{"id":53069,"date":"2026-07-29T16:11:17","date_gmt":"2026-07-29T16:11:17","guid":{"rendered":"https:\/\/end-educationconference.org\/?page_id=53069"},"modified":"2026-08-06T17:22:35","modified_gmt":"2026-08-06T17:22:35","slug":"education-and-new-developments-2026-volume-1","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2026\/education-and-new-developments-2026-volume-1\/","title":{"rendered":"Education and New Developments 2026 \u2013 Volume 1"},"content":{"rendered":"

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

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

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

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

Enhancing university teaching and learning through a Python training course for educators and students <\/strong>(pages 3-7)
\nManuel Gil-Mart\u00edn, Sergio Esteban-Romero, Iv\u00e1n Mart\u00edn-Fern\u00e1ndez, <\/em>
\nJuan Manuel Montero-Mart\u00ednez, Rub\u00e9n San-Segundo, & Fernando Fern\u00e1ndez-Mart\u00ednez<\/em><\/p>\n

Rethinking algebra learning based on a psychological and transformative learning approach <\/strong>(pages 8-12)
\nNatalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

What professional music training does better than AI \u2014 the TUT experience <\/strong>(pages 13-16)
\nHua Hui Tseng<\/em><\/p>\n

The association between perceived discrimination and educational expectations among high school students by racial minority status <\/strong>(pages 17-21)
\nSabruna Dorceus, & Tanya Joseph\u00a0<\/em><\/p>\n

From knowledge transfer to learning support: New roles for teachers in the age of AI <\/strong>(pages 22-26)
\nUrsula Georgy<\/em><\/p>\n

A model for assessing XXI century competencies in the context of problem-based learning <\/strong>(pages 27-31)
\nBorislava Kirilova<\/em><\/p>\n

Actual problems of modernization and internationalization of education in Qazaqstan <\/strong>(pages 32-36)
\nAigerim Kosherbayeva, Aziza Kosherbayeva, Gaziza Kosherbayeva, Ardak Alipbek, <\/em>
\nAlbina Niyazova, & Zuaz Kantarbayev<\/em><\/p>\n

Training qualified professionals in care provision in cross-border rural areas: The case of the proximity training project <\/strong>(pages 37-41)
\nElisa Figueiredo, Joaquim Mateus, Manuel Paulino, & Ermelinda Marques<\/em><\/p>\n

Bridging education and labour-market data: Linking curriculum orientation with adult skills \u2013 a methodological framework <\/strong>(pages 42-45)
\nEva Staudegger<\/em><\/p>\n

See Through My Eyes: A VR-based pedagogical tool for understanding sensory experiences in retail spaces for the neurodiverse population <\/strong>(pages 46-49)
\nAnnelies Gibson<\/em><\/p>\n

Connecting with confidence in the ESL classroom: A longitudinal study on self-efficacy, relationships and classroom management in ESL teacher
\neducation \u2013 phase 1 <\/strong>(pages 50-52)
\nKarine Gauthier, & Mariane Gazaille<\/em><\/p>\n

Enhancing digital literacy among teacher educators in Mozambique: A capacity-building program<\/strong> (pages 53-57)
\nBento Cavadas, & Neusa Branco<\/em><\/p>\n

Reimagining curriculum in nursing education: A narrative inquiry into change and professional experience<\/strong> (pages 58-61)
\nRick Vanderlee, & Emma Vanderlee<\/em><\/p>\n

Developing future teachers\u2019 intercultural competency: An experience \u201cin context\u201d <\/strong>(pages 62-66)
\nMariane Gazaille, & Egan Valentin<\/em><\/p>\n

“I need to join the group, then I\u2019ll know everything\u201d learning communities as a basis for mutual learning and social resilience <\/strong>(pages 67-71)
\nMa\u0142gorzata Maria Osowska, & Helena Anna J\u0119drzejczak<\/em><\/p>\n

Student competencies and teacher knowledge in mathematics: A comparison between Germany and Brazil <\/strong>(pages 72-76)
\nNicole Steib, Sophia Ehlers, Stefan Krauss, Marcelo Firer, & Rita Santos Guimar\u00e3es<\/em><\/p>\n

Practice oriented teacher training program in Hungary \u2013 results of the pilot year <\/strong>(pages 77-81)
\nIlona Teglasi, Reka Racsko, & Laszlo Revesz<\/em><\/p>\n

Teacher social support in 4th-5th grade: Comparing pupil and teacher perspectives <\/strong>(pages 82-85)
\nViktorie Kov\u00e1\u0159ov\u00e1, Petra \u0160ob\u00e1\u0148ov\u00e1, Ad\u00e9la \u017di\u017elavsk\u00e1, & Jan Ri\u0161ko<\/em><\/p>\n

Music education in Croatia: Perspectives of music pedagogy students on their future careers <\/strong>(pages 86-90)
\nAmir Begi\u0107, & Jasna \u0160ulenti\u0107 Begi\u0107<\/em><\/p>\n

Strategies for real-time feedback and individualized support in mathematics lectures <\/strong>(pages 91-95)
\nCristina Anton<\/em><\/p>\n

Discursive algebraic skills and their impact on K\u20133 pre-service teachers\u2019 mathematical written efficiency <\/strong>(pages 96-100)
\nNatalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

