PCE/PCAH2024
The 2024 IAFOR Summer Conference Series in Paris
June 13-17, 2024 | Paris, France, and Online

The 3rd Paris Conference on Education (PCE2024)
The 3rd Paris Conference on Arts & Humanities (PCAH2024)

Programme & Abstract Book
Organised by The International Academic Forum (IAFOR) in partnership with the IAFOR
Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University,
Japan, and IAFOR’s Global Partners

ISSN: 2433-7544 (Online) ISSN: 2433-7587 (Print)

iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

/iaforjapan@iafor.official@iafor (#iafor)
iafor.org

International Academic Board
Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom
Professor Jun Arima, President, IAFOR & University of Tokyo, Japan
Professor Anne Boddington, Executive Vice-President and Provost, IAFOR & Middlesex University,
United Kingdom
Professor Barbara Lockee, Virginia Tech, United States
Professor Donald E. Hall, Binghamton University, United States
Dr James W. McNally, University of Michigan, United States & NACDA Program on Aging
Professor Grant Black, Chuo University, Japan
Professor Dexter Da Silva, Keisen University, Japan
Professor Baden Offord, Centre for Human Rights Education, Curtin University, Australia & Cultural
Studies Association of Australasia
Professor Frank S. Ravitch, Michigan State University College of Law, United States
Professor William Baber, Kyoto University, Japan

PCE & PCAH2024 Conference Programme Committee
Professor Grant Black, Chuo University, Japan
Professor Georges Depeyrot, French National Center for Scientific Research (CNRS), France
Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom
Professor Donald E. Hall, Binghamton University, United States
Professor Barbara Lockee, Virginia Tech, United States
Professor Ljiljana Marković, European Center for Peace and Development (ECPD), Serbia

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Letter of Welcome
Dear Friends and Colleagues,
Welcome to The 3rd Paris Conference on Education (PCE2024), andThe 3rd Paris Conference on Arts and Humanities (PCAH2024)!
One of the great historical and cultural centres of the world, Parisis the home to our conference, as we come together to contributeto the intellectual life of the city. We are here to exchange ideas,
seek research partnerships and synergies, and engage in forming
the personal and professional relationships and networks that are
so important to our careers and lives. We have so much to learn
from each other, and with over 360 attendees from more than 60
different countries, there is little excuse!
Aside from being one of the world’s most beautiful cities, Paris has been the stage to some of its
most important and tumultuous events in history, the driver of the Enlightenment, and the epicentreof science, philosophy, politics, and revolution that drove the modern era.
The city is home to some of the world’s leading educational institutions and universities, and also to
UNESCO, the United Nations Educational, Scientific, and Cultural Organization, the UN agency thatwas founded to promote peace and security through international cooperation in education, science,and the arts. It is also the birthplace of the father of the modern Olympics, Pierre de Coubertin, andthe host city of the 33rd games, which will be held this July!
Our plenary session will be inspired by Paris’ great history, the current local and global context, and thelens of international organisations, and their strengths as well as weaknesses in addressing some of
the most pressing issues facing us in the world today. In our trademark interdisciplinary fashion, ourplenary will look at questions of competition and cooperation, referencing the disciplinary expertisepresent in the plenary lineup, as well as the wider conference as a whole.
Paris is a great global intellectual and artistic centre, and remains the world leader in terms of aesthetics
in food, drink, and fashion. I encourage you to make the most of your time outside of the conference
to fully explore the streets, museums, and cafes, and immerse yourself in this wonderful city, and its
sights, sounds, and tastes. May you be inspired as millions of fellow thinkers have before you.
Warmest regards,

Dr Joseph Haldane
Chairman & CEO, The International Academic Forum (IAFOR)
Professor, European Center for Peace and Development (ECPD), United Nations University for Peace
Guest Professor, Osaka School of International Public Policy, Osaka University, Japan
Visiting Professor, Doshisha University, Japan
Visiting Professor, The University of Belgrade, Serbia
Honorary Professor, University College London (UCL), United Kingdom
Member, Expert Network, World Economic Forum

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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics
and scholars of all ages and backgrounds to come together and exchange the latest
ideas, and inform each other’s perspectives through their own cultural and disciplinary
background and experiences. We are able to do this thanks to the exceptional networkof individuals and institutions around the world who support our work and help shape
our exceptional events globally. We emphasise the nurturing and supporting of young
academics from different backgrounds, providing mutual advice and guidance, andoffer more senior academics the chance to forge working relationships outside of
their traditional networks.
In a world where division and strife are underlined and played up in national and local
contexts, and political posturing frequently seeks to ostracise and demonise, IAFOR
is committed to working across cultural and national borders, and to work to bringpeople together. We believe that mature human interaction and academic and cultural
exchange are essential to offering positive versions of the future, where cooperation
happens with individuals and institutions who share a commitment to bridge divides,
to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR mission offacilitating international exchange, encouraging intercultural awareness, and promotinginterdisciplinary discussion in the hope and expectation of generating and sharing
new knowledge. Join us now in this growing global organisation, and help make adifference today.
To learn more about IAFOR membership, please visit:

iafor.org/membership

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Yokoso!

That’s “welcome” in Japanese (*^ ‿ *)♡The 16th Asian Conference on Education (ACE2024)
November 26-29, 2024 | Tokyo, Japan & Online

Call for Papers Now Open

Where will your ideas
take you next?
Visit iafor.org/conferences for more information about our upcoming eventsConference Venue: Friday, June 14 to Sunday, June 16

Maison de la Chimie

Address: 28 Rue Saint-Dominique, 75007, Paris

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“One of the most hideous
buildings in the world”
GEORGE ORWELL
The 5th Barcelona Conference on Education (BCE2024)
The 5th Barcelona Conference on Arts, Media & Culture (BAMC2024)
November 12-16, 2024 | Held in Barcelona, Spain, and Online

Call for Papers Now Open

Where will your ideas
take you next?

June 13 | All times are Central European Summer Time (UTC+2)

Thursday at a Glance
13:30-15:30

Cultural Tour: Rodin Museum | Musée Rodin

		
		
		
		
		
		

Conference delegates are invited to kick-start the conference experience with a preconference tour of the Musée Rodin in Paris. This tour offers an intimate glimpse
into the world of Auguste Rodin, showcasing his masterful sculptures that capture
the essence of human emotion and form. Set against the backdrop of the artist's
former residence, the museum not only highlights Rodin's artistic legacy but also
Paris' enduring influence on art and culture.

		This optional ticketed event is sold out.

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June 14 | All times are Central European Summer Time (UTC+2)

Friday at a Glance

Conference Venue: Maison de la Chimie, Paris
13:00-13:25

Conference Check-in & Coffee | Salle 251

13:25-13:30

Announcements | Salle 262 & Online

13:30-14:00
				

Welcome Address & Recognition of IAFOR Scholarship Winners | Salle 262 & Online
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Georges Depeyrot, Centre National de Recherche Scientifique (CNRS), France

14:00-14:30
		
		
		

Special Keynote Address | Salle 262 & Online
Educating for Peace: A Call to Action for 'We the Peoples'
Federico Mayor Zaragoza, European Center for Peace and Development (ECPD), 		
United Nations University for Peace, Serbia

14:35-15:05
				

Keynote Presentation | Salle 262 & Online
Olympism and International Relations from Pierre de Coubertin to the Present Day
Patrick Clastres, Lausanne University, Switzerland

15:05-15:20

Q & A Session | Salle 262 & Online

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June 14 | All times are Central European Summer Time (UTC+2)

Friday at a Glance

Conference Venue: Maison de la Chimie, Paris
15:20-15:35

Conference Photograph | Salle 251

15:35-16:00

Coffee Break | Salle 251

16:00-17:00 Moderated Panel Discussion | Salle 262 & Online
		International and Interdisciplinary Perspectives on Global Citizenship in Times of 		
Change and Crisis				
Ljiljana Marković, European Center for Peace and Development (ECPD), Serbia
		
Jun Arima, IAFOR & University of Tokyo, Japan		
Takehiro Kano, United Nations Educational, Scientific and Cultural Organization 				(UNESCO), France		Moderated by: Anne Boddington, Middlesex University, United Kingdom
17:00-17:30

General Discussion | Salle 262 & Online

17:30-18:30

Welcome Reception | Salle 251

20:00-22:00 Conference Dinner | Bofinger
		This optional ticketed event is sold out

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June 15 | All times are Central European Summer Time (UTC+2)

Saturday at a Glance

Conference Venue: Maison de la Chimie, Paris
08:00-09:00 Conference Check-in & Coffee | Salle 251
09:00-10:40 Onsite Parallel Session 1
Salle 103: PCE | Educational Policy, Leadership, Management & Administration
Salle 201: PCE | Teaching Experiences, Pedagogy, Practice & Praxis (Workshops)
Salle 203: PCE | Teaching Experiences, Pedagogy, Practice & Praxis
Salle 232: PCE | Education & Difference
Salle 233: PCAH | Arts & Culture
Salle 234: PCAH | Teaching & Learning the Arts
Salle 269: PCE | Adult, Lifelong & Distance Learning
10:40-10:55

Coffee Break | Salle 251

10:55-12:10 Onsite Parallel Session 2
Salle 103: PCE | Learning Experiences, Student Learning & Learner Diversity
Salle 201: PCE | Design, Implementation & Assessment of Innovative Technologies in Education
Salle 203: PCE | Teaching Experiences, Pedagogy, Practice & Praxis
Salle 232: PCE | Higher Education
Salle 233: PCAH | Arts in History & Politics
Salle 234: PCAH | Teaching & Learning the Arts
Salle 269: PCE | Primary & Secondary Education
12:10-12:25

Coffee Break | Salle 251

12:25-14:05 Onsite Parallel Session 3
Salle 103: PCE | Educational Policy & PracticeSalle 201: PCE | Education & Difference (Workshops)
Salle 203: PCE | Teaching Experiences, Pedagogy, Practice & Praxis
Salle 232: PCE | Higher Education
Salle 233: PCAH | Culture in Literature & Modern Media
Salle 234: PCAH | Life in Literature Studies
Salle 269: PCE | Professional Training, Development & Concerns in Education

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June 15 | All times are Central European Summer Time (UTC+2)

