Abstract Book of the International Conference on Teaching and Education
The Abstract Books of the International Conference on Teaching and Education (TECONF) presents carefully peer-reviewed research presented at the annual Teaching and Education conference organized by Proud Pen. This collection captures original work across the field of Teaching and Education, spanning theoretical frameworks to applied studies. Each volume serves as a reference for ongoing research and study in the discipline.
Effect Of Blended Learning on Engagement and Academic Performance of Student with Special Needs in Kwara State University, Malete
It has been observed that students with special needs often face challenges that hinder both their engagement and academic performance. While inclusive education policies aim to provide equal opportunities, inadequate support services, inaccessible learning materials, limited use of assistive technologies, and insufficiently trained faculty members continue to pose significant barriers. These obstacles often lead to lower participation in classroom activities, reduced motivation, and poorer academic outcomes compared to their peers. Therefore, this study was carried out to examine the effect of blended learning on the engagement and academic performance of students with special needs at Kwara State University, Malete. The study adopted a pre-test post-test quasi-experimental control group research design. A purposive sampling technique was used to select 59 students with special needs. The English Academic Performance Test (EAPT) and the Students with Special Needs Scale (SSNS) were used to obtain pre-test and post-test scores. The reliability of the instruments was determined using the test-retest method, and Pearson Product Moment Correlation (PPMC) was used to establish the reliability coefficients of .71 and .73, respectively. Data collected were analysed using Analysis of Covariance (ANCOVA), with all hypotheses tested at the 0.05 level of significance. The findings revealed, among others, that there was a significant effect of blended learning on the academic performance and engagement of students with special needs at Kwara State University, Malete (F(1, 51) = 8.691, p < 0.05). It was concluded that blended learning has the potential to improve the academic performance and engagement of students with special needs. It was recommended that lecturers should be encouraged and trained to incorporate blended learning strategies into their day-to-day teaching practices when interacting with students with special needs
Copyright (c) 2025 Abstract Book of the International Conference on Teaching and Education
Comparison of the Social Level of Personality Education Thinking in Homeric Hymns and the Book of Songs
Homeric Hymns and the Book of Songs are the earliest poetry in Greece and China, respectively. They not only showcase the aesthetic pursuits of their respective cultures but also contain profound ideas on personality education. This article attempts to compare the views on personality education in both works from a social perspective, exploring their similarities and differences, with the aim of enhancing mutual understanding between Eastern and Western cultures. This study establishes a comparative framework based on psychological personality theories, and then employs historical research methods, using the historical backgrounds of Homeric Hymns and the Book of Songs as references for interpreting the texts. It interprets the perspectives on personality education in society found in Homeric Hymns and the Book of Songs and applies critical thinking to them. This study found that both Homeric Hymns and the Book of Songs emphasize similar concepts of personality education at the social level, valuing kindness and propriety. They suggest that individuals should care for the group, fulfill their roles in society, be grateful for the benevolence of others, respect collective norms, and exercise consistent self-restraint. However, Homeric Hymns and the Book of Songs differ in their concepts of personality education at the social level: 1. Homeric Hymns place more emphasis on being outgoing and interacting with others, treating people fairly, whereas the Book of Songs, although caring for the group, is more reserved than Homeric Hymns and emphasizes harmony rather than fairness. 2. In the parent-child relationship, both Homeric Hymns and the Book of Songs mention parents' meticulous care and concern for their children. Homeric Hymns focus more on parents' love for their children, without particularly emphasizing filial piety, whereas the Book of Songs emphasizes more the children's filial duty towards their parents. 3. Homeric Hymns suggest that praising others can make them happy, earn their goodwill, and it is best to speak frankly without hiding anything. In contrast, the Book of Songs views people who use flattering words and deceptive expressions as eager to please the ruler, which causes the ruler to lose opportunities for self-improvement. It is better to remind others of their faults to foster moral character, though the manner of expression should be tactful and subtle. 4. Homeric Hymns and the Book of Songs differ significantly in their ideas of outstanding independence. Homeric Hymns emphasize excellence, autonomy, and self-determined decision-making, whereas the Book of Songs values obedience, meekness, and conformity.
AI in EFL Academic Writing: Potentials and Challenges in Vietnamese Higher Education
This presentation examines the opportunities and challenges of integrating AI-based technologies into academic writing within English as a Foreign Language (EFL) context in Vietnamese higher education. Drawing on semi-structured interviews with lecturers and survey data from over 200 EFL students, the study highlights how AI tools are reshaping writing practices, learner engagement, and perceptions of academic integrity. Findings indicate that while students recognise AI’s potential for enhancing language accuracy, idea generation, and confidence in writing, concerns persist regarding over-reliance, fairness, and ethical boundaries. Lecturers emphasise the importance of fostering critical awareness and guiding students in responsible AI use, ensuring that technology supports rather than replaces essential writing skills. The presentation will discuss implications for teaching practices, policy development, and future research, inviting dialogue on how educational communities can balance innovation with integrity in an AI-driven learning landscape.
