{"id":37367,"date":"2025-07-30T15:59:30","date_gmt":"2025-07-30T15:59:30","guid":{"rendered":"https:\/\/end-educationconference.org\/?page_id=37367"},"modified":"2025-09-09T11:34:52","modified_gmt":"2025-09-09T11:34:52","slug":"education-and-new-developments-2025-volume-2","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2025\/education-and-new-developments-2025-volume-2\/","title":{"rendered":"Education and New Developments 2025 \u2013 Volume 2"},"content":{"rendered":"

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

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

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

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

Exploring the use of Artificial Intelligence in rubric production and detection of reviewer\u2019s bias<\/strong> (pages 3-7)<\/a>
Juuso Rytilahti, Erkki Kaila, & Erno Lokkila<\/em><\/p>\n\n\n\n

A framework for understanding STEM focused schools<\/strong> (pages 8-12)<\/a>
Wendy P. Ruchti, & Cory A. Bennett<\/em><\/p>\n\n\n\n

Navigating contradictory expectations: Challenges in preparing for the games, animation and VFX industries<\/strong> (pages 13-17)<\/a>
Silke Hassreiter, A. Treshi-Marie Perera, Tuki Clavero, Lindsey Bouwels,
& Mata Haggis-Burridge<\/em><\/p>\n\n\n\n

Implementation of the Tale-Bot robot for developing executive function in planning
and organisation: Pilot test<\/strong> (pages 18-22)<\/a>
Elena P\u00e9rez-V\u00e1zquez, & Alba Gilabert-Cerd\u00e1<\/em><\/p>\n\n\n\n

Enhancing active learning in advanced database courses through an educational
escape room approach<\/strong> (pages 23-27)<\/a>
Vicente R. Tom\u00e1s, Sandra Catal\u00e1n, Mar\u00eda I. Castillo, Rocio Carratal\u00e1, & Iv\u00e1n Monz\u00f3n<\/em><\/p>\n\n\n\n

Model of functional literacy for teachers concerning the application of 3D printing
in secondary schools<\/strong> (pages 28-32)<\/a>
Tetjana Tom\u00e1\u0161kov\u00e1, Jan Krotk\u00fd, & Jarmila Honz\u00edkov\u00e1<\/em><\/p>\n\n\n\n

Hybrid action-oriented learning and teaching: A transformative approach
to vocational education<\/strong> (pages 33-37)<\/a>
Thomas N. Jambor<\/em><\/p>\n\n\n\n

Conditions affecting learning on the collective learning platform – a study with secondary school students<\/strong> (pages 38-42)<\/a>
Santos Orejudo, Raquel Lozano, & Carmen Elboj<\/em><\/p>\n\n\n\n

Narration to promote restorative attitudes in adolescents<\/strong> (pages 43-46)<\/a>
Paola Nicolini, Lina Caraceni, Alessandro Maranesi, & Veronica Guardabassi<\/em><\/p>\n\n\n\n

The ethnographic AI: Exploring the future of academic writing with Artificial Intelligence<\/strong> (pages 47-51)<\/a>
Patricia Arnold<\/em><\/p>\n\n\n\n

Enhancing rural life sciences teachers\u2019 practical work competencies through a collaborative approach to teacher professional development<\/strong> (pages 52-56)<\/a>
Nomzamo Xaba, Mayaba Brian Nhlumayo, & Aviwe Sondlo<\/em><\/p>\n\n\n\n

Risk of misinformation in the use of LLM by university students<\/strong> (pages 57-60)<\/a>
Gibr\u00e1n Aguilar Rangel, Claudia Cintya Pe\u00f1a Estrada, Omar Bautista Hern\u00e1ndez,
& Luis Ambrosio Vel\u00e1zquez Garc\u00eda<\/em><\/p>\n\n\n\n

Artificial Intelligence assessing content-focused short answers<\/strong> (pages 61-65)<\/a>
Juuso Rytilahti, Erkki Kaila, & Erno Lokkila<\/em><\/p>\n\n\n\n

Natural hazards and environmental sustainability: Using escape room as a learning tool<\/strong> (pages 66-70)<\/a>
Giovanna Lucia Piangiamore, & Alessandra Maramai<\/em><\/p>\n\n\n\n

The AI productivity divide: Emerging inequities in AI-enhanced education<\/strong> (pages 71-75)<\/a>
Darya Ramezani, & Michael G. Wagner<\/em><\/p>\n\n\n\n