Saturday at a Glance

Conference Venue: Maison de la Chimie, Paris
14:05-14:20

Coffee Break | Salle 251

14:20-16:00 Onsite Parallel Session 4
Salle 103: PCE | Educational Policy, Leadership, Management & Administration
Salle 201: No Session
Salle 203: PCE | Teaching Experiences, Pedagogy, Practice & Praxis
Salle 232: PCE | Online & Distance Learning
Salle 233: PCAH | Visual & Performing Arts Practices
Salle 234: PCAH | Gender & Sexuality in the Arts
Salle 269: PCAH | Media, Film Studies & Communication
16:00-16:15

Coffee Break | Salle 251

16:15-17:30 Onsite Parallel Session 5
Salle 103: PCE | Learning Experiences, Student Learning & Learner Diversity
Salle 201: No Session
Salle 203: PCE | Language Development & Literacy
Salle 232: PCE | Higher Education
Salle 233: PCE | Education, Sustainability & Society
Salle 234: PCAH | Comparative Humanities in PracticeSalle 269: PCE | Skills Development
17:35-18:35

Conference Poster Session | Salle 201

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June 16 | All times are Central European Summer Time (UTC+2)

Sunday at a Glance

Conference Venue: Maison de la Chimie, Paris
08:30-09:30 Conference Check-in & Coffee | Salle 251
09:30-11:10 Onsite Parallel Session 1
Salle 103: PCE | Design, Implementation & Assessment of Innovative Technologies in Education
Salle 203: PCE | Education, Sustainability & Society
Salle 232: PCAH | Language, Linguistics, and Media
Salle 233: PCE | Assessment Theories and Methodologies
Salle 234: PCE | Challenging & Preserving: Culture, Inter/Multiculturalism & Language
Salle 269: PCE | AI in Education
11:10-11:25

Coffee Break | Salle 251

11:25-12:40 Onsite Parallel Session 2
Salle 103: PCE | Learning Experiences, Student Learning & Learner Diversity
Salle 203: PCE | Education, Sustainability & Society
Salle 232: PCAH | Language Learning and Teaching
Salle 233: PCE | International Education
Salle 234: PCE | Mind, Brain & Psychology
Salle 269: PCE | Education and Gender
12:40-12:55

Coffee Break | Salle 251

12:55-14:35 Onsite Parallel Session 3
Salle 103: PCE | Learning Experiences, Student Learning & Learner Diversity
Salle 203: PCE | Financial Education & Management
Salle 232: PCAH | Teaching and Learning Experiences
Salle 233: PCE | Assessment Theories and Methodologies
Salle 234: PCE | Foreign Languages Education & Applied Linguistics
Salle 269: PCE | Teaching Experiences, Pedagogy, Practice & Praxis

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June 16 | All times are Central European Summer Time (UTC+2)

Sunday at a Glance

Conference Venue: Maison de la Chimie, Paris
14:35-14:50

Coffee Break | Salle 251

14:50-16:30 Onsite Parallel Session 4
Salle 103: PCE | Design, Implementation & Assessment of Innovative Technologies in Education
Salle 203: PCE | Education, Sustainability & Society
Salle 232: PCAH | Science, Environment and the Humanities
Salle 233: PCE | Assessment Theories and Methodologies
Salle 234: PCE | Foreign Languages Education & Applied Linguistics
Salle 269: PCE | Professional Training & Adult Learning (Workshops)
16:30-16:45

Onsite Closing Session | Salle 269

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June 17 | All times are Central European Summer Time (UTC+2)

Monday at a Glance
Conference Venue: Online via Zoom
09:55-10:00

Message from IAFOR

10:00-11:15 Online Parallel Session 1
Room A (Live-Stream): PCAH | Digital Technologies in the Arts
Room B (Live-Stream): PCAH | Literature/Literary Studies
Room C (Live-Stream): PCE | Foreign Languages Education & Applied Linguistics
11:15-11:25

Break

11:25-12:40 Online Parallel Session 2
Room A (Live-Stream): PCE | Practical Skill Development Through Education
Room B (Live-Stream): PCE | Innovative Technologies & Concerns in Education
Room C (Live-Stream): PCE | Teaching Experiences, Pedagogy, Practice & Praxis
12:40-12:50

Break

12:50-14:30 Online Parallel Session 3
Room A (Live-Stream): PCE | Psychology, Leadership & Education Management
Room B (Live-Stream): PCE | International & Global Education
Room C (Live-Stream): PCE | Teaching Experiences, Pedagogy, Practice & Praxis
14:30-14:40

Break

14:40-16:20 Online Parallel Session 4
Room A (Live-Stream): PCAH | Philosophy and Spirituality in the Arts
Room B (Live-Stream): No Session
Room C (Live-Stream): No Session
16:20-16:25

Closing Message from IAFOR

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Conference Networking Events
Welcome Reception – Maison de la Chimie
Join fellow delegates for a drink or two at the Conference Welcome Reception. This event provides agreat opportunity for delegates to network and get to know each other. All registered presenters andaudience members are welcome to attend. Admission is included in the conference registration fee.
The event will be held at the conference venue, Maison de la Chimie in Salle 251 (2F).
Time & Date: Friday, June 14, 2024 | 17:30-18:30
Location: Maison de la Chimie, 28 Rue Saint-Dominique, 75007, Paris
Ticket Price: Free to attend
Admission is included in the conference registration fee and is only open to registered conferencedelegates and audience members.

Conference Dinner – Bofinger
The Conference Dinner will be held at the Bofinger brasserie, renowned as one of the most beautiful
brassieres in Paris. The event will feature a somptueux three-course meal showcasing Bofinger's
classic French cuisine, made with fresh, locally sourced ingredient.
Time & Date: Friday, June 14, 2024 | 20:00-22:00
Location: 5-7 Rue de la Bastille, 75004, Paris
Ticket Price: Sold Out
This is a ticketed event. Only delegates with pre-purchased tickets are able to attend the Conference
Dinner.

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General Information
Check-in & Information Desk
You will be able to pick up your name badge at the Conference Check-in & Information Desk at the times
listed below.
Friday, June 14 | 13:00-18:30 – Maison de la Chimie, Salle 251 (2F)
Saturday, June 15 | 08:00-18:00 – Maison de la Chimie, Salle 251 (2F)
Sunday, June 16 | 08:30-16:00 – Maison de la Chimie, Salle 251 (2F)
Monday, June 17 | No in-person Check-in
If you have any questions or concerns, IAFOR staff and volunteers will happily assist you in any way they can.

Name Badges

Wearing your badge is required for entrance to the sessions. You must wear your badge at all times.

Conference Schedule
The full conference schedule (including abstracts) and conference programme are available on theconference website.

Online Sessions

Be sure to join us online on Monday, June 17 for our live-stream presentation sessions.

Conference Survey
Please take a few moments to fill out our conference survey at the end of the conference.

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General Information
Refreshment Breaks
Complimentary coffee, tea, water, and light snacks will be available during the scheduled coffee breaks.

Connecting to WiFi
Free WiFi is provided at the conference venue. To log in on any of your smart devices, please use
the network name Wifi_MC. No password is necessary. Please note that the WiFi is very unreliable
so we would strongly suggest that you do not rely on a live connection for your presentation andprepare a personal WiFi or data plan.
Network Name: Wifi_MC
Password: No password is required

Photo/Recording Waiver
Human interaction through networking, and dissemination of this knowledge, is at the core of what
IAFOR does as an academic research organisation, conference organiser and publisher. As part of thearchiving of the conference event, IAFOR takes photos in and around the conference venue, and uses
the photos to document the event. This also includes the filming of certain sessions. We consider
this documentation important and it provides evidence of our activities to members, partners andstakeholders all over the world, as well as to current and potential attendees like you. Some of thesephotos will therefore appear online and in print, including on social media. The above are the legitimate
interests of the organisation that we assert under the European Union law on General Data Protection
Regulation (GDPR). Under this legislation, you have an absolute right to opt out of any photo. We arecommitted to protecting and respecting your privacy. Read our full privacy policy – iafor.org/about/privacy-policy

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Conference Proceedings
IAFOR Conference Proceedings are Open Access research repositories that act as permanent
records of the research generated by IAFOR conferences. The Conference Proceedings are
published on the IAFOR Research Archive (papers.iafor.org). All accepted authors who present
at the conference may have their full paper published in the online Conference Proceedings.
Full text submission is due by Wednesday, July 17, 2024, through the online system. The
proceedings will be published on Friday, August 23, 2024.

Certification
Corresponding authors will be able to download Certificates of Presentation for all presenters
by logging in to the submission page. Certificates of Presentation will be available fromThursday, June 27, 2024. Session Chair certification, Certificates of Attendance, as well as
reviewer certification, will be sent out by email in a PDF format after the conference.

Conference Catch-up
All keynote presentations and live-streamed sessions will be recorded and uploaded to theConference Catch-up page (video-on-demand) via Vimeo. The catch-up page will be publicly
available after the conference until Wednesday, July 30, 2024.

Pre-recorded Virtual Presentations &Virtual Poster Presentations
A full list of pre-recorded virtual video presentations and virtual poster presentations will
be on the conference website during and after the conference. We encourage you to watch
these presentations and provide feedback through the video comments.

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Where tradition and innovation inspire
IAFOR Kyoto Conference Series
October 15-19, 2024 | Kyoto, Japan & Online
The 15th Asian Conference on Media, Communication & Film (MediAsia2024)
The 5th Kyoto Conference on Arts, Media & Culture (KAMC2024)

Call for Papers Now Open안녕하세요

Annyeonghaseyo(Now you know how to say “Hello” in Korean!)

IAFOR Korea Conference Series
October 28 – November 1, 2024 | Incheon, South Korea & Online
The Korean Conference on Education (KCE2024)
The Korean Conference on Arts & Humanities (KCAH2024)

Call for Papers Now Open

Where will your ideas
take you next?
Visit iafor.org/conferences for more
information about our upcoming events

iafor.org/publications

IAFOR Journals
IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines.
They conform to the highest academic standards of international peer review, and are published inaccordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?
Submissions should be original, previously unpublished papers which are not under consideration
for publication in any other journal. All articles are submitted through the submission portal on thejournal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her own
editorial team and advisory members, who help to rework and revise papers as appropriate, according
to internationally accepted standards. All papers published in the journal have been subjected to
the rigorous and accepted processes of academic peer review. Neither editors nor members of theeditorial team are remunerated for their work.

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal.