The fashion curriculum as impasse: Ethical sourcing vs. the image economy <\/strong>(pages 101-104)
\nOrit Freilich<\/em><\/p>\n

Creating an effective security stream in a university computer science degree <\/strong>(pages 105-109)
\nCalin Anton<\/em><\/p>\n

Developing teachers\u2019 digital competences: Institutional approaches (29) <\/strong>(pages 110-114)
\nSandra Ku\u010dina Softi\u0107, & Tona Radobolja<\/em><\/p>\n

From code writing to code judgment: A bloom-based redesign for learning programming with GenAI <\/strong>(pages 115-119)
\nCornelia Heinisch<\/em><\/p>\n

Relationship between executive function and reading comprehension: A systematic review <\/strong>(pages 120-124)
\nSandi Gomes Neres, Gabriela dos Santos Franco Liporaci, Bianca Rodrigues dos Santos, <\/em>
\n& Simone Aparecida Capellini<\/em><\/p>\n

Impact of speech sound disorders on predictive literacy skills in socially vulnerable context <\/strong>(pages 125-129)
\nAna Carolina Souza, Caroline Brasil, Isabella Xavier, Maria Clara Grecco, <\/em>
\n& Simone Aparecida Capellini<\/em><\/p>\n

Integrating Bloomberg into accounting and finance teaching in a UK higher education institution <\/strong>(pages 130-134)
\nLaura Muncey<\/em><\/p>\n

The foundations of Portuguese studies at the university of Mexico <\/strong>(pages 135-137)
\nEr\u00e9ndira D. Camarena Ortiz<\/em><\/p>\n

Fostering general competencies through interdisciplinary training: Teachers’ perceptions of integrating home economics and STEAM <\/strong>(pages 138-142)
\nEva Veeber-Ka\u0161an, & Tiina V\u00e4nt<\/em><\/p>\n

Modular, adaptive curriculum design for rapidly evolving digital disciplines: <\/strong>An interdisciplinary informatics and design approach <\/strong>(pages 143-146)
\nKatja Becker, Jens Gerken, & Tobias Held<\/em><\/p>\n

\u201cI can achieve almost anything\u201d: Higher education experiences of young adults with care experience in Ireland <\/strong>(pages 147-150)
\nFiachra \u00d3 S\u00failleabh\u00e1in, Rebekah Brennan, Lyn Dorney, Sheila McGovern, & Olive Byrne<\/em><\/p>\n

Mentors as learners: Social competency development in reverse mentoring<\/strong> (pages 151-155)
\nNijole Ciuciulkiene, & Rasa Didziuliene<\/em><\/p>\n

Participation, agency and well-being: Towards a democratic vision of schooling <\/strong>(pages 156-160)
\nValentina Pagani, Giulia Pastori, Chiara Paganuzzi, Alessia Lambicchi, <\/em>& Alessandra Anna Maiorano<\/em><\/p>\n

Initial joint qualification training: One path, two identities? <\/strong>(pages 161-165)
\nAd\u00e9rita Fernandes, & Fernando Correia<\/em><\/p>\n

The goal: Reflective practitioner \u2013 the path: Bumpy! Which personality traits should be considered and discussed? <\/strong>(pages 166-170)
\nKatja Meyer-Siever, & Anne Levin<\/em><\/p>\n

Well-being at work from the perspective of diverse generations (baby boomers, X, Y, Z) and occupational groups<\/strong> (pages 171-175)
\nGra\u017cyna Bartkowiak, & Agnieszka Krugielka<\/em><\/p>\n

The impact a world caf\u00e9 approach has on learning outcomes in a quantitative class <\/strong>(pages 176-179)
\nAnn Kirby<\/em><\/p>\n

Teachers\u2019 experiences with differentiated learning materials: Paper vs digital formats <\/strong>(pages 180-184)
\nLiina Malva, & Danial Hooshyar<\/em><\/p>\n

Maternal control and perceived support in childbirth: Perinatal mental health in nursing degree is mandatory <\/strong>(pages 185-189)
\nSergio Mart\u00ednez-V\u00e1zquez, Antonio Hern\u00e1ndez-Mart\u00ednez, Juan Miguel Mart\u00ednez-Galiano, <\/em>
\n& Roc\u00edo Adriana Peinado-Molina<\/em><\/p>\n

Built environment education and project-based learning through collaboration between formal and non-formal educators <\/strong>(pages 190-194)
\nVera Marin, Octavia Bor\u0219 Georgescu, & Heba Safey Eldeen<\/em><\/p>\n

ACT-Sat1<\/strong> (pages 195-199)
\nHarrison Auerbach, Winston Neville, & Kevin Simmons<\/em><\/p>\n

Home economics in European public school curricula: A comparative mapping and implications for END 2026<\/strong> (pages 200-204)
\nHelen Maguire, Jaana Taar, Marit N\u00f5mmik, P\u00e4ivi Palojoki, Janni Haapaniemi, <\/em>& Kati Oikarinen<\/em><\/p>\n

Gaming: An effective approach for built environment education <\/strong>(pages 205-209)
\nHeba Safey Eldeen, & Vera Marin<\/em><\/p>\n

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

Implementing SMART goal-driven, integrated health improvement projects in college students <\/strong>(pages 210-213)
\nKaren L. Butler<\/em><\/p>\n

