Sannino, A. (2020). Transformative agency as warping: How collectives accomplish change amidst uncertainty. *Pedagogy, Culture & Society, 0*(0), 1-25.
https://doi.org/10.1080/14681366.2020.1805493

Sannino, A., Engeström, Y., & Lemos, M. (2016). *Formative Interventions for Expansive Learning and Transformative Agency*. https://helda.helsinki.fi/handle/10138/178032

Virkkunen, J., & Newnham, D. S. (2013). The Change Laboratory–An Instrument for Agency Building and Expansive Learning. In J. Virkkunen & D. S. Newnham (Éds.), *The Change Laboratory: A Tool for Collaborative Development of Work and Education* (p. 15-27). SensePublishers. https://doi.org/10.1007/978-94-6209-326-3_2

Winberg, C., Garraway, J., & Wright, J. (2023). A systematic review of the literature on change laboratory interventions : Lessons from Africa. *Journal of Education, 92*, 206-227.
https://doi.org/10.17159/2520-9868/i92a12

Yeh, Y.-F., Chan, K. K. H., & Hsu, Y.-S. (2021). Toward a framework that connects individual TPACK and collective TPACK : A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. *Computers & Education, 171*, 104238. https://doi.org/10.1016/j.compedu.2021.104238
# An Expanded Theoretical Model for the Design Process Based on CHAT

Mithra Zahedi

Université de Montréal, mithra.zahedi@umontreal.ca

**Abstract:** This paper presents an expanded version of Cultural-Historical Activity Theory (CHAT) tailored to the analysis of collaborative design processes. Rooted in empirical studies of interdisciplinary teams working on product and service design, the model introduces six new components—collective subject, object-in-context, signs, design criteria, imagined community, and agreed process—that complement and extend the original CHAT framework. These additions provide a more fine-grained understanding of the dynamics of design activities, particularly the co-evolution of problems and solutions, the formation of shared goals, and the influence of contextual and human-centered factors. Positioned as an outer layer to the classic CHAT triangle, the expanded model serves as both a theoretical and methodological tool for analyzing design practice. It also supports the development of data collection, an instrument used by designers themselves in real-world settings. This work aims to make design activities more visible and interpretable, ultimately contributing to improved design education, practice, and research.

**Keywords:** Expanded AT; Designerly Activity Theory; d.AT; Design Process; Design Education

## Introduction

This paper introduces an expanded version of Cultural-Historical Activity Theory (CHAT) (Engeström, 1987), adapted to the design process. The proposed model, rooted in CHAT, emerged from research on collaborative design and knowledge construction within teams, during framing and idea generation in the context of product and service design. As both a theoretical and methodological framework, it supports data collection, in-depth analysis, and the interpretation of design activities. Additionally, the model contributes to design education by fostering reflection-in and -on-action (Schön, 1983), particularly in complex, collaborative and multi-disciplinary projects.

## Theoretical foundation

To explain the rationale behind the expanded model, we begin with a reflection on the nature of “design.” Herbert Simon (1969) offers a well-known definition: “Everyone designs who devises courses of action aimed at changing existing situations into preferred ones.” The World Design Organization similarly defines design as a “strategic problem-solving process [...] that leads to a better quality of life through innovative products, systems, services, and experiences.”

The design process and the collaborative construction of knowledge are inherently complex. Design is user-centred, involves an iterative way of thinking and doing (Cross, 2011), and goes through cycles of co-evolution of problems and solutions (Maher & Poon, 1996; Dorst & Cross, 2001). As Bucciarelli (1988) notes, design is fundamentally a social activity. Moreover, as Schön (1983) and McDonnell (2015) observe, design projects are often uncertain, unstable, and unique.
Several reasons led us to explore CHAT as a framework for design research. Both CHAT (hereafter referred to as AT) and the design process share key characteristics: they adopt a systemic view of activity, are context-sensitive, human-centred, and focused on transformation. Both are also inherently social activities, mediated by tools and governed by rules. With the interest in design processes—especially in collaborative settings where problems and solutions evolve together—the original Activity Theory model was mobilized to better understand how designers and collaborators navigate projects. Specifically, the research aimed to identify tensions and contradictions, common challenges in problem framing and reasoning, and how the design process unfolds toward a satisfactory outcome.

Furthermore, as noted by Engeström, Miettinen, and Punamäki in *Perspectives on Activity Theory* (1999), AT offers a relevant lens for today’s complex, open-ended challenges: “Activity theory should not be regarded as a narrowly psychological theory but rather as a broad approach that takes a new perspective on and develops novel conceptual tools for tackling many of the theoretical and methodological questions that cut across the social sciences today” (Engeström et al., 1999, p. 8). The expanded model was developed in alignment with this perspective.

## Methodology and emergence of the expanded model

The data were collected from five collaborative design workshops conducted in a controlled setting. Each workshop brought together four recent graduates forming a multidisciplinary team to address the same complex project brief. Using the AT framework as an exploratory lens, we analyzed the data to examine whether the theory provides a structural basis for coding and interpreting interactions and contradictions within a design activity system. Close analysis of the empirical data revealed the need for more precise codes to account for design-specific processes. This led to the emergence of a new dimension specific to design reasoning through interaction of six additional components that enable a more nuanced interpretation of design activity (see Zahedi & Tessier, 2018; Zahedi, 2019). The resulting theoretical expansion, termed Designerly Activity Theory (d.AT), aims to more deeply depict the processes of co-construction of understanding and framing within design teams.

The d.AT model is briefly presented below and illustrated in Figure 1. The first distinctive component that appeared through the analysis was “**design criteria**,” which reflects team-defined constraints that frame the project. While its function is similar to “rules” in AT model, design criteria differ in that they are internally generated by the team, rather than externally imposed.

The concept of “**collective subject**” was identified next. A collective subject refers to a team with a shared mental model, global understanding and vision. To act as a collective subject, team members build a common language and align on a unified outcome.

Then, the analysis revealed the component “**object-in-context**.” Object-in-context refers to the team’s evolving understanding of the design object within its anticipated context of use, including socio-cultural and historical dimensions. This interacts dynamically and iteratively with the “object” within the design space, where the co-evolution of problems and solutions takes place, leading towards the outcome.
<figure><img src="image_6.png" /><figcaption>Figure 1 The d.AT (Designerly Activity Theory) model is proposed as an expansion of Activity Theory for the design process. It integrates six additional components specific to product and service design, each conceptually aligned with components of the original AT framework.</figcaption></figure>

The component “signs” was added next to “tools” to refer to intangible and internal influences—such as team members’ reflections, experiences, and expertise—that shape and enrich the design process. Although “signs” has always been included in the activity system model, the expanded model makes a distinction between signs and tools, by keeping tools as tangible and instrumental mediators, while reserving signs to play a subtle yet critical role in shaping the team’s understanding and framing of the object and object-in-context.

Two final components completed the expanded model. One is “**Imagined community**” and the other “**Agreed process**.” These components were not visible during early analysis of data but were identified during the development of the model. “Imagined community” is closely related to “community.” It captures how teams consider stakeholders through personas, stories, scenarios, and journey maps, enabling them to interpret information from a human-centred perspective. In product and service design, insights from the community are gained through direct interactions and research (i.e., observation, interviews, etc.), while insights from an “imagined community” are based on the construction of a hypothetical community by team members. The “imagined community” serves designers in their creative and innovative efforts as well as in evaluating the possible “object” or “outcome”.

The other component, “Agreed process,” relates to “division of labour.” It represents the team’s consensus on how to approach the design project, including decisions on strategies, modes of collaboration, and ways of addressing uncertainty and ambiguity. This component is often reflected through the adoption of a “design attitude” (Boland et al., 2008) by the collaborators.

These six elements add a new dimension to the AT model. Each relates to a corresponding component of the original AT structure but has been adapted to reflect the specific dynamics and realities of product and service design practice.

## Conclusion

As shown in the visual representation, these components form a second, outer triangular layer surrounding the original AT model. Each plays a distinct role in supporting the team’s processes of
framing, ideation, and decision-making throughout a design project. This expanded representation enhances the model's clarity and usability, making it more accessible and applicable for both design education and design research.

The proposed model has been evaluated for its relevance and effectiveness in product and service design research, as well as for its potential application for design education. In research, it contributes to a deeper understanding of the subtleties, tensions, and contradictions inherent in collaborative design practice. It also makes team design processes more visible and explicit, enabling members to reflect on and enhance their practices. More recently, the model has been developed as a tool for practice-based research (research-through-design), allowing designers to collect data themselves during their practice (Zahedi & Tessier, 2025). This approach aligns with the widely accepted view that the dynamics of design are best understood when observed and reflected upon by practitioners within real, ongoing situations (Jonas, 2006; Findeli, 2014; Godin & Zahedi, 2014).

In education, the model provides a structured framework for collaborative learning and designing, particularly in multidisciplinary contexts. It supports students in adopting a designer-researcher posture, fostering awareness of the complexity and systemic aspects of design projects, while strengthening their ability to act as reflective practitioners. Future research involving partitioners and students (acting as designer-researchers to collect data from their own practice) across diverse design fields and within complex collaborative projects is planned, with the potential to contribute to both the methodological and epistemological advancement of research.

## References

Boland, R. J., Collopy, F., Lyytinen, K., & Yoo, Y. (2008). Managing as designing: Lessons for organization leaders from the design practice of Frank O. Gehry. *Design Issues, 24*(1), 10–25. https://doi.org/10.1162/desi.2008.24.1.10

Bucciarelli, L. L. (1988). An ethnographic perspective on engineering design. *Design Studies, 9*(3), 159–168. https://doi.org/10.1016/0142-694X(88)90045-2

Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem–solution. *Design Studies, 22*(5), 425–437. https://doi.org/10.1016/S0142-694X(01)00009-6

Cross, N. (2011). *Design Thinking: Understanding How Designers Think and Work*. Oxford: Berg.

Engeström, Y. (1987). *Learning by expanding: An activity-theoretical approach to developmental research*. Helsinki: Orienta-Konsultit.

Engeström, Y., Miettinen, R., & Punamäki, R. L. (eds.). (1999). *Perspectives on activity theory*. Cambridge University Press. https://doi.org/10.1017/CBO9780511812774

Findeli, A. (2004). *La recherche-projet : une méthode pour la recherche en design*. La conférence de recherche sur le design, Tenu à la HGK de Bâle sous les auspices du Swiss Design Network.

Godin, D., & Zahedi, M. (2014). Aspects of Research through Design: A Literature Review. In Y. K. Lim, K. Niedderer, J. Redström, E. Stolterman, & A. Valtonen (eds.), *DRS Conference Proceedings, Umeå, Sweden*. https://dl.designresearchsociety.org/drs-conference-papers/drs2014/researchpapers/85

Jonas, W. (2006). Research through DESIGN through research - a problem statement and a conceptual sketch. *DRS Conference Proceedings, Lisbon, Portugal*. https://dl.designresearchsociety.org/drs-conference-papers/drs2006/researchpapers/73
McDonnell, J. (2015). Gifts to the future: Design reasoning, design research, and critical design practitioners. *She Ji: The Journal of Design, Economics, and Innovation, 1*(2), 107–117. https://doi.org/10.1016/j.sheji.2015.10.005

Schön, D. A. (1983). *The reflective practitioner: How professionals think in action*. Basic Books.

Simon, H. A. (1969). *The sciences of the artificial*. MIT Press.

Zahedi, M., & Tessier, V. (2018). Designerly activity theory: Toward a new ontology for design research. In C. Storni, K. Leahy, M. McMahon, P. Lloyd, & E. Bohemia (eds.), *Design as a catalyst for change*. DRS International Conference 2018. https://doi.org/10.21606/drs.2018.197

Zahedi, M. (2019). Integration of novice designers into interdisciplinary teams. In R. Almendra, & J. Ferreira (eds.), *Research & Education in Design: People & Processes &Products & Philosophy*. REDES International Conference 2019. Lisbon, Portugal. https://doi.org/10.1201/9781003046103

Zahedi, M., & Tessier, V. (2023, Oct. 9-13). Designerly activity theory supporting research-through-design. In D. De Sainz Molestina, L. Galluzzo, F. Rizzo, & D. Spallazzo, (eds.), *IASDR 2023: Life-changing design*. Milan, Italy. https://doi.org/10.21606/iasdr.2023.337

Zahed, M., & Tessier, V. (2025). Proximity in Design Research: Framing a research through design experience for design students. In R. A. Almendra (ed.), *Proximity of theory and practice*. 48-61. Routledge. https://doi.org/10.4324/9781003509653

Online source: *World Design Organization*. *Definition of Design*. Retrieved from https://wdo.org (Retrieved May 2025)
# Transforming Social Practices Through the Change Laboratory: A CHAT-Based Intervention on Marginality in Varese, Italy

Stefano Bonometti¹, Livia Cadei², Letizia Ferri¹, Emanuele Serrelli², Alessia Tabacchi²

¹ University of Insubria Italy, stefano.bonometti@uninsubria.it

² Catholic University of the Sacred Heart Milan

**Abstract:** This paper explores the application of the Change Laboratory (CL) methodology, grounded in Cultural-Historical Activity Theory (CHAT), within the context of the "Marginality Working Group" of the Municipality of Varese. The objective was to initiate a participatory and collaborative transformation of local activity systems to respond more effectively to situations of extreme social marginality. Between November 2024 and February 2025, six sessions were held involving professionals from public institutions, social cooperatives, and local associations. Through collective analysis and design, participants identified key challenges and co-developed new strategies. The CL process enabled the shared reconstruction of work objects, the surfacing of systemic tensions from concrete cases, and a reflective analysis of the historical development of each organizational activity. Throughout the process, participants exercised individual and collective transformative agency, taking an active role in questioning existing practices, envisioning alternatives, and initiating change. Two main development trajectories and a zone of proximal development emerged from the collaborative work. Guided by CHAT, the group addressed structural contradictions and experimented with new models of inter-organizational coordination. These included the redefinition of the network of actors and services involved, the creation of a multidisciplinary team to foster integrated approaches, and the conceptualization of a shared physical space aimed at meeting users' needs and enhancing service coordination.

The outcomes highlight the potential of Change Laboratory to foster expansive learning and reconfigure professional practices. The initiative demonstrates a viable and transferable model for social innovation, reinforcing the connection between global theoretical frameworks and local policy action.

**Keywords:** Change Laboratory; Social marginality; social innovation; Educational Community

## Introduction

The Change Laboratory (CL), rooted in Cultural-Historical Activity Theory (CHAT), is an intervention method aimed at fostering innovation and expansive learning within organizational and social systems. Its application within the Working Group on severe social marginality in Varese—a Northern Italian city with around 80,000 inhabitants—offered a strategic opportunity to reconsider support practices and experiment with new forms of coordination among roughly 30 stakeholders engaged in services for marginalized individuals.

## Purpose

Carried out between November 2024 and February 2025, the intervention sought to reshape how the municipality addresses extreme marginality. The approach centered on the co-construction of innovative strategies, emerging from a systemic analysis of both historical dynamics and current challenges.

## Method

A cornerstone of the CL process was the use of the double stimulation principle, which made underlying contradictions visible and enabled participants to respond using conceptual and practical tools aimed at fostering collective change. The intervention unfolded across six sessions, led by a team of five researchers from the University of Insubria and the Catholic University, under the guidance of A. Sannino.
In this framework, the role of researchers is not to apply a predefined protocol, but rather to initiate and support processes of reflection and transformation on the part of the participants.

The methodological framework included:

1) The use of the principle of double stimulation, which consists of presenting participants with two types of stimuli:

a) a first stimulus (primary stimulus), represented by a task, problem, or real situation that generates uncertainty, conflict, or difficulty.

b) a second stimulus (secondary stimulus), namely a conceptual or material tool (such as diagrams, models, languages, or symbolic objects) that participants can adopt and transform in order to reframe and address the problem.

The central aspect does not lie in the mere provision of the tool, but in the process through which participants appropriate it, reinterpret it, and actively use it to reorganize their actions and generate new solutions.

2) The construction of a reflexive setting in which professionals and local actors were enabled to critically analyse their activities, recognise internal tensions and co-design new ways of working. The methodological steps included:

a) Identifying systemic tensions: participants analysed misalignments between existing practices and the evolving needs of the marginalized population.

b) Conducting historical reconstructions: conceptual tools supported a reflective analysis of how current practices developed over time (historical wall).

c) Discussing real-world cases: concrete and unresolved situations provided a basis for shared analysis and learning.

Early sessions revealed fragmented service provision, limited collaboration among stakeholders, and user needs that had changed significantly over time.

Using the activity triangle as an analytical lens, the group examined relationships between subjects, mediating tools, and division of labour, uncovering how the lack of a shared framework hindered coordinated interventions. A zone of proximal development was outlined to guide future action, while shared work objects were defined to support short-, medium-, and long-term service innovation.

## Findings

The process led to three key innovations:

- A new dynamic system for mapping local stakeholders and services was developed to increase visibility of community resources and promote more effective linkages between service providers and citizens.

- A multidisciplinary team model was co-designed, encouraging collaboration among professionals and volunteers to bridge current gaps and overcome organizational silos.

- A physical center dedicated to inclusion was conceptualized as a space where users and professionals can interact, access services more easily, and co-create coordinated responses.

Over time, this inclusion space is expected to contribute to broader community transformation, by fostering civic involvement in tackling marginality and by positioning itself as a recognized and authoritative point of reference for territorial actors.
## Conclusions

The Varese intervention demonstrated the transformative capacity of CL in renewing practices related to social support and inclusion. A central insight was the need to transition from an intervention model based on informal practitioner experience and voluntary effort toward a structured, strategic approach that encompasses emergency response, preventive action, and long-term planning.

Moreover, the use of double stimulation tools enabled the emergence of systemic contradictions, guiding the development of new operational logics and service coordination strategies. The findings confirm that the CL methodology can serve as a powerful driver for innovation in social service systems. The Varese experience offers a promising, adaptable model that could inform similar initiatives in other local settings, supporting the advancement of inclusive and sustainable welfare policies.

## References

* Botha, L. R. (2017). *Changing Educational Traditions with the Change Laboratory*. *Education as Change*, 21(1), 73–94. DOI: 10.17159/1947-9417/2017/861.

* Engeström, Y. (1987). *Learning by Expanding: An Activity-Theoretical Approach to Developmental Research*. Helsinki: Orienta-Konsultit.

* Engeström, Y., Miettinen, R., & Punamäki, R.-L. (Eds.). (1999). *Perspectives on Activity Theory*. Cambridge: Cambridge University Press.

* Favaretto, M. (2024). *Lavoro socio-pedagogico e movimenti civici. Il caso di Riprendiamoci la Città come ciclo di apprendimento espansivo*. *Cultura pedagogica e scenari educativi*, 2(2), 43-50.