Academic responsibility in Artificial Intelligence (AI): Lecturers\u2019 views on cultivating ethical chatbots<\/strong> (pages 76-80)<\/a>
Paseka Patric Mollo<\/em><\/p>\n\n\n\n

Application of Augmented Reality for working memory improvement to develop executive functions: A case study<\/strong> (pages 81-85)<\/a>
Alba Gilabert-Cerd\u00e1, & Elena P\u00e9rez-V\u00e1zquez<\/em><\/p>\n\n\n\n

Exploring the potentials and limitations of AI-based CAD design for mechanical engineering<\/strong> (pages
86-90)<\/a>
Michael Wendland<\/em><\/p>\n\n\n\n

Making new friends: An experience report on the use of the group piano methodology with young people with intellectual disabilities from the Associazione Nuovi Amici in Recanati (Italy)<\/strong> (pages 91-95)<\/a>
Priscila Gambary<\/em><\/p>\n\n\n\n

Critical enbiagogy (\u03b5\u03bc\u03b2\u03b9\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae): Biocentric (interspecies) critical-praxical education & communication beyond human beings \u2013 de-anthropocentrism<\/strong> (pages 96-100)<\/a>
Antonis Hourdakis, Yannis Ieronymakis, & Marina Souka<\/em><\/p>\n\n\n\n

The effect of length measurements digital gamification on Van Hiele levels of
geometric thinking<\/strong> (pages 101-105)<\/a>
Amtiaz Fattum, Fahda Sawid, & Amal Sharif-Rasslan<\/em><\/p>\n\n\n\n

Reimagining educator support: A framework for a multi-tiered system to promote teacher well-being and mental health<\/strong> (pages 106-110)<\/a>
Lee Ann Rawlins Williams<\/em><\/p>\n\n\n\n

Education in the times of posthumanism<\/strong> (pages 111-114)<\/a>
Valerija Vendramin<\/em><\/p>\n\n\n\n

Beyond the algorithm: Exploring student acceptance of AI grading through an adapted TAM framework<\/strong> (pages 115-119)<\/a>
Hayden Noel, Adam King, Julia Sabin, Jamal Bell, & Kay Gomes Saul<\/em><\/p>\n\n\n\n

Digital fluency in higher education: Investigating technology integration in pedagogical practices of Portuguese educators<\/strong> (pages 120-124)<\/a>
Tatiana Sanches, Mariana Batista, Cristina Duarte, & Joana P. Miranda<\/em><\/p>\n\n\n\n

Empowering or impairing? The effect of Generative AI on class teamwork,
learning and engagement<\/strong> (pages 125-129)<\/a>
Evelina Atanassova, & Diana Cabori<\/em><\/p>\n\n\n\n

The role of Generative AI in transforming educational practices<\/strong> (pages 130-134)<\/a>
Nora Gavira-Duron, Ana Lorena Jim\u00e9nez Preciado, Ang\u00e9lica Alonso-Rivera,
& Claudia M. Ramirez-Culebro<\/em><\/p>\n\n\n\n

Creating educational paths for university students to address societal problems<\/strong> (pages 135-138)<\/a>
Les M. Sztandera<\/em><\/p>\n\n\n\n

The use of AI in teaching mathematics in teacher training colleges with bilingual students<\/strong> (pages
139-142)<\/a>
Nader Hilf, & Leonid Kugel<\/em><\/p>\n\n\n\n

Artificial Intelligence and children\u2019s mental health: The two sides of the coin<\/strong> (pages 143-147)<\/a>
Eva N. Patrikakou<\/em><\/p>\n\n\n\n

Promoting equal opportunities through textbooks<\/strong> (pages 148-152)<\/a>
Paola Nicolini, Greta Mancini, Evelyn Manoni, & Veronica Guardabassi<\/em><\/p>\n\n\n\n

Exploring tinker toys as a tool for reducing anxiety and enhancing group dynamics in college students<\/strong> (pages 153-155)<\/a>
Tricia Hudson Matthew, & Harvey Bowden II<\/em><\/p>\n\n\n\n

Trolling in virtual learning spaces: A proposal for analysis from collective learning<\/strong> (pages 156-160)<\/a>
Sonia Valero-Tapia, Pablo Bautista, & Santos Orejudo<\/em><\/p>\n\n\n\n

Transforming electronics education with AI: A challenge-based learning approach<\/strong> (pages 161-165)<\/a>
Jos\u00e9 Manuel Bravo-Pacheco, Sergio Esteban-Romero, Iv\u00e1n Mart\u00edn-Fern\u00e1ndez,
Manuel Gil-Mart\u00edn, & Fernando Fern\u00e1ndez-Mart\u00ednez<\/em><\/p>\n\n\n\n