Informal learning environments in the development of adolescents\u2019 entrepreneurship competence <\/strong>(pages 214-218)
\nAnu Raappana<\/em><\/p>\n

The Artificial Intelligence impact on students’ competencies and critical thinking in higher education <\/strong>(pages 219-223)
\nTaina Lintil\u00e4, & Suvi Siv\u00e9n<\/em><\/p>\n

Design thinking in science teaching – experiences from two approaches to integrating a new learning concept<\/strong> (pages 224-228)
\nMartin Gr\u00f6ger, Karina Souza de Oliveira, & Petra Wolthaus<\/em><\/p>\n

The importance of personal skills as the basis for a successful dual career at elite sports schools <\/strong>(pages 229-233)
\nSebastian Schr\u00f6der, & Johannes Frenkel<\/em><\/p>\n

How pre-service student teachers collaborate in working with a hybrid mystery game containing multiple texts: An observational study <\/strong>(pages 234-237)
\nWenke Mork Rogne, Marit Brekke, & Ingrid Saure<\/em><\/p>\n

Case study of developing sustainability knowledge in the textile and fashion industry pilot training: Sources of sustainability information and shifts <\/strong>
\nin information-seeking behaviour<\/strong> (pages 238-242)
\nHeidi Salokangas<\/em><\/p>\n

Understandings, expectations and experience of parents in terms of using baby sign language as a means of supporting a child’s early communication <\/strong>(pages 243-246)
\nTiiu Tammem\u00e4e, & Katrin K\u00f5iv<\/em><\/p>\n

A digital mapping approach to literary analysis: Promoting metacognition among Gen-Z students <\/strong>(pages 247-251)
\nAna Conboy<\/em><\/p>\n

Undergraduate employment, academic performance and debt across universities in the American Northeast: An exploratory study <\/strong>(pages 252-256)
\nGolan Mandel, & Ipek Kocoglu<\/em><\/p>\n

Force measurement for demonstration of non-linear aspects of hydrodynamics for elementary and secondary school students <\/strong>(pages 257-261)
\nDaniel Duda, Vitalii Yanovych, Tetjana Tom\u00e1\u0161kov\u00e1, Anna Mr\u00e1zov\u00e1, Vojt\u011bch Jansk\u00fd, Rostislav Vin\u0161kovsk\u00fd, Adela Dudov\u00e1, V\u00e1clav Uruba, & Kateryna Kovalova<\/em><\/p>\n

Mechanisms, patterns, processes: Assessing visual Generative AI and human creativities at once <\/strong>(pages 262-266)
\nCarlo Turri<\/em><\/p>\n

Children’s body posture screening protocol \u2013 a new diagnostic tool for paediatricians, physiotherapists and PE teachers <\/strong>(pages 267-271)
\nKatarzyna W\u00f3dka, & Agnieszka Jankowicz-Szyma\u0144ska<\/em><\/p>\n

Interactive robotics and maker culture in engineering education: A case study <\/strong>(pages 272-276)
\nRaysson Cavalcante Vieira, Eduardo Ara\u00fajo de Oliveira, Caio Daniel Desid\u00e9rio da Silva Chaves, Mateus Castro Icavino, <\/em>
\nSilvio Romero Adjar Marques, & Almir Kimura Junior<\/em><\/p>\n

Bridging theory and practice: Using Predicate Logic and Lambda Calculus to fortify computing education for the AI era <\/strong>(pages 277-280)
\nMathias Fonkam, Carl Cotner, & Narasimha Vajjhala<\/em><\/p>\n

Handling conditional calculation algorithms in spreadsheet environments <\/strong>(pages 281-285)
\nM\u00e1ria Csernoch, & Piroska Bir\u00f3<\/em><\/p>\n

Supporting transformative learning for sustainability through blended intensive programme <\/strong>(pages 286-290)
\nJaana Taar, Helene Uppin, & Erkki Soika<\/em><\/p>\n

Empowering educators: A training module to promote civic media literacy in early childhood <\/strong>(pages 291-295)
\nCharlotte Marie Diderich, Johanna Lategahn, Gudrun Marci-Boehncke, <\/em>
\nNele Henrike Textoris, & Raphaela Tkotzyk<\/em><\/p>\n

Assessing non-cognitive competencies for student employability in psychology internships <\/strong>(pages 296-300)
\nJuan F. Luesia, Milagrosa-S\u00e1nchez Mart\u00edn, Ana Rodr\u00edguez-Meirinhos, <\/em>
\nF. Javier Garc\u00eda-Castro, & Irene G\u00f3mez-G\u00f3mez<\/em><\/p>\n

The role of social educators in preventing elder abuse <\/strong>(pages 301-305)
\nVeronika Pavl\u00edkov\u00e1, \u0160\u00e1rka Kop\u0159ivov\u00e1, & Barbora Kuchtov\u00e1<\/em><\/p>\n

Light pollution in Slovenian curricula: Opportunities for integration in physics teacher education <\/strong>(pages 306-310)
\nEva Klemen\u010di\u010d, Mitja Slavinec, & Petra Cajnko<\/em><\/p>\n

Learning beyond walls: How nature-based fieldwork shapes student well-being, engagement and learning <\/strong>(pages 311-315)
\nJudita Tomaskinova, & Jan Tomaskin<\/em><\/p>\n