What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers worldwide, largely due to our dedicated marketing efforts. Each issue is promoted
across our social media platforms and to our tailored email marketing lists. On average, each journal
publishes biannually.

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge and without
delay or embargo. Authors are not required to pay charges of any sort towards the publication of
IAFOR Journals and neither editors nor members of the editorial boards are remunerated for theirwork.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?
IAFOR Journals reflect the interdisciplinary and international nature of our conferences and areorganised thematically. A presenter can choose to publish either in Conference Proceedings or
submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies (Scopus indexed)
IAFOR Journal of Education (Scopus indexed)
IAFOR Journal of Literature & Librarianship (Scopus indexed)
If you would like more information about any of IAFOR’s publications, please visit iafor.org/publications

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Academic Grant & Scholarship Recipients
IAFOR's grants and scholarships programme provides financial support to PhD students and early career
academics, with the aim of helping them pursue research excellence and achieve their academic goals throughinterdisciplinary study and interaction. Our warmest congratulations go to the following scholarship recipients
who have been selected to receive grants and scholarships to present their research at the conference.

PCE2024 Scholarship Recipients
Innocent Uche Anazia (Virtual Presentation)
77930 | Home-School Partnerships in Disadvantaged Rural Secondary Schools: Perspectives of Parents andTeachers on Challenges
Mr Innocent Uche Anazia is currently pursuing a PhD in Education at Ulster University, United Kingdom.
Beldjenna Amel (Virtual Poster Presentation)
78125 | Strategies for Creating Culturally Inclusive Educational Environments in Algerian Universities
Dr Beldjenna Amel is an Assistant Professor at the University of Oran 2, Algeria.
Kelly Field (Virtual Poster Presentation)
79877 | Early Childhood Educators Social Values as Motivating Factors on Interest in California’s PK-3 Credential
Programme
Ms Kelly Field is presently engaged in the advanced stages of her PhD program at Claremont Graduate
University, United States.
María José Ibáñez Ayuso (Live-Stream Presentation)
79248 | Critical Considerations at the Dawn of Microcredentials: Democratization 4.0 or Blockchain Privatizationof Higher Education?
Ms María José Ibáñez Ayuso is Vice President of the European University College Association and PhD student
at the Universidad Complutense de Madrid, Spain.
Samuel Kusasira (Oral Presentation)
80524 | Empowering Education: Exploring Interactions of Eastern Africa’s Electricity Access Levels and Climate
Change Vulnerabilities on Primary Education Completions
Mr Samuel Kusasira is a PhD student and lecturer at Makerere University Business School, Uganda.
Diep Ngoc Nguyen (Oral Presentation)
78497 | Research on Factors Affecting Undergraduates’ Financial Management Skills: The Moderating Role ofFinancial Education
Ms Diep Ngoc Nguyen is a researcher working at the Institute of Theoretical and Applied Research, Duy Tan
University, Vietnam.
Nolwazi Qumbisa (Live-Stream Presentation)
80546 | Ameliorating Collaborative Online International Learning Projects to Promote Internationalization inHigher Education
Dr Nolwazi Qumbisa is a lecturer specialising in Housing within the Built Environment Department at theCentral University of Technology, Free State (CUT), South Africa.

PCAH2024 Scholarship Recipients
Irina Charlotte Ranaivosoa (Virtual Presentation)
78617 | Exploring the Ultimate Causes of Migration: A Peace Studies Approach
Ms Irina Charlotte Ranaivosoa completed her LLB at the University of Toulouse, France, her LLM at the
University of Birmingham, United Kingdom, and her International Master’s in Peace, Conflict and Development
Studies at the Universitat Jaume I, Spain.
Zihao Wang (Oral Presentation)
79669 | Urban ICH Safeguarding and Community Involvement: The Case of Taohuawu Woodblock Prints in China
Ms Zihao Wang is currently pursuing a PhD in the School of Languages, Cultures and Societies at the Universityof Leeds, United Kingdom
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Keynote& Featured
Presentations
All times are Central European Summer Time (UTC+2)
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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Special Keynote Address: Federico Mayor Zaragoza

Educating for Peace: A Call to Action for 'We thePeoples'
Friday, June 14, 2024 | 14:00-14:30 | Salle 262 & Online

In this special address, His Excellency Federico Mayor Zaragoza, former two-term UNESCO secretary
general, and longtime advocate for global peace through education, brings his experience to bear on
the current global context, calling for cooperation in education, but also action. Ambassador Zaragoza
reminds us that the preamble to the United Nations constitution is a call to action in the name of 'wethe peoples', and that education is at the heart of that action.

Federico Mayor Zaragoza
Federico Mayor Zaragoza is a Spanish scientist, politician, anddiplomat. A biochemist and researcher with a PhD in Pharmacy,
he taught at the University of Granada and then at the Faculty of
Sciences in Madrid, where he founded the Severo Ochoa Molecular
Biology Center in 1974.
In the same year, he began his political career as Undersecretary
to the Spanish Ministry of Education and Science. In 1977, hewas elected a member of the Spanish Parliament and chaired theParliamentary Committee for Education and Science before acting as an advisor to the President of
the Government of Spain in 1978. He then served as Minister of Education and Science between 1981
and 1982. In 1987, he represented Spain in the European Parliament.
He began his involvement in UNESCO (The United Nations Educational, Scientific, and Cultural
Organization) in 1978, serving as Deputy Director-General to Mr Amadou-Mahtar M'Bow before
succeeding him in 1987. He was Director-General of UNESCO for twelve years until 1999, and during
this period he launched the Culture of Peace programme. At the end of his term, he returned to
Madrid to create the Foundation Cultura de Paz of which he currently serves as President. In 2011,
he also became President of the International Commission on the Abolition of the Death Penalty. He
is currently the Honorary President of the Council of the United Nations Peace University’s European
Center for Peace and Development (ECPD).
A scientist and poet, Dr Mayor Zaragoza has published hundreds of articles and several collectionsof poetry.

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Keynote Presentation: Patrick ClastresOlympism and International Relations from Pierrede Coubertin to the Present Day
Friday, June 14, 2024 | 14:35-15:05 | Salle 262 & Online

The Olympic Games – the biggest event on the planet – are in reality hanging by a single thread: theInternational Olympic Committee's (IOC) ability to convince cities and the states to which they belong
to organise them. Although history shows that this thread is tenuous, it has never broken, even whencompeting organisations (YMCA, Catholic, feminist, socialist, communist, third world) have sprung
up. Established in 1894 on the basis of a gentlemen's agreement, without statutes until 1981, and stillbased on the principle of co-option, the IOC has survived two world wars, the Cold War, and economic
globalisation.
In actuality, the Olympic world is not exactly the political world. The IOC is at the head of a parallelworld that has its own logic and its own rules. Its overall architecture is based primarily on theInternational Sports Federations and the National Olympic Committees. However, it has also cometo forge reciprocal links with major media organisations, multinational companies, numerous nongovernmental organisations, and even the United Nations.
How can such hegemony be explained? And, is it here to stay? How should we interpret the IOC's
demands for autonomy and neutrality? Will it survive the current war on sport waged by Russia against
the democracies?

Patrick Clastres
Dr Patrick Clastres is a political and cultural historian involved in
sports history and geopolitics. Since 2015, he’s served as Professorof Sports History in the Faculty of Social and Political Sciences(ISSUL) at Lausanne University, Switzerland, where he coordinates
the independent Global Sport & Olympic Studies Center (CEOGS).
The Global Sport & Olympic Center’s academic activities areprimarily concerned with play culture, sport, and olympics at
different scales, varying from local to global. The longue durée
historical approach – the core aspect of this academic project – is conceived as a dialogue with not
only sport history, but all social sciences. The Center’s monthly workshop is open to every student andscholar from UNIL, Swiss universities, and from all over the world.
Dr Clastres’ research focuses on the history and geopolitics of international sport, more specificallyon the ruling elites of international sports federations and the International Olympic Committee (IOC),as well as the genesis and diffusion of sports cultures in the world. More generally, he is interested in
the concepts of neutrality and apoliticism, the epistemology of history, and the relationship between
literary genre and biographical essay.
Dr Clastres has published or co-edited 10 books and more than 50 peer-reviewed articles.
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Moderated Panel Presentation: Ljiljana Marković, Jun Arima, Takehiro
Kano, Anne Boddington

International and Interdisciplinary Perspectives on
Global Citizenship in Times of Change and Crisis
Friday, June 14, 2024 | 16:00-17:00 | Salle 262 & Online

In today’s increasingly polarised world fraught with conflict, war, and natural crises, the role of international
cooperation is more important than ever in fostering peace. The UNESCO constitution, for example, statesthat “peace must [...] be founded, if it is not to fail, upon the intellectual and moral solidarity of mankind”,
underlining the importance of intellectual and academic, artistic and cultural cooperation. A cooperation
based on the "solidarity of mankind” presupposes that all perspectives are heard and respected. This is
not an easy endeavour, as different people have different interpretations of words and concepts such as“peace”, “climate change vs climate crisis”, or “cultural heritage”, which makes context- and culturally-relevant
perspectives of marginalised people even more important. How do international organisations engage andharness stakeholders outside of governments for positive change? How are international institutions, mostnotably the UN and its organs, a force for the good in the world? How are they failing? The panel ambitiously
seeks to highlight the paradoxical nature of international institutions: envisioned as beacons of global
cooperation and peace, yet frequently falling short of their lofty aspirations to truly represent and act for thepeople they serve. The panel discussion will include space for feedback from our audience, in its majority,
educators and practitioners ‘on the ground’ to discuss how they engage in peace education, climate change,
and cultural heritage preservation, in order to capture different stakeholder actions.