* Frankel, K. K., Nidumolu, A. K., Ward, A. E., & Fields, S. S. (2024). *Reading in Relation: Youth Mentors and Adults Co-Constructing Teaching and Learning in a High School Literacy Classroom*. *Cognition and Instruction*. DOI: 10.1080/07370008.2024.2349298.

* Leont'ev, A. N. (1978). *Activity, Consciousness, and Personality*. Englewood Cliffs, NJ: Prentice-Hall.

* Sannino, A. (2023). *Problem identification in Change Laboratories. Workplace learning to eradicate homelessness*. Bound, H., Edwards, A., Evans, K. & Chia, A., *Workplace Learning for Changing Social and Economic Circumstances*, London: Routlege, 201-18.
# Development of a Mobile Writing Application to Support Inclusive Primary Education

Yunus Emre Baştuğ¹, Simge Cepdibi Sıbıç², Elif Polat³, Sinan Hopcan⁴, Hava Baştuğ⁵, Ebru Albayrak⁶, Esra Örs⁷, İrfan Başkurt⁸

1Istanbul University-Cerrahpasa, yunusemrebastug1@gmail.com

2Istanbul University-Cerrahpasa, simge.cepdibi@iuc.edu.tr

3Istanbul University-Cerrahpasa, elif.polat@iuc.edu.tr

4Istanbul University-Cerrahpasa, sinan.hopcan@iuc.edu.tr

5Üsküdar Özel Eğitim Meslek Okulu, havaayasli28@gmail.com

6Sakarya University, ealbayrak@sakarya.edu.tr

7Istanbul University-Cerrahpasa, ors.esra@gmail.com

8Istanbul University-Cerrahpasa, ibaskurt@iuc.edu.tr

**Abstract:** This study was conducted within the scope of a scientific research project. In the first phase of the project, existing mobile applications available in Android and iOS markets were examined, and needs were identified regarding adaptability, accessibility, and pedagogical appropriateness. In the second phase, a mobile writing application was developed to support the writing skills of first- and second-grade primary school students, including those with special educational needs (SEN). Based on expert and teacher opinions, features such as content customization, simultaneous visual-auditory feedback, and gamification were integrated into the application design. The design aimed to enhance students' attention and motivation through a gradual prompt reduction method and the use of reinforcers. The application is intended to provide teachers with the ability to determine the number of repeated responses for a skill, monitor student performance, and report progress. Upon completion of this study, the developed application is expected to serve as an effective tool for supporting the writing skills of SEN students and contribute to inclusive educational practices.

**Keywords:** Special Education, Mobil Application, Writing Skills, Inclusive Education

## Introduction

Writing, as defined by UNESCO (2025), is a complex process that involves producing, describing, interpreting, and creating written texts. Literacy performance in primary school, which is fundamental to academic achievement, is influenced by many factors (Reed & Lee, 2020; Sun & Yin, 2022). Studies emphasizing the integrated teaching of reading and writing highlight that developing fluency in writing requires specific support (Graham et al., 2024; Shanahan, 2023). However, in this process, students may experience difficulties with letter formation, alignment, and combination (Sparaci et al., 2023); reduced legibility due to deficiencies in fine motor skills and hand-eye coordination (Fogel, 2022); difficulties with writing speed and spelling (Maurer, 2024); and deterioration in writing quality, such as letter size and spacing (Seo, 2018). Developmental coordination disorder and learning difficulties have also been shown to negatively affect legibility, organization, and fluency in writing, leading to handwriting inconsistency (Jolly et al., 2024).

To overcome these difficulties, approaches tailored to student needs, multisensory instruction, explicit and systematic teaching, modeling of skills, and guided practice have emerged as effective strategies (Keesey, 2020; Moats, 2020). Nevertheless, research focusing on writing skills and support strategies within the context of inclusive education remains limited (Graham et al., 2024). While some studies have shown the integration of mobile technologies in supporting writing development, most existing applications remain inadequate in terms of accessibility, inclusivity, and multisensory learning (Polat et al., 2023). In particular, the focus of applications on only one dimension of writing highlights their shortcomings in supporting multidimensional development. Therefore, the present study focuses on the development of an inclusive mobile writing application for both typically developing and special needs students. The application is designed not only to support writing skills but also to enable the monitoring of students' developmental processes.
The limited availability of mobile applications that support students with special needs in learning to write clearly demonstrates the need for inclusive solutions that foster writing development. Accordingly, this study aims to fill an important gap in the literature by developing a two-way support mechanism that addresses individual needs and allows the evaluation of developmental and instructional processes. This application is expected to contribute to inclusive education and technology integration at both national and international levels.

## Method

The study was conducted within the framework of a design-based research approach, guided by Reeves' (2000) development research model. The application was developed through iterative cycles of analysis, design, development, implementation, and evaluation, with continuous feedback collected from classroom teachers, special education teachers, and field experts (Wang & Hannafin, 2005).

In the first phase of the study, 34 existing mobile applications targeting writing skills were reviewed, and the findings from this review were published (Polat et al., 2023). In the second phase, based on these findings and the relevant literature, a mobile writing application was designed for first- and second-grade primary school students.

## Results

The findings from the first phase of the study revealed that existing applications were limited in content, insufficient in interactivity, and not customized according to age, type of disability, or developmental level. Expert opinions further emphasized that for individuals with writing difficulties, diversified interactions, content adapted to individual differences, inclusive design, usability, and sustainability are of critical importance. Moreover, the integration of gamification as a motivational factor and the alignment of applications with instructional objectives were highlighted as essential (Polat et al., 2023).

In line with these findings, the developed mobile writing application was designed to address the identified shortcomings. The application functions both as a supplementary instructional tool for teachers and as a platform that enables students to practice independently. Specifically, it is intended to alleviate difficulties related to classroom overcrowding and limited teacher resources in inclusive settings, while also enhancing students' attention and motivation through the use of visuals and animations. These features collectively suggest that the application can make a significant contribution to the development of writing skills.

In conclusion, this study addresses a critical need in the field by introducing a mobile writing application designed for both typically developing children and those with writing difficulties. By adopting an inclusive perspective, the application not only responds to diverse learner profiles but also offers an innovative contribution to the literature. Examples of the developed mobile writing application interfaces are presented in Figures 1 and 2.
Lütfen Aşağıdaki kelimeyi yazınız
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<figure><img src="image_7.png" /></figure>

<figure><img src="image_8.png" /><figcaption>**Figure 1. Writing Interface of the Mobile Application**</figcaption></figure>

<figure><img src="image_9.png" /><figcaption>**Figure 2. Feedback Interface of the Mobile Application**</figcaption></figure>

## References

Fogel Y, Rosenblum S, Barnett AL. Handwriting legibility across different writing tasks in school-aged children. Hong Kong Journal of Occupational Therapy. 2022;35(1):44-51.
doi:10.1177/15691861221075709

Graham, S., Liu, X., Bartlett, B., Harris, K. R., & Uygun, M. (2024). Does integrating reading and writing instruction improve students’ literacy outcomes? A meta-analysis. *Reading Research Quarterly, 59*(2), 345–370. https://doi.org/10.1002/rrq.505

Jolly, C., Jover, M., & Danna, J. (2024). Dysgraphia differs between children with developmental coordination disorder and/or reading disorder. *Journal of Learning Disabilities*. Advance online publication.
https://doi.org/10.1177/00222194231223528
Keesey, S. (2020). Effective instruction for students with dyslexia and related learning struggles. *Kentucky Teacher Education Journal*, 7(1), Article 3. https://doi.org/10.61611/2995-5904.1025

Maurer, M. N. (2024). Correlates of early handwriting: Differential patterns for legibility, fluency, and motor integration. *Early Childhood Research Quarterly*, 59, 110–123.
https://doi.org/10.1080/10409289.2023.2244349

Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. *American Educator*, 44(2), 12–21.

Polat, E., Albayrak, E., Hopcan, S., Baştuğ, Y. E., Cepdibi-Sıbıç, S., Örs, E., Ayaşlı, H., & Başkurt, İ. (2023). Are existing mobile writing applications for writing difficulties sufficient? *Participatory Educational Research*, 10(5), 19–40. https://doi.org/10.17275/per.23.73.10.5

Reed, J., & Lee, E. L. (2020). The importance of oral language development in young literacy learners: Children need to be seen and heard. *Dimensions of Early Childhood*, 48(3), 6–9.

Seo, S. M. (2018). The effect of fine motor skills on handwriting legibility in preschool-age children. *Journal of Physical Therapy Science*, 30(2), 324–327. https://doi.org/10.1589/jpts.30.324

Shanahan, T. (2023, July 3). How to teach writing fluency (Part 1). *Shanahan on Literacy*.
https://www.shanahanonliteracy.com/blog/how-to-teach-writing-fluency-1

Sparaci, L., Cardona, J., D'Amico, M., & Vicari, S. (2023). Graphomotor skills and handwriting development in primary school children. *Journal of Learning Disabilities*, 56(4), 345–360.
https://doi.org/10.1177/00222194231123456

Sun, H., & Yin, B. (2022). Vocabulary development in early language education. In *Handbook of Early Language Education* (pp. 82–101). Springer. https://doi.org/10.1007/978-3-030-91662-6_3

UNESCO. (2025). Literacy: What you need to know. UNESCO. Retrieved August 30, 2025, from
https://www.unesco.org/en/literacy/need-know

Wang, F., & Hannafin, M. (2005). Design-based research and technology-enhanced learning environments. *Educational Technology Research and Development*, 53(4), 5–23.
https://doi.org/10.1007/BF02504682
Transformative Learning Environments (PTLEs) from
theory to practice: a pluralist approach to transforming
VET through sustainability across Europe

Guillaume Isaac<fnref n="1" />, Lufi Kartika Sari<fnref n="2" />, Muriel Epstein<fnref n="3" />, Alice Moscaritolo<fnref n="4" />, Marite Guevara<fnref n="5" />

**Abstract:** This symposium addresses multi-level transformations across Vocational Education and Training (VET) organizations within a European consortium spanning Belgium, Estonia, France, Germany, and Spain. European VET systems face persistently high student dropout rates, which impact qualification levels. A central solution is to promote student engagement through transformative pedagogy and student-centered learning environments, known as Powerful Learning Environments (PLE). This symposium explores two interconnected topics: (a) the creation of PTLEs, and (b) the professionalization of VET educators to sustain these environments. Drawing on the concept of boundary-crossing, PLEs are shaped through collaborations among learners, teachers, workplace mentors, and other stakeholders. The symposium bridges theoretical frameworks—particularly Cultural-Historical Activity Theory (CHAT)—with trait-based approaches, offering a pluralistic research perspective that aligns with Sustainable Development Goals (SDGs). The first presentation introduces the BRIDGE framework for effective VET teacher professionalization, integrating it with transformative learning and learning for sustainability. The second presentation adopts a systemic, developmental approach to explore collective learning and multi-level transformations, addressing how PLEs evolve into Powerful Transformative Learning Environments (PTLE) at micro (school), meso (interprofessional), and macro (cross-national) levels. These environments are seen as tension-reducing systems where best practices are constantly renegotiated. The project's empirical study, conducted across its network, identified exemplary cases of PTLE development, which will be analyzed and discussed in the third presentation. Overall, the symposium aims to foster constructive, cross-epistemological dialogue, contributing to the understanding and advancement of transformative educational practices within VET and beyond.

**Keywords:** powerful transformative learning environments, professional development, sustainability, vocational education

The symposium presents the EU-funded ProVEST project, which tackles the lack of coordination in dual learning in European vocational education by promoting student engagement through Powerful Learning Environments (PLEs) and teacher and mentor professionalization. The present proposal addresses the topic of multi-level transformations across multiple Vocational Education and Training (VET) organizations in a consortium of five European countries (Belgium, Estonia, France, Germany, Spain). Vocational students across Europe suffer from high dropout rates (Lamb et al., 2010) with dramatic impact on qualification levels (Van Landeghem and Van Damme, 2011). However, one defining factor of academic achievement in VET is to promote student engagement (Finn et al., 1995) through pedagogy and curricular modifications and transformations; in particular, student-centric learning environments and quality teaching and learning may represent fruitful leads to overcome this issue (Macleod et al., 2015). In this symposium, representatives of the European Union-founded

<footnote n="1">¹CY Cergy Paris Université, guillaume.isaac@cyu.fr</footnote>

<footnote n="2">²Brussels Institute for Teacher Education, Lufi.Kartika.Sari@vub.be</footnote>

<footnote n="3">³ CY Cergy Paris Université, muriel.epstein@cyu.fr</footnote>

<footnote n="4">⁴ CY Cergy Paris Université, alice.moscaritolo@cyu.fr</footnote>

<footnote n="5">⁵ERSILIA foundation, mguevara@ersilia.org</footnote>
project ProVEST (Professionalisation of VET educators to create powerful transformative learning environments for a sustainable transition) will focus on articulating the different levels of transformative changes required to address the many challenges related to the collective creation, implementation and potential transfer of Powerful Learning Environments (PLE). To achieve this purpose, participants will present two literature reviews focusing on different levels of transformation highlighting the importance of student agency. This symposium focuses on two inter-related topics: (a) the creation of PTLE and (b) effective professionalization processes within VET in labor market-oriented programs. Both topics are strongly interconnected as PLE may be described as emerging from interactions in heterogeneous collectives of learners, teachers and teaching staff (Arnou et al., 2022) while also involving mentors and participants from the workplace, through a type of collaborative learning described as boundary-crossing (Bouw, 2021; Bouw et al., 2021). Additionally, the design of PLE itself may be considered as a professionalization initiative in its own right with lasting effects in both teaching quality and student outcome (Merchie et al., 2016). In this respect, the emergence of PLE relies on a multidimensional collective dynamic initiative involving behavioral, emotional and cognitive dimensions (McCormick, Kinzie, and Gonyea, 2013). To a certain extent, PLE may be best described as emergent phenomena involving teacher, labor market and student, engaging the latter through the following defining criteria: higher-order thinking skills, high quality instruction, adaptive teaching, challenging learning tasks and classroom management (Placklé, 2020; Van Peteghem et al., in press). The present symposium offers a bridge between factorial and traits approaches and a Cultural-Historical Activity Theory (CHAT) (Engeström, 2005; 2015) approach as a twin focal point to connect assessment and research questions in a pluri-epistemological scientific collective: from our point of view, the ProVEST scientific community provides a unique opportunity to address the following subthemes of the conference : Constructive Theoretical foundations and epistemological flexibility in CHAT research in a constructive dialogue with other theoretical frameworks addressing a transformation process aiming at clarifying perspectives on environmental and social sustainability while contributing to Sustainable Development Goals (SDGs).

The first presentation will address the theoretical underpinning of PTLEs for sustainability through
the presentation of the building blocks of effective professionalization and training of teachers in
vocational Education, the integration between the BRIDGE framework which will put in perspective
effective teacher professionalization initiatives in VET (Pauwels et al., 2023), the transformative
learning process framework (Sari et al., 2022), and the learning for sustainability framework (Mulvik
et al., 2024). The second presentation will take a collective approach on systemic and multi-level
transformations by taking a developmental object-oriented approach and a dialectical focus on
collective learning efforts in heterogeneous collectives (Engeström, 2005, 2015; Engeström &
Sannino, 2021). As the focus of understanding and assessment of the project widens, it takes into
account contextual elements of PLE as they become Powerful Transformative Learning Environments
(PTLE). In this respect, the notion of good practice, team learning and interactions, preconditions and
triggers for the emergence of PTLEs as well as postconditions may fruitfully be discussed through the
notion of collective learning (Engeström, 2013) and double stimulation processes (Romero & Barma,
2022; Sannino, 2016) on three potentially transformative scales (Morselli, 2021): at school level
(micro), in interprofessional interactions (meso) and across countries and beyond (macro). From this
perspective, PTLE may be understood as tension-reducing devices which are submitted to constant
evolution as germ cells which are constantly renegotiated across boundaries. To identify these
practices, the ProVEST project partnership implements an empirical study across Europe that
collected a number of sample cases from the network and beyond. In this symposium, authors briefly present the research approaches and selected procedures to identify practices highlighting the centrality of student agency and its unfolding in the context of PTLE for sustainability in VET. Finally, two early analyses of PTLEs from partner institutions will be offered and discussed according to previously-established theoretical landmarks. The present symposium therefore aims at fostering constructive cross-epistemological perspective as the ProVEST scientific collective itself is transforming, questioning and analyzing continuously-evolving artefacts and concepts in the contexts in which they emerge as intents to resolve and reduce uncertainty while facing real-world problems.

## References

Arnou, C., Van Peteghem, H., Placklé, I., & Vandecandelaere, M. (2022). *Effectieve leeromgevingen in de B-stroom Werkpakket 1: Systematische Literatuurstudie*.

Bouw, E. (2021). *Designing learning environments at the school-work boundary: Curriculum design for vocational education*.

Bouw, E., Zitter, I., & De Bruijn, E. (2021). Exploring co-construction of learning environments at the boundary of school and work through the lens of vocational practice. *Vocations and Learning, 14*(3), 559–588.

Engeström, Y. (2005). *Developmental work research: Expanding activity theory in practice* (Vol. 12). Lehmanns media.

Engeström, Y. (2013). *Collective Concept Formation as Creation at Work*. *Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies*, 234.

Engeström, Y. (2015). *Learning by expanding*. Cambridge University Press.

Engeström, Y., & Sannino, A. (2021). From mediated actions to heterogenous coalitions: Four generations of activity-theoretical studies of work and learning. *Mind, Culture, and Activity, 28*(1), 4–23.

Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. *The Elementary School Journal, 95*(5), 421–434.

Lamb, S., Markussen, E., Teese, R., Sandberg, N., & Polesel, J. (2010). *School dropout and completion: International comparative studies in theory and policy*. Springer Science & Business Media.

Macleod, S., Sharp, C., Bernardinelli, D., Skipp, A., & Higgins, S. (2015). *Supporting the attainment of disadvantaged pupils: Articulating success and good practice: Research report November 2015*.

Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2016). *Hoe kan je de impact van professionalisering voor leraren in kaart brengen?* Departement Onderwijs en Vorming.

Morselli, D. (2021). A three-levels analysis of double stimulation in a Change Laboratory. *Journal of Workplace Learning*.

Mulvik, I., Torres, R., Chachava, M., Lekavičiūtė, E., Blasko, Z., McGrath, C., Garcia, I. E.,

Steponavičius, M., Berndt, J. (2024). Monitoring Learning for Sustainability: Developing a Cross-EU Approach Final Report. European Union

Pauwels, L., Devos, G., Vaesen, J., Timbermont, E., Jansen, D., Placklé, I., & Tuytens, M. (2023). *Bouwstenen voor opleiding en professionalisering van (duale) leraren technische en praktijkvakken in arbeidsmarktgerichte opleidingen: Voorbereidende onderzoeksfase: Systematische Reviewstudie* (p. 63). Vlaams departement onderwijs en vorming. Brussel, Vlaamse Overheid.
Romero, M., & Barma, S. (2022). Analysing an Interactive Problem-Solving Task Through the Lens of Double Stimulation. *Canadian Journal of Learning and Technology, 48*(1).