Artificial Intelligence and educational management: Threat or challenge for school leaders<\/strong> (pages
166-170)<\/a>
Paraskevi Chatzipanagiotou<\/em><\/p>\n\n\n\n

Butterfly-piano: A differentiated learning proposal, based on the American group piano methodology, for children with Autism Spectrum Disorder<\/strong> (pages 171-175)<\/a>
Priscila Gambary<\/em><\/p>\n\n\n\n

The inclusive framework of the ABMOVE! Project: Enhancing mathematics learning through active breaks<\/strong> (pages 176-180)<\/a>
Maria Moscato, Valeria Di Martino, Clarissa Sorrentino, Federica Raho, Rosa Bellacicco, & Francesca Capone<\/em><\/p>\n\n\n\n

The interaction between school social workers and teachers: The development of Hungarian school social work in a global context<\/strong> (pages 181-184)<\/a>
Andrea Farmosi<\/em><\/p>\n\n\n\n

Towards global intercultural & interdisciplinary project-based learning: The evolution of the GIPE educational model<\/strong> (pages 185-189)<\/a>
Manfred Meyer<\/em><\/p>\n\n\n\n

Examining the role of life sciences subject advisors in collaborative teacher professional workshops: A multiple case study of northern KwaZulu Natal<\/strong> (pages 190-194)<\/a>
Nomzamo Xaba<\/em><\/p>\n\n\n\n

The impact of disaster on education: Understanding loss and pathways to recovery<\/strong> (pages 195-199)<\/a>
Lee Ann Rawlins Williams<\/em><\/p>\n\n\n\n

AI in economics and finance education: Innovations, challenges and future directions<\/strong> (pages 200-204)<\/a>
Luis Enrique Garc\u00eda P\u00e9rez<\/em><\/p>\n\n\n\n

Artificial Intelligence in special education: Perspectives from South African special needs educators<\/strong> (pages 205-208<\/a>)
Thabiso Nkohli, Paseka Patric Mollo, & Lukanda Kalobo<\/em><\/p>\n\n\n\n

LLM agents: Advancing truly personalized online education<\/strong> (pages 209-213)<\/a>
Jos\u00e9 Ochoa-Luna, Ricardo Lazo, & Manfred Meyer<\/em><\/p>\n\n\n\n

Hacking the hackathon: A tool fit for management education in the era of grand challenges?<\/strong> (pages 214-218)<\/a>
Sandrine Stervinou, Jennifer Goodman, Laurent No\u00ebl, Aline Polipowski,
& Jean-Marc Charlot<\/em>

Mathematical anxiety mitigation through the development of self-regulated learning skills<\/strong> (pages
219-223)<\/a>
Amal Sharif-Rasslan, & Amtiaz Fattum<\/em><\/p>\n\n\n\n

Merging physics and anatomy: Innovations in teaching human body mechanics<\/strong> (pages 224-228)<\/a>
Hashini Mohottala, Agnieszka Machowski, Muhammed Umair, & Joseph Lothamer<\/em><\/p>\n\n\n\n

Health promotion through facilitating mastery, participation and motivation in secondary school<\/strong> (pages 229-233)<\/a>
May Olaug Horverak, Gerd Martina Langeland, Emre Sari, & Tommy Haugen<\/em><\/p>\n\n\n\n

Virtual laboratories as a way to enhance students learning in biosciences<\/strong> (pages 234-238)<\/a>
Angel Herr\u00e1ez<\/em><\/p>\n\n\n\n

Adolescents\u2019 emotional responses to a suicide attempt shared on social media:
Insights from collective intelligence<\/strong> (pages 239-242)<\/a>
Raquel Lozano, Sonia Valero, & Montserrat Aiger<\/em><\/p>\n\n\n\n

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

When cyberbullies are girls: A survey with adolescents<\/strong> (pages 243-247)<\/a>
Veronica Guardabassi, Alessandro Maranesi, Benedetta Smargiassi, Elisa Cirilli,
& Paola Nicolini<\/em><\/p>\n\n\n\n

Tuition waivers and educational equity: Supporting former youth in care in higher education<\/strong> (pages 248-252)<\/a>
Dale Kirby<\/em><\/p>\n\n\n\n

Middle leadership and inclusive education in Portuguese schools abroad: Cases from Cape Verde and Mozambique<\/strong> (pages 253-257)<\/a>
Ana Paula Silva, Teresa Santos, & Alcina de Oliveira Martins<\/em><\/p>\n\n\n\n