Ljiljana Marković
Ljiljana Marković is a Professor of Japanese Studies in the European
Centre for Peace and Development (ECPD) of the United Nations
University for Peace, and Special Advisor to the Executive Directorand ECPD Academic Director. She is also a Visiting Professor at Toho
University and Osaka University, Japan, and Gabriele d'Annunzio
University, Italy.
Professor Marković is the author of a large number of publicationsin the fields of Japanese Studies and Economics. She completed
her bachelor’s and master's degrees at Cambridge University, United
Kingdom, before pursuing her doctorate at Chuo University, Japan.
For many years, she was a Professor at the Faculty of Philology at the University of Belgrade, Serbia,
with terms as Dean (2016-2020) and Vice Dean of Financial Affairs (2008-2016). She has served as the
Chairperson of the International Silk Road Academic Studies Symposium since 2017.
Professor Marković received the Gaimu Daijin Sho Award from the Minister of Foreign Affairs of Japan
in 2010. In the following year, she received the Dositej Obradovic Award for Pedagogical Achievement.
Professor Marković recent accolades include the Medal of Merit by the President of Serbia in 2020, theIsidora Sekulic Medal for Academic Achievement in 2021, and the Order of the Rising Sun (Gold Rays
with Rosette) in 2022, an Imperial Decoration awarded by the Government of Japan for her ‘outstanding
contribution to establishing and improving friendly relations with Japan’.
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Jun Arima
Professor Jun Arima is the President of IAFOR, and the senioracademic officer of the organisation. In this role, Professor Arima
is the Honorary Chair of the International Academic Advisory Board,as well as both the Academic Governing Board and its Executive
Committee. He also sits on the IAFOR Board of Directors.
Jun Arima was formerly Director General of the Japan External Trade
Organization (JETRO), UK from 2011 to 2015 and Special Advisor on
Global Environmental Affairs for the Ministry of Economy, Trade andIndustry (METI), Japan, from 2011 to 2015. He has previously held
various international energy/environment-related positions, including: Head of Division, Country Studies,International Energy Agency (IEA); Director, International Affairs Division, Agency of Natural Resources
and Energy, METI; and Deputy Director General for Environmental Affairs at METI’s Industrial Science andTechnology Policy and Environment Bureau. In the COP (UN Convention on Climate Change) 14, 15 and16, he was Japanese Chief Negotiator for AWG-KP.
Since 2015 Jun Arima has been a Professor at the University of Tokyo, Japan, where he teaches Energy
Security, International Energy Governance, and Environmental Policies in the Graduate School of Public
Policy. (GraSPP). He is also currently a Consulting Fellow at the Japanese Research Institute of Economy,
Trade and Industry (RIETI). He is also Executive Senior Fellow at the 21st Century Public Policy Institute,Principal Researcher at the International Environmental and Economic Institute (IEEI), Distinguished
Senior Policy Fellow, at the Asia Pacific Institute of Research (APIR), Senior Policy Fellow on Energy andEnvironment, Economic Research Institute for ASEAN and East Asia (ERIA), and was the Lead Author, the
6th Assessment Report of the Intergovernmental Panel of Climate Change (IPCC).

Takehiro Kano
Ambassador Extraordinary and Plenipotentiary Takehiro Kano is
the Permanent Delegate of Japan to UNESCO, a position he has
held since 2023. He possesses extensive experience in diplomacy
and international relations, cultivated through various high-ranking
roles within Japan's Ministry of Foreign Affairs (MOFA) and othergovernment institutions.
Ambassador Kano graduated from the University of Tokyo,
Japan, with a Bachelor of Law in 1989 and later earned a Masterof Economics from Selwyn College, Cambridge University, United Kingdom. Since joining MOFA in
1989, he has held influential positions such as Director of the Climate Change Division, International
Cooperation Bureau, and Director General of the Southeast and Southwest Asian Affairs Department.
His diplomatic career included key postings as Minister at Japan’s Permanent Mission to theInternational Organizsations in Vienna, Austria, and as Deputy Chief of Mission at the Embassy ofJapan in the Philippines. Additionally, Ambassador Kano served as a visiting professor at the Universityof Tokyo from 2012 to 2014.
A prolific author, Ambassador Kano has published works on international peace cooperation, climatechange negotiations, and nuclear diplomacy, including Environmental Diplomacy: Climate Change
Negotiations and Global Governance (Shinzansha Publisher Co., Ltd., 2013), Nuclear Diplomacy:
A Perspective from Vienna, the City of IAEA (Shinzansha Publisher Co., Ltd., 2017), and Japan’sinternational peace cooperation: time to move on (‘Diplomacy,’ Vol 81, Sep-Oct 2023). His breadth ofexpertise, particularly in global governance and security policy, positions him as a leading figure in
Japan’s international diplomatic efforts and the nation’s contributions to UNESCO's global initiatives.
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Anne Boddington
Professor Anne Boddington is Executive Vice-President andProvost of IAFOR, and oversees the academic programs, researchand policies of the forum.
Anne Boddington is Professor Emerita of Design Innovation andhas held executive and senior leadership roles in Higher Education
including as Dean of Arts & Humanities at the University of
Brighton, Pro Vice- Chancellor for Research, Business & Innovation
at Kingston and Pro Vice- Chancellor for Research and Knowledge
Exchange at Middlesex University.
In 2022 she concluded chairing the Sub Panel (32) for Art & Design: History, Practice & Theory as partof the Research Excellence Framework (REF2021) and has extensive experience in the governanceand conduct of peer review, research evaluation and assessment in REF2014 (Sub Panel Deputy Chair
and Equality Diversity Advisory Panel [EDAP]) and RAE2008. A former member of AHRC’s Advisory
Board, she is the current Chair of the Advisory Board for the UKRI’s National Interdisciplinary Circular
Economy Research (NICER) programme (£30M), Deputy Chair and a Trustee of the Design Council,
the government’s strategic advisor for design, and a member of both the InnoHK Scientific Committee(Hong Kong) and the Hong Kong Council for Accreditation of Academic and Vocational Qualifications(HKCAAVQ).
Since the 1990’s Anne has worked across the UK and internationally with a wide range of quality
assurance, professional, statutory, and regulatory bodies in the UK, Europe, the Middle East, Hong
Kong, and India.
As an independent consultant she now works as a strategic advisor and mentor and is committed
to promoting equity, diversity, and inclusion in practice, developing effective governance, supporting
career development, reducing bureaucracy, and improving organisational design, integrity, andproductivity in the changing workplace.

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NotesLike us on Facebook at www.facebook.com/iaforjapan | PCE/PCAH2024 | IAFOR.ORG | 37

Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international and interdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international andinterdisciplinary research projects. The main focus is to encourage mutual international and intercultural understanding and cooperation in line with IAFOR’s mission of
encouraging interdisciplinary discussion, facilitating heightened intercultural awareness, promoting international exchange, and generating and sharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/

THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター

Saturday,
June 15
Parallel Sessions
All times are Central European Summer Time (UTC+2)
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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09:00-10:40 | Salle 103

Saturday Onsite Parallel Session 1
Educational Policy, Leadership, Management & Administration
Session Chair: Paul Corrigan
09:00-09:25
79147 | An Inclusive Approach to Teachers as Policymakers
Thirusellvan Vandeyar, University of Pretoria, South Africa
Saloshna Vandeyar, University of Pretoria, South Africa
The present study set out to determine how Q methodology may be used as an inclusive education policy development process. Utilising
Q-methodology as a strategy of inquiry this qualitative instrumental case study set out to explore how teachers, as a crucial but often
neglected human resource, may be included in developing policy. A social constructivist lens, and the theoretical moorings of Proudford’s
emancipatory approach to educational change anchored in teachers’ “writerly” interpretation of policy text was employed. Findings
suggest that Q-methodology is a unique mixed-method research approach that includes teachers’ voices in policy development. Second,that beliefs, attitudes, and professionalism of teachers to improve teaching and learning using ICT are integral to policy formulation. Third,
Q-methodology presents a unique opportunity for collaborative decision-making on policy issues that are in contention or consensus. The
study indicates that teachers have unique beliefs about what statements should constitute a school’s information and communication(ICT) policy. Teachers’ experiences are an extremely valuable resource in policy making and should not be ignored in the policy
formulation process.
09:25-09:50
79707 | Rethinking How Teachers Engage in Curriculum Change: Looking in Between the Lines of the Primary Language Curriculum
Caroline McGarry, South East Technological University (SETU), Ireland
The process of curriculum change and reform can be challenging and complex. It is an area which is often neglected both in educational
scholarship and contemporary debate, particularly within the Irish context. The development and dissemination of the Primary Language
Curriculum marks a critical and contemporary period of curriculum change in Ireland, which impacts greatly on the primary education
sector. This paper will outline research which was undertaken to gain an insight into the design, development and dissemination of thiscurriculum. This research was conducted as part of a PhD in Education through Mary Immaculate College. Through adopting a social
constructivist approach, this case study research examined the perceptions and experiences of primary school teachers during thedevelopment and dissemination of the Primary Language Curriculum. By conducting surveys, focus groups and interviews, this researchhighlights how teachers are involved in the process of curriculum change. This paper is relevant to external and internal stakeholdersof education and provides a range of recommendations relating to curriculum change. It is envisioned that this paper will raise thoughtprovoking questions about the roles and responsibilities of teachers during future periods of curriculum reform.
09:50-10:15
80349 | Pedagogy in Higher Education: An Exploration of Universities in India
Sandeep Kumar, University of Delhi, India
Pedagogy is an essential component of any educational institution ranging from pre-school to higher education. Pedagogy is being usedinterchangeably with teaching strategies, teaching methods and so on, however it has a comprehensive and complex nature all together.
Teachers teaching at higher education (except teacher education) in India do not get any education/training regarding pedagogicalpractices and focus is more on content delivery that does not cater the needs of the learners with reference to their personal and social
diversity. This creates immense scope to do research in this field of inquiry. In the given context, the present work is the outcome of a
project funded by Institute of Eminence, University of Delhi, India. The present research is organized in two phases. During the first phase,
existing scenarios and teachers’ perspectives on pedagogy in higher education are explored with the help of interviews. The collected
data is analyzed thematically where the prime objective was to locate the concerns, challenges, issues and possibilities with regard
to pedagogical practices in higher education. During the second phase of the project framework of pedagogy in higher education isdeveloped on the basis of experiences shared by university teachers, possibilities located after analysis of data and available discourse
on pedagogy. 25 Teachers (random sampling) from 5 government universities from North India were included in the research. The
developed framework got validated by the experts of the field and shared with the participants for member check process.
10:15-10:40
79558 | Discovering University Faculty Teaching Development Needs
Paul Corrigan, City University of Hong Kong, Hong Kong
University faculty seek to improve their pedagogy, believing it improves student learning. Teaching and learning centers can assist
in that task if they can discover the teaching development needs of the faculty. In Hong Kong, a study was conducted at a publiclyfunded university with the aim of discovering such needs by using a survey method. For four weeks, a survey was conducted among
Assistant Professors, Associate Professors, and Instructors. Of 605 faculty members invited to participate, 155 (~24.5%) completed
the Survey of Faculty Development Needs. It included both quantitative and qualitative sections. The quantitative section included 31
faculty development topics, mainly identified by a search of 10 teaching and learning center websites at universities in the United States.
Survey respondents were asked to rank their interest for each survey topic. The survey found that the three categories with the mostinterest among respondents included Artificial Intelligence in Teaching, Learning, and Assessment (90.2%); Acquiring and Using Student
Feedback (89.9%); and Critical Thinking (89.9%). The least interest included Your First Day in Class (57.3%), Classroom Policies (55.4%),
and Documenting your Teaching (53.6%). The qualitative section consisted of the question “Would you like to suggest another topic?” Ityielded 24 suggestions which mostly implied three categories: improvement of teaching performance; student feedback and grading; andfeatures of course development. The survey results suggested that faculty were concerned not just with improving teaching, but also withimproving their teaching evaluation by students. The presentation will analyze in detail the quantitative and qualitative survey results.

