Gon\u00e7alves<\/em><\/p>\n\n\n\n

Emotional education as part of the curriculum: A model based on the
Sedona Method of Emotional Release<\/strong> (pages 336-340)<\/a>
Iulian Zonenstain<\/em><\/p>\n\n\n\n

Is education a human right?<\/strong> (pages 341-345)<\/a>
Neno Dimov<\/em><\/p>\n\n\n\n

Exploring the essentials of high-quality student recruitment in universities:
A multivariate analysis of geographical and institutional dynamics<\/strong> (pages 346-350)<\/a>
Bo Peng, Yan Xu, Xinzhu Wu, & Lifang Wang<\/em>

Contemporary vocational education: The key to equal access and a sustainable future<\/strong> (pages 351-355)<\/a>
Denitsa Dimitrova, & Ivanka Yankova<\/em><\/p>\n\n\n\n

The new teaching profile in basic education: Challenges of sustainable development
of the 21st century<\/strong> (pages 356-360)<\/a>
Cecilia Charles, Esthela Guti\u00e9rrez, Elizabeth G\u00e1lvez, & Jos\u00e9 Juan Cervantes<\/em><\/p>\n\n\n\n

Designing entrepreneurs: Structuring an educational framework for design-driven entrepreneurship<\/strong> (pages 361-365)<\/a>
Gianluca Carella, Marta Conte, & Cabirio Cautela<\/em><\/p>\n\n\n\n

The contribution of STEM education in creating authentic learning and assessment environments <\/strong>
in K-12 education<\/strong> (pages 366-370)<\/a>
Aikaterini Kasimati, Maria Sklaveniti, & Theodora Papageorgiou<\/em><\/p>\n\n\n\n

Development of a second-tier Response to Intervention (RTI) program
for fine motor function<\/strong> (pages 371-374)<\/a>
Carolina Suemy Costa Ariga, & Giseli Donadon Germano<\/em><\/p>\n\n\n\n

Between a rock and a hard place \u2013 insights from teaching assistants in higher education<\/strong> (pages
375-379)<\/a>
Pasi Hellsten<\/em><\/p>\n\n\n\n

Limitations of the use of ChatGPT technology for learning technical subjects in architecture<\/strong> (pages
380-384)<\/a>
Mar\u00eda Jes\u00fas Morales-Conde, Paola Villoria-S\u00e1ez, Manuel Alejandro Pedre\u00f1o-Rojas,
& C\u00e9sar Porras-Amores<\/em><\/p>\n\n\n\n

Bridging the gap between industry and education: Designing courses for
economic impact<\/strong> (pages 385-389)<\/a>
R\u00faben Carvalho, Liliana Pereira, Cl\u00e1udia Rodrigues, Cristina Pereira, Jos\u00e9 Barradas,
& Jo\u00e3o Borges<\/em><\/p>\n\n\n\n

The application of mixed reality in autistic students for educational settings
through bibliometric indicators<\/strong> (pages 390-394)<\/a>
Andrea Cerd\u00e1n Chac\u00f3n, Gonzalo Lorenzo Lled\u00f3, Santiago Meli\u00e1 Beigbeder,
Diana Gadzhimusieva, & Eliseo Andreu Cabrera<\/em><\/p>\n\n\n\n

Examining teacher perspectives on inclusive education: Insights from South
African educators<\/strong> (pages 395-399)<\/a>
Mziwonke Luningo, Christabel Dudu Mantlana, & Limkani Sincuba<\/em><\/p>\n\n\n\n

Development of intervention case cards to help PBL instructors in reframing
their role perceptions<\/strong> (pages 400-404)<\/a>
Yuriko Ishida, Akiko Kai, Yusei Suzuki, & Ryuichi Matsuba<\/em><\/p>\n\n\n\n

The origin and acquisition of PCK for teaching science: A case of pre-service teachers\u2019 planning to teach unforeseen topics in life and natural sciences<\/strong> (pages 405-409)<\/a>
Tholani Tshuma<\/em><\/p>\n\n\n\n

Art education in the construction of a hopeful future as experienced by art
education and teacher students<\/strong> (pages 410-414)<\/a>
Katri-Helena Rautiainen, & Merja Kauppinen<\/em><\/p>\n\n\n\n

Problems and solutions in adult education in Latvia: Case study of the Zemgale planning region<\/strong> (pages 415-419)<\/a>
Ginta Kronberga, & Monta Mantrova<\/em><\/p>\n\n\n\n

Musical ability as an ally in reducing psychological distress in school-age students<\/strong> (pages 420-424)<\/a>
<\/strong>Irene Aliagas, Luis Ponce-de-Le\u00f3n, Jes\u00fas Privado, Miren P\u00e9rez-Eizaguirre,
Marta Mart\u00ednez-Rodr\u00edguez, & M\u00aa Dolores Merino<\/em>

Tear-free math assessment for informal learning research<\/strong> (pages 425-429)<\/a>
Teresa Lara-Meloy, Ken Rafanan, & Elise Levin-G\u00fcracar<\/em><\/p>\n\n\n\n