Quality of life of parents with children with and without disabilities during Covid-19 restrictions: An exploratory study<\/strong> (pages 258-262)<\/a>
Lefkothea Kartasidou, Maria Platsidou, Eleni Kyriakidou, Aristi Trokana,
Georgia Diamantopoulou, & Pagona Leonidou<\/em><\/p>\n\n\n\n

Rethinking academic review processes: Institutional agility in the era of AI-driven change<\/strong> (pages
263-267)<\/a>
Michael G. Wagner<\/em><\/p>\n\n\n\n

Introducing design thinking to identify teacher and student needs<\/strong> (pages 268-272)<\/a>
Sophie Farag<\/em><\/p>\n\n\n\n

Prospects for the use of artificial intelligence in Russian higher education<\/strong> (pages 273-277)<\/a>
Valentina Gerasimenko, & Maria Ulyanova<\/em><\/p>\n\n\n\n

Switching costs in school choice systems<\/strong> (pages 278-282)<\/a>
Mat\u00edas Morales Cerda<\/em><\/p>\n\n\n\n

The right to basic education in South Africa: Equality discrimination by the state<\/strong> (pages 283-287)<\/a>
Ren\u00e9 Elmari Viviene Pillay<\/em><\/p>\n\n\n\n

Conceptualising the science kitchen as a makerspace<\/strong> (pages 288-292)<\/a>
Jaana Taar, Kristi Paas, & Tiina V\u00e4nt<\/em><\/p>\n\n\n\n

Competence management in remote healthcare<\/strong> (pages 293-297)<\/a>
Sonja Kari, Nina Helander, & Jussi Myll\u00e4rniemi<\/em><\/p>\n\n\n\n

Factorial validity and reliability of the Greek version of school life questionnaire<\/strong> (pages 298-302)<\/a>
Maria Platsidou, Georgia Diamantopoulou, Pagona Leonidou, Lefkothea Kartasidou,
Aristi Trokana, & Eleni Kyriakidou<\/em><\/p>\n\n\n\n

Imagining a friend with an Autistic Spectrum Disorder: Inclusion strategies for social relations<\/strong> (pages 303-306)<\/a>
Veronica Guardabassi<\/em><\/p>\n\n\n\n

Examining the experiences of paraprofessional of color in an online grow your own teacher education program<\/strong> (pages 307-311)<\/a>
Joy Myers, Bryan Zugelder, Oris Griffin, & Leonard Richards<\/em><\/p>\n\n\n\n

\u201cQui Val di Fiastra\u201d: A territory education project with children and adolescents<\/strong> (pages 312-316)<\/a>
Alessandro Maranesi, & Paola Nicolini<\/em><\/p>\n\n\n\n

The impact of extended curriculum programmes: Graduation trends and student narratives<\/strong> (pages
317-320)<\/a>
Jeanine Mwambakana-Mutombo<\/em><\/p>\n\n\n\n

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

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

The use of 3D printing as a didactic tool in technical drawing education with an emphasis on ecodesign<\/strong> (pages 323-325)<\/a>
Tetjana Tom\u00e1\u0161kov\u00e1, Jan Krotk\u00fd, & Jarmila Honz\u00edkov\u00e1<\/em><\/p>\n\n\n\n

Empowering innovation: The role of Generative AI in transforming projects for university students<\/strong> (pages 326-328)<\/a>
Karen McGivern<\/em><\/p>\n\n\n\n

Creative thinking: Learning from a new perspective<\/strong> (pages 329-331)<\/a>
Rui Braz, & Ana L\u00facia Lu\u00eds<\/em><\/p>\n\n\n\n

Innovative tutor training: The development of a gamified digital escape room for enhancing teaching competencies<\/strong> (pages 332-334)<\/a>
Michelle Pippig, & Sabrina H\u00e4nsel<\/em><\/p>\n\n\n\n

Enhancing cross-cultural in English language teaching: Digital innovations and its reaction on communication systems and cultural learning<\/strong> (pages 335-337)<\/a>
Sugandika Sewwandi Alles<\/em><\/p>\n\n\n\n

Developing a physical therapy program with emphasis on increasing accessibility
for rural and underserved communities<\/strong> (pages 338-340)<\/a>
Peggy R. Trueblood, & Jennifer Fleckenstein<\/em><\/p>\n\n\n\n

