{"id":53466,"date":"2026-08-06T17:16:39","date_gmt":"2026-08-06T17:16:39","guid":{"rendered":"https:\/\/end-educationconference.org\/?page_id=53466"},"modified":"2026-08-14T13:38:57","modified_gmt":"2026-08-14T13:38:57","slug":"education-and-new-developments-2026-volume-2","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2026\/education-and-new-developments-2026-volume-2\/","title":{"rendered":"Education and New Developments 2026 \u2013 Volume 2"},"content":{"rendered":"

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

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

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

Projects and Trends<\/strong><\/p>\n

Gathering content validity evidence for a mathematics and statistics diagnostic tool using qualitative methodology
\n<\/strong>(pages 3-7)
\nCarlos Fresneda-Portillo, Juan F. Luesia, & Carlos Benjam\u00edn C\u00f3rdova-Portillo<\/em><\/p>\n

Reimagining assessment: AI-driven strategies for transforming teacher education<\/strong> (pages 8-9)
\nKay Carroll<\/em><\/p>\n

Growing skills and inclusion with a hydroponic orchard<\/strong> (pages 10-14)
\nJavier Andrade-Garda, V\u00edctor Carneiro-D\u00edaz, Sonia Su\u00e1rez-Garaboa, & Fidel Cacheda-Seijo<\/em><\/p>\n

An experimental study of the mechanical engineering knowledge of ChatGPT and Gemini in higher education<\/strong>
\n(pages 15-19)
\nMichael Wendland<\/em><\/p>\n

The model of digital transformation of higher education institutions<\/strong> (pages 20-24)
\nMatev\u017e Zebec, & Mitja De\u010dman<\/p>\n

Institutional experience of the UERJ Pr\u00f3-SUS network: A model of academic collaboration and public health innovation<\/strong> (pages 25-28)
\nTatiane Alves Baptista, Ronaldo Dami\u00e3o, Marcia Paes, & Mariana Florentino<\/em><\/p>\n

Wallet-based micro-credentials in immersive education: European governance for privacy-preserving verification <\/strong><\/em>(pages 29-32)
\nAlberto Nico, Flavio Manganello, Giannangelo Boccuzzi, Giancarlo Masi, Rosa Rondinelli, & Martina Ragusa<\/em><\/p>\n

Challenges and development opportunities of global team learning projects<\/strong> (pages 33-37)
\nTiit Elenurm<\/em><\/p>\n

Citizen science and connection with nature in the Bio-Solar project: Ecosocial involvement in research on biodiversity and renewable energy<\/strong> (pages 38-42)
\nRoc\u00edo Serrano Rodr\u00edguez, Tamara Murillo Jim\u00e9nez, & Francisco S\u00e1nchez Tortosa<\/em><\/p>\n

AI teaching assistants for teacher education: A mixed-method study<\/strong> (pages 43-47)
\nNoam Topelberg, & Esther Isman<\/em><\/p>\n

From peripheral to core: Entrepreneurship education in the creative industries<\/strong> (pages 48-52)
\nA. Treshi-Marie Perera, Silke Hassreiter, Tuki Clavero, Lindsey Bouwels, & Mata Haggis-Burridge<\/em><\/p>\n

Development scenarios of collaboration in the field of inclusive higher education between Russia and CIS countries: Project-foresight<\/strong> (pages 53-57)
\nZhanna Puzanova, Maria Simonova, & Tatiana Larina<\/em><\/p>\n

Inclusive learning environments: A research in Tuscan schools <\/strong><\/em>(pages 58-62)
\nSilvia Panzavolta, Lorenza Orlandini, Antonio Lezzi, & Pierpaolo Infante<\/em><\/p>\n

The REALISE project \u2013 responsible education and learning with Artificial Intelligence in systems and electronics<\/strong>
\n(pages 63-67)
\nFernando Fern\u00e1ndez-Mart\u00ednez, Iv\u00e1n Mart\u00edn-Fern\u00e1ndez, Sergio Esteban-Romero, <\/em>
\nPedro Malag\u00f3n-Marzo, Manuel Gil-Mart\u00edn, & Juan Manuel Montero-Mart\u00ednez<\/em><\/p>\n

\u201cWhat\u2019s next?\u201d: A project-based STEM work experience model for future technologists<\/strong> (pages 68-71)
\nCatherine Teehan, & Elaine Haigh<\/p>\n

An integrated educational content on water security as a tool for achieving sustainable development goals<\/strong> (pages 72-76)
\nOlena Mitryasova, & Andrii Mats<\/em><\/p>\n

Rethinking space to rethink learning: Designing inclusive schools for all<\/strong> (pages 77-81)
\nLorenza Orlandini, & Silvia Panzavolta<\/em><\/p>\n

Fostering positive attitudes toward English learning: A Japanese school case using \u201csmall talk\u201d and international understanding<\/strong> (pages 82-86)
\nHiromi Ishimori<\/em><\/p>\n

AVENUE: Early findings from a Pan-European centre of vocational excellence on emerging skills in the creative visual industries<\/strong> (pages 87-90)
\nZolt\u00e1n Bath\u00f3 G, Silke Hassreiter, A. Treshi-Marie Perera, Roberta Jablonskyt\u00e9, <\/em>Carlos Pereira Santos, & Mata Haggis-Burridge<\/em><\/p>\n