Constructivist Legacy in the Digital Age: Implementing Active and Collaborative Learning through an Original Standalone Digital Platform for Anonymous Peer Review in RTU ESP Courses
The present research aims to reinterpret constructivist legacy in the context of a digital era, considering epistemological tendencies in online education and presenting a local technological initiative. An independent online platform for anonymous peer review sessions was created at Riga Technical University in 2020 to implement active learning and collaborative learning approaches grounded in constructivist theories. Through the constructivist lens learning is seen as an active process of building new knowledge structures through the reevaluation and recreation of schemata – pre-existing cognitive frameworks of a person. Students’ background, reflective engagement and peer-to-peer connections are given great importance in this regard. The initiative seeks to promote learner-driven and peer-mediated instruction in Latvian higher education, where these practices are adopted but not yet brought to fruition (compared to countries such as Sweden, Estonia, Lithuania and Netherlands). The study was conducted among 130 students using the platform within the framework of ESP courses at Riga Technical University. Applying quasi experimental research design and mixed methods, the author juxtaposed the pre-test and post-test academic performance of students from twelve ESP course groups, incorporating both individual-level criteria assessment and the examination of overarching patterns across groups. Preliminary empirical data tends to reveal strong correlation between the implementation of tech-driven constructivist practices and improvement in learning outcomes. The data was reinforced by students’ feedback: in open-ended surveys, platform users reflected on their study progress along with the reduction in foreign language anxiety using anonymity features.
Constructivist legacy in the digital classroom
An Intelligent Virtual Teaching Environment with Emotional Recognition: Supporting Novice Teachers through LLM-Driven Multi-Agent Simulations
Novice teachers frequently report insufficient preparation for dealing with disruptive behaviors in the classroom, a challenge that can impact both teacher confidence and student learning outcomes. To address this issue, we present a proof-of-concept virtual simulation framework, Class Simulation, designed to provide accessible and practice-oriented teacher training through Large Language Model (LLM)-driven multi-agent simulations. Developed in Unity, the framework integrates three key components: (1) an Orchestrator that generates authentic disruptive behavior scenarios; (2) Student Agents capable of expressing realistic emotional responses to teacher interventions; and (3) an Analyser that offers real-time feedback and explanatory insights. To adapt the system for educational use, we implemented a fine-tuning pipeline informed by input from educational professionals. Validation with expert reviewers assessed the quality of scenario generation, emotional authenticity, and feedback relevance, while usability testing with teachers evaluated pedagogical value and practical applicability. Findings indicate that teachers viewed the simulation as a useful tool for strengthening classroom management skills and bridging gaps in existing training. Although fine-tuning showed only limited improvements in scenario and feedback quality, emotional modelling enhanced the realism of interactions, contributing to more immersive experiences. Current limitations include scalability and reliance on commercial LLM APIs. Despite these challenges, our results highlight the potential of AI-driven simulation environments to provide flexible, realistic, and cost-effective training opportunities for teachers.
AI in Academic Writing: Theoretical Perspectives and Classroom Insights for Ethical Pedagogy
The rise of AI-powered writing tools presents both opportunities and challenges for higher education, particularly in relation to critical thinking, originality, and academic integrity. This paper presents a theoretical examination of how AI is transforming academic writing and the skills students must acquire to engage with it critically. Drawing on current research, this discussion explores how AI can enhance fluency and efficiency but may also diminish independent analysis, creativity, and sustained engagement. Issues of authorship and plagiarism are examined, with attention to the limitations of current detection systems and their implications for the design of assessments. While primarily conceptual, the paper integrates insights from classroom practice to illustrate how AI can be integrated ethically and pedagogically into English language teaching. It proposes strategies for guiding students toward responsible use of AI while rethinking assessment in ways that uphold academic integrity and foster authentic demonstrations of knowledge. By reframing pedagogy through both theoretical reflection and practical considerations, the session contributes to an emerging dialogue on preparing learners to think critically and act ethically in the age of AI.
Global Analysis of University-Led Sustainability Projects: Lessons for Higher Education Institutions
This paper reviews exemplary university-driven sustainability initiatives worldwide and highlights the common traits of successful practice. Drawing on bibliometric data and a systematic review of research published between 2004 and 2023, it maps publication trends, citation patterns, disciplinary links, and international collaborations using Dimensions and VOSviewer. Reference is also made to the Top 20 institutions in the World University Sustainability Ranking. Findings show a steady rise in academic attention, with major contributions from the United States, Spain, Japan, and the United Kingdom. Effective approaches typically feature community engagement, interdisciplinary teamwork, stakeholder participation, forward-looking strategies, technological innovation, resource efficiency, and flexibility. The study notes that many comparable projects may exist beyond the documented record and urges higher-education institutions to adopt a “university without borders” ethos by partnering with local communities and organizations pursuing the Sustainable Development Goals to strengthen cross-institutional learning.