The revolution of Artificial Intelligence in the classroom: An experience in engineering<\/strong> (pages 341-343)<\/a>
Jorge Ventura, Fernando Mart\u00ednez-Gil, & Mar\u00eda Dolores Gil<\/em><\/p>\n\n\n\n

A systematic literature review of interventions promoting the social inclusion of elementary school children with ethnic minority and immigrant background<\/strong> (pages 344-346)<\/a>
Lili Mad\u00e1r, R\u00e9ka Kassai, Anik\u00f3 Feh\u00e9rv\u00e1ri, & Anna Kende<\/em><\/p>\n\n\n\n

Analysis of the impact of virtual reality on the learning of abstract concepts in engineering<\/strong> (pages
347-349)<\/a>
Jorge Ventura, Fernando Mart\u00ednez-Gil, & Mar\u00eda Dolores Gil<\/em><\/p>\n\n\n\n

Enhancing education in genetics and genomics through a virtual campus<\/strong> (pages 350-351)<\/a>
Javier Sierra<\/em><\/p>\n\n\n\n

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

Development of the university research center and transfer of its results and new knowledge into teaching<\/strong> (pages 352-354)<\/a>
Miloslav Kepka, & Vladislav Kemka<\/em><\/p>\n\n\n\n

Feasibility and efficacy of an intervention promoting cognitive skills of socioeconomically disadvantaged Romani children<\/strong> (pages 355-357)<\/a>
Lili Mad\u00e1r, & R\u00e9ka Kassai<\/em><\/p>\n\n\n\n

Factors influencing career motivation in the Lithuanian energy sector<\/strong> (pages 358-360)<\/a>
Tomas Butvilas, & Ugne Supranaviciene<\/p>\n\n\n\n

Artificial Intelligence and individual\u2019s education values: Latvian experience<\/strong> (pages 361-363)<\/a>
Lasma Balceraite, & Velta \u013bubkina<\/em><\/p>\n\n\n\n

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

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

Challenging gender role stereotypes in \u2018Piggy book\u2019: A visual literacy approach on family role equality<\/strong> (pages 367-371)<\/a>
Christina Kalaitzi, & Domna (Mika) Kakana<\/em><\/p>\n\n\n\n

Spatial reasoning with a human-scaled geometric puzzle<\/strong> (pages 372-376)<\/a>
Elise Levin-G\u00fcracar, Teresa Lara-Meloy, Ken Rafanan, & Jennifer Knudsen<\/em><\/p>\n\n\n\n

Pedagogical interpretation in teaching Grade 10 accounting using advanced technology: South African perspective<\/strong> (pages 377-381)<\/a>
Olwethu Solundwana, & Limkani Sincuba<\/em><\/p>\n\n\n\n

Generative AI and curriculum integration possibilities<\/strong> (pages 382-386)<\/a>
Ronald J. Glotzbach<\/em><\/p>\n\n\n\n

Life sciences teachers\u2019 needs and challenges when integrating indigenous knowledge using interactive whiteboards<\/strong> (pages 387-391)<\/a>
Lwazi Nsindiso Mkhwebane, Lydia Mavuru, Patrick Thabo Makhubalo,
& Khanyisile Nolwazi Sethole<\/em><\/p>\n\n\n\n

Redefining workplace learning: Slashing errors by using Augmented Reality<\/strong> (pages 392-396)<\/a>
Christian Ploder, Teresa Spiess, Michael Kohlegger, & Robin Schmid<\/em><\/p>\n\n\n\n

Smartphones as analytical tools to study the photodegradation of food dyes
in a laboratory setting<\/strong> (pages 397-401)<\/a>
In\u00e9s Adam-Cervera, Roberto S\u00e1ez-Hern\u00e1ndez, Paula Garc\u00eda-Balaguer,
Sergio Armenta, \u00c1ngel Morales-Rubio, & M. Luisa Cervera<\/em><\/p>\n\n\n\n

Use of art therapy with special educational needs children – research on the attitudes
of psychologists from the municipality of Blagoevgrad<\/strong> (pages 402-406)<\/a>
Sabina Eftimova, Teodora Genova, & Stefka Belyova<\/em><\/p>\n\n\n\n

Impact of active methodologies on sustainability in initial teacher training:
An educational innovation<\/strong> (pages 407-410)<\/a>
Mercedes Llorent-Vaquero, Juana M\u00aa Ortega-Tudela, & Elena M\u00aa D\u00edaz-Pareja<\/em><\/p>\n\n\n\n