Learning by solving and sensing: Data-informed perspectives on problem-based learning<\/strong> (pages 91-95)
\nDamijana Ker\u017ei\u010d, Dejan Rav\u0161elj, & Vida Zorko<\/em><\/p>\n

Gamification and facilitation methods in sustainability training for SMES<\/strong> (pages 96-100)
\nSuvi Siv\u00e9n, & Taina Lintil\u00e4<\/em><\/p>\n

Opportunities and challenges of AI in education: A didactic perspective<\/strong> (pages 101-105)
\nThomas N. Jambor<\/em><\/p>\n

\u201c2 Long 2 Read\u201d: Student perception of reading in higher education institutions<\/strong> (pages 106-110)
\nGaby Probst, & Laura Zizka<\/em><\/p>\n

Transformative teaching and learning: How to bridge Spanish language learning and lived experiences in a Latin American literature classroom?<\/strong> (pages 111-115)
\nEricka H. Parra T\u00e9llez<\/em><\/p>\n

Exploring teachers\u2019 self-efficacy for inclusion through a Tutor-AI assistant: A preliminary expert validation study<\/strong>
\n(pages 116-120)
\nMartina Giorgi, Federica Stefanelli, Guido Benvenuto, & Andrea Chirico<\/em><\/p>\n

Seamless collaboration in distance learning: Exploring the role of an embedded video-conferencing-system in group work<\/strong> (pages 121-125)
\nThomas Kasakowskij<\/em><\/p>\n

Identifying the drop-out decision moment in programming MOOC student progress data<\/strong> (pages 126-130)
\nJakub Swacha<\/em><\/p>\n

A curriculum-aligned screening tool for identifying mathematical learning difficulties in grade 3<\/strong> (pages 131-135)
\nKadrian Allika, & Liina Malva<\/em><\/p>\n

Promoting education and careers in logistics through an online platform centred on the needs of teachers and students<\/strong> (pages 136-140)
\nSandra Eitler, Reinhold Schodl, Manuel Tuscher, Alexandra Haller, Christina Pum, & Lisa-Maria Putz-Egger<\/em><\/p>\n

Innovative Tech Challenges as catalysts of student creativity: Cross-national evidence from the Erasmus+ Smart Solutions project<\/strong> (pages 141-145)
\nAnna Stefanowicz-Koco\u0142<\/em><\/p>\n

On the impact of subject of study, self-regulation learning and mathematics anxiety on academic dropout<\/strong> (pages 146-149)
\nCarlos Fresneda-Portillo, Ane Guti\u00e9rrez-Aguirregabiria, Susana Romero-Yesa, & David Sim\u00f3n-Gr\u00e1balos<\/em><\/p>\n

Gender stereotypes in education: Hidden mechanisms and their impact on attitudes toward STEM<\/strong> (pages 150-154)
\nAgata Lada, & Anna Stefanowicz-Koco\u0142<\/em><\/p>\n

Teachers\u2019 perceptions of learner support in South African rural secondary education <\/strong>(pages 155-159)
\nNewlin Marongwe<\/em><\/p>\n

Education for the future in the field of energy savings and energy literacy <\/strong>(pages 160-164)
\nTetjana Tom\u00e1\u0161kov\u00e1, Jan Krotk\u00fd, & Jarmila Honz\u00edkov\u00e1<\/em><\/p>\n

Could you teach me how to think? <\/strong>(pages 165-169)
\nMar\u00eda Jes\u00fas Santos S\u00e1nchez, Deolinda Rasteiro, Mari\u00e1n Queiruga-Dios, <\/em>& Araceli Queiruga-Dios<\/em><\/p>\n

Reconceptualizing humanities pedagogy in contemporary American universities: Culture, literature and foreign languages in transition<\/strong> (pages 170-173)
\nAmarilis Hidalgo de Jes\u00fas<\/em><\/p>\n

Analysis of academic discourse on sustainability through Natural Language Processing (NLP)<\/strong> (pages 174-178)
\nNora Gavira-Dur\u00f3n, Luis Enrique Garc\u00eda-P\u00e9rez, Muhammad Kashif, Angelica Alonso-Rivera, & Ana Lorena Jim\u00e9nez-Preciado<\/em><\/p>\n

Generative AI and the deepening of understanding: A human-AI co-thinking model for higher education<\/strong> (pages 179-183)
\nAbdurrahman G\u00fclbeyaz, & Yoichiro Nonaka<\/em><\/p>\n

Self-directed language learning trajectory: A case study of language learner of Korean as a foreign language<\/strong>
\n(pages 184-188)
\nBoo Kyung Jung<\/em><\/p>\n

Generative Artificial Intelligence as a tool for information management in higher education: An empirical study on student practices and perceptions<\/strong> (pages 189-193)
\nThomas Naprawski, & Anna Pilarczyk-Naprawski<\/em><\/p>\n

Internationalization and teaching innovation in higher education through an Erasmus+ initiative<\/strong> (pages 194-198)
\nAraceli Queiruga-Dios, Mar\u00eda Jes\u00fas Santos S\u00e1nchez, Mari\u00e1n Queiruga-Dios, Mar\u00eda Anciones-Polo, & Deolinda Rasteiro<\/em><\/p>\n