Frequent English Use and Higher Proficiency: Do They Promote Enhanced Verbal Participation and Positive Emotions in University EFL Classrooms
In modern multilingual classrooms, students’ foreign language enjoyment (FLE) and their willingness to communicate (WTC) are shaped not only by classroom dynamics but also by their language background and prior achievement. This study analyzes data from 123 university students (engineering, humanities, medicine) who completed a questionnaire measuring demographics (gender, age, study programme), self-reported FLE, WTC, English use outside the classroom, and performance on the state matura exam in English language. The study proposes the following research questions: (1) How significantly are everyday English use and English-language matura performance related to WTC and FLE? (2) Are there any differences in WTC and FLE in gender or across study programmes? (3) To what extent do everyday English use and English-language matura performance predict WTC and FLE? Hypotheses posit the following: Everyday English use and English-language matura performance will be positively related to WTC and FLE (H1); There will be significant differences in WTC and FLE in gender and across study programmes (H2); More frequent everyday English use and better English-language matura performance will predict greater WTC and FLE among students. Analyses include descriptive statistics, correlational analyses, t-test and one-way ANOVA with post-hoc tests and hierarchical multiple regression. The results point to practical strategies for teachers, including designing authentic, low-anxiety contextualized speaking tasks, integrating frequent English-use opportunities across curricula, and providing formative feedback tailored to students’ language-background and achievement level. Such actions aim to raise WTC and classroom enjoyment.
Bridging the gap between ESP vocabulary acquisition and collocational competence
Proficiency in multi-word lexical units, particularly collocations—both receptive (recognition and understanding) and productive (appropriate use)— contributes significantly to overall language proficiency, fluency and the attainment of native-like competence. Developing this type of collocational competence is particularly complex within English for Specific Purposes (ESP), notably technical English, where learners must become accustomed to highly frequent, field-specific lexical bundles. This paper is a follow-up of our previous studies on our ESP students’ technical English vocabulary acquisition and collocational competence conducted at the University of Split, in the academic years 2022/2023 and 2024/2025, now supplemented by an analysis on students’ opinions on the topic. Quantitative and qualitative studies were conducted on both students’ technical English vocabulary acquisition and collocational competence trying to establish their overall level, determine factors affecting them and discern any hypothesized similarities and differences between them at the receptive and productive level. Findings from the studies, despite highlighting certain extralinguistic factors as significant contributors to students’ enhanced performance, reveal their rather low overall score in both competences at both levels, and thus explicitly and primarily call for more systematic, explicit and targeted instruction of overall ESP vocabulary and collocations. Practical implications arising from them include integrating explicit overall vocabulary and collocation teaching into ESP syllabi (moving learners from receptive to productive use), using discipline‑specific corpora, contextualized learning and repeated and focused productive practice, teaching learning strategies explicitly and training learners to recognize and use lexical chunks and incorporating formative assessments aiming at both reception and production.
Teacher Students on Pedagogical Practice – A Third-Party Perspective
The aim of the study is to analyze the opinions of mentor teachers on the evaluation of professional competencies and specific skills of teacher training students at Pavol Jozef Šafárik University in Košice. A self-developed scaled questionnaire was used for data collection. The research sample consisted of 105 mentor teachers cooperating with the Department of Pedagogy at UPJŠ. The largest representation was among female respondents (n=89; 84.76 %), respondents working in schools in Prešov and Košice regions (n=76; 72.38 %), respondents with teaching experience of 16 – 20 and 21 – 25 years (n=40; 38.10 %) and 26 – 30 and 31 or more years (n=47; 44.76 %), and respondents with mentor teacher experience of 6 – 10 and 11 – 15 years (n=46; 43.81 %). A statistically significant difference was found in the evaluation of students' diagnostic and didactic-methodical competence during teaching practice by mentors in terms of location, and a statistically significant difference was also found in the evaluation of students' diagnostic competence by mentors in terms of age. Within the diagnostic competence, mentor teachers gave lower ratings to students' skills related to inclusive education; within didactic-methodical competence, lower ratings were given to students' skills related to working with curriculum; within evaluation competence, lower ratings were given to students' skill to apply multiple student assessment standards; and within cultivation competence, lower ratings were given to students' skills connected to performing professional reflection. The study concludes by presenting possibilities for strengthening these skills through academic preparation and teaching practice.