Placklé, I., Könings, K. D., Struyven, K., Libotton, A., Van Merriënboer, J. J. G., & Engels, N. (2020). Powerful learning environments in secondary vocational education: Towards a shared understanding. *European Journal of Teacher Education, 43*(2), 224–242. https://doi.org/10.1080/02619768.2019.1681965

Sannino, A. (2016). Double Stimulation in the Waiting Experiment with Collectives: Testing a Vygotskian Model of the Emergence of Volitional Action. *Integrative Psychological and Behavioral Science, 50*(1), 142–173. https://doi.org/10.1007/s12124-015-9324-4

Sari, L. K., De Backer, F., Joson, A. N., & Lombaerts, K. (2022). Pre-service teachers’ changes in perspective: A transformative learning experience during teaching practice in remote areas. *Journal of Transformative Education, 21*(3), 371-390. https://doi.org/10.1177/15413446221133817

Van Landeghem, G., & Van Damme, J. (2011). *Vroege schoolverlaters in Vlaanderen*. Seminarie Vroegtijdig Schoolverlaten 31 mei 2011, Departement Onderwijs en Vorming, Date: 2011/05/31-2011/05/31, Location: Brussel.

Van Peteghem, H., Arnou, C., Placklé, I. & M. Vandecandelaere (accepted for publication). Towards a Framework for Powerful Learning Environments for Struggling. Students in Middle School: A Systematic Review. *Research in Middle Level Education*.
# Artificial Intelligence in STEM Education

Katerina Plakitsi<fnref n="1" />, Manolis Dafermos<fnref n="2" />, Marinos Anastasakis<fnref n="3" />

**Abstract:** The workshop aims to define and outline new approaches for leveraging AI to modernize education and professional development for both future and current STEM educators. Bringing together a diverse group of scholars and practitioners, the workshop will foster a collaborative dialogue on the epistemological, instructional, and pedagogical boundaries shaping the use of AI in educational settings. Participants will share initiatives, experiences, and research findings, highlighting methods and best practices for the effective integration of AI tools into school classrooms for STEM teaching. The discussion will be around mapping the current needs of educators, resources, tools, implementations and policy impact.

**Keywords:** AI in Education; STEM Education; CHT; CHAT

## Introduction

The workshop seeks to explore innovative strategies for harnessing the potential of AI in modernizing education and training for both future and current Science Technology Engineering and Mathematics (STEM) educators. In response to the evolving challenges of the digital age, the project will lay the groundwork for the development of a Pedagogical AI within educational settings. Central to the discussion will be an examination of the epistemological, instructional, and pedagogical boundaries for utilizing AI tools within educational contexts. The workshop will highlight effective methods and best practices for AI integration into school classrooms, emphasizing the alignment of these tools with STEM teaching objectives.

A key aspect of the workshop will be mapping the current needs of educators regarding the use of AI in teaching STEM. It will also identify the skills and knowledge areas that need to be developed to support their professional development in this field. Further, the workshop will:

* source educational resources, digital tools, and learning environments that integrate AI, tailored to the specific needs of education. These tools will be pedagogically sound, user-friendly, and aligned with STEM teaching objectives;

* share some implementation of these AI-powered tools and practices in real classroom settings, gathering feedback from educators and students to refine the approach and ensure its effectiveness;

* examine the broader policy implications of integrating AI into early STEM education. This includes exploring how AI-based initiatives can influence educational institutions and inform future policy frameworks, particularly in relation to the adoption of AI in early STEM education.

## Methodology

The objectives of this workshop proposal will be approached through the lens of Cultural-historical Theory (CHT) and Cultural-Historical Activity Theory (CHAT).

<footnote n="1">¹Department of Early Childhood Education, University of Ioannina, kplakits@uoi.gr</footnote>

<footnote n="2">²Department of Psychology, University of Crete, mdafermo@uoc.gr</footnote>

<footnote n="3">³Department of Primary Education, University of Crete, m.anastasakis@uoc.gr</footnote>
CHT emphasises how the environment acts as the source of a person's development and underlines the importance of social situations that may or may not become developmentally significant. In this view, learning is understood as a process that has a dialectical relationship with development; on the one hand, learning is based on a certain level of development, and on the other, learning guides development. In the historical development of CHT, units of analysis that have emerged pertain to tool-mediation, higher psychological functions and word meaning.

CHAT focuses on how individuals learn through their interaction with their environment and with others engaged in socially and culturally situated activities. In this view, learning is understood as a socially mediated process, unfolding within a specific social, cultural, and historical context. CHAT posits that the unit of analysis is the entire activity system within which learning occurs, involving tools, rules, and divisions of labour that mediate the learning process. In a learning community, participants make use of tools that mediate the learning process in order to achieve a common learning objective (object). This community is governed by a set of rules, co-constructed by the participants themselves, defined either explicitly or implicitly, and within this community, the division of labour is organized in a particular way.

All these elements are in constant interaction, and this dynamic—especially when combined with change—can give rise to tensions or crisis situations, which manifest as contradictions. Within CHAT, contradictions are not regarded as obstacles, but rather as the driving force of activity, which evolves and expands through their resolution.

The expansive learning cycle is also a developmental intervention method that aims at transforming an activity system, guided by the principles of CHAT. It typically marks the transition between individual and collective learning, leading to the creation of new organizational practices within educational institutions and systems. A typical sequence of these stages is as follows:

1. Questioning

2. Analysis

3. Modelling the new solution

4. Examining the new model

5. Implementing the new model

6. Reflecting on the process

7. Consolidating the new practice

It is worth noting that these stages represent an indicative sequence rather than a rigidly structured path or a "universal formula." This implies that the process is inherently dynamic, and at each stage, reflection occurs within a dialectical perspective, which may alter the trajectory of the expansive cycle—by revisiting previous steps or even initiating a new expansive cycle altogether. This approach is particularly well-suited for teacher professional development as it promotes transformation through the dialectical co-construction of knowledge and practice. It also fosters interdisciplinary collaboration, empowering educators to rethink and reshape their teaching methodologies in response to emerging challenges in the digital age.

The workshop will follow a research-oriented format and will focus mainly on the first two stages of the expansive learning cycle (questioning, analysis). It will include two main types of activities, presentations and discussions among participants. The presentations will employ philosophical, conceptual as well as classroom applied foundations. In terms of the expected outcomes, we envision to work towards a publication capturing the interactions among participants and the issues raised during the workshop.
References

Anastasakis M., Dafermos M. (2023) Exploring Paradoxes in the Development of Mathematical Thinking: a Cultural-historical Perspective. *Cultural-Historical Psychology*, 19(4), pp. 46—55.
https://doi.org/10.17759/chp.2023190405

Dafermos, M. (in press). Vygotsky Meets Artificial Intelligence: A Cultural-Historical Perspective on the Epistemological Foundations of AI. *Culture and Education*.

Dafermos, M. (in press). A Dialectical Perspective on Machine Deep Learning and Artificial Intelligence. *Eleutherna: Journal of Psychology and Behavioral Sciences*.

Plakitsi, K. & Barma, S. (Eds) Sociocultural Approaches to STEM Education. An ISCAR International Collective Issue (pp. 171-203). Springer Nature Switzerland AG: Switzerland https://doi.org/10.1007/978-3-031-44377-0

Roth, W.-M., Goulart, M.I.M., Plakitsi, K. (2013). Science Education during Preschool Years. A Cultural-Historical Approach. SERIES: Cultural Studies of Science Education. Series editor: Kenneth Tobin, City University of New York, USA, and Catherine Milne, New York University. Authors from University of Victoria, Canada and Universidade Federal de Minas Gerais, Brazil and University of Ioannina, Greece. Dordrecht, The Netherlands: Springer.

Kolokouri, E., Kornelaki, A. C., Plakitsi, K. (2022). Introducing a New Socio-Cultural Tool for Science Education in First Grades: Scopes. *Science Education: Research & Praxis*, 85-86, 68-77 ISSN: 1792-3166
# Towards gender inclusion in computer science teaching and learning: articulating activity theories with the fabric of inclusion

Julien Guibourdenche¹, Anne Bationo-Tillon²

1 UER-MI, Haute École Pédagogique Vaud, julien.guibourdenche@hepl.ch

2 UER-MI, Haute École Pédagogique Vaud, anne.bationo-tillon@hepl.ch

**Abstract:** This study aims at furthering the development of inclusion in computer science teaching and learning in secondary schools of the Vaud canton (Switzerland). Using the fabric of inclusion, Cultural-Historical Activity Theory (C.H.A.T) and two French-language approaches to activity, we question the relationships between practices promoting inclusion and with the activities and lived experiences of teachers and students. This communication will present our initial findings and discuss the next phase of the study. Our initial findings reveal different objectives of teachers, their dilemmas and appropriation of computer science teaching. It also reveal a variety of relationships between gender, inclusion and meaning for the teacher in action. The next phase will focus on the situated nature of inclusion in action during lessons. We will also launch meetings with the teachers community in order to address the developmental challenges arising between gender inclusion, teaching and learning computer science.

**Keywords:** Computer science, Education, Gender, Activity theory.

## Introduction

Despite positive trends, gender inclusion in science and technology still deserves our full attention in order to advance social justice and economic performance (Charlesworth & Banaji, 2019). This communication focuses on computer science education in secondary schools. Gender differences persist among students concerning the extent to which they dare to envisage higher education in computer science and engineering (Charlesworth & Banaji, 2019), and their sense of legitimacy in computer science. In order to investigate gender inclusion and differences, studies have been focusing on various objects of inquiry. Our research focuses on activity and social practices (e.g., Hasse, 2002).

## Theoretical Framework

Our approach uses the *fabric of inclusion*, *Cultural-Historical Activity Theory* (C.H.A.T) and two French-language approaches to activity. The *fabric of inclusion* (Collet et al., 2024) proposes that, in order to promote inclusion in the classroom, teachers and pupils can work on four main areas for practice: acquiring knowledge, learning with confidence, existing as individuals, and existing as a group. However, what are the relationships of these practices with the activities and lived experiences of teachers and students? How can we develop more inclusive practices of teaching and learning computer science? Our study draws on three complementary frameworks in order to advance these questions. The instrumental approach (Bationo-Tillon & Rabardel, 2015; Rabardel & Bourmaud, 2003) focuses on the constructive dimension of the individual subject's activity (productive and constructive) in a work situation. C.H.A.T (Engeström, 2015) conceptualises tensions and contradictions within the development of activity and developed the Change Lab methodology (Lemony & Grosstephan, 2021). It allows to conceive of the collective and développemental
dimensions of teaching and learning computer science in the classroom, in the teachers' teams, the schola or the canton. Finally, the *course-of-action* framework (Poizat & Martin, 2020) lead us to focus on the lived experience of activity in teaching and learning situations, as well as on collective activity in situ.

## Methodology

This communication presents the first results of the exploratory phase mainly conducted in reference to the instrumental approach (Rabardel & Bourmaud, 2003). The objectives were to gain an overall understanding of the diversity of teachers' practices and career paths, of their appropriation of the computer science official syllabus and of the collaboration within the community. 9 semi-directive individual interviews with teachers (4 females, 5 males; avg. length 102 minutes) were conducted. During the interviews, gender was introduced indirectly through questions related to students' differences and differential teaching practices. Then, teachers were asked whether they had already encountered situations in which differences between male and female students emerged. Videos and photos of practices and materials were also collected. We were in regular contact with teachers and trainers in computer science at our institution. The 9 interviews have been fully transcribed, presented and discussed within the research team.

## Results

Our initial findings reveal different objectives of teachers: supporting all pupils, supporting certain pupils more closely, providing technical teaching in computer science, integrating the social challenges of digital technology, etc. Depending on their expertise, teachers may experience the relationships between these objectives as dilemmas or as integrated and appropriate to one another. Similarly, the integration of notions such as the « social challenges of digital technology » may have been difficult for some teachers but the difficulty seems to be gradually fading over the years. Our analysis reveals a variety of relationships between gender, inclusive practices and meaning for the teacher in action. The teacher may or may not perceive and experience the situation as one of gender inclusion. For example, *taking advantage of an interesting question asked by a pair of students to answer it and discuss it with the whole class* does not present a specific gender issue, but could produce positive outcomes according to the *fabric of inclusion*. Conversely, *refusing a female pupil's request to work alone by insisting on cooperation in project mode and the necessity of developing self-confidence* may produce inclusion in the long term. However, depending on how this action is actually performed in the situated interaction with the pupil, it may or may not be directly effective. Finally, our results demonstrate some emotions (anger, satisfaction etc.) experienced within these different situations.

## Discussion and conclusion

Further analyses and development are needed. Detailing the individual and collective actions of teachers and students with the course-of-action framework may help us to understand how inclusion in situ is performed (or not) and experienced (or not). Meetings with teachers of the community and the participatory identification of contradictions in activity systems will begin in October 2025 in order to address the important developmental challenges of taking gender inclusion, teaching and learning in computer science, to a new stage. We also wonder how this study could advance the field of activity-
centered studies addressing gender inclusion challenges of teaching and learning science and technology at school (e.g. Hasse, 2002).

## References

Bationo-Tillon, A., & Rabardel, P. (2015). L'approche instrumentale : Conceptualiser et concevoir pour le développement. In F. Decortis (Éd.), *L'ergonomie orientée enfants : Concevoir pour le développement* (p. 111-145). Presses Universitaires de France.

Charlesworth, T. E. S., & Banaji, M. R. (2019). Gender in Science, Technology, Engineering, and Mathematics : Issues, Causes, Solutions. *The Journal of Neuroscience*, 39(37), 7228-7243.
https://doi.org/10.1523/JNEUROSCI.0475-18.2019

Collet, I., Magni, G., & Pont, E. (2024). Former les enseignant·es à la prise en compte des rapports sociaux dans l'espace du genre : La Toile de l'égalité comme outil d'analyse et d'intervention. *Raisons éducatives*, 28(1), 153-179. https://doi.org/10.3917/raised.028.0153

Engeström, Y. (2015). Learning by expanding : An activity-theoretical approach to developmental research. (2nd ed.). Cambridge University Press.

Hasse, C. (2002). Gender Diversity in Play With Physics : The Problem of Premises for Participation in Activities. *Mind, Culture, and Activity*, 9(4), Article 4.
https://doi.org/10.1207/S15327884MCA0904_02

Lémonie, Y., & Grosstephan, V. (2021). Le laboratoire du changement. *Revue d'Anthropologie des Connaissances*, 15(2). https://doi.org/10.4000/rac.21846

Poizat, G., & Martin, J. S. (2020). The course-of-action research program: Historical and conceptual landmarks. *Activités*, 17(2). https://doi.org/10.4000/activites.6434

Rabardel, P., & Bourmaud, G. (2003). From computer to instrument system : A developmental perspective. *Interacting with Computers*, 15(5), 665-691. https://doi.org/10.1016/S0953-5438(03)00058-4
Making Information Accessible:
Transforming Municipal Web
Communications Through Inclusive and
Participatory Practices

Edith Jolicoeur<fnref n="1" />, Julie Ruel<fnref n="2" />, Marie-Eve Gonthier<fnref n="3" />, Francine Julien-Gauthier<fnref n="4" />, Marie-Josée Goulet<fnref n="5" />

**Abstract:** Many people face barriers in accessing public information due to complex language and predominantly text-based formats. These challenges particularly affect people with disabilities, limiting their social and civic participation. This research project, conducted in a municipality in Quebec, Canada, aimed to transform communication practices—especially web content—to make them more accessible and understandable. Grounded in a participatory action research approach, the study involved municipal staff as well as citizens with disabilities in evaluating the accessibility and clarity of content. The transformation was supported by tools such as a plain language guide, multimodal formats, and AI-based technologies. Using Cultural-Historical Activity Theory (CHAT) as a conceptual lens, the analysis highlights how a reorganization of work and the strategic use of tools contributed to a meaningful shift in public communication practices.

**Keywords:** accessibility of public information, participatory action research, persons with disabilities

**Introduction**

In times of social fragmentation, ensuring equitable access to public information becomes a fundamental issue for democracy. Yet many people continue to encounter barriers in understanding and using this information (OECD, 2016), particularly individuals with disabilities. This difficulty is particularly pronounced among people with low levels of literacy, representing about half of the adult population in Quebec (Langlois, 2025). Persons with disabilities are a group particularly affected by low literacy levels, which increases their risk of digital exclusion (ATN, 2020). Among vulnerable adults, several other groups are also affected: older adults, those living in economic vulnerability, and immigrants.

This research presents a participatory action research project (Camden & Poncet, 2021) carried out in a mid-sized municipality in Quebec, Canada. The project sought to transform public communications—especially those on the city's official website—to make them more accessible and understandable, with a particular focus on people with disabilities. Based on the principles of Cultural-Historical Activity Theory (CHAT), the analysis considers the transformation of communication practices as a collective activity shaped by tools, rules, roles, and community participation. It explores how actors, including municipal staff, accessibility experts, and people with disabilities, redefined communication strategies and reorganized their practices through an iterative process of learning and adjustment.

<footnote n="1">¹Univeristé du Québec à Rimouski, edith_jolicoeur@uqar.ca</footnote>

<footnote n="2">²Université du Québec en Outaouais, julie.ruel@uqo.ca</footnote>

<footnote n="3">³Univeristé du Québec à Rimouski, marie-eve_gonthier@uqar.ca</footnote>

<footnote n="4">⁴Université Laval, francine.julien-gauthier@fse.ulaval.ca</footnote>

<footnote n="5">⁵Université du Québec en Outaouais, marie-josee.goulet@uqo.ca</footnote>
# Context and Problem

Previous research (Grenon et al., 2021) has shown that the complexity of language, the dominance of text-based formats, and limited digital adaptation contribute to informational exclusion. These barriers are especially significant for people with low literacy skills. Municipal websites, often the first point of contact with public institutions, are rarely designed to meet the needs of people with disabilities (ATN, 2020). To address this gap, a participatory action research initiative was launched to support municipal staff in transforming communication practices. This research focuses on the process of revising the city's official website.

# Theoretical Framework

Cultural-Historical Activity Theory provided a framework for analyzing the systemic and transformative dimensions of the work. In this project, the **subjects** were municipal employees responsible for drafting public communications. The **object** of the activity was to make municipal information more accessible and understandable. **Tools** included the guide *Communiquer pour tous. Guide pour une information accessible*, AI-based simplification tools, multimodal formats (infographics, explanatory videos), and a verification checklist for accessibility. Among the tools used, four practical memos were relied upon to highlight the key points to keep in mind. They focus respectively on writing, oral communication, images, and websites (Allaire et Ruel, 2023). The **community** involved an expert in plain language, a legal communication specialist, a web accessibility consultant, people with disabilities, elected officials, administrators, and researchers. **Rules** included institutional policies, accessibility standards, legal obligations, and branding guidelines. The involved **division of labor** collaboration between municipal departments, consultants, and people with lived experience of disability. The **expected outcome** was the creation of municipal communications that are more inclusive and comprehensible.