Peer power in practice: A systematic review of peer programs supporting inclusive and supportive school environments<\/strong> (pages 199-203)
\nEdit Fels\u0151, & Anik\u00f3 Feh\u00e9rv\u00e1ri<\/em><\/p>\n

From algorithm to understanding: The role of AI literacy in student acceptance<\/strong> of AI grading <\/strong>(pages 204-208)
\nHayden Noel, Adam King, & Julia Sabin<\/em><\/p>\n

Co-design with Timorese artists: Practice-led reflections on design for development in Timor-Leste<\/strong> (pages 209-213)
\nAna Catarina Silva, & Jo\u00e3o Tiago Santos<\/em><\/p>\n

Gamification for the Streber-App \u2013 engaging students in a modern competence oriented assessment App<\/strong> (pages 214-218)
\nGrischa Schmiedl, & Daniela Grul\u2019ov\u00e1<\/em><\/p>\n

How young bilinguals translate stories: A study of lexical equivalence and expressive strategies<\/strong> (pages 219-223)
\nKarin Kopasov\u00e1, & Edita Horn\u00e1\u010dkov\u00e1 Klapicov\u00e1<\/em><\/p>\n

The image of school at the intersection of theory and practice in the discourse of future teachers<\/strong> (pages 224-227)
\nAgnieszka Koterwas, Edyta Nowosielska, & Ma\u0142gorzata Zambrowska<\/em><\/p>\n

Star Wars, Jenga and sustainable business models – experiences and findings from an EU project on usage of game elements in entrepreneurial education<\/strong> (pages 228-232)
\nHelge Fischer, Thomas K\u00f6hler, Marina Letonja, Linda Mertens, Ria Slingerland, <\/em>
\nAntonio Rold\u00e1n-Ponce, Pawel Urgacz, Denis Spahija, Yvonne Farrand, Jose Tummers, & Magne Ortmann<\/em><\/p>\n

Exploring teacher perceptions of integrating STEAM and home economics through the STEAMKitchen handbook<\/strong>
\n(pages 233-237)
\nKristi Paas<\/em><\/p>\n

Complex assessment and multidisciplinary intervention in children after pediatric stroke using MYRO: Systematic case study<\/strong> (pages 238-241)
\nEdita Satinsk\u00e1, & Marcela Dabrowsk\u00e1<\/em><\/p>\n

Using knowledge graphs to structure and summarize instruction in STEM classrooms<\/strong> (pages 242-246)
\nElina Benenson Opalinsky, Lina Vinitsky-Pinsky, & Maayan Zhitomirsky-Geffet<\/em><\/p>\n

Designing for learner variability at scale: A UDL-aligned framework for asynchronous online teaching<\/strong> (pages 247-250)
\nMelissa Beck Wells<\/em><\/p>\n

Integrating Artificial Intelligence in curricular design from pre-service teachers’ perspectives: The role of pedagogical competence<\/strong> (pages 251-255)
\nCristiana Dell\u2019Erba, Lisa Ruffini, & Roberta Silva<\/em><\/p>\n

Educational provocations in teaching a foreign language: A “spark chamber” promoting students’ creative linguistic thinking<\/strong> (pages 256-260)
\nNijole Ciuciulkiene, & Viktorija Polismakaite<\/em><\/p>\n

Bridging sectors in language education: A cross-sectoral community of practice approach to modern foreign language implementation in <\/strong>Irish primary schools<\/strong> (pages 261-265)
\nJulia Collins<\/em><\/p>\n

The future of university education: Transformation, disruption and adaptation to 2040<\/strong> (pages 266-270)
\nDaniela Ilieva<\/em><\/p>\n

A data-driven, inclusive and student-centred model for engagement, belonging and success in higher education<\/strong>
\n(pages 271-275)
\nSarvin Hassani, & Alessia Mevoli<\/em><\/p>\n

Florence Project \u2013 designing from within: A living lab model for innovative higher education inside a medical center<\/strong>
\n(pages 276-279)
\nMichal Eitan<\/em><\/p>\n

Prevention of postural defects in children and adolescents in public health care on the example of selected European countries<\/strong> (pages 280-284)
\nAgnieszka Jankowicz-Szyma\u0144ska, Katarzyna W\u00f3dka, Gabriela Hudyka, <\/em>Fatma Dilara Akara \u00c7amyar, Andreea-Daniela Braguta, G\u00f6khan \u00d6zko\u00e7ak, <\/em>
\nManuel Monfort Panego, Ligia Rusu, Neville Schembri, & Vicente Minana Signes<\/em><\/p>\n

Enhancing student engagement through movement and proactivity: A comparative classroom study using an ISO 26000 game<\/strong> (pages 285-289)
\nSandrine Stervinou<\/em><\/p>\n

ALISIO – a STEAM educational project bringing earth observation to Canary Islands classrooms<\/strong> (pages 290-294)
\nSara Gonz\u00e1lez P\u00e9rez, Carlos Colodro-Conde, & \u00c1lex Oscoz Abad<\/em><\/p>\n

Family comprehensive sexuality education experiences and opinions from adolescents and their parents<\/strong> (pages 295-299)
\nValeria Bruno, Jessica Pistella, & Roberto Baiocco<\/em><\/p>\n