\u201cI finally figured out how to do it!\u201d Math and maker identity development<\/strong> (pages 430-434)<\/a>
Nuria Jaumot-Pascual, Jennifer Knudsen, Elise Levin-G\u00fcracar, & Sarah Grams<\/em><\/p>\n\n\n\n

Mobile apps for mental health: Best practices and ethical considerations
for guideline development<\/strong> (pages 435-439)<\/a>
Rosina Mete, & Yonghong Tong<\/em><\/p>\n\n\n\n

Grade 12 life sciences teachers’ understanding of smartboard affordances
in teaching genetics<\/strong> (pages 440-444)<\/a>
Esther Ntombifuthi Gumede, & Lydia Mavuru<\/em><\/p>\n\n\n\n

Integrating maker education and project-based learning in business English
textbook development: An innovative approach for higher education<\/strong> (pages 445-449)<\/a>
Fujun Li<\/em><\/p>\n\n\n\n

Artificial Intelligence, the ultimate opportunity or threat to the essence and integrity
of education<\/strong> (pages 450-454)<\/a>
Tholani Tshuma<\/em><\/p>\n\n\n\n

Teaching and Learning<\/strong><\/em><\/p>\n\n\n\n

University propaedeutic physics: Engineering degrees experience<\/strong> (pages 455-459)<\/a>
Jason Daza, Lluisa Escoda, Marianna Soler, Jes\u00fas Planella, & Joan-Josep Su\u00f1ol<\/em><\/p>\n\n\n\n

Perceived media literacy of first year undergraduate students at a University in Latvia<\/strong> (pages 460-464)<\/a>
Joseph Jack Horgan<\/em><\/p>\n\n\n\n

Motivating dentistry students: A biofilm project to foster engagement and interdisciplinary learning<\/strong> (pages 465-469)<\/a>
Ri\u00e1nsares Arriazu Navarro, Encarnaci\u00f3n Amusquivar Arias, Carlos Bocos de Prada,
Mar\u00eda Jos\u00e9 Borrego Guti\u00e9rrez, Luc\u00eda Guerra Men\u00e9ndez, Elisa Jim\u00e9nez Cabr\u00e9,
Esther Lantero Bringas, \u00darsula Mu\u00f1oz Mor\u00f3n, Mar\u00eda del Nogal \u00c1vila,
Mar\u00eda Isabel Panadero Ant\u00f3n, Sergio Portal N\u00fa\u00f1ez, & Julio Sevillano Fern\u00e1ndez<\/em><\/p>\n\n\n\n

Leveraging H5P to design innovative online learning environments: a case study at a South African university<\/strong> (pages 470-474)<\/a>
Patrick Thabo Makhubalo, Maglin Moodley, & Alex Mbanze<\/em><\/p>\n\n\n\n

An inclusive approach to inspire creativity and team building through modular architecture drawing<\/strong> (pages 475-479)<\/a>
Francesca Maria Ugliotti, Michele Zucco, & Margherita Cassis<\/em><\/p>\n\n\n\n

Teaching and learning philosophies that secondary school teachers use to develop critical-thinking skills in learners in South Africa<\/strong> (pages 480-484)<\/a>
Bianca Williams, & Celestin Mayombe<\/em><\/p>\n\n\n\n

Education of physiotherapy students in the field of movement patterns and analysis
of their level<\/strong> (pages 485-489)<\/a>
R\u00fat Lenkov\u00e1, Stanislava Ivanov\u00e1, & Marek Kokinda<\/em><\/p>\n\n\n\n

The body as a vector of knowledge: The psychomotor approach in the development
of the school-age child<\/strong> (pages 490-494)<\/a>
Rosanna Perrone, Maria Virginia Marchesano, Matteo Abate, & Carmen Palumbo<\/em><\/p>\n\n\n\n

HealthTEK eLearning platform: An online approach to on biomedical engineering<\/strong> (pages 495-498)<\/a>
Begonya Garc\u00eda-Zapirain Soto, Jolanta Pauk, Michel Bakni, Javier Sierra, & Aline Dupuy<\/em><\/p>\n\n\n\n

Presentation design for the course tunnel engineering<\/strong> (pages 499-503)<\/a>
Jianqin Ma<\/em><\/p>\n\n\n\n

Growth through education: A perspective research on short-cycle programs<\/strong> (pages 504-508)<\/a>
Cristina Coutinho, Cl\u00e1udia Rodrigues, Ana Francisca Monteiro, Filipe Chaves,
Liliana Pereira, & R\u00faben Carvalho<\/em><\/p>\n\n\n\n

Incorporating GeoGebra discovery into teacher training for the plane geometry study<\/strong> (pages 509-512)<\/a>
Celina Aparecida Almeida Pereira Abar, & Daniel Mendes In\u00e1cio de Souza<\/em><\/p>\n\n\n\n