# Methodology

The project was carried out using a participatory approach (Camden & Poncet, 2021) structured in four key stages. It began with an **initial assessment**, during which a web accessibility expert reviewed the most frequently visited pages of the municipal website. The analysis revealed that much of the content exceeded average literacy levels and lacked features supporting access for people with disabilities.

Following this diagnostic phase, **consultation activities** were conducted. Focus groups and interviews were organized with individuals in situations of disability and representatives from advocacy organizations. The decision to primarily involve persons with disabilities in the lived experience testing is justified by the fact that they represent a group particularly affected by low literacy levels and, consequently, by the risks of digital exclusion (ATN, 2020). These discussions highlighted the importance of using plain, simple language, visual cues to support understanding, and offering alternative formats such as audio or video.

The third stage focused on **implementation**. Drawing on feedback from consultations and recommendations from the *Communiquer pour tous* guide (Ruel et al., 2018), selected web pages were revised. Changes included simplifying the language, adding visual elements, and producing explanatory infographics and videos. To assist with drafting, artificial intelligence tools generated initial simplified versions aligned with accessibility guidelines.

Finally, the **validation** process involved two complementary methods. Individuals with disabilities reviewed the revised content and assessed its clarity and accessibility based on their lived experience. In parallel, a checklist based on recognized standards was used to compare the content before and after revision, ensuring that the changes were effective and measurable.

# Results

The analysis shows that the transformation was made possible through material, human, and cultural mediation. Several key findings emerged. First, the use of tools such as artificial intelligence and the guide (Ruel et al.,
2018) enabled staff members to rethink their practices and develop new models of communication. Second, the active participation of individuals with lived experience of disability strengthened both the quality of the content and the relevance of decisions made. This participatory engagement also contributed to a redistribution of decision-making power. Third, contradictions arose, particularly between the desire of some staff to produce communications in a more formal style and the need for clarity and accessibility, essential for reaching the broader population. These tensions led to constructive dialogue and creative compromises, supporting the evolution of practices. Finally, although the use of an AI tool proved helpful, it required careful human validation to ensure the accuracy and appropriateness of the content.

## Conclusion

This project illustrates how Cultural-Historical Activity Theory (CHAT) can illuminate the collective transformation of professional practices through tools, community engagement, and shared objectives. It also reflects a shift in communication practices within a municipal institution. The study reinforces the idea that information accessibility is not simply a technical issue, but a social and cultural process requiring collaboration, reflexivity, and continuous adjustment. This approach could serve as a model for other public organizations aiming to improve their communication practices and advance accessibility.

## Acknowledgements

This study was supported by funding from Accessibility Standards Canada.

## References

Allaire, C. et Ruel, J. (2023) *Communiquer pour tous. Mémos pratiques*. Santé publique France. https://www.santepubliquefrance.fr/docs/communiquer-pour-tous-web-supports-numeriques.-memo-pratique

Académie de la transformation numérique (ATN). (2020). *Les personnes avec incapacités et le numérique*. https://transformation-numerique.ulaval.ca/wp-content/uploads/2022/09/netendances-2020-les-personnes-avec-incapacite-et-le-numerique.pdf

Camden, C. & Poncet, F. (2014). Recherche-action participative : nouvelles perspectives. In S. Tétreault et P. Guillez. (dir.), *Guide pratique de recherche en réadaptation* (p. 383-422). De Boeck Supérieur.

Grenon, M. M., Ruel, J., Fougeyrollas, P., Normand, C. L., Moreau, A. C., Romero-Torres, A., & Gravel, S. (2021). Conceptualizing access to and understanding of information. *Universal Access in the Information Society*, 22(1), 83–94. https://doi.org/10.1007/s10209-021-00836-w

Ruel, J., Allaire, C., Moreau, A. C., Kassi, B., Brumagne, A., Delample, A., Grisard, C., & Pinto da Silva, F. (2018). *Communiquer pour tous. Guide pour une information accessible*. http://w3.uqo.ca/communiquerpourtous

Engeström, Y. (1987). *Learning by Expanding: An Activity-Theoretical Approach to Developmental Research*. Helsinki: Orienta-Konsultit.

Organisation de coopération et de développement économique. (OECD). (2016). *Skills Matter. Further Results from the Survey of Adult Skills*. Paris: Éditions OCDE. https://doi.org/10.1787/9789264258051-en
Vygotsky, L. S. (1978). *Mind in Society: The Development of Higher Psychological Processes*. Cambridge, MA: Harvard University Press.
# Analyzing Educational Practices mediated by digital technologies through Activity Theory

Raúl López-Vilar<fnref n="1" />, Tania Molero-Aranda<fnref n="2" />, José Luis Lázaro-Cantabrana<fnref n="3" />

**Abstract:** This study, developed within the EDSSE project, applies Activity Theory (AT) to analyze educational practices mediated by digital technologies. The methodological process followed five phases: (1) the components of AT were defined as initial categories; (2) a systematic review identified recurring didactical and pedagogical criteria, which were organized into subcategories with observable indicators; (3) we conducted a three-round Delphi study where we prioritized and validated the subcategories, resulting in an observation guideline with two indicators per category (with a total of 14 indicators); (4) data are being collected through the validated observation guideline and a complementary interview and (5) the current stage applies a deductive thematic analysis, guided by the predefined subcategories, to identify tensions within and across categories. These tensions are conceptualized as contradictions that can reveal both barriers and opportunities for innovation. Expected outcomes include insights to guide the design of more inclusive and sustainable digital learning ecosystems.

**Keywords:** Educational practices, Digital technologies, Thematic analysis

## Introduction

The progressive incorporation of digital technologies (DT) into educational contexts has transformed the conditions of teaching and learning (Mhlongo et al., 2023). Digital resources enable new forms of participation and interaction but also generate tensions when they intersect with existing pedagogical goals, institutional rules, or students' competences (Coker, 2020). To study these dynamics, it is necessary to adopt theoretical approaches that do not merely describe practices but also explain how they evolve. AT provides such a perspective, as it conceptualizes human activity as a system mediated by tools, norms, and community relations, while emphasizing the central role of contradictions in driving change (Grimalt-Álvaro & Ametller, 2021; Karasavvidis, 2009).

This study is framed within the EDSSE project and aims to develop a rigorous analytical process that allows the application of AT to the study of educational practices mediated by DT. By combining systematic review, expert validation, observation, and thematic analysis, the project seeks to build a methodological bridge between the theoretical categories of AT and their empirical manifestations in educational practice.

## Objectives

The primary objective of this study is to analyse educational practices mediated by DT through the lens of AT, focusing on how tensions and contradictions within activity systems shape innovation. More specifically, the study aims to operationalize AT categories into observable indicators, validate these indicators with expert consensus, apply them in real educational contexts and conduct a deductive thematic analysis to identify tensions across categories and subcategories

<footnote n="1">¹Universitat Rovira i Virgili, raul.lopez.vilar@urv.cat</footnote>

<footnote n="2">²Universitat Rovira i Virgili, tania.molero@urv.cat</footnote>

<footnote n="3">³Universitat Rovira i Virgili, joseluis.lazaro@urv.cat</footnote>
## Methodology

The methodological process was structured into five phases. In the first phase, the seven components of AT were defined as initial categories, providing the conceptual scaffolding for subsequent steps. The second phase involved a systematic review of the literature, which identified recurring pedagogical and didactical criteria associated with digital practices. From this review, subcategories and observable indicators were extracted to refine the analytical framework.

In the third phase, these subcategories were submitted to validation through a three-round Delphi study with experts in educational technology and pedagogy (Cabero-Almenara & Infante-Moro, 2014; Goldfisher, 1993). The iterative consultation process resulted in the prioritization of the most relevant criteria and the validation of indicators. The result was an observation guideline containing two indicators per category, for a total of fourteen indicators, ensuring a balanced representation of each category and a manageable total number of indicators. This instrument was subsequently piloted to confirm clarity and feasibility.

The fourth phase focused on data collection. Empirical information is currently being gathered through the validated observation guideline, which allows for systematic analysis of classroom practices. To complement these observations, a semi-structured interview protocol was designed to revisit and expand on certain subcategories, adding depth and capturing teachers' perspectives.

The fifth and current phase consists of a deductive thematic analysis (Clarke & Braun, 2017). This analysis is guided by the predefined subcategories and aims to detect tensions both within and across categories. These tensions are interpreted as contradictions that not only constrain but also potentially transform activity systems.

## Expected results

The study is expected to generate several contributions. First, it will deliver a validated framework of fourteen indicators that operationalize AT for the study of educational practices. Second, it will provide empirical evidence on how tensions shape the evolution of digital practices mediated by DT, thus informing strategies for innovation. Third, it will generate recommendations for the design of inclusive and sustainable digital learning ecosystems that are responsive to the challenges identified. Finally, the methodological process itself represents a contribution, as it illustrates how AT can be systematically operationalized through the integration of systematic review, Delphi validation, structured observation, and thematic analysis.

## Conclusions

This research highlights the potential of combining AT with systematic and participatory methods to analyse the complexity of educational practices mediated by DT. By operationalizing theoretical categories into observable indicators, the study bridges the gap between abstract concepts and empirical application. By focusing on tensions, it recognizes contradictions not only as barriers but also as productive elements that can lead to innovation.

The findings of this study will contribute both to the use of AT in education mediated by DT and to the practical design of strategies that support integration of DT in schools and universities. Ultimately, the project demonstrates that contradictions are essential lenses for understanding the dynamic and evolving nature of educational ecosystems.

## Acknowledgements

PID2022-137546NB-I00. Funded by MCIN/AEI/10.13039/501100011033 and co-financed by the European Union through the European Regional Development Fund (FEDER).

Grant ref. 2023PIPF-FPI-07, part of grant PID2022-137546NB-I00. Funded by MCIN/AEI/10.13039/501100011033 and co-financed by the European Union through the European Regional Development Fund (FEDER).
References

Cabero-Almenara, J., & Infante-Moro, A. (2014). Empleo del método Delphi y su empleo en la investigación en comunicación y educación. *EDUTEC. Revista Electrónica de Tecnología Educativa, 48*, 1-16. https://doi.org/10.21556/edutec.2014.48.187

Clarke, V., & Braun, V. (2017). Thematic analysis. In *Journal of Positive Psychology, 12*(3), 297-298. Routledge.
https://doi.org/10.1080/17439760.2016.1262613

Coker, H. (2020). Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education. *Journal of Teaching and Learning, 14*(1). https://doi.org/10.22329/jtl.v14i1.6259

Goldfisher, K. (1993). Modified Delphi: A concept for new product forecasting. *The Journal of Business Forecasting Methods & Systems*.

Grimalt-Álvaro, C., & Ametller, J. (2021). A Cultural-Historical Activity Theory Approach for the Design of a Qualitative Methodology in Science Educational Research. *International Journal of Qualitative Methods, 20*, 1-12. https://doi.org/10.1177/16094069211060664

Karasavvidis, I. (2009). Activity Theory as a conceptual framework for understanding teacher approaches to Information and Communication Technologies. *Computers and Education, 53*(2), 436-444. https://doi.org/10.1016/j.compedu.2009.03.003

Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. *Heliyon, 9*(6). https://doi.org/10.1016/j.heliyon.2023.e16348
# Emotional Intelligence and Sustainability Education: A Case-Based Approach to Promoting Transformative Competencies in Higher Education

Elena Martino¹, Maria Cinque², Giovanni Ferri³

1 Lumsa University, Rome, Italy; Unimore, Università Modena e Reggio Emilia, Italy, elena.martino@studenti.unimore.it; https://orcid.org/0009-0002-0432-112X

2 Lumsa University, Rome, Italy, m.cinque@lumsa.it; https://orcid.org/0000-0001-7526-7728

3 Lumsa University, Rome, Italy, g.ferri@lumsa.it;

**Abstract:** The growing complexity of sustainability challenges requires educational approaches that integrate cognitive, emotional, and ethical dimensions. Higher education is increasingly called to prepare students not only to understand sustainability but also to act responsibly for collective well-being. Responding to this need, a pilot intervention was carried out within the 2024/2025 Design Thinking course at LUMSA University (Rome, Italy), involving 150 undergraduates. The program combined two tasks: an individual reflection on sustainability and the SDGs, and group projects where teams of 3–5 students co-designed practical solutions to global challenges. Findings show that students enriched their conceptual understanding of sustainability, prioritized social SDGs such as gender equality and quality education, and reported greater awareness of the consequences of everyday actions. Yet behavioral change remained limited, highlighting the persistent gap between awareness and action. The study points to the value of emotionally engaging, collaborative learning for fostering equitable, peaceful, and sustainable practices in higher education.

**Keywords:** Emotional Intelligence; Sustainability; Consumption Behaviors; SDGs.

Education for Sustainable Development (ESD) requires approaches that combine cognitive, affective, and behavioral learning outcomes (UNESCO, 2021; Stern, 2011). Emotional Intelligence (EI)—the capacity to perceive, understand, and regulate emotions (Goleman, 1995; Mayer et al., 2008)—is associated with prosocial engagement, empathy, and motivation for collective well-being (Di Fabio & Kenny, 2016; Fernández-Berrocal & Extremera, 2016). Neuroscientific evidence (Damasio, 1996; He et al., 2018) underscores how emotion scaffolds reasoning, foresight, and ethical action. Despite growing awareness, sustainability education often shows a persistent knowledge–action gap (Colombo et al., 2023). Interventions relying solely on cognitive transmission are insufficient to shift behaviors. We explore whether an EI-informed, design-thinking-based educational activity can foster a deeper, more action-oriented engagement with sustainability issues among university students.

Research question: Can emotionally oriented reflection and collaborative design projects enhance students' sustainable consumption orientations and bridge the awareness–action gap? Evidence suggests EI training improves emotional regulation and prosocial outcomes (Held et al., 2023; Poveda-Brotons et al., 2024). In sustainability education, transformative learning, especially when experiential and affective, has been linked to longer-term behavioral engagement (Lovren & Marušić
Jablanović, 2023). Design Thinking offers an empathic, iterative framework to integrate head (knowledge), heart (values), and hands (action) in ESD contexts (Razzouk & Shute, 2020; Lehtonen et al., 2023). A pilot intervention was conducted during the first semester of 2024/2025 with 150 undergraduates in a Design Thinking course at LUMSA University.

Two activities were implemented:

1. In-class reflection using three poster prompts on sustainability definitions, preferred SDGs, and everyday sustainable actions.

2. Group project (teams of 3–5) addressing SDGs through the Design Thinking cycle (empathy, problem framing, ideation, prototyping, storytelling).

Activities were intentionally non-graded to foster intrinsic motivation. Data collection included post-it notes (qualitative), pre-post questionnaires (quantitative, n = 52 matched), and group project outputs. This abstract reports qualitative findings from the reflection activity only.

Sustainability Conceptualizations:

<table><thead><tr><td>Category</td><td>Description</td><td>Representative Example</td></tr></thead><tbody><tr><td>Intergenerational Equity</td><td>Fairness toward future generations</td><td>"The art of living today without compromising tomorrow"</td></tr><tr><td>Environmental Stewardship</td><td>Ecosystem protection and biodiversity</td><td>"Protecting forests and biodiversity"</td></tr><tr><td>Social Responsibility &amp; Equity</td><td>Justice, inclusion, solidarity</td><td>"Gender equality and social solidarity"</td></tr><tr><td>Sustainable Lifestyles &amp; Innovation</td><td>Everyday practices, urban/systemic solutions</td><td>"Smart cities and sustainable lifestyles"</td></tr></tbody></table>

Out of 113 valid SDG justifications, students prioritized SDG 5 (20%), SDG 4 (12%), and SDG 3 (9%), followed by SDG 8 and SDG 2. Socially oriented goals clearly dominated.

<table><thead><tr><td>Category</td><td>Description</td><td>% of total</td><td>Example</td></tr></thead><tbody><tr><td>Ethical values</td><td>Fairness, justice, equality</td><td>37%</td><td>"Because gender equality is a human right"</td></tr><tr><td>Intrinsic motivation</td><td>Self-determined interest</td><td>28%</td><td>"Because health is important for everyone"</td></tr></tbody></table>
<table><tr><td>Systemic vision</td><td>Holistic awareness of interdependence</td><td>19%</td><td>"Education can reduce inequalities"</td></tr><tr><td>Personal experience</td><td>Biographical/lived engagement</td><td>16%</td><td>"I grew up by the sea, so protecting the marine environment..."</td></tr></table>

Students proposed 125 feasible sustainable everyday actions:

* 33 on waste reduction (e.g., reusable containers, 3Rs),

* 21 on water conservation,

* 18 on sustainable consumption,

* 14 on energy saving,

* 13 on sustainable mobility,

* 11 on awareness/information,

* 9 on sustainable nutrition,

* 6 on other creative ideas.

While awareness increased, behavioral intentions were not accompanied by measurable short-term CO₂ reductions, echoing the well-known attitude-behavior gap. The intervention surfaced rich conceptualizations and value-based motivations, showing that even brief EI-informed activities can stimulate multidimensional reflection. However, increased cognitive and affective engagement alone was insufficient to trigger immediate behavioral shifts.

This aligns with research emphasizing the role of emotional resonance, feedback loops, and peer support in facilitating habit change (Wang et al., 2025; Colombo et al., 2023).

Key implications include:

* embedding iterative experiential tasks rather than one-off interventions,

* integrating structured peer accountability (e.g., team challenges),

* providing immediate feedback on environmental impact (e.g., carbon tracking dashboards).

This pilot case highlights the value, and limits, of brief EI-informed interventions in sustainability education. Students articulated ethical, social, and environmental conceptions of sustainability and proposed concrete actions, but behavior remained largely unchanged in the short term. Future cycles will introduce emotionally engaging, participatory formats to bridge the awareness-action gap and strengthen transformative competencies. This abstract reports only qualitative findings from one intervention. Quantitative pre-post data and analyses of group project outcomes will follow. The broader doctoral project includes five emotionally oriented, experiential sessions to be implemented in Italy and Spain, designed to foster sustained behavior change.

## Acknowledgements
We thank the LUMSA students and teaching staff who made this pilot possible.

## References

Chaves, M., & Wals, A. E. J. (2018). *The nature of transformative learning for social-ecological sustainability*. Cornell University Press.