The Trialogical Learning Approach as a tool for supporting lifelong learning<\/strong> (pages 300-302)
\nEleonora Perrone Capano<\/em><\/p>\n

Immersive pedagogy and embodied data: IP and privacy risks in European educational metaverses<\/strong> (pages 303-306)
\nAlberto Nico, Flavio Manganello, Giannangelo Boccuzzi, Giancarlo Masi, Rosa Rondinelli, & Martina Ragusa<\/em><\/p>\n

Ecological imperative and co-evolutionary education through methodological synthesis<\/strong> (pages 307-311)
\nOlena Mitryasova, & Andrii Mats<\/em><\/p>\n

Assessment of AI impact on lectures and theses in university education<\/strong> (pages 312-316)
\nRonny Wang<\/em><\/p>\n

Exploring the utility of extended reality in rural medical education: A programmatic research synthesis <\/strong>(pages 317-321)
\nVernon Curran, Norman Burry, Nicole Hollohan, Mustafa Yalin Aydin,\u00a0<\/em>
\nPeter Magued Mounir Attia, Susan White, Lourdes Pe\u00f1a-Castillo, & Oscar Meruvia-Pastor<\/em><\/p>\n

Designing a teacher development MOOC camp to promote anti-racist education<\/strong> (pages 322-326)
\nJanaina Cardoso<\/em><\/p>\n

Managing religious diversity in primary schools: Educators\u2019 perspectives on inclusion, belonging and school climate<\/strong>
\n(pages 327-331)
\nDiana-S\u00eenziana Duca, Andreea Ursu, Alina Ionescu-Corbu, Christos Papakostas, <\/em>
\nEfstathios Lianos Liantis, Emmanuil Karageorgoudis, & Maria-Doina Schipor<\/em><\/p>\n

Touching the soil, cultivating a common home: A lived experiment in regenerative education<\/strong> (pages 332-336)
\nBenjamin Br\u00e4utigam, & Elisa Bertolotti<\/em><\/p>\n

Developing work-relevant digital competencies in rural secondary education: Insights from Homa Bay, Kenya<\/strong>
\n(pages 337-341)
\nVivian Harberts, Julian Ng, Peter Kaune, & Andreas Saniter<\/em><\/p>\n

Integrating living lab webinars into university teaching for digital and sustainable operations<\/strong> (pages 342-346)
\nIrene Navarro-del \u00c1guila, Jer\u00f3nimo de Burgos-Jim\u00e9nez, Jose Felipe Jim\u00e9nez-Guerrero, & Eva Carmona-Moreno<\/em><\/p>\n

Rethinking online STEM “best practices”: Evidence from a Hispanic-serving institution<\/strong> (pages 347-351)
\nAnna Y. Ni<\/em><\/p>\n

From field to feed: A social network analysis of a phygital experiential learning case in higher education<\/strong> (pages 352-356)
\nMarina Galioto, Francesca Pedone, Maria Moscato, Gabriella Ferrara, & Antonino Bianco<\/em><\/p>\n

Inclusive education and network-based training: The development of a pedagogical guide within the INTEGRAR project (UERJ)<\/strong> (pages 357-360)
\nMariana Florentino, Tatiane Alves Baptista, Marcia Paes, Helo\u00edsa Pereira, & L\u00edvia Silva<\/em><\/p>\n

Fostering mental clarity and intuitive thinking in the digital age: Results from an intercultural mental training program<\/strong> (pages 361-365)
\nAndreas Schmitt, Benjamin Br\u00e4utigam, B\u00e1rbara Tagliaferro, Dominik Dupont, <\/em>& David Martin<\/em><\/p>\n

Children\u2019s narratives of belonging \u2013 a participatory arts-based study in diverse schools in England<\/strong> (pages 366-368)
\nHolly Bennion<\/em><\/p>\n

Thesis Buddy \u2013 Generative Artificial Intelligence in thesis supervision<\/strong> (pages 369-373)
\nKrista Sorri, Anu Helena Suominen, & Nasir Md Shuvo<\/em><\/p>\n

CSI-POM: Empowering Ocean Literacy through marine research and monitoring<\/strong> (pages 374-378)
\nTymon Zielinski, Tomasz Kijewski, Joanna Piwowarczyk, Lidia Dzierzbicka-Glowacka, Dawid Dybowski, & Maciej Janecki<\/em><\/p>\n

Balancing teaching and research: Integration of scientific project outcomes into university curricula<\/strong> (pages 379-383)
\nDunja Srpak, Ivan \u0160umiga, Josip Srpak, & Antonija \u0160umiga<\/em><\/p>\n

Co-creating learning spaces: Student agency and collaboration in the metaverse<\/strong> (pages 384-388)
\nMarie-Luce Bourguet, & Elise Gasser<\/em><\/p>\n

Drivers and barriers to Generative AI adoption among students of initial teacher education programmes<\/strong> (pages 389-393)
\nMarian Carcary, & Patrick Buckland<\/em><\/p>\n

#TrustinTruth: Media competence of invisible youth<\/strong> (pages 394-398)
\nRaphaela Tkotzyk, Kim Hebben, & Johanna Lategahn<\/em><\/p>\n