Between aspirations and barriers: Migrant-background students navigating access to higher education in Italy <\/strong>(pages 316-320)
\nValentina Pagani, & Federica Ines Palladini<\/em><\/p>\n

Creative pedagogy as an intervention tool to enhance reading comprehension of hyperactive learners in language teaching <\/strong>(pages 321-325)
\nSilvia Hvozd\u00edkov\u00e1<\/em><\/p>\n

Mathematical literacy and AI literacy: A conceptual bridge for interpreting algorithmic models <\/strong>(pages 326-330)
\nEleni Nolka, & Chryssa Sofianopoulou<\/em><\/p>\n

One mark for choice and two for journey to choice: Enhancing fairness with MCQS <\/strong>(pages 331-334)
\nAnne D\u2019Arcy-Warmington<\/em><\/p>\n

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

Cross\u2011cultural learning as catalyst: A phenomenological examination of teacher growth in Belize<\/strong> (pages 335-339)
\nLaura M. Kennedy, Bethney Bergh, & Kristen White<\/em><\/p>\n

Forging the future of higher education in the age of AI, green transition and geopolitical fragmentation<\/strong> (pages 340-344)
\nJusto Garc\u00eda-Navarro, Jan Cornelis, & Zhiwei Song<\/em><\/p>\n

Leading (and learning) with compassion: A leadership model for turbulent times<\/strong> (pages 345-348)
\nDawn M. Shinew, & Jennifer Waldron<\/em><\/p>\n

Interplay of inclusive practices in compulsory schools, teacher education and educational research in Iceland<\/strong> (pages 349-353)
\nAnna Katarzyna Wozniczka<\/em><\/p>\n

Mentoring as a transformative educational practice: Gender processes, inclusive leadership and institutional change at INFN <\/strong>(pages 354-358)
\nSabina Pellizzoni, Giulia De Bonis, Maria Rosaria Masullo, & Angelina Gargano<\/em><\/p>\n

Identifying predictors of school violence: Lessons from seven incidents using a structured warning-sign typology<\/strong> (pages 359-363)
\nTibor A. Bre\u010dka, & Vojt\u011bch Zwettler<\/em><\/p>\n

Critical reflection and ethical awareness in study abroad: High impact practices for intercultural competence<\/strong> (pages 364-368)
\nJennifer Lang-Rigal, & Ekaterina Koubek<\/em><\/p>\n

Educational marketing as a leadership and policy tool in school organizations<\/strong> (pages 369-373)
\nParaskevi Chatzipanagiotou<\/em><\/p>\n

\u201cSaying the quiet part out loud\u201d: Students\u2019 perceptions of the implicit curriculum in the U.S.<\/strong> (pages 374-377)
\nDee A. Sherwood, Kemmel Palmer, Karen M. VanDeusen, Marian Tripplett, & Anna Yelick<\/em><\/p>\n

Reframing leadership and policy in immersion education: Governance challenges and strategic directions for Irish-medium post-primary provision<\/strong> (pages 378-381)
\nT. J. \u00d3 Ceallaigh, Muiris \u00d3 Laoire, & M\u00e1ire U\u00ed Chonghaile<\/em><\/p>\n

Peer tutoring as a strategy for preventing academic failure and supporting student persistence<\/strong> (pages 382-386)
\nZuzana V\u00e1clav\u00edkov\u00e1, & Pavel Smolka<\/em><\/p>\n

Safe schools in the digital age \u2013 child rights-based digital policies in education<\/strong> (pages 387-390)
\nBor\u00f3ka Luca Balla<\/em><\/p>\n

Towards learning organizations – digital competence development in SMEs<\/strong> (pages 391-395)
\nJaana Lerssi-Uskelin<\/em><\/p>\n

Mapping student pathways in Extended Curriculum Programmes: A Sankey flow analysis (2016\u20132025)<\/strong> (pages 396-400)
\nJeanine N. Mwambakana-Mutombo<\/em><\/p>\n

 <\/p>\n

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

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

Perceived social support in high-ability, learning disabilities and regular students: Three group comparative analysis<\/strong> (pages 403-405)
\nNatalia Silva, Carolina Tinajero, M\u00aa Emma Mayo, Zeltia Mart\u00ednez-L\u00f3pez, & Eulogio Real<\/em><\/p>\n

Application and assessment of learning outcomes in the course communication in sport through case studies<\/strong> (pages 406-408)
\nKresimir Lackovic<\/em><\/p>\n

Investigating the impact of ChatGPT in facilitating K-12 pre-service teachers\u2019 development of individual teacher resource websites<\/strong> (pages 409-411)
\nLih-Ching Chen Wang<\/em><\/p>\n

Risk identification and proposal of preventive measures in the management of student projects in an academic environment<\/strong> (pages 412-414)
\nTetjana Tom\u00e1\u0161kov\u00e1, Jan Krotk\u00fd, & Jarmila Honz\u00edkov\u00e1<\/em><\/p>\n

Perceptual visual motor performance of 5 years old Brazilian preschoolers: Preliminary study<\/strong> (pages 415-417)
\nCl\u00e1udia de Freitas Oliveira Bannwart, Nat\u00e1lia Lemes dos Santos, Denise Corr\u00eaa Barreto Tirapelli, & Simone Aparecida Capellini<\/em><\/p>\n