Translanguaging as a Sustainable Pedagogical Tool for Bridging the Knowledge Gap among Migrant Learners: A Qualitative Approach
Migration has transformed the sociolinguistic landscapes of Indian classrooms, wherein the migrant children often face linguistic barriers, hindering their educational progress. To address this issue, the present study uses translanguaging as an innovative pedagogical tool to leverage the complete linguistic repertoire of learners and offer it as a promising solution. Researchers observed the NSS evening classes, held in Pilani, a small town in Rajasthan, India, where translanguaging was implemented as a pedagogical tool under their guidance. For data collection, in addition to classroom observations, semi-structured interviews were conducted with 8 student-teacher volunteers, 10 student participants and 6 parents of the student participants to understand the issues faced by students while learning, teacher preparedness, and societal attitudes towards bilingual education, and teachers’ problems in implementing translanguaging. The findings reveal that migrant learners face significant barriers in monolingual classrooms, often understanding concepts but struggling to articulate responses in English or Hindi. Translanguaging facilitated deeper comprehension, improved retention, and critical thinking by enabling learners to draw on their home languages such as Rajasthani, Garhwali, and Kumauni. Students reported greater confidence, with some even able to explain scientific and mathematical concepts at home, earning recognition from their families. Classroom observations showed heightened engagement and peer collaboration when local analogies and bilingual scaffolding were used. This study underscores translanguaging as a transformative pedagogy aligned with SDG 4, SDG 10, and SDG 5.
Using work-integrated learning of preservice teachers to primary rural school for community support
Work-integrated learning provides an important link between training and the practical realities of the world of work. Rural primary schools experience challenges of limited resources for teaching and learning. The aim of this study is to use work-integrated learning of preservice teachers to support rural primary school teachers in their teaching. The study is couched in Transformative Learning Theory as the theoretical framework with participatory action research methodology to empower and engage participants in the research study. This study was administered with seven purposefully selected participants, two primary school teachers and five preservice teachers in the foundation phased class. Focus group interviews and observations were used to generate data. Collected data was analysed using thematic analysis method by identification and reporting of patterns in a data set, which were then interpreted for their inherent meaning. A research question of this study is how rural schools can be used as teaching schools for teacher education institutions. The findings revealed improving collaboration of rural schools and teacher education institutions for work-integrated learning of preservice teachers may be one of the strategies. Preservice teachers provide support to serving teachers in rural schools. In line with the findings, the study suggests continuous working relationship between rural schools and the preservice teachers.
Optimizing Cognitive Load in EMI-STEM Contexts: Technology Integration and Multilingual Strategies in Algerian Higher Education
English Medium Instruction (EMI), as a growing global trend, is gradually being adopted in Algerian higher education as a response to the global dominance of English and the internationalization of academia. While EMI has been incorporated across multiple disciplines, little research has addressed the cognitive challenges teachers and students face while navigating online tools in a non-native language such as English. Teachers and students often use multilingual practices such as code-switching and translanguaging to bridge comprehension gaps, while also relying on digital tools to support content learning. However, there remains a scarcity in examining the extent to which multilingual strategies interact and how they influence cognitive load within the EMI context. Rooted in Cognitive Load Theory (CLT), this study uses a mixed-methods design to examine patterns of multilingual strategy use and technology integration, their effects on cognitive load, and the challenges they present, and how effectively teachers and students manage the mental effort required for content learning. Data were collected from EMI university teachers and undergraduate students across STEM disciplines using surveys and semi-structured interviews. Findings reveal that well-integrated multilingual strategies, when supported by targeted digital tools, significantly reduce cognitive load, enhance comprehension, and foster more active engagement in STEM content learning. The study contributes to bridging the existing gap by informing instructional methods that use technologically-enhanced multilingual strategies to reduce cognitive overload and improve the learning outcomes in EMI contexts.
When Girls Hesitate to Contemplate a Career in The ICT Sector
The United Nations (UN) Sustainable Development Goal 5 advocates for increased initiatives aimed at advancing gender equality. According to the UN Women Statement (2017) issued on International Girls in ICT Day, women are at risk of losing out on tomorrow’s best ICT job opportunities, especially in STEM related fields. In Mauritius, girls outperform boys in Computer Science at secondary school level, and yet the ICT sector is largely male-dominated. This study aims at identifying factors hindering women opting for an ICT-related career. It also proposes a theoretical framework to guide policy formulation to encourage more girls and women join the ICT sector. A quantitative approach using structured questionnaires was adopted, and 111 women, from private and public organizations, not working in the ICT sector, participated in the survey. An Exploratory Factor Analysis revealed five factors hindering them from working in that sector and they are gender biasness, job characteristics, social influence, awareness and support, and computer science. Women also felt that they were both culturally and academically barred from this profession, not receiving adequate support and encouragement from school and home to do so. There was an overall perception that ICT jobs are male-oriented. However, a significant number of respondents were willing to reconsider their position in this matter and shift to an ICT-job if given the necessary support and training.