\u201cBrain knowledge for learning\u201d program: Design and short-term assessment<\/strong> (pages 399-403)
\nMar\u00eda \u00c1ngeles Vicente-Torres, Margarita Mart\u00ednez-N\u00fanez, Oriol Borr\u00e1s-Gen\u00e9, <\/em>
\nMarta Navarro, Teresa P\u00e9rez, & Jos\u00e9 Agust\u00edn Vicente<\/em><\/p>\n

An educational model focused on comprehensive university education: Experiences in its implementation<\/strong> (pages 404-408)
\nMariano S\u00e1nchez Cuevas<\/em><\/p>\n

Talking it out: Using interactive oral assessment to authenticate learning in an age of Gen AI<\/strong> (pages 409-411)
\nColum A. Foley, & James Byrne<\/em><\/p>\n

Beyond technical proficiency: Conceptualising intercultural project-based learning through the GIPE and GIPE++ initiatives<\/strong> (pages 412-416)
\nManfred Meyer, Alfonso Harrison, & Joshelyn Paredes-Zavala<\/em><\/p>\n

Mobile, meaningful and inclusive: Rethinking online course design for diverse student populations<\/strong> (pages 417-420)
\nTricia Hudson, & Shawn Worthy<\/em><\/p>\n

The use of mobile clicker technology in foundational organic chemistry for enhanced student engagement<\/strong> (pages 421-425)
\nParveen B. M. Beebeejaun-Boodoo, & Jeanine N. Mwambakana-Mutombo<\/em><\/p>\n

 <\/p>\n

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

Projects and Trends<\/strong><\/p>\n

Hands-on physics: Experimental teaching from primary to tertiary education<\/strong> (pages 429-431)
\nPeter Hockicko<\/em><\/p>\n

Wearable-assisted task support for children with Autism Spectrum Disorder in educational contexts<\/strong> (pages 432-434)
\nNo\u00e9 Vila, Paula M. Castro, & Adriana Dapena<\/em><\/p>\n

Empowering higher education lecturers through TEMP: An innovative e-mentoring model<\/strong> (pages 435-436)
\nNaama Katz, & Orit Lahav<\/em><\/p>\n

From story to STEM: Empowering students through digital storytelling in gender equality education<\/strong> (pages 437-439)
\nAnna Stefanowicz-Koco\u0142<\/em><\/p>\n

Can the different forms of prejudice blatant or subtle, aversive, reification, etc be applied in Saudi Arabia? Are there any other ways in which prejudice is expressed, shown in Saudi Arabia<\/strong> (pages 440-442)
\nJabr Almutairi<\/em><\/p>\n

An interdisciplinary doctoral program for creative and sustainable innovation<\/strong> (pages 443-445)
\nMar\u00eda de los \u00c1ngeles Cancela-Carral, Rosa M. Ricoy-Casas, Eva M. Lantar\u00f3n-Caeiro, & Ana Bel\u00e9n Fern\u00e1ndez-Souto<\/em><\/p>\n

Gamification and visual models as tools to support understanding of atomic structure among secondary schools students<\/strong> (pages 446-448)
\nAgata Lada<\/em><\/p>\n

Electronic testing as a motivational tool in pre-service teacher education: A pilot study<\/strong> (pages 449-451)
\nKaterina Biernatova, Lilla Korenova, & Angelika Schmid<\/em><\/p>\n

Developing emotional intelligence to foster sustainable consumption: An integrated approach to future educator training<\/strong> (pages 452-454)
\nElena Martino, Maria Cinque, & Giovanni Ferri<\/em><\/p>\n

Integrating AI tools in UX and software education: Insights from teaching practice<\/strong> (pages 455-457)
\nRobert Pucher<\/em><\/p>\n

Rethinking online doctoral education: Digital innovation, e-learning and AI in the CREA program<\/strong> (pages 458-460)
\nRosa M. Ricoy-Casas, Mar\u00eda de los \u00c1ngeles Cancela-Carral, Eva M. Lantar\u00f3n-Caeiro, <\/em>& Ana Bel\u00e9n Fern\u00e1ndez-Souto<\/em><\/p>\n

Implementing research-based learning to enhance competencies in industrial biotechnology education for chemical engineering students<\/strong> (pages 461-463)
\nIrene G\u00f3mez-Cruz, Mar\u00eda del Mar Contreras, Minerva C. Garc\u00eda-Vargas, Crist\u00f3bal Cara, <\/em>& Juan Miguel Romero-Garc\u00eda<\/em><\/p>\n

Educational program for teaching reading and writing: Item construction and agreement among judges<\/strong> (pages 464-466)
\nPatr\u00edcia Mendes Comassio, & Simone Aparecida Capellini<\/em><\/p>\n

Rolling dice, building futures: Using board game to enhance career planning<\/strong> (pages 467-469)
\nZs\u00f3fia Kocsis<\/em><\/p>\n

Flipped webinars for online psychology students: Is attendance an appropriate quality indicator?<\/strong> (pages 470-472)
\nHelga Fj\u00e6rvoll<\/em><\/p>\n

Digital tool use and mathematics performance: Evidence from PISA 2022<\/strong> (pages 473-475)
\nBal\u00e1zs J\u00e1nos Csajkos, & Kl\u00e1ra Kov\u00e1cs<\/em><\/p>\n