From spheres of activities to learning and work tasks for VET students<\/strong> (pages 418-420)
\nVivian Harberts, & Nata\u0161a Papi\u0107-Blagojevi\u0107<\/em><\/p>\n

Differences in motivational self-regulation strategies across high-ability, learning disabilities and regular students<\/strong> (pages 421-423)
\nCarolina Tinajero, Natalia Silva, M\u00aa Emma Mayo, Zeltia Mart\u00ednez-L\u00f3pez, & Eulogio Real<\/em><\/p>\n

The interplay of teachers\u2019 soft skills: Creative and intercultural expression, critical thinking and emotional intelligence<\/strong> (pages 424-426)
\nRasa Didziuliene, Nijole Ciuciulkiene, Egidijus Stancikas, & Rita Miciuliene<\/em><\/p>\n

Educator escape rooms: Play, assessment and social emotional learning<\/strong> (pages 427-429)
\nRachael Schuetz, Dennis DeBay, & Lina Darwich<\/em><\/p>\n

Slovak vocational instructors\u00b4 self-concept<\/strong> (pages 430-432)
\nAdriana Wiegerov\u00e1, & Monika Mikulcov\u00e1<\/em><\/p>\n

 <\/p>\n

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

The perception of plants by elementary school pupils: Preliminary results<\/strong> (pages 433-435)
\nRomana Adamkova, & Milan Kubiatko<\/em><\/p>\n

An Estonian (L2) online course for university applicants: Rationale and methodological framework<\/strong> (pages 436-438)
\nMaarika Teral, & Raili Pool<\/em><\/p>\n

Enhancing vocabulary retention in civil engineering English using context-based quizzes<\/strong> (pages 439-441)
\nAnamarija Stefic<\/em><\/p>\n

Support for language skills of students in physical education teaching<\/strong> (pages 442-444)
\nMaude Boulanger, Antoine Dumaine, & Marie-Claude Rivard<\/em><\/p>\n

Emotion behind the mask: A neurohumanities educational approach to Japanese Noh Theater<\/strong> (pages 445-447)
\nFoteini-Maria Mastroefthymiou, Alexandra Miari, Eleftheria Katsarou, <\/em>& Lefkothea-Vasiliki Andreou<\/em><\/p>\n

Artificial Intelligence in the everyday life of younger school-age children<\/strong> (pages 448-450)
\nHelena Lazarov\u00e1, & Pavel Zikl<\/em><\/p>\n

Experience with evaluation of the isosteric adsorption heats by students using Clausius-Clapeyron approach<\/strong> (pages 451-453)
\nRoman Mar\u0161\u00e1lek, & Boleslav Taraba<\/em><\/p>\n

A didactic approach to back-end data validation in web application development<\/strong> (pages 454-456)
\nMois\u00e9s Bastos, Gabriel Nazar\u00e9, Afonso Garcia, Almir Kimura Junior, <\/em>& Silvio Romero Adjar Marques<\/em><\/p>\n

Application of research-based learning to understanding the colors of biotechnology<\/strong> (pages 457-459)
\nMar\u00eda del Mar Contreras, Irene G\u00f3mez-Cruz, Crist\u00f3bal Cara, Minerva C. Garc\u00eda-Vargas, <\/em>& Juan Miguel Romero-Garc\u00eda<\/em><\/p>\n

Practical work and the improvement of scientific knowledge in initial secondary teacher training through curriculum design<\/strong> (pages 460-462)
\nJuan Jos\u00e9 Marrero-Galv\u00e1n<\/em><\/p>\n

Applying the learning effect through a classroom manufacturing simulation<\/strong> (pages 463-465)
\nJose Felipe Jim\u00e9nez-Guerrero, Irene Navarro-del \u00c1guila, & Jer\u00f3nimo de Burgos-Jim\u00e9nez<\/em><\/p>\n

The skin we live in: A micro-scenario on the biology and politics of the epidermis<\/strong> (pages 466-468)
\nAlexandra Miari, Eleftheria Katsarou, Aikaterini Skandali, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n

Comparison of two university research centers and transfer of their results and new knowledge into teaching<\/strong> (pages 469-471)
\nMiloslav Kepka, Petr Kaval\u00ed\u0159, & Tetjana Tom\u00e1\u0161kov\u00e1<\/em><\/p>\n

 <\/p>\n

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

Researching student perceptions of practices and artifacts at universities using the Critical Incident Technique<\/strong> (pages 472-474)
\nMagdalena Kaufmann, & Annina B\u00f6hm-Fischer<\/em><\/p>\n

Conspiracy theories in the educational environment by the university students\u2019 opinions<\/strong> (pages 475-477)
\nVeronika Michvoc\u00edkov\u00e1, & Mariana Sirotov\u00e1<\/em><\/p>\n

Artificial Intelligence and the future of work in Slovenia: An expert survey on competences, education and perceived impacts of AI<\/strong> (pages 478-480)
\nPetra Cajnko, Robert Repnik, Eva Klemen\u010di\u010d, & Matej Mencinger<\/em><\/p>\n