Leading Learning and Leading Change for Better Student Engagement and Performance
"There’s a saying: “All engineers make things that work.” If we apply the same logic to education, we might say, “All teachers teach so that students achieve.” Unfortunately, that’s not always the case. Often during professional development sessions, we are handed research papers—typically written by so-called experts who are not classroom practitioners—and are expected to implement their findings to improve student outcomes. While research has its place, the classroom reality is often quite different from what’s presented in academic papers. In recent years, a lot of discussion among teachers has centered around explicit/direct instruction versus student-centered teaching, including inquiry models and discovery learning. Motivated by this debate, I decided to explore the impact of Direct Instruction and Guided Discovery in contrast with Discovery Learning and Project-Based Learning (PBL) on student performance. I also incorporated the use of Artificial Intelligence (AI) as a tool across both teaching approaches. The Approach: I selected five subunits from the IB Diploma Physics syllabus and taught them to three Year 12 physics classes (a total of 77 students) using Guided Discovery and direct instruction. I used the “I do, We do, You do” model—starting with teacher-led explanations, followed by guided practice, and finally independent student work. For the next set of five subunits, I adopted a discovery/project-based approach. I gave students a set of tasks and instructions, allowing them to explore and discover the relevant physics concepts through project work, peer discussions, and, when needed, AI tools. Assessment: At the end of each subunit, students completed a test consisting of: 10 multiple-choice questions (1 mark each) 2 structured questions (5 marks each) Results: Method 1 (Direct Instruction): Over 85% of students scored 80% or higher. Method 2 (Discovery Learning/PBL): Only 56% of students scored 80% or higher. Although 56% is still a respectable outcome, the 29% difference is significant and worth examining. Conclusion: Students learn better when: Key concepts are explicitly taught with clear explanations, real-world applications, and meaningful examples. The teacher acts as a guide, gradually releasing responsibility: first leading, then collaborating, and finally allowing independent exploration. AI and other tools are integrated meaningfully to support—not replace—direct instruction. In the first method, students retained and applied concepts even in unfamiliar contexts. The structured approach provided them with a clear learning path. When teachers light the way at the start, walk alongside their students, and gradually let them lead, the learning journey becomes more effective and meaningful."
The Research and Scholarship Foundations of Ghana's Land Grants for Establishing Public Universities and Colleges
This manuscript examines the research and scholarship within the literature, as well as the theoretical frameworks and influences of the three principal land-grant actors in Ghana's public universities and colleges, with a particular emphasis on the land-grant institutions. The article advances the work of distinguished scholars to present a comprehensive literature review, theoretical models, and an analysis of cooperation among land actors within the ecosystem of Ghana's public universities and colleges. The manuscript identifies three key stakeholders, outlines a methodology to address current gaps in the literature, and proposes policies and legal frameworks designed to overcome challenges and promote sustainable land-grant practices. The article advocates for Ghana's public universities and colleges to conduct investigations into land allocations to enhance understanding of this complex issue. Utilizing an interpretivist research philosophy and a qualitative case study approach, the study underscores perspectives from both contemporary and historical scholars. Stakeholders, including grantors, grantees, and the Government of Ghana, are encouraged to collaborate on issues about transparency, accountability, and ownership. The existing literature on the land-grant phenomenon evidences a symbiotic relationship among the three actors, thereby promoting sustainability within the ecosystem of Ghana's public higher education institutions.
Teaching Strategies to Promote Active, Student-Centered Methods to Develop Soft Skills of Students in Higher Education
The soft skills in higher education (HE) and its link to employability in different countries is a topic of growing importance in the context of the evolving labor market and the increasing emphasis on holistic skill development. As the demands of the global workforce continue to shift, the significance of soft skills, such as communication, teamwork, and adaptability, has become more pronounced, with a notable impact on graduate employability (Singh & Jayakumar, 2019). However, unlike academic or disciplinary knowledge, these skills are not subject-based, content-specific, or formally examined. In this context, the cross-country perception of teachers regarding soft skills in HE and its link to employability in Greece, France, Romania, and Spain presents a compelling area of study, offering valuable insights into the evolving role of HEIs in equipping graduates with the necessary competencies to thrive in a dynamic global economy. Which is the perception of soft skills among academic teachers? Do they develop these skills at their courses? In what way soft skills influence graduates’ employability? This paper explores the ideas provided by nineteen lecturers from four European universities who participated in a focus group to investigate how they develop and strengthen transversal competences and share their experiences during university courses. The participants underlined the significance of a set of competencies that includes problem-solving skills, teamwork, creativity, critical thinking, and communication in higher education institutions. However, teachers emphasize the difficulties to link university knowledge (theory) and professional life (practice) and to make bridges between education system (university courses) and skills needed for the better employability. Moreover, they deplore students’ difficulties to mobilize skills acquired in the university outside the university.
Podcast Praxis: Enhancing Online Learning Engagement and Retention in Media Studies through Podcasting
This paper presents the findings from a British Council-funded collaboration between Birmingham City University and Jagran Lakecity University, India. Responding to the challenges of low engagement, completion rates, and assessment authenticity in Online Distance and Digitally Delivered Learning (ODDL), the Podcast Praxis project explored the use of podcasting as an assessment method. Drawing on ethnographic methodology, the paper reflects on the process of developing and delivering the scheme, including fieldwork with faculty and students at Jagran Lakecity University in India. The project aimed to foster active, reflective learning by training students to create podcasts that reflected on their learning and demonstrated critical engagement with media studies content, thereby countering AI-generated submissions and enhancing student engagement. The initiative also built capacity among teaching staff through workshops and co-created learning materials, offering a scalable model aligned with national regulatory frameworks and institutional quality assurance goals. Through a structured podcasting framework, the project addresses broader goals of transnational education, international collaboration, and improved learner outcomes. This presentation situates the project within the wider literature on digital pedagogy and assessment innovation, and compares it with other, similar British Council initiatives. The findings highlight podcasting’s potential to improve retention, develop industry-relevant skills, and support inclusive, globally connected learning in higher education.