ChatGPT as a language trainer for enhancing the interaction skills of German learners in Japan<\/strong> (pages 476-478)
\nAxel Harting<\/em><\/p>\n

Evolve2Care Training Series: Building capacity for innovators and living labs<\/strong> (pages 479-481)
\nMarta De Los R\u00edos White, Francesca Sperandio, Metaxas Gamvrelis, Konstantinos Baliouskas, & Adriane Thrash<\/em><\/p>\n

 <\/p>\n

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

Projects and Trends<\/strong><\/p>\n

From transparency to accountability: A framework for ethical and empowering use of Generative AI in higher education<\/strong> (pages 485-489)
\nMatthew Montebello<\/em><\/p>\n

Models of interaction between library education and library resources in the context of digital transformation<\/strong>
\n(pages 490-494)
\nIskra Tsvetanska, & Paola Galovich<\/em><\/p>\n

Emotional release in digital learning spaces: Integrating Sedona-inspired practices into elearning platforms for student well-being<\/strong> (pages 495-499)
\nIulian Zonenstain<\/em><\/p>\n

Functions of the school as a space for preserving ethnocultural identity in a foreign environment (aspects of the work of the Bulgarian school in Cyprus)<\/strong> (pages 500-504)
\nVanya Dobreva, Boriana Buzhashka, Roumen Draganov, Nina Debruyne, & Ventzislav Velev<\/em><\/p>\n

Attitudes and opinions of preschool educators and elementary school teachers regarding ecological education and their awareness of sustainable development<\/strong> (pages 505-509)
\nSnezana Stavreva Veselivovska, Despina Sivevska, & Sonja Petrovska<\/em><\/p>\n

Sustainable education in written heritage conservation: Incorporating environmental practices into student training<\/strong>
\n(pages 510-513)
\nIskra Tsvetanska, & Ivanka Yankova<\/em><\/p>\n

Literature analysis on the application of machine learning algorithms for the prevention of university drop out<\/strong> (pages 514-518)
\nJos\u00e9 Guadalupe Landaverde-Vaca, Ana Mar\u00eda Pacheco-Mart\u00ednez, & Carlos Fresneda-Portillo<\/em><\/p>\n

Teaching with technology: Lecturer challenges in adopting AI tools for STEM<\/strong> (pages 519-523)
\nDenzyl Soobramoney Govender<\/em><\/p>\n

The teacher as a consolidating factor in the contemporary Bulgarian diaspora<\/strong> (pages 524-528)
\nVanya Dobreva, Stoyan Denchev, Hristina Hristova, & Grudy Angelov<\/em><\/p>\n

Hyper-realistic avatars in education: A systematic review for hyper-realistic avatar design in education<\/strong> (pages 529-533)
\nKeith Azzopardi, Gabriel Borg, Matthew Montebello, Dylan Seychell, Luke Cassar, & Luke Cardona<\/em><\/p>\n

A comparative analysis of AI models for scenario-based learning<\/strong> (pages 534-538)
\nGabriel Borg, Keith Azzopardi, Matthew Montebello, Vanessa Camilleri, & Luke Cardona<\/em><\/p>\n

Exploring the implementation of support services in enhancing teachers\u2019 inclusive pedagogical practices<\/strong> (pages 539-542)
\nThabo Makhalemele, Rachel Rirhandzu Mayimele, & Pateka Pamella Jama<\/em><\/p>\n

Language education: Cultural mediation through creating an image of the foreign country<\/strong> (pages 543-547)
\nNat\u00e1lia Rusn\u00e1kov\u00e1, & Fabien Gibault<\/em><\/p>\n

Escaping the pathogen: An educational escape room as an assessment tool for microbial pathogenesis subject in higher education <\/strong>(pages 548-552)
\nRub\u00e9n Salvador-Clavell, Mar\u00eda L\u00f3pez-Heredia, H\u00e9ctor Carmona-Salido, & Carmen Amaro<\/em><\/p>\n

Integrating sustainable e-waste management into the school curriculum: A response to limited institutional support<\/strong>
\n(pages 553-557)
\nMagdeline Stephen, & Reuben Dlamini<\/em><\/p>\n

AI-enabled design pipelines and their impact on teaching practice<\/strong> (pages 558-562)
\nXiaozhu Lin, & Matteo Oreste Ingaramo<\/em><\/p>\n

Teachers’ experiences creating teaching materials as a tool for teachers’ literature training<\/strong> (pages 563-567)
\nLeetwane Anna Ntlhare, & Alfred Makura<\/em><\/p>\n

Let me show you something \u2013 notions of video-based assignments in university<\/strong> (pages 568-572)
\nPasi Hellsten, & Annamaija Paunu<\/em><\/p>\n

The mediating role of misconceptions in blended learning’s impact on 3D trigonometry achievement: A structural equation modelling study<\/strong> (pages 573-577)
\nJoseph Baidoo<\/em><\/p>\n

Gender disparities in STEM degrees: Evidence from higher education and labor market<\/strong> (pages 578-582)
\nM\u00f3nica Mart\u00ednez-G\u00f3mez, Elena de la Poza Plaza, M\u00aa \u00c1ngeles Alcaide Gonz\u00e1lez, & Silvia Casino Colom<\/em><\/p>\n