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10:55-12:10 | Salle 103

Saturday Onsite Parallel Session 2
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Monthon Kanokpermpoon
10:55-11:20
79569 | Promoting Adult Learners’ Speaking Skills Through the Flipped Classroom Approach
Shafiee Yakob, UBD-FPT Global Centre, Vietnam
This research study was set to investigate the ways in which Flipped Classroom can enhance speaking skills in adult learners. Prior to theintervention, the students faced challenges in actively engaging in classroom activities, resulting in minimal interaction in English among
the teacher, students and their peers. A group of 8 adult learners, ranging from ages 18 to 30, with diverse levels of English proficiency,
participated in the study. Using a flipped classroom approach, the participants engaged in watching videos and reading tasks, followedby virtual classroom sessions where group discussions, debates and roleplays related to the previous materials were facilitated. Aspart of the action research study, a pre-test and post-test were administered to assess the learning gains of students, coupled with aninterview to uncover their perception of Flipped Classroom. Based on the results, the flipped classroom approach has shown to enhance
participants’ speaking skills. Notably, considerable improvement was observed in the quality of the students’ answers, especially in thecontent, pronunciation accuracy and fluency. Therefore, this study highlights the potential of Flipped Classroom as a pedagogical strategy
for teaching speaking skills to adult learners.
11:20-11:45
81873 | Omani Student’s Awareness and Application of Reading Strategies in the IELTS-based Reading Exams
Kodhandaraman Chinnathambi, University of Technology and Applied Sciences, Oman
Latha Anandan, University of Technology and Applied Sciences-Ibra, Oman
Nancy Dalangbayan, University of Technology and Applied Sciences-Ibra, Oman
Students who know the exam format and the reading strategies of the IELTS or IELTS-based reading exams are at an advantage. They canquickly locate answers that are not explicitly stated in complex texts. Consequently, they get good scores, which help students secure aplace in higher education. According to the British Council report, Omani students score below Band 5 in IELTS reading exams. Similarly,
not many Omani students score high in the IELTS-based reading exams at the branches of the University of Technology and Applied
Sciences (UTAS), Oman. Hence, this study seeks to answer the research questions of whether Omani students studying at level four areaware of the reading exam format and apply general and task-based reading strategies in the IELTS-based reading exams. The study
adopted a quantitative research method, and data was collected from students (N=78) studying at level four in the preparatory studies
center of UTAS-Ibra. This study is significant because it has implications for students, teachers, and policy-makers. The study findings
confirm that students are aware of the exam format and apply general and task-based reading strategies in the IELTS-based reading
exams.
11:45-12:10
80521 | Investigating Metaphorical Perceptions of Thai EFL Students on Social MediaMonthon Kanokpermpoon, Thammasat University, Thailand
It is undeniable that social media has played an important role in today’s world of multimodal communication, ranging from everyday
contact to language learning. Some scholars advocate the multifaceted nature of social media into its ‘social’ and ‘media’ domains,
and this results in different conceptions of social media, especially in language education. Within this various nature of social media,
some people regard social media as a tool, while others see it as a “window”. Using the Conceptual Metaphor Theory, this study aims
to identify and analyse how Thai EFL students perceive social media through the use of metaphors and to explore these metaphors tounveil their cognitive and emotional perspectives towards social media. An online questionnaire was used to prompt approximately 100
Thai participants in Bangkok to identify what social media is like and to explain why they think so. The results of this study reveal somecommon metaphors of social media towards both ‘social’ and ‘media’ dimensions together with some other domains. The findings havesignificant implications for classroom practices in terms of the use of social media in language classroom as well as ways to implement
language learning based on the metaphorical perception of the participants towards social media.

Like us on Facebook at facebook.com/iaforjapan | PCAH/PCE2024 | IAFOR.ORG | 41

12:25-14:05 | Salle 103

Saturday Onsite Parallel Session 3
Educational Policy & Practice
Session Chair: Saloshna Vandeyar

12:25-12:50
79441 | A Comparative Analysis of Public Policies for Professional Education: Brazil and France
Angela Valéria de Amorim, Universidade Lusófona, Portugal
Patricia Carly de Farias Campos, Universidade Lusófona, Portuga
Karoline de Amorim Santos, Universidade Guararapes, Brazil
André Lucas Santos Silva, Universidade Maurício de Nassau, Brazil
The purpose of the article is to compare professional educational policies, the structuring of the system for professional training and therestructuring of the educational environment in Brazil and France. Macrosocial changes and globalized scientific-technologicalinnovations developed over the years in both countries strengthen education in an integrated way. To develop this scientific work, we
adopted a bibliographical, exploratory, qualitative research on scientific research websites. In the bibliographical research, French authors
were found such as: Bodé (1995), Bodé and Rico Gómes (2014), Brucy (2005), Brucy and Troger (2000), Grignon (1989), Lembré (2016),
Léon (1968), Tanguy (2000, 2013), Troger and Pelpel (1993). Regarding professional education in Brazil, the following authors were found:
Fonseca (1961), Ciavatta (2009), Cunha (2005a; 2005b; 2005c), Manfredi (2002) and Santos (2011). In addition to these, there are otherauthors who deal with the subject of training and school environment. The educational system in both countries has undergone changes
to meet the constant innovation of the job market, economic process and social inclusion. When comparing the two countries, it is clearthat France had a contribution to professional educational training in Brazil and also the existence of an educational duality between
theorists, that is, technical training exclusive to the needs of the job market; on the other, comprehensive training based on learning about
health, culture, dignity, family life, conditions for development in society and for work. Both countries seek improvements in public policies
aimed at professional education, among the forms of impact assessment.
12:50-13:15
79697 | Positing the Future of Physical Education: Analysis of Culture and id2 of PE to Recalibrate Expectations and Horizons
Matthew Grant, Valdosta State University, United States
The future of physical education (PE), its demise or triumph, has been predicted periodically over the last four decades based on
pedagogical practices and trends within the physical and educational cultures and the influence of technology, youth culture andgovernmental policy on PE. Currently, at least in the U.S., the future of PE in K-12 education seems perilous and in need of reform. The
purpose of this paper was to conduct a metanalysis of physical education and cultural literature in order to posit the probable and possible
future of PE based on history, culture and current trends. Inspired by the concepts of cultural capital (Bourdieu, 1984, 1986; Prieur, Savage,& Flemmen, 2023) and the id2 of PE (Kirk, 2010), the researcher conducted a metanalysis of the institutionalized, objectified and embodied
cultural states of educational stakeholders, i.e., academic, youth, physical, sport, and community/governmental cultures. Emergent cultural
themes were applied to current and past id2 of PE in order to predict the possible and probable futures of PE. After clarifying the conceptsof cultural capital and id2 of PE, this study synthesized various cultural consumptions of current academic, youth, physical, sport andcommunity/governmental cultures in the US and similar western countries and applied them to PE. Probable and possible futures were
narrated, which included, but not limited to, using technology within PE, outsourcing PE to private companies, revamping PE from thestakeholders’ cultural perspectives and remediating secondary PE to elective only status. Recommendations for future research provided.
13:15-13:40
81145 | Debunking the Myth: Can the University Develop Resilience in Graduates?
Kirti Menon, University of Johannesburg, South Africa
Gloria Castrillon, University of Johannesburg, South Africa
South African (SA) higher education policy is replete with the rhetoric of graduate attributes directly linked to socio-economictransformation. Since 1994, post-apartheid government pronouncements have assumed that policy can be translated by universities to
produce graduates with a (constantly shifting) set of 21st century attributes. Through the lens of social justice, we critically review SA
policy discourse and instruments to unravel the ramifications for universities. Using Barnett’s (2000, 2006) framework on 'supercomplexity'
in higher education, the paper considers what curricula can and cannot achieve. Graduate attribute (GA) discourse in SA is deconstructed
through a careful distillation of the literature on resilience. We use the GA resilience (which gained momentum in COVID-19) as an example
to counter the state’s instrumentalist view of higher education. A more nuanced, realistic approach to the purpose of the university thanthat expounded in state policy is needed. The paper explores SA contexts which retain apartheid-defined realities which taint and determine
the present, and an indeterminate future. Drawing on data, consideration is given to the personal and socio-economic contexts andhistories of students and the role of the university in a post-democratic SA. The universities’ face a Sisyphean challenge resulting from thestate’s imperatives to address the multiple ambiguities and competing demands facing SA in the context of fiscal constraints. We
demonstrate that state policy assumes that universities have ‘magic formulae’, expressed in curricula, which mimic factory production. Our
research unveils the flaws in government policy, which result in perversities and performativity in SA higher education.
13:40-14:05
80132 | The Influence of the COVID-19 Pandemic on Academics’ Practice
Saloshna Vandeyar, University of Pretoria, South Africa
Thirusilvan Vandeyar, University of Pretoria, South Africa
This bounded case study set out to explore how the COVID-19 pandemic has influenced the educational practice of academics, using thismoment as a new perspective to illuminate broader, enduring issues such as how will approaches to university education that have emerged in
response to the pandemic lead to lasting changes? What is the likely impact of these changes on the dominant forms of university educationthat we will see in the future? Care theory and Pedagogy of Compassion provided the theoretical moorings of this paper. The meta-theoreticalparadigm was social constructivism. The methodological paradigm was qualitative inquiry with a particular lens of looking for ‘goodness’ andportraying success and positivity. The research site was a large South African contact university. Participants comprised academics who taught
a module to more than 1500 students. Data collection comprised a 3-4 page reflexive essay that was submitted to an online central repository.
19 participants positively responded to this invitation, but only 15 responses were submitted. Data were analysed utilising the content analysis
method. Findings reveal a transition from panicgogy to the pedagogy of compassion. There appeared to be a shift to an interest in humansuffering and social justice. An ethic of care and pedagogy of compassion seemed to foreground the practice of many academics, which
moved education beyond the curriculum and educational strategies to cultivate social capital and equal life chances for all. These insights holdvaluable implications for changes in the dominant forms of university education in the future.