Enhancing SME Competitiveness Through Digital Transformation: The KnowDigital Platform
In today’s rapidly evolving digital landscape, small and medium-sized enterprises (SMEs) must develop essential digital skills to remain competitive, innovative, and resilient. Recognising this need, KnowDigital was developed by The University of Salford in collaboration with academic and industry partners through the Innovate UK-funded Centre for Digital Innovation. This comprehensive learning platform is specifically designed to support SMEs in navigating digital transformation, equipping them with the knowledge and tools necessary to thrive in an increasingly digital economy. KnowDigital provides structured, accessible resources covering key areas such as Cybersecurity, Artificial Intelligence, Immersive Technologies, and Industrial Digitalisation. The platform caters to individuals at different stages of their digital journey, offering tailored content for business owners, senior managers, and employees. It features practical guidance on implementing digital strategies, leadership insights on driving transformation, and handson tools and templates to support real-world application. This presentation will explore the platform’s architecture, highlighting its user-centric design, interactive learning pathways, and adaptive features that personalise the learning experience. Additionally, it will discuss the measurable impact on SMEs, including case studies of businesses that have successfully leveraged KnowDigital to enhance their digital capabilities, improve efficiency, and gain a competitive edge in their markets.
Copyright (c) 2025 Proceeding of the International Conference on Teaching and Education
Empowering Business Leaders with AI and Cybersecurity Education
The rapid adoption of artificial intelligence (AI) presents both opportunities and challenges for small to medium-sized enterprises (SMEs), particularly in the field of cybersecurity. The AI-Cybersecurity Nexus project addresses this critical intersection, providing SMEs in Greater Manchester with the knowledge and tools to enhance the security of AI systems and leverage AI to strengthen their cybersecurity practices. Business education is at the heart of this initiative, equipping SMEs with essential skills to integrate cybersecurity measures effectively. Through a suite of free educational resources (including workshops, podcasts, online training, and consultancy), the project enhances business leaders' understanding of AI risks and opportunities. By fostering cybersecurity literacy, the initiative ensures SMEs can make informed strategic decisions that drive growth and resilience. AI-Cybersecurity Nexus initiative aims to foster innovation, business resilience, and sustainable growth in the region. A key focus of the project is inclusivity, aligning with the UK government’s agenda to enhance diversity in STEM fields. By highlighting role models and encouraging women’s participation in cybersecurity, the project contributes to a more diverse and robust cybersecurity workforce. This presentation will outline the project’s framework, discuss its impact on SMEs, and explore the long-term benefits of accessible cybersecurity education for business sustainability and digital resilience.
Fostering Language Proficiency and Cultural Competence Through E-Tandem Exchanges: A Qualitative Analysis of Student Reflections and Pedagogical Insights
E-Tandem exchanges, or online intercultural language exchanges, have become a vital tool for language learning and fostering intercultural understanding in an increasingly globalized world. These exchanges provide learners with real-time communication opportunities with native speakers or peers, enabling them to improve their language proficiency while also developing cultural awareness. Through these interactions, participants gain insights into different cultural contexts, enhancing their overall understanding of global diversity. As digital technologies continue to evolve, e-tandem learning is increasingly recognized as an effective method for promoting learner engagement, autonomy, and active participation in their own educational process. This paper synthesizes findings from previous studies on the effectiveness of e-tandem exchanges, supplemented by an analysis of student reflections from Japanese university classes involved in such exchanges with international counterparts. The results highlight the advantages of e-tandem programs in improving oral fluency, listening comprehension, and self-assurance in communication. Additionally, students reported an increase in cultural sensitivity and adaptability through exposure to diverse perspectives and interaction styles. These experiences led to greater awareness of cultural differences and enhanced intercultural competence, fostering personal growth and a willingness to connect with diverse groups. However, challenges such as technological barriers, varying levels of language proficiency, and engagement disparities remain. This study provides recommendations for optimizing these exchanges, including structured pre-exchange training, guided activities, and reflective practices to enhance language acquisition and cultural learning. Future research should explore the long-term impact of e-tandem exchanges, particularly in relation to sustained language acquisition and cultural competence development.’