Inclusive practices in large primary classrooms: Teacher training and research in S\u00e3o Tom\u00e9 and Pr\u00edncipe<\/strong> (pages 583-587)
\nIsabel Piscalho, & Ana Artur\u00a0<\/em><\/p>\n

Exploring the role of Artificial Intelligence in design-driven startup education<\/strong> (pages 588-592)
\nGianluca Carella, & Marta Conte<\/em><\/p>\n

Instructional design in practice: Contributions to the structuring of online courses for women entrepreneurs<\/strong>
\n(pages 593-596)
\nHelen Rosa, Bruno F. Gon\u00e7alves, & Maria Raquel Patr\u00edcio<\/em><\/p>\n

Declarative and poetic symbols in art students\u2019 exploration of environmental renewal through Lanthimos\u2019s Bugonia<\/strong>
\n(pages 597-601)
\nDimitra Gounari, & Agnes Papadopoulou<\/em><\/p>\n

Between expectations and recognition: Perceptions of preschool teachers’ professional status and the path toward transformation within the TEACH-MC project<\/strong> (pages 602-606)
\nRenata \u010cepi\u0107, & Anja Basara<\/em><\/p>\n

Does Finnish education system matter for choosing future career path? A comparative study among the eighth graders<\/strong> (pages 607-611)
\nFlorentina Alina Grigorescu (P\u00eervu), Cezar Scarlat, & Alexandra Ioanid<\/em><\/p>\n

Implementing a STEAM-oriented hands-on curriculum in general education courses<\/strong> (pages 612-614)
\nShao Ying Li, Yen Chun Li, & Yi Chen Li<\/em><\/p>\n

Futures literacy as an inclusive concept<\/strong> (pages 615-619)
\nAriane Steuber<\/em><\/p>\n

Embedding AI literacy within disciplinary curriculum through structured assignment design<\/strong> (pages 620-624)
\nRonald J. Glotzbach<\/em><\/p>\n

Investigating contradictions regarding education for sustainable development integration among academics: An interdisciplinary perspective<\/strong> (pages 625-629)
\nPortia Mabenge, & Eunice Nyamupangedengu<\/em><\/p>\n

Between prototypes projects and creative processes – educational robotics takes shape through the maker challenge<\/strong>
\n(pages 630-634)
\nM\u00e1rcia Luzia Correia de Abreu, & Fabiana Leta<\/em><\/p>\n

\u201cLife is your block of clay.\u201d Applying a typology for learning in makerspaces<\/strong> (pages 635-639)
\nNuria Jaumot-Pascual, Teresa Lara-Meloy, Ken Rafanan, & Elise Levin-G\u00fcracar<\/em><\/p>\n

Intercultural communication as a challenge and as a tool in multicultural environments<\/strong> (pages 640-644)
\nRasa Poceviciene<\/em><\/p>\n

Developing a framework for the integration of education for sustainable development into science teaching and learning<\/strong> (pages 645-649)
\nMonde Kazeni, & Eunice Nyamupangedengu<\/em><\/p>\n

CBL project and sustainability \u2013 SARRIKO SUSTAINABLE: The challenge to reduce, reuse and recycle <\/strong>(pages 650-654)
\nLidia Garc\u00eda-Zambrano, & Maite Ruiz-Roque\u00f1i<\/em><\/p>\n

A pilot study on the effects of involving the secondary school students in JAR (Junior Achievement – Romania) activities on their entrepreneurial intentions<\/strong> (pages 655-659)
\nFlorentina Alina Grigorescu (P\u00eervu), Cezar Scarlat, & Andrei Nicolae<\/em><\/p>\n

Physical sciences pre-service teachers\u2019 VR-supported 5E instructional practices during microteaching of electron configuration<\/strong> (pages 660-664)
\nSamukelo Sibiya, & Noluthando Mdlalose<\/em><\/p>\n

Innovative teaching of renewable energy technologies through real-time data monitoring of microgrids<\/strong> (pages 665-669)
\nAntonio Esc\u00e1mez, Daniel S\u00e1nchez-Lozano, Roque Aguado, David Vera, Marcos Tostado-V\u00e9liz, & Manuel G\u00f3mez-Gonz\u00e1lez<\/em><\/p>\n

Navigating business language: Pre-service teachers\u2019 LoTL practices in multilingual classrooms<\/strong> (pages 670-674)
\nNthabiseng Masehle, Abelwe Maluleka, & Rhulani Maluleka<\/em><\/p>\n

Integrating Artificial Intelligence in strategic design education: Empirical evidence from design courses<\/strong> (pages 675-679)
\nGianluca Carella, & Marta Conte<\/em><\/p>\n

Strategic models and human resource challenges in global K\u201312 AI education<\/strong> (pages 680-684)
\nM\u00e1rk Kov\u00e1cs<\/em><\/p>\n

Innovative experiential education: Socratic Games for All<\/strong> (pages 685-688)
\nAnna Lazou, Nektaria Skouteli, & Yorghos Voutos<\/em><\/p>\n

The role of Generative AI in low-code robotics in STEM education<\/strong> (pages 689-693)
\nMafor Penn<\/em><\/p>\n