Young women belong in makerspaces: Developing and detecting young women\u2019s agency in making <\/strong>(pages 411-415)<\/a>
<\/strong>Ken Rafanan, Elise Levin-G\u00fcracar, Nuria Jaumot-Pascual, Teresa Lara-Meloy,<\/em>
Harriette Stevens, & Jennifer Knudsen<\/em><\/p>\n\n\n\n

The evolution of foreign language learning in higher education: A risky approach<\/strong> (pages 416-420)<\/a>
V\u00e9ronique Delplancq, Ana Maria Costa, Jos\u00e9 Pereira, Justine Anne S. C\u00e9line Martin,
Ricardo Casa\u00f1-Pitarch, Romain Gillain, & Susana Fidalgo<\/em><\/p>\n\n\n\n

Learning among older adults: The potential of peer tutoring<\/strong> (pages 421-424)<\/a>
Cristina Vidal-Marti<\/em><\/p>\n\n\n\n

Clarity, Specificity, and Context (CSC): Engineering effective prompts for Generative AI in higher education<\/strong> (pages 425-429<\/a>)
Laura Zizka<\/em><\/p>\n\n\n\n

Artificial Intelligence in physics learning: Perception and application<\/strong> (pages 430-434)<\/a>
Joan-Josep Su\u00f1ol<\/em><\/p>\n\n\n\n

Fostering computational thinking practices of high school learners through coding
and robotics workshop<\/strong> (pages 435-439)<\/a>
Ayodele Abosede Ogegbo<\/em><\/p>\n\n\n\n

Special education teachers as agents of change: A narrative study of teacher agency
in emergency shelter schools<\/strong> (pages 440-442)<\/a>
Michal Levy, Hagit Inbar-Furst, & Ruth Gottfried<\/em><\/p>\n\n\n\n

Critical reflections on trialling an AI application in teacher education assessment in
the technological age<\/strong> (pages 443-447)<\/a>
Tr\u00edona Stokes<\/em><\/p>\n\n\n\n

Leveraging AI tools in first-year programming education: A case study on student perceptions and learning experiences at a private higher education institution<\/strong> (pages 448-452)<\/a>
Denzyl Soobramoney Govender<\/em><\/p>\n\n\n\n

University students’ acceptance and aversion to Artificial Intelligence<\/strong> (pages 453-457)<\/a>
Carlos A. Torres-Gastel\u00fa, & Karla Enr\u00edquez-Ortega<\/em><\/p>\n\n\n\n

Learning sustainability through in-class debates<\/strong> (pages 458-462)<\/a>
Jonna K\u00e4pyl\u00e4<\/em><\/p>\n\n\n\n

Tourism students’ use of AI tools: A preliminary study<\/strong> (pages 463-466)<\/a>
Ana Pires, Laura Chagas, & S\u00f3nia Pais<\/em><\/p>\n\n\n\n

How to foster interdisciplinary project-based learning in distance education:
Findings from a 24-hour digital hackathon<\/strong> (pages 467-471)<\/a>
Gianluca Carella, Marta Conte, & Francesco Zurlo<\/em><\/p>\n\n\n\n

Inclusive education in the era of Artificial Intelligence and technology<\/strong> (pages 472-476)<\/a>
Kamelia Nusheva, & Boryana Yankova-Hadzhieva<\/em><\/p>\n\n\n\n

Teaching scenarios for digital learners<\/strong> (pages 477-481)<\/a>
Ana Pongrac Pavlina, Kre\u0161imir Pavlina, & Silvija Muselinovi\u0107<\/em><\/p>\n\n\n\n

From the pedagogy of resistance to digital conformism: A study of analog literacy
in a digital education<\/strong> (pages 482-486)<\/a>
Cristina Coutinho, & Pedro Amado<\/em><\/p>\n\n\n\n

Unpacking motivations behind absenteeism in higher education<\/strong> (pages 487-490)<\/a>
Krista Sorri, & Pasi Hellsten<\/em><\/p>\n\n\n\n

Math and making for middle school youth: A longitudinal single-case study<\/strong> (pages 491-495)<\/a>
Elise Levin-G\u00fcracar, Nuria Jaumot-Pascual, Teresa Lara-Meloy, & Jad Eways<\/em><\/p>\n\n\n\n

William Shakespeare\u2019s Hamlet (c. 1600): A didactic approach through an escape room activity<\/strong> (pages 496-500)<\/a>
Germ\u00e1n Asensio Peral, & \u00c1ngeles Jord\u00e1n Soriano<\/em><\/p>\n\n\n\n