Colombo, S. L., Chiarella, S. G., Lefrançois, C., Fradin, J., Raffone, A., & Simione, L. (2023). Why knowing about climate change is not enough to change: A perspective paper on the factors explaining the environmental knowledge-action gap. *Sustainability, 15*(20), 14859. https://doi.org/10.3390/su152014859

Damasio, A. R. (1996). The somatic marker hypothesis and the possible functions of the prefrontal cortex. *Philosophical Transactions of the Royal Society B: Biological Sciences, 351*(1346), 1413–1420.
https://doi.org/10.1098/rstb.1996.0125

Di Fabio, A., & Kenny, M. E. (2016). Promoting well-being: The contribution of emotional intelligence. *Frontiers in Psychology, 7*, 1182. https://doi.org/10.3389/fpsyg.2016.01182

Fernández-Berrocal, P., & Extremera, N. (2016). Ability emotional intelligence, depression, and well-being. *Emotion Review, 8*(4), 311–315. https://doi.org/10.1177/1754073916650494

Goleman, D. (1995). *Emotional intelligence: Why it can matter more than IQ*. Bantam Books.

He, T., Mao, L., Sun, Z., Zhuang, Y., Zhu, X., Qiu, J., & Chen, A. (2018). Examining brain structures associated with emotional intelligence and the mediated effect on trait creativity in young adults. *Frontiers in Psychology, 9*, 925. https://doi.org/10.3389/fpsyg.2018.00925

Held, M. J., Fehn, T., Gauglitz, I. K., & Schütz, A. (2023). Training emotional intelligence online: An evaluation of WEIT 2.0. *Journal of Intelligence, 11*(6), 122. https://doi.org/10.3390/jintelligence11060122

Killgore, W. D. S., Smith, R., Olson, E. A., Weber, M., Rauch, S. L., & Nickerson, L. D. (2017). Emotional intelligence is associated with connectivity within and between resting-state networks. *Social Cognitive and Affective Neuroscience, 12*(10), 1624–1636. https://doi.org/10.1093/scan/nsx088

Lehtonen, T., Uitto, A., & Salonen, A. (2023). Transformative learning through design: A case of sustainability education in Finnish higher education. *Sustainability, 15*(2), 1401. https://doi.org/10.3390/su15021401

Lim, M. D., & Lau, M. C. (2021). Can we “brain-train” emotional intelligence? A narrative review. *Frontiers in Psychology, 12*, 569749. https://doi.org/10.3389/fpsyg.2021.569749

Lovren, L., & Marušić Jablanović, M. (2023). Trends and new challenges in education for sustainable development and environmental education. *Sustainability, 15*(8), 6370. https://doi.org/10.3390/su15086370

Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? *American Psychologist, 63*(6), 503–517. https://doi.org/10.1037/0003-066X.63.6.503

Operskalski, J. T., Paul, E. J., Colom, R., Barbey, A. K., & Grafman, J. (2015). Lesion mapping the four-factor structure of emotional intelligence. *Frontiers in Human Neuroscience, 9*, 649.
https://doi.org/10.3389/fnhum.2015.00649

Poveda-Brotons, R., Izquierdo, A., Perez-Soto, N., Pozo-Rico, T., Castejón, J. L., & Gilar-Corbi, R. (2024). Building paths to success: A multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers. *Frontiers in Psychology, 15*, 1377176.
https://doi.org/10.3389/fpsyg.2024.1377176

Razzouk, R., & Shute, V. (2020). Design thinking for learning environments: A framework for advancing pedagogical change. *Thinking Skills and Creativity, 38*, 100726. https://doi.org/10.1016/j.tsc.2020.100726
Stern, N. (2011). *A blueprint for a safer planet: How to manage climate change and create a new era of progress and prosperity*. Vintage.

UNESCO. (2021). *Education for sustainable development: A roadmap*. UNESCO Publishing.

Wang, S., Mbanyele, W., Feng, T., Khan, S., Fan, S., Li, P., Bi, M., Zheng, Y., & Ding, S. (2025). Bridging the knowledge-action divide: Environmental awareness and low-carbon behaviors of Chinese university students. *Humanities and Social Sciences Communications, 12*(1), 562. https://doi.org/10.1057/s41599-025-04953-2
Exploring the relationship between carbon footprint
and internal personal factors in Spanish university
students

Mónica Fernández-Morilla<fnref n="1" />, M. Yolanda Fernández-Ramos<fnref n="2" />, Carmen Solís-Espallargas<fnref n="3" />, Esther García-González<fnref n="4" />, Montserrat López-Mújica<fnref n="5" />, Silvia Albareda-Tiana⁶

**Abstract:** This study explores the relationship between Spanish university students' personal carbon footprint (CF) and internal psychological factors—environmental knowledge, concern, and motivations—drawing on behavioral psychology frameworks such as the Theory of Planned Behavior, Norm Activation Theory, and the Value-Belief-Norm model. A quantitative, exploratory design was applied to a non-probabilistic sample of 111 students from four universities. Data were collected using a validated CF calculator and survey items assessing internal variables. Results revealed no statistically significant differences in CF based on students' self-perceived environmental knowledge, concern, or motivational worldview. Notably, students with anthropocentric, altruistic, or spiritual views of nature exhibited similar consumption patterns. These findings suggest that environmental awareness and values, while present, do not necessarily translate into sustainable behavior. The study highlights a generational disconnect between intention and action among Gen Z students, whose digital-native habits and post-pandemic consumption dynamics may override ecological values. These insights underscore the need for educational strategies that go beyond awareness, fostering normative activation and behavioral control to promote sustainable lifestyles.

**Keywords:** Carbon footprint · Behavioral psychology · Environmental concern · Sustainable consumption

**Introduction**

Reducing greenhouse gas emissions requires not only structural policies but also individual behavioral change (IPCC, 2022). In this context, personal carbon footprint calculators have emerged as tools to raise awareness about the environmental impact of consumption. However, the effectiveness of these tools depends on the psychological mechanisms that mediate awareness and action. Behavioral psychology offers several models to understand this gap, notably the Theory of Planned Behavior (Ajzen, 1991), the Norm Activation Theory (Schwartz, 1977), and the Value-Belief-Norm model (Stern, 2000). These frameworks emphasize that attitudes and values alone are insufficient to trigger behavioral change without perceived control and normative activation. As Onwezen et al. (2013) argue, “knowledge and concern are necessary but not sufficient” to promote sustainable behavior. This study applies these models to explore how internal factors—environmental knowledge, concern, and motivations—relate to the carbon footprint of Spanish university students. The findings contribute to understanding the behavioral dynamics of Generation Z, whose ecological awareness often coexists with consumption patterns shaped by convenience, digital culture, and social norms.

<footnote n="1">¹Universitat Internacional de Catalunya, mfernandezm@uic.es</footnote>

<footnote n="2">²Universidad Europea Miguel de Cervantes, myfernandez@uemc.es</footnote>

<footnote n="3">³Universidad de Sevilla, carmensolise@us.es</footnote>

<footnote n="4">⁴Universidad de Cádiz, esther.garcia@uca.es</footnote>

<footnote n="5">⁵Universidad de Alcalá de Henares, montserrat.lopezm@uah.es</footnote>

<footnote>Universitat Internacional de Catalunya, salbareda@uic.es</footnote>
Acknowledgements

This research was funded by the "Cátedra de Ética Ambiental of the Universidad de Alcalá de Henares", whose support made this study possible. The authors also wish to express their gratitude to Professor Emilio Chuvieco for his valuable guidance and encouragement throughout the development of this work.

References

Ajzen, I. (1991). The theory of planned behavior. *Organizational Behavior and Human Decision Processes*, *50*(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T

IPCC. (2022). Climate Change 2022: Mitigation of Climate Change. Contribution of Working Group III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change.

Onwezen, M. C., Antonides, G., & Bartels, J. (2013). The norm activation model: An exploration of the role of pride and guilt in pro-environmental behaviour. *Journal of Economic Psychology, 39*, 141–153.
https://doi.org/10.1016/j.joep.2013.07.005

Schwartz, S. H. (1977). Normative influences on altruism. In L. Berkowitz (Ed.), *Advances in Experimental Social Psychology* (Vol. 10, pp. 221–279). Academic Press.

Stern, P. C. (2000). Toward a coherent theory of environmentally significant behavior. *Journal of Social Issues*, *56*(3), 407–424. https://doi.org/10.1111/0022-4537.00175
# Places and eco-anxiety in pro environmental behaviors: Renewable energy communities as possible way to foster sustainability

Biagio Marano<fnref n="1" />, Fortuna Procentese<fnref n="2" />, Flora Gatti<fnref n="3" />

**Abstract:** The climate crisis poses a profound challenge, affecting individuals, communities, and ecosystems at every level. One of its psychological consequences, eco-anxiety, is becoming an increasingly significant concern. Pro-environmental behaviors (PEB) are framed as both personal and collective strategies to cope with this crisis. This study explores how emotional and cognitive bonds with significant life places and eco-anxiety contribute to the promotion of individual and collective PEB. A total of 431 Italian participants completed an online survey measuring individual PEB, willingness to engage in initiatives related to renewable energy, civic pro-environmental engagement, eco-anxiety, place identity and attachment. Using Structural Equation Modeling, a multiple sequential mediation analysis was run. Findings indicate that eco-anxiety may function as a catalyst or as a mitigating factor for PEB, depending on the identification with and attachment to meaningful life places. Renewable energy communities (REC) are discussed as possible collective actions to foster sustainable transition.

**Keywords:** pro-environmental behaviors, eco-anxiety, renewable energy communities, community psychology

## Extended abstract

The climate crisis has psychological and social repercussions, generating new forms of distress and emotional vulnerability (Fresque-Baxter & Armitage, 2012). Among these, eco-anxiety, defined as the negative emotional activation arising when one perceives their meaningful life places as threatened by climate change, has recently received growing attention (Hickman, 2020; Pihkala, 2018).

Given its pervasive impact, the climate crisis must be understood not only as an environmental issue but also as a social one. This perspective calls for innovative strategies to encourage both individual and collective pro-environmental actions (Rees & Bamberg, 2014). In this regard, pro-environmental behaviors (PEB) are recognized as fundamental tools to mitigate the crisis, reduce its consequences, and foster adaptation strategies (Kollmuss & Agyeman, 2002).

The present study aims to deepen the understanding of the psychosocial pathways that sustain the adoption of PEB, particularly focusing on the interplay among eco-anxiety, place attachment, and place identity. The research proposes an integrated theoretical model that addresses eco-anxiety as a potential mediator in the relationship between place-related dimensions and both individual and collective PEB.

The empirical investigation employed an online questionnaire administered to 431 Italian participants aged between 18 and 82 (M = 30.22; SD = 12.85). The survey included validated measures assessing individual PEB (Procentese et al., 2025), interest in taking part in initiatives about the use of renewable energy sources (Procentese et al., 2025), pro-environmental civic engagement behaviors (CEB; Doolittle & Faul, 2013), eco-anxiety (Ágoston et al., 2022), place identity, and place attachment (Jorgensen & Stedman, 2001).

<footnote n="1">¹University of Modena and Reggio Emilia, biagio.marano@unimore.it</footnote>

<footnote n="2">²University of Naples Federico II, fortuna.procentese@unina.it</footnote>

<footnote n="3">³University of Naples Federico II, flora.gatti@unina.it</footnote>
A multiple sequential mediation model was tested using Structural Equation Modeling (SEM).

As to the direct effects, PEB and eco-anxiety showed a positive association with place attachment yet a negative one with place identity. Differently, pro environmental CEB showed a positive association with place identity yet no significant association with place attachment. Furthermore, the interest in taking part in initiatives about the use of renewable energy sources showed no significant association with both place ties.

As for the indirect effects, relationships are different. Place attachment has a positive indirect effect on PEB and the interest of taking part in initiatives related to renewable energy via eco-anxiety, while place identity shows negative ones in both cases. In the same vein, place identity shows negative indirect effects on PEB and the interest of taking part in initiatives related to renewable energy also via the sequential mediation of eco-anxiety and pro-environmental CEB, while place attachment shows positive indirect effects in this case too. Therefore, this study highlights that eco-anxiety can have a double effect: it can act differently, provoking paralysis and avoidance in some contexts, but working as a motivational trigger when supported by strong place bonds.

The results also underscore the importance of distinguishing between individual and collective PEB – e.g., civic-engagement-based ones – based on the different relationships and paths emerging. Indeed, both represent crucial strategies to face the current crisis: while private actions such as recycling are vital, collective actions appear more influential in shaping policies and fostering structural transformations (Fielding et al., 2014). The integration of both dimensions reflects the multifaceted nature of environmental responsibility, demonstrating that sustainable change requires simultaneous action at personal, community, and political levels.

Additionally, the role of life places emerges as particularly relevant. Along with serving as tangible contexts where the impacts of climate change are visible and emotionally experienced, life places within neighborhoods and local communities can also represent resources to face such crisis based on the type of tie individuals develop towards them.

This study provides new insights into the psychological and social mechanisms underlying pro-environmental engagement. It demonstrates that eco-anxiety, often regarded solely as a form of psychological burden, can also be reframed as a potential driver of sustainable behaviors, particularly when mediated by strong bonds to meaningful places.

Future research should extend these findings by exploring longitudinal effects, cross-cultural comparisons, and interventions designed to strengthen place bonds to maximize the constructive potential of eco-anxiety.

Lastly, a specific form of collective action is discussed. Renewable energy communities (REC) are identified as a bottom-up action crucial for sustainable energy transition (De Simone et al, 2025). This form of energy self-production and self-consume can foster sustainability in urban contexts through the active involvement of citizens.

## References

Ágoston, C., Urbán, R., Nagy, B., Csaba, B., Kováry, Z., Kovács, K., Varga, A., Dúll, A., Mónus, F., Shaw, C. A., & Demetrovics, Z. (2022). The psychological consequences of the ecological crisis: Three new questionnaires to assess eco-anxiety, eco-guilt, and ecological grief. Climate risk management, 37, 1-19.
https://doi.org/10.1016/j.crm.2022.100441

De Simone, E., Rochira, A., & Mannarini, T. (2025). Individual and community catalysts for Renewable Energy Communities (RECs) development. Current opinion in psychology, 62, 1-6.
https://doi.org/10.1016/j.copsyc.2024.101987
Doolittle, A., & Faul, A. C. (2013). Civic engagement scale: A validation study. Sage Open, 3(3).
https://doi.org/10.1177/2158244013495542

Fielding, K. S., Hornsey, M. J., & Swim, J. K. (2014). Developing a social psychology of climate change. European journal of social psychology, 44, 413-420. https://doi.org/10.1002/ejsp.2058

Fresque-Baxter, J. A. & Armitage, D. (2012). Place identity and climate change adaptation: a synthesis and framework for understanding. *WIREs Climate Change, 3*, 251-266. https://doi.org/10.1002/wcc.164

Hickman, C. (2020). We need to (find a way to) talk about...Eco-anxiety. *Journal of social work practice, 34*(4), 411-424. https://doi.org/10.1080/02650533.2020.1844166

Jorgensen, B. S., & Stedman, R. C. (2001). Sense of place as an attitude: Lakeshore owners' attitudes toward their properties. *Journal of Environmental Psychology, 21*(3), 233-248. https://doi.org/10.1006/jevp.2001.0226

Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? *Environmental Education Research, 8*(3), 239-260.
https://doi.org/10.1080/13504620220145401

Pihkala, P. (2018). Eco-anxiety, tragedy, and hope: Psychological and spiritual dimensions of climate change. *Zygon, 53*(2), 545-569. https://doi.org/10.1111/zygo.12407

Procentese, F., Gatti, F., Sgammato, G., & Marano, B. (2025). Promoting Individual and Collective Pro-Environmental Behaviors: The Role of Sense of Responsible Togetherness and Sense of Community. *Journal of Prevention and Intervention in the Community, 1-21*. https://doi.org/10.1080/10852352.2025.2484875

Rees, J. H., & Bamberg, S. (2014). Climate protection needs societal change: Determinants of intention to participate in collective climate action. *European Journal of Social Psychology, 44*, 466-473.
https://doi.org/10.1002/ejsp.2032
# Experiences of online Change Laboratory research-interventions in miniature in doctoral education

Brett Bligh

*Educational Research, School of Social Sciences, Lancaster University, United Kingdom, b.bligh@lancaster.ac.uk*

**Abstract:** This paper addresses the issue of fostering expansive learning in doctoral education using a Change Laboratory-in-miniature approach. Doctoral students face many problems when understanding activity-theoretical methodologies such as the Change Laboratory. While cutting-edge and promising, these are not easy to grasp for newcomers. In a practice context increasingly prioritising timely completion, such obstacles incentivise students towards adopting conservative, well-understood research approaches.

This paper explores how the Change Laboratory in miniature can provide doctoral students with a Change Laboratory experience, but emphasises that the success of this endeavour depends on such projects addressing genuine practice problems experienced by the doctoral students in their own lives. Two miniature projects are considered—each conducted online, over a few weeks, with globally distributed cohorts of distance doctoral students. The projects' objects, selected by the cohorts themselves, respectively concerned the informal mutual support provided by networks of online PhD students; and the use of Generative AI tools in academic research.

**Keywords:** Change Laboratory; activity theory; online intervention; doctoral education

## Introduction

This paper addresses the issue of doctoral students experiencing expansive learning via the Change Laboratory methodology. The context of doctoral education is a nexus of intellectual and practical tension and possibility. The PhD is an intellectual journey of personal growth, where new researchers are forged individually and where the groundwork is laid for the next generation of scientific projects and epistemic communities—without which the latter would eventually wither through lack of generational reproduction. Yet the PhD is also a challenging time of crisis, with PhD students facing traditional issues of loneliness and intellectual uncertainty alongside challenges of financial difficulty, balancing research and paid work, and heavy pressure to complete within demanding deadlines. Against this context, there is an incentive for PhD students to choose “do-able” research projects using well-established principles and documented procedures. Cultural Historical Activity Theory (CHAT), with its reputation for intellectual ambition and a steep learning curve (Lémonie, 2025), can therefore seem an unattractive avenue. This is problematic, because CHAT is well-placed to address contemporary and urgent societal challenges (Engeström, 2016)—and it is often such challenges which motivate people to attempt PhD studies in the first place!

The basic idea discussed in this paper is to give PhD students the opportunity to participate, voluntarily, in a Change Laboratory-in-miniature within a doctoral training module. Doing so can, it is hoped, help such students appreciate the nature and purpose of the approach, understand how such a research-intervention can be designed and might unfold, and experience using second stimuli (such as the activity system) themselves. Yet such an attempt faces difficult challenges, including those of choosing a suitable object for the work and restrictions on timescale and workload.
Notwithstanding the antecedents of expansive learning in classroom research (e.g., in mathematics in the Soviet era), most Change Laboratory projects do not address objects of formal education (Engeström, 2016). This work is part of my research agenda to bring the approach into contact with higher education (Bligh, 2024; Bligh & Flood, 2015), where its activist and interventionist approach (cf. Sannino, 2011) might serve as a counterweight to neoliberal managerialism. Prior projects have explored the use of the Change Laboratory to help university students relate classroom knowledge to work on placements (Snowden, 2018) and to encourage more agentic participation in questioning teachers and curriculum knowledge (Reid, 2019).