Transformative learning for sustainability: A synthesis of learning outcomes<\/strong> (pages 694-698)
\nJonna K\u00e4pyl\u00e4<\/em><\/p>\n

Learners\u2019 perceptions of digital tool use in business studies through DigComp<\/strong> (pages 699-703)
\nMpho Lucky Kgalushi, Rhulani Maluleka, & Abelwe Maluleka<\/em><\/p>\n

Grade 11 physical sciences teachers\u2019 experiences of using PhET simulations-enhanced inquiry-based teaching of chemical change<\/strong> (pages 704-708)
\nAudrey Sifunda, & Noluthando Mdlalose<\/em><\/p>\n

Initial teacher education and the development of intercultural competence: The mentors\u2019 perspective<\/strong> (pages 709-713)
\nJasna Maksimovi\u0107, Marina Semiz, Jelena Stamatovi\u0107, Sanja Mari\u010di\u0107, Sne\u017eana Marinkovi\u0107, & Nenad Milinkovi\u0107<\/em><\/p>\n

Indigenous research methodologies adoption in postgraduate research: Opportunities and challenges<\/strong> (pages 714-718)
\nLwazi Nsindiso Mkhwebane<\/em><\/p>\n

Educational decision-making in contexts of inequality: A data analysis of the gap between poverty and academic success<\/strong> (pages 719-722)
\nFredy Olarte, & Liz Karen Herrera<\/em><\/p>\n

Teachers’ pedagogical practices when using interactive whiteboards for integrating indigenous knowledge in Life Sciences teaching<\/strong> (pages 723-727)
\nLwazi Nsindiso Mkhwebane, & Lydia Mavuru<\/em><\/p>\n

Degrowth pedagogy in management and business education<\/strong> (pages 728-732)
\nJonna K\u00e4pyl\u00e4<\/em><\/p>\n

Challenges in adapted physical education in mainstream and special schools in the BRICS countries<\/strong> (pages 733-737)
\nCharlene Engelbrecht, Dorita Du Toit, Chanelle Kemp, & Niekie Van Der Merwe<\/em><\/p>\n

Intercultural and diasporic education in rural schools: Narratives and drawings on migration and belonging<\/strong>
\n(pages 738-742)
\nJos\u00e9 Javier Luis Tello, Ana Gracia Gil, Alfonso Burgos Risco, Estefan\u00eda Monforte Garc\u00eda, & Jennifer Moreno Moreno<\/em><\/p>\n

Learning mathematics through integration of music activities<\/strong> (pages 743-746)
\nMimoza Kurshumlia, & Rajmonda Kurshumlia Syla<\/em><\/p>\n

Pre-service teachers’ perceptions and experiences of using smartboards to promote active learning during teaching practice<\/strong> (pages 747-751)
\nLwazi Nsindiso Mkhwebane, & Alex Mbanze<\/em><\/p>\n

The application of Assistive Technology in a special program for acquiring competencies in activities of daily living<\/strong>
\n(pages 752-756)
\nTena Tej, Renata Pinjatela, & Mateja Vuka\u0161inec<\/em><\/p>\n

Grade 10 South African learners’ experiences during face-to-face and online<\/strong> learning – implications for social interaction<\/strong> (pages 757-761)
\nElmarie Kleynhans, & Nazreen Dasoo<\/em><\/p>\n

Spaced learning in secondary school: A cross-border teaching proposal<\/strong> (pages 762-765)
\nGabriella Ferrara, Maria Moscato, Francesca Pedone, & Marina Galioto<\/em><\/p>\n

 <\/p>\n

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

Projects and Trends<\/strong><\/p>\n

Taming ChatGPT (and other AI beasts): Designing a GenAI code of conduct for meaningful learning<\/strong> (pages 769-771)
\nJeroen Lievens<\/em><\/p>\n

Saving the planet by saving environmental education. What can arts-based pedagogy offer?<\/strong> (pages 772-774)
\nMartin Braund<\/em><\/p>\n

Facilitating classroom dialogue in sexuality education through game\u2013based learning and GenAI<\/strong> (pages 775-777)
\nValeria Bruno, Giorgio Gaudio, Jeroen Lievens, & Bj\u00f6rn Sj\u00f6d\u00e9n<\/em><\/p>\n

A case study on trauma-informed culturally responsive teaching: Core concepts for school professionals<\/strong> (pages 778-780)
\nKaren M. VanDeusen, Dee A. Sherwood, Linda Reeser, & Marian Tripplett<\/em><\/p>\n

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

INDEX OF CONTENTS                 FRONTMATTER   ORAL PRESENTATIONS: Projects and Trends Gathering content validity evidence for a mathematics and statistics diagnostic tool using qualitative methodology (pages 3-7) Carlos Fresneda-Portillo, Juan F. Luesia, & Carlos Benjam\u00edn C\u00f3rdova-Portillo Reimagining assessment: AI-driven strategies for transforming teacher education (pages 8-9) Kay Carroll […]<\/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-53466","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PhpHYu-dUm","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/pages\/53466","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=53466"}],"version-history":[{"count":15,"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/pages\/53466\/revisions"}],"predecessor-version":[{"id":53918,"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/pages\/53466\/revisions\/53918"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2026\/wp-json\/wp\/v2\/media?parent=53466"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}