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14:20-16:00 | Salle 103

Saturday Onsite Parallel Session 4
Educational Policy, Leadership, Management & Administration
Session Chair: Yi Huang

14:20-14:45
82665 | A Latent Profile Analysis of School Leaders’ Artificial Intelligence Literacy and its Impacts on Self-Efficacy, Trust, and Anxiety
Junjun Chen, The Education University of Hong Kong, Hong Kong
Masoumeh Kouhsari, The Education University of Hong Kong, Hong Kong
Journeying through the intricate realm of artificial intelligence (AI) demands solid AI literacy, a vital requisite for school leaders who areshaping the future landscape of education. This study utilizes latent profile analysis to explore the diverse AI literacy profiles among
school leaders and its impact on their AI self-efficacy trust in AI, and AI anxiety. Participants were 555 school leaders from China. Fourdistinct profiles emerged from this study namely AI experts, AI proficient, AI practitioner, and AI novices, each exhibiting varying levels ofcompetencies across the various facets of AI literacy. The findings highlight that high AI literacy can foster greater self-efficacy trust in AI
and reduce AI anxiety. Furthermore, the study underscores the urgent need for targeted professional development programs to enhance
AI literacy among school leaders. These yield significant implications for scholars, school leaders, and educational policy developers
striving to encourage both effective and ethical applications of AI in pursuing digital transformation in education.
14:45-15:10
81922 | Uncovering Operational Inefficiencies: Action Research on Non-Value-Adding Activities Performed by Heads of Departments in an
Educational InstituteShazray Khan, Atlantic Technological University - Galway, Ireland
Aurora Dimache, Atlantic Technological University - Galway, IrelandDavid Gorman, Atlantic Technological University - Galway, Ireland
Carine Gachon, Atlantic Technological University - Galway, Ireland
Productivity and efficient resource management are crucial for the success of educational institutions. This paper presents findings froman action research study aimed at identifying non-value-adding activities conducted by Heads of Departments (HODs) as part of their daily
routine within an educational institute. A mixed-methods approach encompassing interviews, questionnaires, and focus group discussions
was used to collect data from HODs and administrative staff members in a 3rd level public sector educational institute in Ireland.
Employing a triangular research methodology, the study commenced with semi-structured interviews of HODs to gather foundational dataon their daily engagements. Subsequently, a tailored questionnaire was formulated to delve deeper into each activity highlighted by the
HODs. Further analysis was conducted through focused group discussion, a scoring model was used to rank activities based on theirperceived value-addition and time consumption. The research discovered various necessary non-value-added activities such as inefficient
document flow, unnecessary approvals, and the absence of standard operating procedures, consuming a significant portion of the HOD'stime. Iterative cycles of observation, reflection, and collaborative problem-solving were used to identify specific tasks and processes that
could be optimized to enhance overall performance. By shedding light on non-value-adding activities, this study provides actionable
recommendations for HODs and administration staff to drive positive change within the institution. Adopting an action researchmethodology not only identifies inefficiencies but also fosters a culture of continuous improvement and innovation among the HODs.
15:10-15:35
81033 | Creating the Conditions Necessary for Educational Leadership Capacity: A Study of the Relationship Between School Cultures andEffective Teacher Leadership
Keith McClearn, Dublin City University, IrelandHigh quality leadership is seen as a key factor in student achievement as school leadership affects student outcomes by creating theconditions that support teachers’ ability to create a quality teaching and learning environment (Harris et al., 2007). This study proposes to add
to the available knowledge about teacher leadership, specifically the relationship between building teacher leadership capacity and thestructure of the schools in which they work. The primary objective of this study will be to explore the concept of leadership capacity building
and the influence and impact growth in teachers’ leadership capacity can have on the school. This study will investigate the relationshipbetween certain types of school structures and the leadership development of staff in these schools. This research is highly relevant currently
due to the increased focus on school principals to develop leadership capacity as detailed in Irish educational policy (DES 2016, DES 2018 and
DES 2022), where leadership development is seen as fundamental to the success of schools. It is the intention of this study to delve into theexperiences of teachers across multiple schools to identify school structures that assist teacher leader effectiveness. If this can be achieved
schools could potentially increase the effectiveness of their teacher leaders, resulting in school leaders having the knowledge to growleadership within their school and provide teachers with opportunities to experience leadership in a range of different contexts.
15:35-16:00
79168 | Stackable Credentials for Teacher Advancement
Yi Huang, Coppin State University, United States
The Center for Inclusive Excellence (CIE) at Coppin State University aims to simultaneously improve the quality and value of education
while increasing access and success through credential innovations. The presentation will spotlight CIE’s new stackable credentials thatare uniquely engineered as model “career ladders” to improve teacher effectiveness, increase teacher retention, and accelerate teacher
leadership development in high-need rural and urban communities across Maryland, USA. The stackable credentials include fours PostBaccalaureate Certificates (PBC) and the Master of Education in Teacher Leadership. The innovative stackable options provide teacherswith both the short-term advantage of earning one or more PBCs and the longer-term option of earning an advanced master’s degree withsalary incentives and national prestige (Huang, 2022). Through strategic partnership and a large-scale award by the United States
Department of Education, the stackable credentials were inaugurated in Fall 2023 at no cost to all program participants. The CIE Executive
Director and Principal Investigator will provide background information on curriculum engineering, partnership development, innovative
instructional delivery, and competency-based assessment. Key foci of the presentation will be placed on pilot results. The inauguralcohort included 22 practicing teachers from four high-need school districts. The results reflected high-levels of course completion (95%)
and demonstrated competency mastery (95%) in Fall 2023, as well as high-degree of retention (90%) in Spring 2024. Promising practices
on program effectiveness, operational efficiency, and funding structures will be discussed. Implications on scalability and sustainability
will be explored to achieved the goals of increasing teacher effectiveness and retention in high-need communities.

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16:15-17:30 | Salle 103

Saturday Onsite Parallel Session 5
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Zuzeka Prudence Mkra

16:15-16:40
79247 | Relationship of Teacher-Student Interaction, Learning Commitment and Student Learning Comfort at Secondary Level
Saddam Hussain, Federal Government Public School Gujranwala Cantt, Pakistan
Zill-e-Huma Siddique, University of the Punjab, Pakistan
Sabir Hussain, Islamia University of Bahawalpur, Pakistan
Muhammad Shahzad Ahmad, University of the Punjab, Pakistan
For efficient teaching and learning, students and teachers place great importance on a calm and comfortable classroom environment.
The classroom's learning environment may increase teachers' and students' comfort and productivity. Furthermore, learning should be
comfortable since pain might deter pupils from being motivated to study. Therefore, the demands of instructors, students, and learning
activities to encourage learning commitment should be met in the classroom. The investigation was carried out in the secondary schoolsof Sheikhupura and Lahore districts. The survey comprised all public secondary school pupils in Lahore and Sheikhupura. The sample
was chosen using a multistage sampling method. First, 20 public secondary schools in the Lahore and Sheikhupura districts were chosenusing a stratified random sample approach. Then, using a cluster sampling technique, 400 respondents in class 10 were chosen from thesame public secondary schools. Finally, 18 observations were made using the "Teacher-Student Interaction Scale" to evaluate the teacherstudent interactions. To measure teacher-student interaction, learning commitment, and students' comfort with learning, data weregathered using the "Teacher-Student Interaction Inventory Scale," "Learning Commitment Inventory," and "Learning Comfort Inventory." The
Pearson correlation coefficient and independent-sample t-test were used to examine the data. The research revealed good trends in theamount of teacher-student engagement, student learning commitment, and comfort with learning. Additionally, there was a connection
between student-teacher relationships, adequacy of learning commitment, and comfort with learning. Additional research revealed asubstantial difference between the genders in the mean level of cordial interaction between students and teachers.
16:40-17:05
79961 | Enhancing Student Support in Honours Programs: Insights from the University of South Africa College of Human Sciences General
Honours Survey
Zuzeka Prudence Mkra, University of South Africa, South Africa
The key findings of the College of Human Sciences Honours Feedback Survey, report a comprehensive study conducted to understandthe experiences of 866 students across 20 departments. Focused on honours programs, the survey delves into various aspects, including
motivations of pursuing honours, access to resources, communication with lecturers, and challenges faced by students. Methodology
The survey, consisting of 21 questions, was distributed through Microsoft Forms to a diverse group of students. the responses werecollected, analysed, and synthesized to extract meaningful insights into the honours education landscape within the College of Human
Sciences. Findings A substantial portion of students indicated that they pursue honours degrees with the intention of furthering theireducation at the Master's level. The survey revealed positive feedback regarding satisfactory access to online resources and effective
communication with lecturers. However, challenges were identified, particularly in the realm of accessing hard copy resources and copingwith load shedding. Recommendations In response to the challenges highlighted by students, the report puts forward several strategies
to enhance overall student support. These include the implementation of timely feedback mechanisms, ensuring clarity in program
structure, providing information on financial support, and showcasing postgraduate opportunities. Conclusion This paper aims tocontribute valuable insights into the experiences of honours students within the College of Human Sciences. By understanding the
motivations, challenges, and preferences of students, educators and administrators can work collaboratively to create an enrichedlearning environment that supports the diverse needs of students pursuing honours degrees.
17:05-17:30
81687 | Prevalence, Responses, and Strategic Interventions of Child Pregnancies in South Africa
Obakeng Kagola, Nelson Mandela University, South Africa
Lindokuhle Ubisi, University of South Africa, South Africa
While the education system’s response to teenage pregnancy has been to ensure pregnant teenagers attend school before and afterchildbirth, the criminal justice system has set grounds for civil and criminal proceedings for fathers who impregnate girls under the age of
16. However, both the education and criminal justice systems remain silent about the occurrence and approaches towards childpregnancies (i.e., pregnancies which occur amongst children below the ages of 12 years-old).The paper first reports on the (1) prevalenceof child pregnancies in South Africa, the (2) prevailing discourses around child pregnancies, as well as (3) suggested recommendations
by intergovernmental agencies of how the education and criminal justice system can respond to this increasing trend. Data mining fromlocal and international literature and governmental organizations (e.g., Statistics South Africa, the World Health Organization, United
Nations, just to mention a few) were consulted to find out the estimation of child pregnancies globally and in South Africa. Four national
school and criminal-related policies were also examined for their responses, while findings were analyzed via Foucault’s pedagogizationof children’s sexuality theory. the findings reveal that child pregnancies remain a silent phenomenon due to the false notion that children
are incapable of childbearing, a myth which further exacerbates their risk of early pregnancy. Recommendations in policy implementation
are outlined to respond to the growing rates of child pregnancies.