Barriers to digitalization in a preschool institution<\/strong> (pages 501-505)<\/a>
Nina Mainerov\u00e1<\/em><\/p>\n\n\n\n

Transforming university education with Generative\u202fAI: Strategies, challenges
and impacts<\/strong> (pages 506-510)<\/a>
Haoning Xi<\/em><\/p>\n\n\n\n

Gamification as a strategy for teaching materials in engineering<\/strong> (pages 511-515)<\/a>
Daniel Garcia-Garcia, David Garcia-Sanoguera, Mario Miranda-Pinzon,
Nestor Montanes, Juan Ivorra-Martinez, & Luis Quiles-Carrillo<\/em><\/p>\n\n\n\n

Artificial Intelligence in fashion: A case study on industry-academic collaboration
for digital transformation<\/strong> (pages 516-520)<\/a>
Xiaozhu Lin, & Matteo Oreste Ingaramo<\/em><\/p>\n\n\n\n

Future educators’ perceptions about vicariance as a design tool in early childhood education services in the case of the presence of visually impaired children<\/strong> (pages 521-525)<\/a>
Addolorata Amadoro, Umberto Veneruso, & Diana Carmela Di Gennaro<\/em><\/p>\n\n\n\n

Chatting with the assistant: Enabling students to use ChatGPT for self-assessment before assignment submission<\/strong> (pages 526-530)<\/a>
Ruth Forrest<\/em><\/p>\n\n\n\n

Technology integration challenges and issues<\/strong> (pages 531-535)<\/a>
Ronald J. Glotzbach<\/em><\/p>\n\n\n\n

Integrating generative chatbots in secondary English teaching: A 2D3S4L model for pedagogical design<\/strong> (pages 536-540)<\/a>
Wei Zhang, Dzintra Ili\u0161ko, & Lipolelo Thamae<\/em><\/p>\n\n\n\n

Harnessing TikTok to enhance Grade 10 learner engagement in life sciences classrooms<\/strong> (pages
541-545)<\/a>
Thapelo John Vukeya, Lydia Mavuru, Lwazi Nsindiso Mkhwebane,
& Khanyisile Nolwazi Sethole<\/em><\/p>\n\n\n\n

Approaches of gender diversity in kindergarten: A literature intervention through picturebooks<\/strong> (pages
546-550)<\/a>
Despoina Pechlivanidou, & Christina Kalaitzi<\/em><\/p>\n\n\n\n

Dramatic arts in inclusive education: A case study of one high school<\/strong> (pages 551-555)<\/a>
Limkani Sincuba, & Buka Andrea Mqondisi<\/em><\/p>\n\n\n\n

Education students’ perceptions of sustainability training and the use of active methodologies: An exploratory study<\/strong> (pages 556-559)<\/a>
Elena M\u00aa D\u00edaz-Pareja, Juana M\u00aa Ortega-Tudela, & Mercedes Llorent-Vaquero<\/em><\/p>\n\n\n\n

An escape room activity in analytical chemistry<\/strong> (pages 560-563)<\/a>
Roberto S\u00e1ez-Hern\u00e1ndez, In\u00e9s Adam-Cervera, Paula Garc\u00eda-Balaguer,
\u00c1ngel Morales-Rubio, Adela R. Mauri-Aucejo, & M. Luisa Cervera<\/em><\/p>\n\n\n\n

Bibliotherapy in Bulgaria: A study of perceptions, application and educational perspectives<\/strong> (pages
564-568)<\/a>
Sabina Eftimova, & Teodora Genova<\/em><\/p>\n\n\n\n

Math and making in afterschool – a pedagogic innovation with Latinx middle school youth<\/strong> (pages
569-573)<\/a>
Nuria Jaumot-Pascual, Teresa Lara-Meloy, & Ken Rafanan<\/em><\/p>\n\n\n\n

Development of an e-exercises application for an introductory statistics course at university level<\/strong> (pages 574-578)<\/a>
Janne Engblom, Kaisa Saastamoinen, & Erkki Kaila<\/em><\/p>\n\n\n\n

A 2D3S4L model: Does Generative AI enhance English language teaching and learning in Lesotho?<\/strong> (pages 579-583)<\/a>
Lipolelo Thamae, Wei Zhang, & Dzintra Ili\u0161ko<\/em><\/p>\n\n\n\n

Bridging academia and society: Insights for citizen science and innovative PhD program design<\/strong> (pages 584-587)<\/a>
Maria Potes Barbas, Andreia Teles Vieira, Paulo Duarte Branco, & Maria Paula Pinto<\/em><\/p>\n\n\n\n