Applied Research of Integrating Science History into Elementary School Science and Teaching
The history of science holds significant value in primary school science education, facilitating the formation of students' core scientific literacy. Integrating it into big ideas teaching promotes the development of students' diverse perspectives, thinking, and methodologies. Current research primarily focuses on junior high school, with relatively few studies on primary school science teaching cases.Therefore, this study analyzes the integration of the history of science in primary school science education, employing methods such as literature review, caseanalysis, and classroom observation. Taking the teaching of "Energy" as an example, with the aid of an evaluation form and Flanders' Interaction Analysis System, six high-quality cases were observed and recorded. The study found that the cases were designed to be diverse and enriched, implemented rigorously and engagingly, and evaluated with high degrees of implementation. Based on these findings, principles, strategies, and evaluation methods for integration are summarized, emphasizing principles such as value prioritization and gradual progress, paying attention to the application of the HPS teaching method, and analyzing teacher-student interaction effects according to teaching objectives to provide assistance for subsequent research and frontline teachers.
Possibilities of Promoting Cooperation between Educators and Parents in a Preschool Educational Institution
One of the most important tasks of a preschool educational institution is to develop a child's physical and mental health. The successful implementation of this work is not possible without the cooperation between parents and educators. Cooperation can promote a child's personality development and academic achievement. A questionnaire of parents and educators of 2 Latvia preschool educational institutions about promoting cooperation between pedagogues and parents was organized. 109 parents and 41 educators were surveyed. The results of the study showed that the majority of surveyed parents are satisfied with the relationship between the preschool educational institution pedagogues and their children and also with the communication with the preschool educational institution pedagogues. The most typical ways in which parents communicate with the preschool educational institution educators are individual discussions and using WhatsApp groups. The other ways of communication are by using the internet and Zoom meetings, phone and parent meetings. Most of the surveyed parents believe that organizing informal events can improve cooperation between preschool educational institutions pedagogues and parents. The majority of surveyed pedagogues believe that most of the children’s parents are actively willing to engage in cooperation or show some interest in improving cooperation opportunities. The surveyed pedagogues of the preschool educational institution have evaluated the positive and negative aspects that affect cooperation between parents and educators. Most of the surveyed educators believe that the best ways to promote cooperation between educators and parents are individual consultations and the organization of celebrations, joint events and entertainment.
The Notion of Feminine Leadership in Kuwait's higher Education: Female Leaders' Perspectives
Regardless of the relatively higher number of females working in higher education, females continue to be outnumbered by men at the highest levels of leadership. Lack of access to traditional social networks reduces the chances of female leaders to become leaders as males still dominate highest leadership roles in higher education in Kuwait, keeping females in middle leadership positions. Thus, it is crucial to understand female leaders’ perceptions of feminine leadership, by investigating the concept of feminine leadership among females in mid-level leadership roles at private universities in Kuwait. Conducting comprehensive semi-structured interviews with female leaders presently in middle leadership roles and those who have previously held similar roles provides insights on how they perceive the concept of feminine leadership and whether, and in what way, it influences their development of leadership styles. Results provide an interesting viewpoint on the appropriation of femininity to women by calling for a dismantled engagement with the idea of feminine leadership. The paper is expected to greatly advance current knowledge in these areas, given the dearth of information on the experiences and leadership styles of female leaders in the Arab countries and globally, adding to the global policy discussion on female leadership, empowerment, and gender equality in higher education.
A Study on Learning Experiences of Undergraduate Textile and Design Students with Open Educational Resources
This study aimed at investigating the perceptions of textile and design undergraduate students towards the exercise and the quality of Open Educational Resources (OER) as well as their overall learning outcomes through guided reading of various OER. It is essential for students to not just learn from class lectures but also to branch out and surf into external sources. Conducting background research is an important aspect of further developing the knowledge gained during lectures and various OER materials can play a significant role in this process*. Notwithstanding the huge benefits of OER, their integration into mainstream academia has fallen short of expectations. This can be attributed to students' reluctance to use OER alongside traditional textbooks due to the lack of understanding of their intended purpose. Total 105 students from four different subjects were given guidance to locate relevant OER materials, learn them, and integrate them with existing materials. Teachers provided feedback and guidance to facilitate ongoing improvement, while also monitoring and ensuring progressive participation and performance. An online questionnaire was given to students to understand their perceptions and knowledge of OER and course structures. Following the use of OERs, 80% of students showed greater enthusiasm improving learning. It showed that students improved their examination results with the average marks from 7.15 to 7.95 with t-value of 0.04 after getting assistance of OER implying the variation in assignment marks as significant. This research confirms that OERs effectively assist students to augment their learning ability as well as achieving greater technical finesse.
Colonial Language Policies in Education and Their Legacies: A Comparative Study of the Philippines and Malaysia
Education has the power to transform society, and language education policies have historically been a tool for colonial powers to establish and maintain norms, significantly shaping Southeast Asia's linguistic, socio-political, economic, and cultural landscapes. Previous studies have typically examined these policies in isolation, limiting a comprehensive understanding of how colonial language policies operated and interacted with local societies. To illustrate the various impacts and lasting power of education more clearly, this study analyzes and compares the language education policies of the United States in the Philippines and Britain in Malaysia based on their distinct approaches and legacies. The U.S. adopted an assimilationist approach, while Britain employed selective assimilation, multilingual accommodation, and divide-and-rule approaches due to differing ideologies and local social structures. Despite these different approaches, both cases shared ethnocentrism as a core principle of colonialism, using education to reshape societies and instill colonial values. Furthermore, English created an elite class and became an economic tool in both countries. However, the post-colonial impacts diverged due to different colonial approaches. The Philippines retained English as an official language, fostering reliance on the BPO industry and overseas employment, particularly in lower-skilled roles. Influenced by selective assimilation, Malaysia did not adopt English as an official language and has experienced a significant brain drain of skilled workers. Both nations now grapple with balancing their national language to preserve identity and English as a global economic tool, adopting distinct approaches and addressing unique issues. Education once again plays a significant role in this balancing act.