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09:00-09:50 | Salle 201

Saturday Onsite Parallel Session 1
Teaching Experiences, Pedagogy, Practice & Praxis (Workshops)
09:00-09:50
79746 | Escape Rooms as a Pedagogy to Unlock the Languages of Mathematics and Coding
Marisel Torres-Crespo, Hood College, United States
Jennifer Cuddapah, Hood College, United States
Alex Ingram, Hood College, United States
The phrase "math is the universal language" emphasizes consistency of mathematical principles across cultures and languages. Similarly,
coding, (i.e., programming languages), shares similarities with the adage. While mathematics and coding are distinct areas of learning,they share commonalities in their universal applicability, emphasis on logical thinking, and independence from specific languages. Bothplay crucial roles in problem-solving, logic, and innovation. Using the similarities between coding and mathematics can help students
apply what they know and can do in one area to the other. To begin developing the languages of mathematics and coding, students needteachers who can create learning experiences in these areas. Teacher preparation programs must teach innovative pedagogies to unlock
the linkages between mathematics and coding. Gamification, and Escape Rooms specifically, are effective in motivating and engaging
students in learning mathematics (Fuentes-Cabrera, et al., 2020; Glavaš & Stašcik, 2017; Hanus & Fox, 2015). Escape Rooms are team–
based game spaces where students solve challenges within a time limit to ultimately “escape” (Queiruga-Dios, et al., 2020). Escaperooms can “include any curricular content, through challenges, puzzles and instructions” (Moura, & Santos, 2019), and excitingly, they canbe used as a means for teaching new content in secondary mathematics (Andrews, & Bagdasar, 2023). This workshop session offers afirsthand experience of Escape Rooms. Join us as two professors and a mathematics education teacher candidate guide you through aspecially designed mathematics and coding escape room. Afterwards, we will delve into the debriefing, exploring the rich connections
between language, logic, and puzzle-solving.
09:50-10:40
78173 | Keeping Students Engaged and Coming Back for More
Rosa Moreno Ortega, Jersey City Public Schools, United States
In this professional development, the participants will observe different educational strategies for maintaining motivation in students.
This is done through the use of various platforms, including but not limited to: VoiceThread, Padlet, Edpuzzle. Attendees will also learn todesign lessons based around individual student needs and motivations, through strategies such as social-emotional learning. In addition,
attendees will be able to see a live demonstration of said practices in Jersey City, NJ. The professional development itself encourages theparticipation of the audience, where the participant will experiment with different motivational strategies. This demonstration will thenlead to discussion about some theories behind student motivation and how to apply them to lessons. It is these theories that led to myselection as a teacher of the year both in 2015/2016 and this current year, 2021/2022.

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10:55-12:10 | Salle 201

Saturday Onsite Parallel Session 2

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Walter Barbieri
10:55-11:45
79900 | ChatGPT as a Crisis Management Ally: Enhancing Support for Pre-Service Teachers on Placement
Walter Barbieri, University of Adelaide, Australia
Ngoc Nguyen, University of Adelaide, Australia
This workshop presentation introduces an innovative approach to leverage ChatGPT as a crisis management tool for pre-service
teachers during school placements. The research focuses on providing real-time assistance in classroom management and enhancing
professional relationships with mentor teachers. To achieve this, pre-service teachers are guided to insert curated prompts into ChatGPT
during course learning activities. The AI-generated responses are discussed and contextualised before they are tested on placement.
The workshop will showcase this process, offering a step-by-step demonstration of how pre-service teachers can use ChatGPT for
immediate and targeted support. The study addresses the urgent need for timely assistance in managing classroom disruptions andunderstanding professional nuances. The significance of this research lies in addressing the lack of support for pre-service teachers
on placements caused by the inherent difficulty faced by mentor teachers in balancing between coaching and assessment duties. It
also highlights the benefits of mediating generational communication differences by integrating cutting-edge technology into teacher
education. By minimising the necessity for pre-service teachers to escalate issues to higher management, this research streamlines
crisis resolution and enhances the overall placement experience. The workshop aims to guide participants through the process, allowing
them to experience firsthand the benefits of ChatGPT in crisis management scenarios. Attendees will engage with suggested prompts,
experiencing the platform's effectiveness in providing instant support to pre-service teachers navigating uncharted territories during
placements.
11:45-12:10
82192 | Using Social Media as a Learning Tool in Higher Education: Social Media Taxonomy
Mehmet Demir, University of Birmingham, United Kingdom
The use of social media in the classroom has the potential to improve learning outcomes. This paper presents a framework for howsocial media can be used as a tool in the learning process according to educational objectives. The framework is intended to demonstrate
to researchers and educators how to activate social media platforms effectively as a learning tool; and how several platforms can be
employed across subjects. To support these areas and find an innovative and sustainable way to transform teaching and learning, asocial media taxonomy (Web 2.0) was developed based on Bloom’s taxonomy (Web 1.0). The purpose of the social media taxonomy is
to assist instructors in planning all the steps of learning, teaching, and assessing a course or topic, whilst considering the learning goals
reflected in national and local curriculum standards. A mixed method will be used in this study to identify the effectiveness of taxonomy
in classes. This project is designed to serve approximately 960 undergraduate students with 75 lecturers. To determine participants, theCollege of Social Science will be divided into three key areas education, business, and social policy, then each subgroup will be randomly
selected to become participants within each key area. Each school will be represented by 320 students and 25 lecturers voluntarily. The
data will be collected through surveys of undergraduate students participating in the lecturers' courses and interviews with lecturers. The
data will be analysed using statistical and content analysis. Results will be reported.

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12:25-14:05 | Salle 201

Saturday Onsite Parallel Session 3
Education & Difference (Workshops)

12:25-13:15
80758 | Recovery and Discovery: Equity Post-Pandemic
Maruth Figueroa, University of California, San Diego, United StatesDavid Ruiter, University of California, San Diego, United States
Student learning loss as the result of the pandemic is well-documented; however, students also found new ways of learning, especiallyin terms of skill development and resourcefulness, among others. Higher education institutions have also experienced other losses inrecent years, including losses in funding, access, and diversity, equity, and inclusion to name a few. For this workshop, we focus on how
much we as practitioners and institutions have also found and learned during this period. And then, how are we applying this learning tohelp chart new and sustainable pathways to equity? Pulitzer Prize-winning author Kathryn Schulz in her memoir Lost & Found, explainsthat finding takes two primary forms: a) recovery: re-finding what we lost (returning to status quo) and b) discovery: finding something
new (changing our world). Using examples from the University of California, before, during, and after the pandemic, we will workshop
program-based learning frameworks to help us reflect on and discover: what we lost, what we found, what we learned, and how to applythat learning towards equity and impact moving forward. Participants will: - Discover how utilizing an “& approach” allows for progress
towards student-centered equitable outcomes and the closing of equity gaps - Employ a lost & found learning framework to align teaching
and learning practices for impact and sustainability on their own campus
13:15-14:05
82168 | I Used to Be Bullied for Having a Disability: Here’s When It Stopped
Kerry Magro, Independent Scholar, United States
Bullying represents a significant concern, particularly affecting individuals with developmental disabilities. This workshop, led by aprofessional speaker with firsthand experience of bullying on the autism spectrum, aims to address this pervasive issue within ourcommunities and schools. The session will provide an intimate glimpse into the challenges faced by those with autism, emphasizing
the importance of self-expression and defense mechanisms against bullying. Participants will engage with compelling content andthe often unseen impacts on the learning environment and personal well-being of students. The workshop's core will revolve aroundstrategic actionable insights aimed at combating bullying. These include initiating crucial conversations, crafting comprehensive plans tofoster tolerance, enhancing awareness and acceptance, empowering through self-advocacy, understanding legal rights, and advocating
for change. A detailed exploration of seven key steps will guide attendees toward effecting positive change in their environments,
encouraging a collective stand against bullying. Further enriching the workshop, The presenter will share valuable resources, such as
PACER Center’s National Bullying Prevention Center and the National Center for Learning Disabilities, offering participants a toolkit forcontinued learning and advocacy. The session promises an interactive format, facilitating discussions and inquiries, thereby fosteringa collaborative and empowering learning experience. This presentation not only aims to educate but also to inspire action among
educators, students, and professionals, offering practical tips and insights to transform perspectives and behaviors surrounding bullying
and disability.