Bring your own device: Integrating mobile learning technology for engagement and baseline assessments in science learning<\/strong> (pages 588-592)<\/a>
Mafor Penn<\/em><\/p>\n\n\n\n

South African life sciences teachers\u2019 experiences when employing differentiated instruction to foster inclusivity<\/strong> (pages 593-597)<\/a>
Unathi Notshweleka, & Thasmai Dhurumraj<\/em><\/p>\n\n\n\n

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

Ethical leadership as a delicate embroidery for integrity: New directions for school principals<\/strong> (pages 598-602)<\/a>
Sipiwe Mudadigwa, & Edwin Darrell De Klerk<\/em><\/p>\n\n\n\n

Our school should be for us: Early childhood physical learning environment<\/strong> (pages 603-607)<\/a>
Tu\u011fba Ba\u015f, & Nergiz Teke<\/em><\/p>\n\n\n\n

Academic perceptions of the value of teaching for university performance<\/strong> (pages 608-612)<\/a>
Jonna K\u00e4pyl\u00e4, Jenni Poutanen, & Elisa Enlund<\/em><\/p>\n\n\n\n

Navigating employment challenges: Sustainable employability and gender disparities among third country nationals in Greece<\/strong> (pages 613-617)<\/a>
Magdalini Bakali, & Konstantina Karameri<\/em><\/p>\n\n\n\n

Human capital\u2019s theoretical model and sustainability: Investment in training and future value of intangibles<\/strong> (pages 618-621)<\/a>
Lidia Garc\u00eda-Zambrano, Yolanda Chica-Paez, & Maite Ruiz-Roque\u00f1i<\/em><\/p>\n\n\n\n

Advancing principals\u2019 human rights leadership practices in an era of digital transformation<\/strong> (pages
622-626)<\/a>
Ngozi Blessing Enebe, & June Monica Palmer<\/em><\/p>\n\n\n\n

Development of student health management \u2013 the university as a setting for mental health literacy promotion<\/strong> (pages 627-631)<\/a>
Natalie Banek, Janine Michele, & Ariane Steuber<\/em><\/p>\n\n\n\n

The trainer profile in inclusive education (examples from Bulgarian education system)<\/strong> (pages 632-636)<\/a>
Vanya Dobreva<\/em><\/p>\n\n\n\n

Multifunctionality of rural school in the local community<\/strong> (pages 637-641)<\/a>
Liga Paula, & Anda Grinfelde<\/em><\/p>\n\n\n\n

Factors that contribute to prejudice against female leadership in Zimbabwe\u2019s
tertiary institutions<\/strong> (pages 642-646)<\/a>
Rosina Mavunga, & Siphokazi Kwatubana<\/em><\/p>\n\n\n\n

South African science curricula intentions and enactment in responding to gender inequalities<\/strong> (pages 647-651)<\/a>
Lydia Mavuru<\/em><\/p>\n\n\n\n

Human rights prerequisites for middle leaders in promoting inclusion and equity in diverse school contexts<\/strong> (pages 652-656)<\/a>
June Monica Palmer, & Edwin Darrell De Klerk<\/em><\/p>\n\n\n\n

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

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

Fast-track your research with GenAI: Essential tools and best practices for responsible use<\/strong> (pages
659-661)<\/a>
Jeroen Lievens, & Bj\u00f6rn Sj\u00f6d\u00e9n<\/em><\/p>\n\n\n\n

Developing teachers\u2019 prompting competence using ChatGPT: A collective
anti-shortcut approach<\/strong> (pages 662-664)<\/a>
Bj\u00f6rn Sj\u00f6d\u00e9n, & Jeroen Lievens<\/em>
 <\/p>\n\n\n\n

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

INDEX OF CONTENTS \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 FRONTMATTER ORAL PRESENTATIONS: Projects and trends Exploring the use of Artificial Intelligence in rubric production and detection of reviewer\u2019s bias (pages 3-7)Juuso Rytilahti, Erkki Kaila, & Erno Lokkila A framework for understanding STEM focused schools (pages 8-12)Wendy P. Ruchti, & Cory A. Bennett Navigating contradictory expectations: […]<\/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-37367","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PefuXO-9IH","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/pages\/37367","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=37367"}],"version-history":[{"count":27,"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/pages\/37367\/revisions"}],"predecessor-version":[{"id":38291,"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/pages\/37367\/revisions\/38291"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2025\/wp-json\/wp\/v2\/media?parent=37367"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}