Two Change Laboratory projects-in-miniature have been conducted to date, conducted in the same training module in successive academic years. The module is delivered via distance learning to PhD students domiciled around the world who study part-time while working. For this reason, the projects are designed as an online Change Laboratory (cf. Spante et al., 2023) using a range of online digital platform tools (cf. Obexer, 2024).

A range of issues have proven important across these two projects.

## Topic selection

The Change Laboratory-in-miniature should be oriented towards an object in which the PhD students have a direct stake and, ideally, personal experience.

In the first year, participants worked on an object of the informal mutual support provided by networks of online PhD students; and in the second year on the use of Generative AI tools in academic research.

## Workshop design

Simple outline designs (cf. Bligh, 2023) were produced and discussed with participants. Five 90-minute workshops were conducted twice each (meaning ten workshops in total), to accommodate participants in different time zones). The timescale was around 8 weeks in each case.

## Expansive learning actions

The projects aim to focus in turn on questioning, analysis, modelling, examination and process reflection (see Figure 1). Other expansive learning actions cannot be addressed realistically, given the timescale.

## Technical instrumentalities

The workshops are facilitated using Zoom for video conferencing and Miro for collaborative knowledge production (see Figure 2).

## Project outcomes

Participants are able to undertake many expansive learning actions successfully and produce interesting ideas for the ZPD of the activity they consider. Many go on to use CHAT (and in some cases the Change Laboratory) in their own doctoral research.
<figure><img src="image_10.png" /><figcaption>Figure 1 The expansive learning actions on which the Change Laboratories-in-miniature are able to focus.</figcaption></figure>

<figure><img src="image_11.png" /><figcaption>Figure 2 The use of Zoom and Miro for the online Change Laboratory workshops.</figcaption></figure>
## Difficulties

Difficulties arise from:

* time constraints and the need to conduct each workshop twice;

* sometimes from the nature of the Change Laboratory as an end-in-itself (despite the attempt to choose suitable topics); and

* from the lack of advance preparation and consequent inadequacy of mirror data.

Following my earlier conception of Change Laboratory projects as activity systems (Bligh, 2024), future work will seek to characterise these problems as contradictions in the activity system.

## Acknowledgements

I would like to thank those members of Cohorts 16 and 17 of the PhD e-Research and Technology Enhanced Learning programme at Lancaster University who engaged with these miniature projects during 2024 and 2025.

## References

Bligh, B. (2023). Designing a Change Laboratory outline plan. Bureau de Change Laboratory, 1, 8.
https://doi.org/10.21428/3033cbff.e68b3cb2

Bligh, B. (2024). The Change Laboratory as a collaborative approach to designing tools and activity systems for learning. In A. R. Costa & R. Cooper (Eds.), *Design for Education: Reimagining Spaces and Tools for Learning* (pp. 233-246). Routledge. https://doi.org/10.4324/9781003429821-20

Bligh, B., & Flood, M. (2015). The Change Laboratory in Higher Education: Research-Intervention using Activity Theory. In J. Huisman & M. Tight (Eds.), *Theory and Method in Higher Education Research* (Vol. 1, pp. 141-168). Emerald. https://doi.org/10.1108/s2056-375220150000001007

Engeström, Y. (2016). *Studies in Expansive Learning: Learning what is not yet there*. Cambridge University Press.

Lémonie, Y. (2025). *Transforming & Understanding: An Introduction to Cultural-Historical Activity Theory*. Peter Lang. https://doi.org/10.3726/b22324

Obexer, R. (2024). Tools for transformation: Selecting a suite of digital tools for an online Change Laboratory. *Bureau de Change Laboratory, 2*, 1. https://doi.org/10.21428/3033cbff.eebd7cac

Reid, J. (2019). The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students. In *Proceedings of The GLOCAL 2019: The Global Council on Anthropological Linguistics, in Asia*, Siem Reap, Cambodia.

Sannino, A. (2011). Activity theory as an activist and interventionist theory. *Theory & Psychology, 21*(5), 571-597. https://doi.org/10.1177/0959354311417485

Snowden, S. (2018). *Examining the mechanisms for variation in student outcomes from work placements: glimpsing expansive learning in a placement student change laboratory* [PhD, Lancaster University].
https://doi.org/10.17635/lancaster/thesis/393

Spante, M., Moffitt, P., Bligh, B., Lémonie, Y., Matsmoto, R., Munday, D., Nodder, J., Pereira Querol, M., & Redmond, F. (2023). Why do an online Change Laboratory? *Bureau de Change Laboratory, 1*, 9.
https://doi.org/10.21428/3033cbff.17652647
# Navigating AI Integration in TESOL: A
Cross-Cultural Online Change Laboratory
for Expansive Teacher Learning

Yurou Song

Educational Research, School of Social Sciences, Lancaster University, United Kingdom,
syr1216119@gmail.com

**Abstract:** This study presents a cross-cultural, online Change Laboratory (CL) pilot exploring how Teach English to Speakers of Other Languages (TESOL) practitioners collaboratively examine AI integration in adult blended language learning. Conducted with teaching practitioners in China and South Africa, the workshops aimed to assess the feasibility of online CLs, examine how cultural and linguistic diversity shapes expansive learning, and generate methodological insights for a larger future interventions. Using Cultural-Historical Activity Theory (CHAT) and expansive learning as a guiding framework, participants reflected on teaching practices, analysed systemic contradictions, and began modelling alternative approaches. Findings highlight the viability of online CLs in supporting collaborative reflection across cultural boundaries, while revealing important differences in how participants from distinct cultural contexts interpret critique, authority, and pedagogical change. The Activity System Model functioned as a shared mediating tool, enabling dialogue homogeneous linguistic groups. The study demonstrates the potential of online, culturally responsive CLs to foster teacher agency and deeper understanding in globalized, AI-enhanced TESOL environments.

**Keywords:** Change Laboratory; artificial intelligence; expansive learning; teacher agency

## Introduction

The rapid integration of educational technologies, especially artificial intelligence (AI), is transforming teaching practices in language education. Teachers today are expected not only to use these AI tools but also to work collaboratively in AI-enhanced environments to improve instructional practices (Van Leeuwen & Rummel, 2020). However, this technological transformation often occurs through a top-down approach, led by institutional leaders, which creates a gap between the AI tool designers and the teachers who actually implement them (Lawrence et al., 2024; Wang et al., 2023). This gap can lead to misalignment between the tools' intended use and their practical application in teaching, diminishing the effectiveness of AI in education.

In online educational companies in China, where the pilot study took place, AI tools are deployed in various forms to create blended English learning experiences for adult learners. These companies, despite differing in how they design and use AI-based tools, share a common thread, inter-professional and collaborative teamwork. Based on the researcher's work experience in several online educational companies, the development of these tools involves a wide range of stakeholders and an elaborate division of labour, including product managers, content teams, designers and developers from IT, teaching professionals, sales teams and managers.

While this cross-departmental collaboration is aimed at fulfilling the needs of various stakeholders, some literature on this topic reveals that the needs of teaching staff are deprioritized or ignored, leading to misalignments between the intended use of the tools and actual teaching practices. As a result, teachers may use
AI tools differently from what was expected, which can negatively impact teaching and learning outcomes (Felix, 2020). Therefore, to improve the readiness of teaching staff to adopt and effectively use AI, they require cross-departmental and institutional support in terms of resources, knowledge, and cultural alignment (Jöhnk et al., 2021). Furthermore, active participation in the design and implementation process is essential to ensure that the tools meet the practical needs of teaching staff (Wang et al., 2023; Holstein et al., 2019), calling for a bottom-up, exploratory intervention.

A key objective of the pilot study was to examine how cross-linguistic and cross-cultural factors might impact online Change Laboratory workshops about the use of AI in TESOL. The participants included a tutor and six TESOL teachers, some of whom were native Mandarin speakers working in China, while others were native English speakers working from Johannesburg, South Africa. The study aimed to investigate how these groups, who share similar roles but come from different cultural backgrounds, reflect on their teaching practices, identify areas for improvement, and propose new work practices involving AI technologies. This study sought to understand how cultural and linguistic diversity can create both opportunities and challenges in Change Laboratory collaboration, which will be a significant factor in the researcher's larger Ph.D. project.

This study employed the Change Laboratory method, grounded in Cultural-Historical Activity Theory (CHAT), to foster participatory change through the collaborative reconfiguration of work practices. The Change Laboratory provides a framework for understanding and resolving contradictions in professional practices, enabling participants to develop new work methods through expansive learning cycles (Engeström, 1987/2015). The pilot was designed to test this methodology in an online TESOL context, engaging participants in four workshops over three months to identify challenges in their current use of AI tools and collaboratively model solutions.

## Topic selection

The topic of integrating AI into TESOL was selected based on both the increasing reliance on AI-driven platforms for TESOL and the limited research on its practical application focusing on teachers' expansive learning.

The participants were working for online TESOL companies where AI was adopted as a part of the learning journey of students. Among the six teacher participants, four are native Chinese speakers residing in different cities in China, while two of them are native English speakers from Johannesburg, South Africa.

## Workshop design

The workshops were outlined following guideline of Bligh (2023) and discussed with the supervisor of the researcher. Two 90-minute workshops were conducted twice each (meaning four workshops in total), to accommodate participants speaking different first languages and living in different time zones). The timescale was around 6 weeks.

## Expansive learning actions

The projects aim to focus in turn on questioning and analysis. Other expansive learning actions cannot be addressed realistically, given this is a pilot study.
## Technical instrumentalities

The workshops are facilitated using VooV for video conferencing and Miro for collaborative knowledge production (see Figure 2 and 3).

## Project outcomes

Participants are able to undertake some expansive learning actions successfully and produce interesting differences which were caused by their own first language and cultural background. Many presented that their agency was enhanced in CL workshops.

<figure><img src="image_12.png" /><figcaption>Figure 1: The Activity System Model (Engeström, 1987/2015)</figcaption></figure>

<figure><img src="image_13.png" /><figcaption>Figure 2: The use of VooV for the online Change Laboratory workshops.</figcaption></figure>
<figure><img src="image_14.png" /><figcaption>Figure 3 The use of Miro for the online Change Laboratory workshops.</figcaption></figure>

<figure><img src="image_15.png" /><figcaption>Figure 4: Teachers’ activity system (summarised on Miro by the author)</figcaption></figure>

## Difficulties

Difficulties arise from:

* time constraints as the participants were too excited to talk;

* mediate with the same limited mirror data twice when participants of two groups react differently when encountering the data;

* unexpected confusion and tension caused by linguistic and cultural background.

## Acknowledgements

I would like to thank the participants joined in the sessions with passion, dedication and creativity. Their caring and loving about their career and development of online education drives me as a researcher of this field.
## References

Bligh, B., & Flood, M. (2015). The Change Laboratory in Higher Education: Research Intervention Using Activity Theory. In J. Huisman, & M. Tight (Eds.), *Theory and Method in Higher Education Research* (Vol. 1, pp. 141–168). Emerald. https://doi.org/10.1108/S2056-375220150000001007

Bligh, B. (2023). Designing a Change Laboratory outline plan. *Bureau de Change Laboratory*. https://doi.org/10.21428/3033cbff.e68b3cb2

Engeström, Y. (1987/2015). *Learning by expanding* (2nd ed.). Cambridge University Press.
Felix, C. V. (2020). The role of the teacher and AI in education. In M. Peters, D. Araya, & R. Jandrić (Eds.), *International perspectives on the role of technology in humanizing higher education* (pp. 33–48). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120200000033003

Holstein, K., McLaren, B. M., & Aleven, V. (2019). Co-designing a real-time classroom orchestration tool to support teacher-AI complementarity. *Journal of Learning Analytics, 6*(2), 27–52.
https://doi.org/10.18608/jla.2019.62.3

Jöhnk, J., Weißert, M., & Wyrtki, K. (2021). Ready or not, AI comes—An interview study of organizational AI readiness factors. *Business & Information Systems Engineering, 63*(1), 5–20. https://doi.org/10.1007/s12599-020-00676-7

Lawrence, L., Echeverria, V., Yang, K., Aleven, V., & Rummel, N. (2024). How teachers conceptualise shared control with an AI co-orchestration tool: A multiyear teacher-centred design process. *British Journal of Educational Technology, 55*(3), 823–844. https://doi.org/10.1111/bjet.13372

Luckin, R., Cukurova, M., Kent, C., & Du Boulay, B. (2022). Empowering educators to be AI-ready. *Computers and Education: Artificial Intelligence, 3*, 100076. https://doi.org/10.1016/j.chb.2023.107798

Obexer, R. (2024). Tools for transformation: Selecting a suite of digital tools for an online Change Laboratory.
*Bureau de Change Laboratory*. https://doi.org/10.21428/3033cbff.eebd7cac

Sannino, A. (2015). The principle of double stimulation: A path to volitional action. *Learning, Culture and Social Interaction, 6*, 1–15. https://doi.org/10.1016/j.lcsi.2015.01.00

Scahill, J., & Bligh, B. (2022). Developing stakeholder agency in higher education sustainability initiatives: Insights from a Change Laboratory research intervention. In K. A. A. Gamage & N. Gunawardhana (Eds.), *The Wiley handbook of sustainability in higher education learning and teaching* (pp. 99–131). Wiley.
https://doi.org/10.1002/9781119852858.ch6
Van Leeuwen, A., & Rummel, N. (2020, March). Comparing teachers’ use of mirroring and advising dashboards. In *Proceedings of the Tenth International Conference on Learning Analytics & Knowledge* (pp. 26–34). https://doi.org/10.1145/3375462.3375471

Virkkunen, J., & Newnham, D. S. (2013). *The Change Laboratory: A tool for collaborative development of work and education*. Sense Publishers. https://doi.org/10.1007/978-94-6209-326-3

Wang, X., Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. *Computers in Human Behavior*, *146*, 107798.
https://doi.org/10.1016/j.chb.2023.107798

Spante, M., Moffitt, P., Bligh, B., Lémonie, Y., Matsmoto, R., Munday, D., Nodder, J., Pereira Querol, M., & Redmond, F. (2023). Why do an online Change Laboratory? *Bureau de Change Laboratory*, 1, 9.
https://doi.org/10.21428/3033cbff.17652647
# Co-Creating Ethical AI Guidelines: A Change Laboratory with Pre-Service Early Childhood Educators in a UAE Tertiary Education Context

Rob Miles

Higher Colleges of Technology, UAE, rmiles@hct.ac.ae

**Abstract:** This paper reports on an in-progress Change Laboratory intervention exploring the co-construction of ethical AI guidelines with pre-service early childhood educators and faculty in a UAE tertiary institution. Grounded in Cultural-Historical Activity Theory (CHAT), the project addresses tensions between institutional policies and everyday practice. Three online sessions conducted via Microsoft Teams have revealed contradictions around unclear rules, inconsistent norms, and limited support for ethical AI use. Emerging solutions include transparency checklists, contextualized guidelines, and collaborative practices that reposition students and faculty as co-designers of policy. Early findings highlight both methodological innovation in adapting the Change Laboratory online and practical contributions to equity, sustainability, and participatory change in education.

**Keywords:** AI in Education; Change Laboratory; CHAT; Ethical Guidelines;

## Introduction

As Artificial Intelligence (AI) becomes increasingly embedded in educational environments, there is a growing need for ethically grounded, context-sensitive guidelines for its use. However, institutional policies often lag behind practice and tend to be top-down, leaving limited space for dialogue with the educators and students most affected. This paper describes an in-progress Change Laboratory intervention that engages pre-service early childhood educators, faculty, and management in co-constructing ethical AI guidelines for both their current academic use and their future classroom practice.

This study responds to calls for equity, sustainability, and participatory practices in education, particularly in times of crisis and transformation. It contributes to the ISCAR 2025 conference theme by outlining a CHAT-informed, bottom-up model for organizational and pedagogical change. Three online sessions have been completed to date via Microsoft Teams, and early findings are presented here.

## Theoretical framework

The project is grounded in third-generation Cultural-Historical Activity Theory (CHAT) (Engeström, 1987; Engeström, 1993), which emphasizes multi-voiced activity systems, contradictions, historicity, and expansive learning. Central to the design is the Change Laboratory methodology (Engeström, 2001; Virkkunen & Newnham, 2013), a formative intervention that uses mirror data and the principle of double stimulation to foster collective agency and conceptual development. Rather than implementing pre-defined solutions, a Change Laboratory facilitates the co-creation of new tools and practices within a specific work activity.

## Context & participants

The intervention is taking place within the Education Department of a federal tertiary institution in the United Arab Emirates, and also draws on experience from a previous Change Laboratory intervention carried out in the same context (Miles, 2021, 2022). The participants include final-year pre-service early childhood education
students and faculty members involved in pre-service teacher education. For the initial sessions, a core group of four students and four faculty members has been identified. This group will be augmented in future sessions to include management and other members of the community in order to maximize multi-voicedness. The students are preparing to enter the workforce and are already engaging with AI tools for planning, assessment, and reflection. Faculty are also engaging with AI tools in their own classrooms. However, all report uncertainty about institutional expectations and ethical boundaries.

The first three meetings were conducted online on Microsoft Teams. This was to circumvent issues with availability due to teaching schedules and practicum placements, but also to facilitate recording and transcribing the meetings. Students in the UAE are uncomfortable with being recorded due to cultural expectations. However, they are used to using Teams and therefore are willing to be recorded in this context as they can use avatars or leave their camera off.

Methodology

A purposive sample of students and faculty were invited to participate in a Change Laboratory intervention
during the Summer Semester 2025. The research is ongoing into the Fall semester and beyond.

The research design follows the six overlapping stages of expansive learning:

1. Questioning current practices

2. Analyzing historical and systemic contradictions

3. Modelling new solutions

4. Examining the model

5. Implementing the model

6. Reflecting and consolidating new practice

Three sessions have taken place so far. The first session employed mirror data from student and faculty surveys, excerpts from the existing institutional AI Guidelines for Faculty and Students and anecdotal notes from the participants. In session two, the participants examined root causes for contradictions identified in session one, prioritizing those in most need of resolution. In session three, participants began the process of modelling potential solutions to the existing contradictions. As noted, all meetings were mediated through Microsoft Teams as an adaptation to circumstances and to facilitate recording and transcribing meetings.

Findings

Emerging contradictions

Following session one, five main contradictions were identified.

1. AI tools are widely used, but students and faculty are unclear about the rules for ethical use.

2. Faculty are expected to guide AI use, but institutional support is limited.

3. The goal is deep learning and growth; the outcome is often surface-level use or confusion. For example, students simply copy and paste answers from ChatGPT without critical reflection.