Plagiarism in ChatGPT era<\/strong> (pages 481-483)
\nMonalisa-Andreea Gheorghe<\/em><\/p>\n

TeachYourWorld: The evaluation of a training program for entrepreneurs<\/strong> (pages 484-486)
\nLuca Scacchi, Marina Cariello, & Mariagrazia Monaci<\/em><\/p>\n

Perception of alternative interpretations of social phenomena among pre-service teacher education students<\/strong> (pages 487-489)
\nMariana Sirotov\u00e1, & Veronika Michvoc\u00edkov\u00e1<\/em><\/p>\n

Perspectives on K-12 and postsecondary partnerships to support underrepresented students in health sciences<\/strong> (pages 490-492)
\nLachmi Singh, Sandra Bjelajac Mejia, Leanne M. Perry, Jada D\u2019Sa, & Joy Cheng<\/em><\/p>\n

Becoming a teacher in Lithuania: Professional satisfaction among novice teachers<\/strong> (pages 493-495)
\nRasa Didziuliene, & Nijole Ciuciulkiene<\/em><\/p>\n

 <\/p>\n

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

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

Maths anxiety in the last 10 years: Measurement scales<\/strong> (pages 499-503)
\nLaura Barrera-Romero, Carlos Fresneda-Portillo, & Salvador Reyes-de-C\u00f3zar<\/em><\/p>\n

Advancing the educational perspective on trilingualism in grade 11 dramatic arts<\/strong> (pages 504-508)
\nLimkani Sincuba<\/em><\/p>\n

Integration of digital tutorship for academic support: Lessons from a university in the Eastern Cape<\/strong> (pages 509-513)
\nOlwethu Solundwana, & Baseza Totobayo<\/em><\/p>\n

Teacher’s capacity to support neurodiverse learners in rural South African schools: Support interventions<\/strong> (pages 514-518)
\nOmphile Tshepo Cooporate Madiba, Appolonia Masunungure, & Thabo Makhalemele<\/em><\/p>\n

Augmented pedagogy: Integrating Generative AI in creative education<\/strong> (pages 519-523)
\nClara Giaquinto<\/em><\/p>\n

Challenges faced by teachers in implementing reading interventions for Sesotho learners<\/strong> (pages 524-528)
\nLeetwane Anna Ntlhare, & Sello Martin Mohlaloka<\/em><\/p>\n

Five levels of teaching – five methods of teaching<\/strong> (pages 529-532)
\nEran Gur<\/em><\/p>\n

Integrating technology and trilingual strategies in grade 10 dramatic arts education<\/strong> (pages 532-537)
\nLimkani Sincuba<\/em><\/p>\n

Gamification and AI in professional development for teachers and trainers<\/strong> (pages 538-542)
\nVladimir Trajkovik, & Maja Videnovik<\/em><\/p>\n

The role of experiential learning in enhancing TVET college students\u2019 entrepreneurial intention in South Africa<\/strong> (pages 543-547)
\nAlucia Mabunda, & Celestin Mayombe<\/em><\/p>\n

Teacher-learner blame game: A barrier to physical sciences success in rural schools<\/strong> (pages 548-552)
\nMagdeline Stephen, & Mapula Molomo<\/em><\/p>\n

Training demands and commitment in the university-business binomial: A model of strategic synchronization at the UPV<\/strong> (pages 553-557)
\nM\u00aa Elena Caballero Romero, Ester Sanchis Sanchis, & Elena de la Poza Plaza<\/em><\/p>\n

European policy on teacher professional development: Objectives, convergences and divergences<\/strong> (pages 558-562)
\nPetros Trantas, Dionysis Kouloumpis, & Katerina Kasimati<\/em><\/p>\n

Digital tools and didactic competence in informatics: A qualitative analysis of pre-service teachers\u2019 reflections<\/strong> (pages 563-566)
\nMaria Anna Jedina, Lilla Korenova, & Katarina Zilkova<\/em><\/p>\n

Livelihood skills curricula and humanities graduates\u2019 access to employment opportunities in South Africa<\/strong> (pages 567-571)
\nDominion Iwe Agunowei, Celestin Mayombe, & Salphinah Vuloyimuni Ubisi<\/em><\/p>\n

Comics\u2019 didactic potential \u2013 an educational tool or a means of pupils\u2019 development?<\/strong> (pages 572-576)
\nMonika Mikulcov\u00e1<\/em><\/p>\n

Women living alone and vocational training in Germany: Results of a systematic secondary analysis<\/strong> (pages 577-581)
\nBurcu K\u00f6se, & Stefan Kohlhof<\/em><\/p>\n

Educating for equality and respect: A systemic intervention model for Italian schools towards cultural change<\/strong> (pages 582-586)
\nMaria Teresa Sagri, Daniela Bagattini, Virginia Stefania Bettanin, & Mario Venturella<\/em><\/p>\n

Pre-service life sciences teachers\u2019 perceived practices in addressing gender issues common in classrooms<\/strong> (pages 587-591)
\nLydia Mavuru<\/em><\/p>\n

Rethinking assessment and measurement in the age of Generative AI<\/strong> (pages 592-596)
\nRonald J. Glotzbach<\/em><\/p>\n

Professional development data Hub: Innovating and promoting staff professional development outcomes in Ireland<\/strong> (pages 597-600)
\nEkaterina Kozina<\/em><\/p>\n