‘Narratives of belonging’: Visual literacy through the wordless picturebook ‘Clown’<\/strong> (pages 513-517)<\/a>
Christina Kalaitzi, & Rosy-Triantafyllia Angelaki<\/em><\/p>\n\n\n\n

Self-efficacy and motor performance: The impact of motor-expressive activities in primary school<\/strong> (pages 518-522)<\/a>
Maria Virginia Marchesano, Valeria Minghelli, & Lucia Pallonetto<\/em><\/p>\n\n\n\n

The role of STEM in data-driven learning in the social sciences<\/strong> (pages 523-527)<\/a>
Juan Luis Pe\u00f1aloza Figueroa, & Adolfo Hern\u00e1ndez<\/em><\/p>\n\n\n\n

Satisfaction level of Portuguese public primary and secondary school teachers with teaching performance evaluation process<\/strong> (pages 528-532)<\/a>
Elisa Figueiredo, & Catarina Gon\u00e7alves<\/em><\/p>\n\n\n\n

Innovative use of Artificial Intelligence in a materials science subject for analyzing results<\/strong> (pages
533-536)<\/a>
Jaume Gomez-Caturla, Lourdes Sanchez-Nacher, Teodomiro Boronat, Octavio Fenollar, Carlos Lazaro-Hdez, & Rafael Balart<\/em><\/p>\n\n\n\n

Digital children\u2019s literature anthologies: Engaging new literacies with teacher candidates in an introductory course<\/strong> (pages 537-540)<\/a>
Diane Watt<\/em><\/p>\n\n\n\n

Empowering mental health literacy among vocational education and training-teaching students in Germany<\/strong> (pages 541-545)<\/a>
Janine Michele, Natalie Banek, & Ariane Steuber<\/em><\/p>\n\n\n\n

Physical education and personalized learning in line with European Union
and national standards<\/strong> (pages 546-550)<\/a>
Matteo Abate, Rosanna Perrone, & Carmen Palumbo<\/em><\/p>\n\n\n\n

Exploring the role of Artificial Intelligence in technical degrees: Insights from building materials subjects<\/strong> (pages 551-554)<\/a>
C\u00e9sar Porras-Amores, Manuel Alejandro Pedre\u00f1o-Rojas, Marta Rodr\u00edguez Aybar,
Paola Villoria-S\u00e1ez, & Mar\u00eda Jes\u00fas Morales-Conde<\/em><\/p>\n\n\n\n

Through a child’s eyes: Literature as a bridge to understanding post-trauma<\/strong> (pages 555-559)<\/a>
Yaakova Sacerdoti<\/em><\/p>\n\n\n\n

Growth mindset interventions to enhance phonics learning in early years education:
An exploratory study<\/strong> (pages 560-564)<\/a>
Leah Dawn Rock<\/em><\/p>\n\n\n\n

Health 4.0 paradigm learning using HealthTEK virtual campus<\/strong> (pages 565-569)<\/a>
Begonya Garc\u00eda-Zapirain Soto, Juan Alberto Monasterio, Ainhoa Osa-Sanchez,
Ibon Oleagordia-Ruiz, Paulina C\u00e1rcamo, & Amaia Mendez-Zorrilla<\/em><\/p>\n\n\n\n

Perceptions of future kindergarten teachers on the use of embodied learning when approaching works of art in preschool education<\/strong> (pages 570-574)<\/a>
Kalliopi Trouli, & Sofia Trouli<\/em><\/p>\n\n\n\n

Remote learning in virtual biology education: Science process skills acquisition
in microscopy<\/strong> (pages 575-579)<\/a>
Mafor Penn<\/em><\/p>\n\n\n\n

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

Teachers and Students<\/strong><\/em><\/p>\n\n\n\n

The 5 CS Framework for effective assessment communication in higher education<\/strong> (pages 583-585)<\/a>
Elaine Walsh, & John Knight<\/em><\/p>\n\n\n\n

Teaching and Learning<\/strong><\/em><\/p>\n\n\n\n

Teaching creative presentations<\/strong> (pages 586-588)<\/a>
Izabela Walczak<\/em><\/p>\n\n\n\n

Go and Gamify Away<\/strong> (pages 589-591)<\/a>
B\u00e1rbara Andrez, Paula Menino Homem, & Maria Manuela Pinto<\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONTMATTER ORAL PRESENTATIONS: Teachers and Students Students\u2019 systematic repetition as a framework for learning algebra: A case study from teachers\u2019 professional development (pages 3-7)Natalia Karlsson, & Wiggo Kilborn The extracurricular professional internship in the teacher training program in the vocational field of healthcare (pages 8-12)Martin Karst\u00e4dt Utilizing knowledge and AI cooperation approaches […]<\/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-37351","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PefuXO-9Ir","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/pages\/37351","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/comments?post=37351"}],"version-history":[{"count":21,"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/pages\/37351\/revisions"}],"predecessor-version":[{"id":38295,"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/pages\/37351\/revisions\/38295"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/media?parent=37351"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}