4. Expectations around AI use vary by teacher; norms are inconsistent across the system.

5. Students lack structured training in meaningful AI use; faculty use varies widely.

Co-created potential solutions

Initial discussions have started to suggest potential new models of practice to solve the contradictions that are manifesting in the current activity system. While institutional guidelines exist, these are poorly integrated into curricula, if at all. Faculty and students feel clear, contextualized guidelines need to be embedded into all teaching and learning materials and assessments. An immediate proposal is the inclusion of transparency checklists and acknowledgements of AI use for submitted work.
## Shifts in agency

The UAE and the institution are culturally hierarchical and inherently top-down, whilst a Change Laboratory is designed as a bottom-up intervention. Initially, participants were reticent in their participation, with students deferring to faculty in turn-taking and opinion building. However, as sessions have progressed there is evidence of a subtle change in agency as the participants become co-designers of the new model. This will be something to examine in more detail as the Change Laboratory progresses. An initial draft of the current activity system and contradictions can be seen in Figure 1.

<figure><img src="image_16.png" /><figcaption>Figure 1 Initial draft of the current activity system</figcaption></figure>

Potential solutions to these contradictions have been mapped to a future model. This will form the basis of upcoming Change Laboratory sessions. Note that in the proposed new model students intend to co-develop new practices and guidelines. See Figure 2.

<figure><img src="image_17.png" /><figcaption>Figure 2 An emerging new model</figcaption></figure>
Discussion

This study contributes to ISCAR 2025’s themes in several ways:

* Equity and Peace: It engages pre-service educators as co-creators of policy and addresses power asymmetries in institutional decision-making.

* Sustainability: The guidelines developed will support responsible, long-term AI integration in higher education contexts.

* Theoretical and Methodological Advances: The project extends Change Laboratory methodology by adapting an online modality through Microsoft Teams.

* Changing Practices: It provides a structured model for cultivating collective transformative agency in response to emerging technologies.

There are limitations. This is a small-scale sample, but depth is I believe more important than breadth for the context of this project. Note that in future sessions both management and those at policy-making levels will be included to broaden the sample. Similarly, while the online delivery mode could be viewed as a limitation as there is the potential for less interaction, it is also a methodological contribution as it facilitates attendance when participants are in different locations, addresses cultural issues around being recorded, and makes transcription of meetings instantaneous.

Conclusion

Three sessions have taken place, leading to the initial identification of contradictions, and the process of modelling solutions has begun. Future sessions will continue the expansive learning cycle, focusing on modelling solutions and co-creating ethical AI usage guidelines. Other stakeholders, such as management and policymakers, will also be included as participants. This Change Laboratory intervention has the potential to create tangible improvements in practice within the UAE educational context while also offering a replicable framework for participatory AI guideline development across higher education.

References

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge University Press.

Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. Understanding practice: Perspectives on activity and context, 64-103.

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of education and work, 14(1), 133-156.

Miles, R. (2021). A Change Laboratory: A collective approach to addressing issues in laptop-mediated English language classrooms Lancaster University].

Miles, R. (2022). The insider Change Laboratory in practice. Studies in Technology Enhanced Learning.

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# Teachers Fighting for Dignified Homes for their Students: A Case for a Politicized Sustainability Education

Eliana Bussi¹, Alfredo Jornet²

¹University of Girona, eliana.bussi@udg.edu

²University of Girona, alfredo.jornet@udg.edu

**Abstract:** This paper examines the pedagogical and political dimensions of teachers' collective resistance to housing evictions in an impoverished municipality in Catalonia. Drawing on a two-years ethnography, it follows a group of teachers who, working in conditions of professional and territorial precarity, have mobilized to protect their students' right to housing. Their grassroots organizing has helped spark a broader movement of educators confronting evictions as structural barriers to education. Using insights from Cultural-Historical Activity Theory and affective scholarship, we argue that these teachers enact a form of sustainable schooling rooted in relational care, solidarity, and resistance. The study contributes to rethinking sustainability education beyond behavioural change frameworks, foregrounding environmental justice and the material conditions that sustain learning. The work positions the teachers' committed fight as a precondition for dignified, transformative learning in the context of ongoing socio-ecological crises.

**Keywords:** Sustainability Education; Social Justice; Ethnography; Teachers' Role.

## Introduction

This paper explores how teachers' grassroots resistance to housing evictions in a marginalized municipality in Catalonia, opens up new conceptual and empirical possibilities for sustainability education. Drawing on two years of ethnographic fieldwork, we document how a group of public school teachers, working in precarious employment conditions themselves, have mobilized to confront housing insecurity affecting their students and their students' families. In doing so, these educators enact a pedagogy that not only protects the right to education but also affirms the right to a dignified life. This activism has inspired a broader social movement of teachers in Catalonia, bringing housing justice to the centre of educational concerns.

Sustainability education is often conceived through technical, cognitive, or behavioural lenses— emphasizing individual action, eco-efficiency, and ecological literacy. However, such framings frequently neglect the structural injustices and relational dynamics that condition the possibilities of education in the first place. Such structural injustices include inequal access to housing and gentrification, adding to the complexities that migrating populations face. Our work seeks to reframe sustainability education by foregrounding the material and affective conditions of schooling, the politics of care, and the spatial injustices that define everyday life in contexts of urban precarity. In line with calls to repoliticise environmental education (e.g., Kopnina, 2020; Svarstad et al., 2023), we show how the work of these teachers constitutes a form of sustainability pedagogy grounded in struggle, solidarity, and transformative care that can inform sustainability education at large.

## Theoretical framework: a critical cultural-historical perspective

Theoretically, we draw on Cultural-Historical Activity Theory (CHAT) to understand how teachers' practices develop in and against systemic contradictions. We conceptualize the teachers' movement as a historically and culturally situated response to tensions between the official role of the teacher and
the lived reality of working in spaces marked by inequality and housing instability, which makes the students' engagement with schooling difficult. Hence, a contradiction exists between current curricular means, norms and expectations about their role as educators, and their lived sense of their craft as one involving caring for and protecting their students' right to education. CHAT's emphasis on contradictions as sources of change (Engeström & Pyörälä, 2021) allows us to see how teachers reconfigure the objects and motives of their work—moving from curriculum delivery to collective action in defence of students' rights. As Butler (2015) puts it, “human action depends upon all sorts of supports – it is an always supported action (...) We cannot act without supports, and yet we must struggle for the supports that allow us to act” (p. 72).

We also engage with the concept of affective contextures (Guarrasi & Jornet, 2025) to examine how these teachers build networks of support that sustain not only their students but also each other in and through their everyday teaching and activist practice. These affective and material entanglements, we argue, are central to the relational infrastructure of sustainable schooling. As in nursing and other forms of feminized care labor (Fraser, 2022; Tronto, 1993), teachers' informal and affectively charged practices fill gaps left by institutional abandonment. However, these practices are not merely compensatory: they prefigure more just and sustainable futures by politicizing care and resisting the isolation and responsibilization typical of neoliberal governance.

## Data and methods

We draw on materials gathered throughout over two years (from 2023 to the present) of participatory ethnography (Jornet, 2023) in an impoverished neighbourhood in Catalonia (Spain) with a high index of risk of severe child poverty and with a high rate of immigrant population. Data include videorecordings of three educators' assemblies; four demonstrations in the streets in which the teachers participate along students, neighbours and other associations; and 11 interviews (seven with teachers and 4 with students (14-25 years old). We conduct a narrative analysis of the case (Brandell & Varkas, 2011), seeking to identify emerging biographical accounts of the teacher's involvement in the movement and how these accounts include contradictions.

## Findings: A narrative case study of the teachers' fight.

In the context of a growing housing crisis, in September 2024, schools in the focus neighbourhood begin a new school year experiencing over one eviction per week, as the teachers complain during one of their assemblies. Faced with the critical situation that affects a big number of the students, some of the teachers and other administrative staff from the schools, including principals, had recently organized with the common feeling that “something must be done” (Teacher, 2025). Inspired by other movements such as that organized by the local Housing Union, a first open assembly was organised in which all primary and secondary schools, as well as other organisations and institutions working in Salt, were invited, with most of them having attended. Although led by the teachers, their movement begins as already embedded in an ecology of local collaborations concerned with social justice issues related to housing inequalities.

Following that first assembly, a manifesto was drafted in which teachers and school staff constituted as a group of educators against evictions, including in the name a reference to the postal code of the district in which the educators work. In a very short time, replicas of this group began to appear in many other districts of Catalonia, each one marked by the postal code of a given area, making plain
that this was and is not a problem endemic to the neighbourhood where the movement begun but, on
the contrary, is the effect of global neoliberal governance.

As the movement begins to organise actions, some of them involving public demonstrations and attempts to block actual evictions, the educators begin to face challenges that bring tensions between their felt responsibility and the institutional mandates as regulated by teaching schedules and teaching curricula. In addressing these tensions, their engagement with the housing crisis begins to be lived not as supplementary to their pedagogical role, but as something intrinsic to their sense of what it means to educate in a context of crisis. That is, the struggle against eviction is experienced not as activism adjacent to education, but as a basic defence of the conditions that make education possible in the first place. In this, our findings echo and extend previous work on “sustainable schooling” in contexts of extreme poverty and environmental degradation (Bussi, 2022b; Bussi & Grinberg, 2023a), where teachers do not just teach sustainability as content—they live it as a continuous and collective effort to hold together the fragile infrastructures of learning through schooling. By situating housing as a matter of environmental justice, and eviction as a process of systemic environmental violence, the teachers in our case enact a politics that confronts the uneven geography of environmental injustices—which include the inequal access to basic housing conditions and hence also to education. Their organizing draws attention to the ways in which the capacity to learn, care, and envision a future is unevenly distributed and materially conditioned as well—all of which are core elements to education for sustainability (Tasquier et al., 2022), because, as a teacher said in a big housing demonstration in Barcelona: “the right to quality education cannot be separated from either the social situation or the vital situation of the students” (Teacher, 2025).

The school becomes, in this context, a place of convergence where urban precarity, teacher exhaustion, and student vulnerability meet. Yet, it is also a site of possibility, where the role of the teacher is reimagined in affective, collective, and insurgent terms (see also Guarrasi & Jornet, 2025). Such forms of “pedagogical sustenance” (Bussi et al., 2025; 2023b) contrast with depoliticised notions of resilience and instead reflect an everyday politics of emplacement, protection, and care. This approach resonates with feminist political ecology and recent critiques of the Sustainable Development Goals (SDGs), which often obscure the unequal burdens and responsibilities of environmental crisis (Sultana, 2022; Bylund et al., 2021).

We argue that these teachers model a different kind of sustainability education—one that is not about individual attitude change but about collective, activist confrontation with the forces that make life and learning more precarious. This aligns with broader efforts to reconceptualize sustainability as a situated and relational process rather than a fixed goal or set of competencies (Moriggi et al., 2020), and with agency notions in CHAT (Stetsenko, 2020). Through their actions, these educators expand the ethical and political horizons of what sustainability education can be—not a curriculum, but a collective practice of staying with the trouble (Haraway, 2016) of our times.

## Conclusions

In conclusion, this paper offers three contributions. First, it documents an underexplored case of teacher-led housing activism and its pedagogical implications. Second, it expands the conceptual vocabulary of sustainability education by integrating insights from CHAT and affective-relational scholarship. Third, it affirms the importance of ethnographic approaches for grounding sustainability discourse in the lived struggles of those working at the frontlines of socio-ecological crisis. In places
like the ones documented in this study, sustainable schooling does not begin with green practices but with the defense of the material conditions that allow life—and learning—to continue.

References

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Bussi, E. (2022b). Vida escolar y degradación ambiental en tiempos gerenciales: Un estudio en escuelas secundarias ubicadas en el Área Metropolitana de Buenos Aires, en contexto de extrema pobreza urbana. PhD Thesis, University of Buenos Aires – University of Málaga.

Bussi, E., & Grinberg, S. (2023a). Devenir docente-todoterreno: Modulaciones de la tarea de enseñar entre la precariedad y las políticas manageriales en la Región Metropolitana de Buenos Aires. *Revista de Educación, 28*(2), 43–62.

Bussi, E., Schwamberger, C. & Grinberg, S. (2025). Cartografía del presente escolar: injusticias socioambientales y educativas. *Revista Internacional de Investigación en Educación, 18*, 1-22.
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Bussi, E., Schwamberger, C., & Grinberg, S. (2023b). Entre la quema y te re-quema: Un estudio sobre el devenir docente en contextos de pobreza urbana y degradación ambiental. *Prax. Educ.*, 27(1), 139–156.

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# Teaching-learning of social-emotional skills to children and adolescents with visual impairments: from theory to practice

Alessio Barras¹

1 Department of special education, University of Fribourg, Switzerland, alessio.barras@unifr.ch

**Abstract:** Socio-emotional skills (SESs) – the abilities to process social cues, regulate emotions, and engage in social interactions – are typically acquired implicitly through observation and imitation. Although SESs originate outside the framework of Cultural-Historical Activity Theory (CHAT), CHAT and the Vygotskian approach to special education provide valuable lenses for rethinking SESs development in children and adolescents with visual impairments (VI). As SESs acquisition relies heavily on visual and socio-cognitive systems, individuals with VI may face challenges that affect peer relationships, increase adult dependency, and limit social participation. Nevertheless, children and adolescents with VI can develop SESs through compensatory strategies and mediated learning experiences. This presentation therefore has three objectives: first, to explore the relationship between SESs and VI; second, to propose a general theory of teaching-learning of SESs incorporating CHAT concepts such as *perezhivanie*, mediation and the social situation of development; and third, to present assessment tools, teaching-learning strategies and the Visual Impairment – Social Emotional Learning (VI-SEL) curriculum.

**Keywords:** teaching-learning, social-emotional skills, visual impairments, social-emotional learning, special education

## Extended Abstract

Social-emotional skills (SESs) are fundamental to effective social interactions, developing and maintaining friendships, and fostering a sense of belonging in social situations (Beauchamp & Anderson, 2010; Soto-Icaza et al., 2015). These skills include processing social information (e.g., recognizing others' emotions) and adapting behaviours to interact effectively in different social situations (e.g., with peers and teachers in class or with parents at home; Beauchamp & Anderson, 2010). SESs development is influenced by social situations and the maturation of key systems, including the sensory system (e.g., eye and face detection and gaze tracking), motor system (e.g., basic imitation and triadic interactions) and socio-cognitive system (e.g., emotion recognition, joint attention, inner speech, and theory of mind; Fernyhough, 2008; Soto-Icaza et al., 2015). Within these social situations, SESs are learned through observing and imitating peers and adults in emotionally meaningful interactions. These learning processes are mediated by sensory experience and cultural tools such as language, symbols, and signs (Bøttcher & Dammeyer, 2016; Vygotsky et al., 1929/1993).

Children and adolescents with visual impairments (VI) often face challenges in acquiring SESs, due to limited access to visual cues (e.g. facial expressions, gestures, and eye contact) and barriers within social situations (e.g., noisy classrooms that hinder auditory emotion recognition; Pérez Pereira & Conti-Ramsden, 2020; Roe &
Webster, 2002). Many develop compensatory strategies to navigate these challenges, reflecting both individual adaptation and cultural mediation (Pérez Pereira & Conti-Ramsden, 2020; Vygotsky et al., 1929/1993). Developmental difficulties observed in this population include impairments in joint attention (Tadić et al., 2009; Urqueta Alfaro et al., 2018), emotion recognition (Dyck et al., 2004; Minter et al., 1991), emotion regulation (Chennaz et al., 2022), and theory of mind (Brambring & Asbrock, 2010; Green et al., 2004). However, these impairments often diminish over time (Peterson et al., 2000). Stereotypical behaviours are common (Molloy & Rowe, 2011) and may serve functions such as emotion regulation and gathering environmental cues (Galiano et al., 2024; Molinaro et al., 2020). Other sensory modalities, including auditory and kinaesthetic cues (e.g., sound variations, air currents and echolocation), can support social understanding (Battich et al., 2020). Practitioners must reframe these behaviours and strategies, for example, recognising that that stillness in blind children may reflect attention rather than disengagement (van Eijden et al., 2023). In school-age, difficulties are often observed in peer interactions (Celeste, 2006), pragmatic communication (James & Stojanovik, 2007; Pijnacker et al., 2012), and social problem-solving (McAlpine & Moore, 1995). This can result in smaller social networks and greater loneliness during adolescence (Huurre & Aro, 2000; Kroksmark & Nordell, 2001). Consequently, research advocates for the explicit assessment and teaching of SESs, promoting positive social experiences, and the provision of developmentally appropriate scaffolding without over-support (Roe, 2019; Sacks, 2014; Sacks & Page, 2017).

Although SESs are not originally conceptualized within the framework of Cultural-Historical Activity Theory (CHAT), this theory and the Vygotskian approach to special education offer a valuable foundation on which to develop a general theory of teaching-learning of SESs for students with VI (Bøttcher & Dammeyer, 2016; Vygotsky et al., 1929/1993). Four core principles underpin this approach. Firstly, the primacy of the person over the impairment, meaning that practitioners should focus on the child's cognitive and behavioural responses rather than on the impairment itself (Vygotsky et al., 1929/1993). Secondly, the recognition of alternative developmental pathways, meaning that the development of a child with VI is not simply delayed, but follows a different trajectory (Vygotsky et al., 1929/1993). Thirdly, the dual role of impairment is recognized, meaning that, while it introduces limitations, it can also encourage development by presenting unique challenges (Vygotsky et al., 1929/1993). Fourthly, compensation through cultural mediation is key, not to correct the impairment itself, but to address the difficulties it generates. Practitioners therefore have the role of identifying and using "a different symbolic system which maintains the same content as any other instructional or educational process" (Vygotsky et al., 1929/1993, p. 85). The effectiveness of compensation depends on how well the compensatory strategies provided by social situations align with the severity of the child's VI, thereby overcoming any incongruence. From this perspective, development complicated by an impairment is always a creative process, in which practitioners participate by providing compensatory strategies and teaching-learning social situations tailored to each child (Vygotsky et al., 1929/1993). These principles are closely linked to the concept of *perezhivanie*, which refers to the child's lived emotional experience of a social situation. *Perezhivanie* offers an understanding of how children with VI interpret and internalize emotionally significant interactions, thereby influencing their developmental trajectories (Marchand et al., 2023).

From a practical standpoint, the following recommendations can be made. Firstly, a comprehensive assessment of SESs should integrate scientifically validated tools (e.g. the SSIS-SEL RFs; Elliott & Gresham, 2021) alongside instruments specifically designed for children and adolescents with VI (e.g., SCA and SSAT-VI: R; Loumiet & Levack, 1992; Sacks, 2014). Secondly, informal learning opportunities (e.g., daily routines, playtime, extracurricular activities) should be utilized, as well as explicit teaching of SESs through small-group or individual interventions using evidence-based strategies (e.g., role-playing, audiodescription, audiovisual methods, peer mediation, mentoring; Sacks & Page, 2017). One such applied resource is the Visual Impairment–Social Emotional Learning Curriculum (VI-SEL; Barras et al., 2025) – a ten-lesson Social Emotional Learning program for children with VI aged 6 to 12 – may offer a useful resource for practitioners. The VI-SEL curriculum offers a concrete application of the theoretical framework outlined here. By operationalizing CHAT and the Vygotskian
approach to special education, the VI-SEL curriculum supports the development of SESs through emotionally meaningful, culturally mediated, and individually adapted social situations that position children with VI as active participants in their own development.