Asynchronous online discussions as replacement tasks in higher education<\/strong> (pages 601-605)
\nMaija Lampu<\/em><\/p>\n

Evaluating a board game intervention for parental involvement in teacher education<\/strong> (pages 606-610)
\nZs\u00f3fia Kocsi<\/em>s<\/p>\n

Business studies teachers\u2019 perspectives on entrepreneurship skills development in South African high schools<\/strong> (pages 611-615)
\nTiisetso Perseverance Khasuli, Rhulani Maluleka, & Abelwe Maluleka<\/em><\/p>\n

From abstraction to interaction: A cross-national study on student expectations from virtual reality-based quantum mechanics education<\/strong> (pages 616-620)
\nAthanasios Christopoulos, Stylianos Mystakidis, Tomislav Stipan\u010di\u0107, Andria Michael, Alexandros Tampakis, & Mikko-Jussi Laakso<\/em><\/p>\n

Supervising at scale: A cohort-based model integrating peer and self-assessment in postgraduate education<\/strong> (pages 621-625)
\nBelinda Rindai Musodza\u00a0<\/em><\/p>\n

 <\/p>\n

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

The syllable knowledge vacuum: Establishing baseline syllable awareness among Japanese university EFL learners<\/strong> (pages 626-630)
\nBrian G. Rubrecht<\/em><\/p>\n

Beyond sustainability: Designing a reflective self-assessment framework for higher education<\/strong> (pages 631-635)
\nSanna-Maaria Siintoharju, Jari Jussila, Assaf Krebs, & Nina Helander<\/em><\/p>\n

Mental health during doctoral studies<\/strong> (pages 636-640)
\nNatalie Banek<\/em><\/p>\n

Enhancing STEM education: Evaluating effective teaching strategies in pre-service teacher education<\/strong> (pages 641-645)
\nYovita Gwekwerere, & Nahid Golafshani<\/em><\/p>\n

Reinventing STEM pathways in Mexican universities<\/strong> (pages 646-648)
\nBeatriz Merchand-Hernandez, & Nicolas Dominguez-Vergara<\/em><\/p>\n

Bridging theory and practice for equipping student teachers for multigrade classroom<\/strong> (pages 649-651)
\nRachel Rirhandzu Mayimele, & Une De Lange<\/em><\/p>\n

Developing inclusive praxis among teacher trainees on inclusive practices through engagement professional learning communities<\/strong> (pages 652-656)
\nPateka Pamella Jama<\/em><\/p>\n

Reflective writing in nursing students\u2019 clinical internship and learning: A literature review<\/strong> (pages 657-661)
\nGiulia Maragna, Giorgia Conti, & Paola Corsano<\/em><\/p>\n

Disability and early childhood educational services: A study on future educators\u2019 perceptions of inclusive design<\/strong> (pages 662-666)
\nUmberto Veneruso, & Diana Carmela Di Gennaro<\/em><\/p>\n

Student voices: An exploration of African-student agency to inform teaching and learning practices<\/strong> (pages 667-671)
\nDesiree Pearl Larey<\/em><\/p>\n

Comparing flipped and traditional classrooms for gender equity in chemistry achievement: A South African context<\/strong> (pages 672-676)
\nJosphine Munyaradzi Chakawodza<\/em><\/p>\n

Humanistic education today: Literary interpretation as a path to authenticity and independent thinking<\/strong> (pages 677-681)
\nVeronika Simanov\u00e1<\/em><\/p>\n

Agile methodologies to foster transversal competencies in agricultural mechanization education: A pilot experience<\/strong> (pages 682-686)
\nAngela Melado-Herreros, Adolfo Moya, & Belen Diezma<\/em><\/p>\n

Navigating learning in the midst of polycrisis: Exploring the implementation of resilience-building strategies to reduce science anxiety, improve self-efficacy and <\/strong>
\nenhance long-term STEM performance for sustainability<\/strong> (pages 687-690)
\nSakyiwaa Boateng<\/em><\/p>\n

Intensive participatory action loop with youth<\/strong> (pages 691-695)
\nElise Levin-G\u00fcracar, & Ken Rafanan<\/em><\/p>\n

Innovating biology education in physiotherapy: A multicultural, inclusive, project-based workshop<\/strong> (pages 696-700)
\nEncarnaci\u00f3n Amusquivar Arias, Miriam Ag\u00fandez Llaca, Elena Fauste Alonso, <\/em>& Aurora Hern\u00e1ndez Gonz\u00e1lez<\/em><\/p>\n

Reasoning through representation: The role of drawing in model construction in primary physics<\/strong> (pages 701-705)
\nValentina Bologna, & Caterina Bembich<\/em><\/p>\n

AI and internet use and their association with memory and cognitive autonomy in pre-university education in Romania<\/strong> (pages 706-710)
\nDiana-Elena Chivu<\/em><\/p>\n

A qualitative inquiry into transgressive pedagogical practices and their role in addressing anxiety and social inequality in STEM education<\/strong> (pages 711-714)
\nSakyiwaa Boateng<\/em><\/p>\n

Evaluation of the tunnel engineering course learning and teaching with AI application<\/strong> (pages 715-719)
\nJianqin Ma<\/em><\/p>\n