Promoting Sustainability Through Foreign Language Education: A Framework for Integration
This paper introduces an intermediate-level English program at a mid-sized private university in Japan that integrates Education for Sustainable Development (ESD) into foreign language education through content-based learning and an inquiry-driven approach. The program encouraged students to engage in research cycles on topics such as water scarcity, gender equality, and social justice, fostering collaboration, critical thinking, and learner autonomy. To support students, the program incorporated scaffolding techniques, enabling them to conduct research, analyse authentic materials, and present findings effectively in English. While transitioning to a sustainability-focused curriculum posed challenges—such as limited research skills and difficulties in accessing authentic resources—students demonstrated significant improvement in their linguistic competence, understanding of the Sustainable Development Goals (SDGs), and engagement with global issues. The study underscores the importance of institutional support, adequate teacher training, and reflective practices for the successful implementation of ESD in language education. By embedding sustainability into curricula, language programs can promote sustainability literacy, intercultural competence, and global citizenship, ultimately preparing students to address global challenges in meaningful ways.
Evaluating Student Communication Skills and User Acceptability of an NLP-Based Automated Essay Grading System
This study examined the effectiveness, user experience, and acceptability of a Natural Language Processing (NLP)-based automated essay grading (AEG) system in evaluating students' communication skills. The system was tested with 35 students and 16 teachers to assess its reliability and usability. Results showed that the system provided consistent and objective evaluations, with a Cohen’s kappa value of 0.797, indicating substantial agreement with human grading. Teachers found the system helpful for reducing their grading workload and appreciated its reliability, while students valued the constructive feedback it provided to improve their writing. Both groups rated the system highly for its accuracy, consistency, and fairness. However, the system showed some limitations in assessing more nuanced aspects of communication, such as coherence and relevance, which should be addressed in future enhancements. Overall, this study highlights the potential of AEG systems to support education by providing reliable, efficient, and actionable assessments of communication skills.
Structured Rational Thinking as a Resource to Design a Binding Case of Physics with Engineering
Designing Engineering Cases contributes to learning Physics principles. This involves a method derived from Structured Rational Thinking. The research objectives were: analyze the design process of the Case by the SRJU model: structure, review, judges validation, students evaluation, with the dimensions of: clarity, coherence, relevance, sufficiency. It was described the relationship of rational thinking with the SRJU model. The first stage consisted of theoretically basing pedagogy related with rational thought of ancient Greece; Secondly, was developed the test design through an interaction matrix for order and interpret data that reflect level of conceptualization, according to types of structured thought: logical, methodical, narrative; For each type, dimensions of content, purpose and structure are evaluated, through an essay of the designed Case and Socratic dialogue implemented; with a sample of a control and experimental group of 45 students. To measure the impact of understanding, three levels considered: little, moderate and a lot; each level related to a type of rational thinking with its dimensions, coded with an ordinal scale from 1 to 3. A summary table was constructed for identifying type of thought in student's interpretation when wrote and discussed the Case. In the third stage, the results of validation and evaluation showed optimal levels of relevance and sufficiency; with coincidences in acceptable assessments that the Case is not totally coherent with a linear reality but complex. Conclusion, the SRJU model is effective to design Cases due to its processes derived from rational thought, which also may improve understanding.
The Effects of Conversational Implicature Training on the Development of TEFL Omani Students’ Language Proficiency and Pragmatic Competence
According to several EFL scholars in pragmatics, pragmatic competence is seen as an essential part which a foreign language teacher should have. One of the basic areas in pragmatics is Gricean conversational implicatures. Hence, the current research aims to investigate the effects of interpreting conversational implicature training (TEFL) on the development of Omani Undergraduate Students Pragmatic Competence and Language Proficiency. The participants of the study were 20 undergraduate students from Sultan Qaboos University. Two instruments were used in this research, the TOEIC test for language proficiency and the pragmatic competence test. The two tests were given to the students as pre-test and post-test and then both results were compared. The findings of the study statically proved that there is an effect of instructional implicature on students' pragmatic competence and their language proficiency development. In addition, the findings show that a significant correlation occurred, at the level of 0.720, between the pragmatic competence of the participants and their language proficiency. Based on the findings, TEFL teachers should have sufficient pragmatic competence knowledge through their study program. Consequently, it is suggested that there should be more research on this topic in the Omani context.
English foreign language teachers (EFLT)