## References

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Bøttcher, L., & Dammeyer, J. (2016). *Development and learning of young children with disabilities: A vygotskian perspective*. Springer. https://doi.org/10.1007/978-3-319-39114-4

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# Exploring Nature-Based Solutions through the exploitation of educational robotics, Artificial Intelligence, Augmented Reality and 3Dimensional activities in the sustainable kindergarten

Maria Topoliati<fnref n="1" />, Katerina Plakitsi<fnref n="2" />

**Abstract:** The present study focuses on the creative approach of the Sustainable Development Goals (SDGs) by preschool students in the context of their participation in the innovative educational project entitled "Nature Based Solutions EduWorld" which recognizes the importance of educating future generations about NBS and their potential to solve environmental and societal problems. Based on the Activity Theory, the specific concern of this project is the expansion of the learning environment outside the classroom. During the design and the implementation phase, action research and field research are applied, while the socio-cultural approach to the teaching of STEAM education is mobilized as methodological tool. In this context, parents, local authorities and community are implicated in the action planning and materialization of activities. The research framework is completed with the process of the overall evaluation and dissemination of the learning results to the educational and extended community.

**Keywords:** Sustainable development, STEAM Education, Artificial Intelligence, Early childhood education

## Introduction

In recent years, there has been an increasing focus on the application of innovative methods in the early childhood learning process. The present research focuses on the approach of selective goals of education for sustainability by preschool students in the context of their participation in the Nature-Based Solutions (NBS) EduWORLD project which empowers students to become engaged citizens in shaping sustainability solutions.

This effort uses as theoretical framework the principal element of Cultural Historical Activity Theory (CHAT). Based on the Activity Theory and the belief that learning is the result of interaction, the natural, social and cultural environment is utilized as an important and primary source of knowledge. In this context, the organized learning process includes formal, non-formal and informal types of education.

The dominant concern and the main purpose of this study is to investigate the existence of a positive correlation between the utilization of STEAM education, robotics, artificial intelligence, augmented reality and three dimensional activities as mediating tools, with the effective approach of selective goals of education for sustainability, the encouragement of active citizenship of young students and the transformation of the school into NBS living Lab and an innovation hub for the green transition.

The progress of the study includes qualitative and quantitative collection data methods, such as semi-structured interviews and questionnaires, researchers' field notes, participatory and non-participatory observation. The research framework is completed with the evaluation and dissemination of the learning outcomes to the local and extended community.

<footnote n="1">¹University of Ioannina, m.topoliati@uoi.gr</footnote>

<footnote n="2">²University of Ioannina, kplakits@uoi.gr</footnote>
## Theoretical background

According to the notion of development as a dialectical movement and interdependency between the individual mind and the surrounding world (Vygotsky, 1978), the theoretical framework of this research is based on the principal element of Cultural Historical Activity Theory (CHAT) and the belief that learning is the result of interaction (Topoliati, 2023). In this context, the planned activities are structured according to the principal components of the triangle model of CHAT theory (As seen in Figure 1), including the Subject, the Object, the Mediating and Methodological tools the Rules, the Community, the Division of Labor and the Outcomes of the activity system adapted from Engeström (1987).

<figure><img src="image_18.png" /><figcaption>Figure 1. Triangle model analysis of CHAT theory (Engeström, 1987)</figcaption></figure>

## Methodology

During the planning and implementation phase is applied action research (Cohen L. – Manion L., 1994), while the socio-cultural approach of STEAM education and the conceptual framework of NBS EduWORLD project are mobilized as methodological tools.

In the developmental phase, proposed and collaborative activities are submitted by the pedagogical team through brainstorming and democratic procedures (Topoliati, 2015). It is worth to be mentioned that parents, local authorities and community are implicated in the action planning and materialization of activities.

In this context the school is seen as:

* a *living lab* for knowledge exchange that develops partnerships, co-designs and co-creates with society.

* a *sustainable learning environment*, a 'learning building' for experimentation, problem-solving and scope of initiatives.

* a *place to apply learning methods* that promote the development of green competences and shape the citizens of tomorrow

* an *innovation hub* for the study, application, and dissemination of NBS to enhance sustainability and address the challenges of the 21st century (NBS, 2023).
## Results

In the empirical part, the "Little Creative Scientists" discover Earth planet through augmented reality and artificial intelligence activities (AR Solar System, MetAClass). Especially, the students are focused on the experiential study of the flora and fauna of their local area through the exploitation of artificial intelligence applications (such as Seek by i-Naturalist). In this context, are organized and implemented outdoor expeditions and field trips that immerse participants in natural environments to enable firsthand interactions with ecosystems and fostering a deep appreciation for nature (NBS) (Figure 2).

<figure><img src="image_19.png" /><figcaption>Figure 2. Experiential study of the flora and fauna of their local area</figcaption></figure>

Additionally, students identify the absence of a composter from their school building. Exploiting the implementation of “flipped classroom” activities, the children design 3D models of composters in the Tinkercad platform with the support of their parents. Subsequently, their creations are shared in the classroom and promoted to the local authorities as a request with a proposed solution to the problem. Students’ effort is completed successfully with the installation of a composter in the school yard (Figure 3).

<figure><img src="image_20.png" /><figcaption>Figure 3. Installation of a composter in the School yard</figcaption></figure>
Finally, children share their work, learn from one another, inspire others to adopt NBS approaches and participate in the STEM Discovery Campaign (SDC). The SDC is an annual campaign organised by Scientix cpmmunity with the support of partner organisations that recognizes and rewards outstanding projects, highlighting best practices, and promoting further integration of Science, Technology, Engineering and Mathematics (STEM) and NBS in formal education (NBS, 2023).

## Conclusion

According to the results that are collected through qualitative and quantitative data methods, STEAM education and Nature Based Solutions are introduced as powerful and flexible mediating tools that involve students actively in the learning modules of sustainable education. It is essential to note that through the implementation of this innovative project, students are empowered to become engaged citizens and active change-makers in shaping sustainability solutions. Simultaneously, children learn to work in teams, to communicate and collaborate effectively.

## Acknowledgements

I would like to express my sincere gratitude to my research supervisor Aikaterini Plakitsi, Professor in Science Education of Early Childhood for giving me the opportunity to do this research and providing invaluable guidance.

I am grateful to my students for inspiring the learning process, to their parents, the local community and authorities for supporting the implementation of the organized activities.

Special thanks to the National Coordinator of the UNESCO Associated Schools Project Network (ASPnet), to the Research and Development Department of Ellinogermaniki Agogi for inspiring our efforts and to the National Coordinators of Sustainable and Ecological Schools.

## References

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- NBS (Nature Based Solutions) (2023). Learning from NBS EduSystems. Nature-Based Solutions Education Network. Authors: Shreya Utkarsh, Priscila Franco Steier, Patrícia Silva, Mário Esteves, Simon Benateau, John MacNally. Editors: Shreya Utkarsh, Priscila Franco Steier. Reviewers: Ivelina Ivanova, Loukas Katikas, Iselin Mulvik, Adriana Duarte. Action number: 101060525

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Spinuzzi, C. (2019). Fourth-generation activity theory: An integrative literature review and implications for professional communication. *Journal of Business and Technical Communication*, 33(3), 287–331.
https://doi.org/10.1177/1050651919847486

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Topoliati, M., Plakitsi, K. (2023). Approaching 21st century skills through the exploitation of educational robotics and STEAM education in the sustainable kindergarten. *Challenges and Concerns in 21st Century Education. Collective Issue*. Cambridge Scholars

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https://research-and-innovation.ec.europa.eu/researcharea/environment/nature-based-solutions_en
# Generative Artificial Intelligence in Education:
## Navigating Contradictions to Support Creativity

Margarida Romero¹

¹ UIC Barcelona & IIIA CSIC, Barcelona, margarida.romero@iiia.csic.es

**Abstract:** The availability of generative artificial intelligence (GenAI) in education brings to the surface historically accumulated and newly emerging contradictions within teachers' activity. These contradictions, which appear in the relations among mediating artefacts, rules, division of labour, and the collective object of teaching and learning, unsettle established forms of professional agency and pedagogical creativity. Drawing on Cultural-Historical Activity Theory (CHAT), this study investigates how GenAI functions as a transformative mediational means that reconfigures the dynamics of educational activity systems. Instead of treating emerging tensions as problems that require technical correction, we conceptualize them as generative contradictions that can initiate processes of expansive learning. Focusing on didactic creativity and co-creativity, we analyse how teachers can enrich and reconceptualize their professional practice when they collectively examine, negotiate, and re-mediate AI technologies in concrete learning situations. In line with the tradition of formative interventions, we argue that supporting educators in critically engaging with these contradictions can foster a shift from adaptation toward dialogical and transformative reorientation of their activity in the context of GenAI.

**Keywords:** Creative Agency, Teacher Education, Generative Artificial Intelligence, Formative Interventions

Generative artificial intelligence (GenAI) is increasingly present in educational environments, and its integration participates in the reconfiguration of pedagogical practices, knowledge production, and professional agency. As GenAI becomes embedded in everyday teaching activities, it reorients the mediational structure through which teachers and learners pursue their object of activity. This integration often introduces contradictions within teaching and learning activity systems (Uden & Ching, 2024). In Cultural-Historical Activity Theory (CHAT), contradictions are understood as historically accumulated tensions that reveal limitations of the existing activity system. They are not merely obstacles but dynamic forces that drive qualitative transformation (Engeström et al., 2024). When GenAI is introduced into education, it can give rise to contradictions of the second order, especially those that arise between new instruments, such as AI tools, and pre-existing norms, including educational values, assessment protocols, and institutional expectations. Tensions may also emerge between pressures for technological innovation and ethical commitments to autonomy, reflexivity, and the cultivation of learner agency. These tensions create opportunities for formative interventions that can support expansive learning and enable the reconfiguration of the object of activity from knowledge transmission toward the development of critical, creative forms of agency within complex digital contexts.

At the centre of this reconfiguration lies the concept of creativity. From a sociocultural perspective, creativity is not conceived as an individual attribute. It is understood as a situated and relational process shaped by the cultural, historical, and material conditions of activity. From a didactic perspective, creativity refers to teachers' capacity to transform curricular constraints and available resources into innovative and context-sensitive pedagogical scenarios (Anderson et al., 2022; Terzidis, 2023). From a CHAT perspective, co-creativity is a
collective process that involves participants in negotiating the object of activity and generating new possibilities for action. It supports expansive learning by enabling participants to identify and work through contradictions, co-construct new meanings, and collaboratively transform the activity system itself (Isaac et al., 2022; Romero & Barma, 2024). Seen in this way, creativity is inseparable from the developmental contradictions that shape educational practices.

Teachers may experience a contradiction between the efficiency promised by GenAI and their aspiration to maintain reflective, agentive, and learner-centered practices (Frøsig & Romero, 2024; Lan & Chen, 2024). This contradiction reflects a deeper tension that has long been present in education. It involves the coexistence of pressures to automate and standardize educational tasks and the profession's humanistic (Ellis et al., 2010) and creative (Urmeneta & Romero, 2025) orientation. In this context, the repoliticization of creativity becomes essential. Creativity cannot be treated as supplementary or decorative. It must be understood as a lever for professional agency and pedagogical transformation. It enables teachers to question dominant technological narratives, reclaim authorship over their professional decisions, and cultivate learner agency. From a CHAT perspective, creativity is always emergent within a system of activity shaped by collective tensions, historical trajectories, and cultural expectations.

The #ppAI6 framework, which conceptualizes levels of creative engagement with generative AI in education (Romero, 2024; 2025). These levels range from passive consumption of AI outputs to forms of expansive learning supported through sustained engagement with AI. At the highest level of the #ppAI6 model, GenAI operates as a collaborative partner in the production of new conceptual, pedagogical, and material artifacts capable of addressing complex challenges within educational activity systems. At this level, practitioners work to identify systemic contradictions and initiate expansive learning processes. Within this perspective, AI does not replace teacher agency. Instead, it becomes a mediational means through which that agency can be expressed, expanded, and reorganized.

<figure><img src="image_21.png" /><figcaption>Figure 1 Six levels of creative engagement with generative AI (GenAI) in education</figcaption></figure>

Formative interventions that are grounded in this approach do not aim to provide prescriptive or technical solutions. Instead, they aim to create dialogic spaces in which participants can surface, explore, and address systemic contradictions. Such interventions may include collaborative scenario-building, collective analysis of real or simulated classroom practices, and reflective engagement with AI-generated artifacts. The central purpose is to support a shift from training that focuses primarily on the operational use of tools toward forms of professional development that cultivate critical, reflective, and creative engagement with GenAI. In doing so, these interventions contribute to the development of teaching and learning activities that are more responsive to the complexity of contemporary educational contexts.

This study focuses on pre-service teacher education and investigates how formative interventions can support the development of co-creative practices involving GenAI. We analyze the experiences of three groups of
pre-service teachers (n=59) who participated in a series of formative interventions informed by
Cultural-Historical Activity Theory. The analysis emphasizes the manifestation of contradictions observed
throughout the intervention process as well as the characteristics of the artifacts that participants developed
through the use of GenAI. Particular attention is given to how participants identified tensions, negotiated new
meanings, and reconfigured the object of their collaborative activity.

The findings indicate that formative interventions guided by CHAT can reconceptualize the integration of GenAI as a dialogical and transformative process rather than a technical adjustment aimed at increasing efficiency. Through the identification and negotiation of contradictions within educational activity systems, creativity emerges as a collective resource through which teacher agency can be reclaimed and expanded. Ultimately, this process contributes to the reorientation of education toward more meaningful, ethical, and emancipatory goals that align with sociocultural and activity-theoretical perspectives on learning and development.

References

Anderson, R. C., Katz-Buonincontro, J., Bousselot, T., Mattson, D., Beard, N., Land, J., & Livie, M. (2022). How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom. *Teaching and Teacher Education*, 110, 103583.

Ellis, V., Edwards, A., & Smagorinsky, P. (2010). *Cultural-historical perspectives on teacher education and development: Learning teaching*. Routledge.

Engeström, Y., Rantavuori, P., Ruutu, P., & Tapola-Haapala, M. (2024). The hybridisation of adolescents’ worlds as a source of developmental tensions: a study of discursive manifestations of contradictions. *Educational Review*, 76(2), 321-342. https://doi.org/10.1080/00131911.2022.2033704

Frøsig, T. B., & Romero, M. (2024). *Teacher agency in the age of generative AI: towards a framework of hybrid intelligence for learning design*. IRMBAM. https://arxiv.org/abs/2407.06655

Isaac, G., Romero, M., & Barma, S. (2022). Understanding co-creativity in real-world problem solving in project-based learning in higher education. *Revue internationale du CRIRES*, 6(3), 86-99.

Lan, Y. J., & Chen, N. S. (2024). Teachers’ agency in the era of LLM and generative AI. *Educational Technology & Society*, 27(1), I-XVIII.

Romero, M., & Barma, S. (2024). We Have Problems! Analysis of Collaborative Problem Solving in an International Educational Robotics Challenge. In *Sociocultural Approaches to STEM Education: An ISCAR International Collective Issue* (pp. 139-150). Cham: Springer International Publishing.
https://doi.org/10.1007/978-3-031-44377-0_7

Romero, M. (2025). From Consumption to Co-Creation: A Systematic Review of Six Levels of AI-Enhanced Creative Engagement in Education. *Multimodal Technologies and Interaction*, 9(10), 110.
https://doi.org/10.3390/mti9100110

Terzidis, A. (2023). Créativité et innovation en didactique des SHS. In *Des savoirs pour agir sur le monde* (pp. 99-115). Presses universitaires de Grenoble.

Uden, L., & Ching, G. S. (2024). Activity theory-based ecosystem for artificial intelligence in education (AIED). *International Journal of Research*, 13(5), 41-54.

Urmeneta, A., & Romero, M. (2024). Creative application of artificial intelligence in education. In *Creative Applications of Artificial Intelligence in Education* (pp. 3-16). Cham: Springer Nature Switzerland.
https://doi.org/10.1007/978-3-031-55272-4
# Artificial Intelligence among us:
## From Theory to Action

Neus Lorenzo<fnref n="1" />, Ray Gallon<fnref n="2" />

**Abstract:** This study examines the transition from theoretical understanding to practical AI use in education, highlighting advances in data processing, pedagogy, ethics, and inclusion, through Cultural-Historical Activity Theory (CHAT). Within the APLICA Project, two teacher training programs in Mallorca and Esplugues de Llobregat—guided by the UNESCO AI Competency and Policy Frameworks, and Universal Design for Learning (UDL)—were compared using a mixed-methods approach. Findings show significant post-training gains in large language model (LLM) use, perceived benefits for inclusion and personalization, and greater diversity of AI tools, demonstrating that integrated, theory-driven training can enhance technical skills and foster ethical, critical engagement, promoting pedagogical transformation.

**Keywords:** Artificial Intelligence, Science Education, Activity Theory, Aplica project

## Introduction

In an era where artificial intelligence (AI) has become an integral part of our daily lives, educational institutions face the unprecedented challenge of preparing learners for an AI-augmented world. AI adoption in education raises ethical dilemmas such as algorithmic bias, digital equity, and evolving human-machine learning relationships. This paper proposes a values-centered AI integration approach prioritizing collaborative learning and humanistic culture.

The authors outline a progressive framework for AI integration across educational tiers, beginning with foundational AI literacy and advancing toward sophisticated meta-reflection (Gallon, 2024). They present evidence-based strategies for developing computational thinking through project-based AI applications, fostering technical competence, critical evaluation skills, and professional development on ethics and global citizenship. This approach emphasizes the importance of interdisciplinary teaching methodologies that situate AI within broader societal contexts rather than isolated technical domains.

They study the APLICA Project for training teachers in Catalonia, to bridge theory and practice. A series of actionable initiatives is outlined, designed to promote participatory citizenship in an AI-influenced society. These include community data deliberation forums where stakeholders collectively establish ethical guidelines for AI use in local educational contexts; cross-generational AI design workshops that engage diverse participants in developing inclusive technological solutions; and inclusive educational AI activities that enable learners to explore complex dilemmas through experiential learning.

## Theoretical Frameworks

Cultural-Historical Activity Theory (CHAT) serves as an interdisciplinary philosophical framework for analyzing individual behavior and social responses (Engeström, 2015). In educational contexts, CHAT elucidates how AI adoption is mediated by cultural tools, institutional rules, and community roles through dynamic interactions that shape pedagogical practices. AI tools – including chatbots, image and video AI generative tools, adaptive learning

<footnote n="1">¹Societat Catalana de Pedagogia, nlorenzo@xtec.cat</footnote>

<footnote n="2">²The Transformation Society, ray@transformationsociety.net</footnote>