Ubuntu-informed mentorship model: Africa perspectives<\/strong> (pages 720-724)
\nJoseph Baidoo<\/em><\/p>\n

Where light meets shadow: Comparative analysis of holocaust education in Israeli and American children’s literature<\/strong> (pages 725-729)
\nYaakova Sacerdoti<\/em><\/p>\n

Integrating multicultural perspectives when teaching human impact on the environment in grade 11 life sciences<\/strong> (pages 730-734)
\nTsatsawani Trophie Maluleke, & Lydia Mavuru<\/em><\/p>\n

Integration of indigenous knowledge in the teaching of \u2018anaerobic respiration\u2019 in grade 11 life sciences<\/strong> (pages 735-739)
\nYolanda Sonyoka, & Lydia Mavuru<\/em><\/p>\n

Housing as a laboratory of social design: Spatial approaches and narratives in higher education<\/strong> (pages 740-744)
\nGeorgia Valtzaki, Zoe Georgiadou, Dionysia Fragkou, Maria Moira, & Dionysis Kouloumpis<\/em><\/p>\n

Student-led health workshops: A longitudinal service-learning model for health education in homeless shelters<\/strong> (pages 745-749)
\nJoe Young, Amy Young, & Marina Oljaca<\/em><\/p>\n

Differences in oral motivation among junior high school students in the digital age<\/strong> (pages 750-754)
\nYulan Xing, & Jelena Davidova<\/em><\/p>\n

Bridging CAPS policy and assessment practice for critical thinking in Ekurhuleni North economics<\/strong> (pages 755-759)
\nKgadi Sephure Masweneng, Abelwe Maluleka, & Rhulani Maluleka<\/em><\/p>\n

 <\/p>\n

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

Why is environmental education important in preschool in the 21st century?<\/strong> (pages 760-764)
\nSnezana Stavreva Veselivovska, Despina Sivevska, & Sonja Petrovska<\/em><\/p>\n

Institutional inequality and governance challenges in Mexican public universities<\/strong> (pages 765-768)
\nNicolas Dominguez-Vergara, & Beatriz Merchand-Hernandez<\/em><\/p>\n

Education as a double-edged weapon \u2013 significance and challenges of education in rural and tribal girls\u2019 lives<\/strong> (pages 769-773)
\nSakhi Nitin Anita<\/em><\/p>\n

Scaling persistence through structured governance: Integrating AI-enabled diagnostics in a high-enrollment gateway course<\/strong> (pages 774-778)
\nMarilyn Carroll<\/em><\/p>\n

Institutional self-evaluation and continuous improvement in a public technological institute: Progress and challenges within the SEAES framework<\/strong> (pages 779-782)
\nMinerva Cristina Garc\u00eda, Miriam Yolanda Garc\u00eda, Daniel Hern\u00e1ndez, & Juan Miguel Romero-Garc\u00eda<\/em><\/p>\n

The predicament of middle leadership in schools-navigating the tensions between pedagogy and administration<\/strong> (pages 783-786)
\nTshepo T. Tapala<\/em><\/p>\n

Case studies as a tool for developing entrepreneurial skills: Collaboration between universities and industry<\/strong> (pages 787-791)
\nRasa Poceviciene<\/em><\/p>\n

Security, structure and learner variability: Core determinants of teaching processes in correctional education<\/strong> (pages 792-796)
\nM\u00e1rta Mikl\u00f3si<\/em><\/p>\n

Transformative leadership praxes for African indigenous language revitalization through policy initiatives<\/strong> (pages 797-801)
\nEdwin Darrell De Klerk<\/em><\/p>\n

Governing transnational quality and research partnerships in transdisciplinary programs: China-Italy insights<\/strong> (pages 802-806)
\nFlora Gaetani, & Xue Pei<\/em><\/p>\n

Caring for those who care: Professional well-being and burnout among educators in the LEPS program in Italy<\/strong> (pages 807-809)
\nGiorgia Coppola<\/em><\/p>\n

Monitoring and control processes influencing social sciences learner performance in South African primary schools<\/strong> (pages 810-814)
\nMondli Shezi, & Branwen Challens<\/em><\/p>\n

Navigating unknown academic expectations – seen through first year students’ lenses<\/strong> (pages 815-819)
\nPasi Hellsten, & Mathilde Bredero<\/em><\/p>\n

 <\/p>\n

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

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

Preparing teachers to achieve educational equity: Learning for all students<\/strong> (pages 823-825)
\nClay M. Starlin, & Sue F. Foo<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS                 FRONTMATTER ORAL PRESENTATIONS: Teachers and Students Enhancing university teaching and learning through a Python training course for educators and students (pages 3-7) Manuel Gil-Mart\u00edn, Sergio Esteban-Romero, Iv\u00e1n Mart\u00edn-Fern\u00e1ndez, Juan Manuel Montero-Mart\u00ednez, Rub\u00e9n San-Segundo, & Fernando Fern\u00e1ndez-Mart\u00ednez Rethinking algebra learning based on a psychological and […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-53069","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PhpHYu-dNX","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/pages\/53069","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/comments?post=53069"}],"version-history":[{"count":9,"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/pages\/53069\/revisions"}],"predecessor-version":[{"id":53480,"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/pages\/53069\/revisions\/53480"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/media?parent=53069"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}