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09:00-10:40 | Salle 203

Saturday Onsite Parallel Session 1
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Mei-Ying Liao
09:00-09:25
79148 | Classical Music Research and Reading an Exploratory Study
Joshua Lee, University of Macau, Macau
In various studies, music has been found to enhance learning, motivation and affect. Music has been found to improve reading
comprehension of English learners (2011, Rashidi and Faham). Habib et al, (2016) developed a method of music to assist those withdyslexia with reading. This could also relate to the positive affect besides linguistic benefits (Schon et al, 2008). This study examined therelationship between classical music from Bach and English language learning in reading for Chinese students. Both groups did the same
reading tasks, however one group was the control group and for the experimental group, classical music was played using binaural beats.
A comparison was made on the performance by the ability to answer reading comprehension questions correctly as well as the level ofengagement as measured by attempts on the task from class observation as well as written notes by the students on the reading. Afterthe reading task, a survey was posted on the LMS for both groups and resulted in five responses with three of them blank and two partial
responses. None of those who participated in the surveyed indicated a preference to be interviewed. Due to the limited response, thepossible implications are exploratory on the usage of background music for L2 reading at the tertiary level for students 18 and older.
09:25-09:50
80520 | Exploring Multiculturalism Through Vocal Teaching in the Context of Digital Society
Yaping Chen, Jiangxi University of Finance and Economics, China
In the era of new scientific and technological revolution, Digital technology has far-reaching impact on the political, economic and culturaldevelopment of various countries. The article explores how music from different cultures brings people together in the context of digitalsociety, It can show us clearly the research significance. The researchers examined the research questions through a self-reporting
survey. Date was collected in 2023 from students in China (n=25), who completed a 25-item questionnaire. The purpose of this study isthree -fold:(1)During this research, we show that vocal music teaching has advantages. In particular, teachers work to instill student pridein their cultural heritage through digital technology in the classroom, help expand cultural music education, and showcase their culture,music, and languages. (2) In the classroom, emphasis is placed on integrating people, technology, and culture, emphasizing digitaltechnology features such as humanization and interactivity, as well as subjective features such as virtualization. (3) By designing digitalempowerment, we can break through the limitations of time and space, and human-machine interaction, and achieve the integration of
convenience, equality, and wisdom, ultimately achieving the function of cultural education. Results indicated that how culture of the digitalsociety bears the important mission of inheriting national spirit, and the development of the digital society has promoted the more
frequent dissemination of culture. Therefore, the important role of digital technology in the construction of cultural education should be
utilized to lay the spiritual pillar of a community with a shared future for mankind.
09:50-10:15
81166 | Rhythm to Resilience: How Percussion Empowers Diverse Learners in the General Classroom
Caitlin Meyer, DePaul University, United States
Rocío Mora, New York University, United States
In today's diverse classrooms, educators seek innovative strategies to support all learners, particularly those who struggle with traditional
approaches. This presentation explores the transformative power of percussion as a tool for building resilience and coping skills indiverse learners within the general education setting. Drawing on research and practical experience, the presentation will demonstrate
how implementing percussion into the curriculum can benefit students of all abilities, backgrounds, and learning styles. By engaging withrhythm and music, students gain opportunities to express emotions healthily by providing a safe outlet for releasing stress, anxiety, andfrustration, fostering emotional regulation and self-awareness. Furthermore, implementing percussion into the general classroom helps
students develop key social-emotional skills, where collaborative drumming activities promote teamwork, communication, and empathy,building a more inclusive and supportive classroom environment. This presentation will offer educators practical tips and resources for
integrating percussion into various subject areas, showcasing engaging activities and lesson plans that cater to diverse needs andabilities. Participants will leave with a renewed understanding of the power of music to empower diverse learners and foster a more
resilient and inclusive classroom community.
10:15-10:40
80911 | The Impact of On-site Vocal Concerts in Preschool on Music Inspiration and Learning Among Preschoolers
Mei-Ying Liao, Chaoyuan University of Technology, Taiwan
Po-Ya Huang, Sunny Garden Preschool in Hsinchu County, Taiwan
This study aimed to explore the impact of hosting a vocal music concert on aesthetic inspiration and learning in a preschool environment.
Employing a case study approach, the research focused on a private preschool in Northern Taiwan that organized a concert featuring two
vocalists. In addition to the concert, teachers also extended the content of the concert into the curriculum. The event involved
approximately 150 preschoolers from 5 classes, along with 16 teachers and staff. Data collection methods included observation,interviews, and document analysis. The findings revealed that both teachers and children greatly enjoyed the concert, showing high levelsof engagement when the program was well-designed and executed. Teachers noted that post-concert discussions with children indicatedtheir ability to recall people, events, and elements from the performance, articulating their impressions of the most memorable segments.
The concert effectively met the goals of the aesthetic domain, particularly in fostering response and appreciation, and sparked
preschoolers' interest in music. Many teachers observed an increased desire for performance among preschoolers following the concert,with children imitating the performers and their expressions. Notably, one class integrated this experience into the curriculum, organizing
a high-quality concert in the music learning center. Parents also reported that preschoolers enthusiastically shared their concert
experiences at home. In conclusion, despite being a one-time event, the positive responses from preschoolers towards the music
performance suggest a significant impact. These experiences were integrated into the curriculum, allowing teachers to deepen related
topics and foster autonomous learning habits in designated learning centers.

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10:55-12:10 | Salle 203

Saturday Onsite Parallel Session 2
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Rachmie Sari Baso

10:55-11:20
80053 | Strategies for Cultivating an Entrepreneurial Spirit to Equip Students with Life Skills: A Literature Review
Heny Kusdiyanti, Malang State University, Indonesia
The development of policies in education and the implementation of practices to foster an appropriate entrepreneurial spirit are verymuch needed to equip students with life skills and also to support students' entrepreneurial competencies. The aim of this research is to
examine various strategies and approaches that have been researched and implemented to develop an entrepreneurial spirit among
students, the importance of developing an entrepreneurial spirit among students, including its impact on their preparation to enter theworld of work and society. This research uses a literature review method to develop a comprehensive understanding of the factors that
influence the growth of students' entrepreneurial spirit. Through a literature review, this research identifies several key aspects that can
improve students' entrepreneurial spirit. First, entrepreneurship education at the tertiary level has a crucial role in providing theoretical andpractical understanding of the business world. Second, mentorship and guidance from experienced business practitioners can help
students develop the necessary skills and knowledge. These three literature reviews highlight the importance of practical experiencethrough internships, business development projects, or extracurricular activities related to entrepreneurship. By engaging students in realworld experiences, they can hone their interpersonal, leadership, and innovation skills. The results of this literature review explore the roleof educational institutions, curriculum, mentorship, and a supportive learning environment in instilling an entrepreneurial spirit.
11:20-11:45
81824 | Extra Curricular Activities: Exploring Ways to Develop Soft Skills
Tsogzolmaa Nyamaa, Mongolian National University of Education, Mongolia
The purpose of this research is to identify the problems that emerged during the process of developing soft skills to prepare well-qualified
future teachers and analyze the outcome of the program. This study included 400 students. Students had to develop soft skills such as
discussing the soft skills and develop by participating in extra-curricular activities. We conducted the following 3 studies: (1) Study of
personality development; (2) Study of the student's inherent/innate skills; (3) Study of student needs and interests. According to thisstudy, 200 students are participating in 8 additional programs and 200 students who do not participate in additional programs weresurveyed, and the results of the study showed that extracurricular activities are more effective and their soft skills development reached
to 88%. ECA-characteristics are more flexible, which is the main essence of human development, which is PARTICIPATED IN PERSON,
based on your interests and needs to fulfill your dreams, discover your talents, experience, create, learn and find reasons, and gain
confidence. was the biggest development opportunity. In other words, it was observed that the motivation based on the students’interests are changing from one stage to the next. This is consistent with Abraham Maslow's "Scottish Dominance Model of Human
Motivation". For example: Self-development, Self-reliance and self-reliance, Identify and find your interests, Know, discover and discover
your limited/undeveloped skills, Cooperate with others, learn from others, communicate.
11:45-12:10
79571 | Application of the HOTS at Higher Education in East Kalimantan, Indonesia to Prepare Graduates to Face 21st Century Skills
Rachmie Sari Baso, Akademi Bahasa Asing Balikpapan, Indonesia
Muhammad Adenuddin Alwy, Akademi Bahasa Asing Balikpapan, Indonesia
This research aims to analyse how High Order Thinking Skills (HOTS) can influence graduates’ competencies to be ready in theworkplace. Company or workplace requirements are sometimes not in line with the preparation of higher education in East Kalimantan,
Indonesia to prepare graduates who enter 21st century work competencies. This refers to the phenomenon that many graduates lackcritical thinking, creativity, analysing and problem-solving that support them in the workplace. Higher education must be designed bythose skills both soft skills and hard skills, therefore, graduates can meet their future competency needs, by using knowledge, innovatively
and responsibly to avoid unemployment. All those soft skills refer to Higher Order Thinking Skills which must be as accordance withIndonesian Ministry of Research and Education regulations. However, not all higher education institutions in Indonesia, especially in East
Kalimantan implement the learning process with all the above requirements, especially HOTS method, such as project-based learning,
discovery learning and inquiry learning. that apply in curriculum. Therefore, by applying High Order Thinking Skills can encourage students
in tertiary education in East Kalimantan, Indonesia to be independent learners who have critical thinking, creativity and innovative. As aresult, graduates who master 21st century skills have critical, creative, and innovative thinking skills that enable them to be competent in
the global world of work.

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12:25-14:05 | Salle 203

Saturday Onsite Parallel Session 3
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Chika Nweke

12:25-12:50
79037 | Using Digital Flashcards in Teaching YL’s Writing Skills: Practical Sources in Teaching EFL-YL Using IT
Rihatmi Rihatmi, Universitas Negeri Yogyakarta, Indonesia
Sugirin Sugirin, Universitas Negeri Yogyakarta, Indonesia
This research explored the use of digital flashcards as a novel teaching tool in English as a Foreign Language (EFL) classes, specificallytargeting Young Learners (YLs) to help them improve their writing skills. Traditional approaches to teaching writing often struggle to engage
younger students effectively. Digital flashcards, with their interactive and visually appealing features, offer a promising solution. The study
involved a second-grade English teacher and her students at a state elementary school in Pacitan, East Java. The topic of the learning materials
was expressing favorite fruits in writing term. Using a qualitative design, the study aimed to describe the implementation of using digital
flashcards in writing classes to give meaningful and effective learning experiences for YLs. Objectives included identifying teachers' challenges
and best practices for integrating digital flashcards into the EFL writing class. Additionally, this study provides practical sources on how teacher
designed a digital flashcard. The research findings indicate that teachers face challenges like technical competence, limited technology
access, curriculum alignment, time constraints, adapting to diverse learning styles, professional development needs, engagement maintenance,
assessment, and infrastructure limitations. The study divides teacher activities into preparation (designing digital flashcards) and practice(implementing English writing teaching with flashcards), involving introduction, core activities, and closing activities. This research seeks tocontribute insights that can explain the integration of IT and EFL instruction for Young Learners in the ever-evolving educational setting.
12:50-13:15
81783 | Integration of Generative AI in Reflective Learning: A Case Study in Hong Kong’s Diverse Tertiary Educational LandscapeErwin Huang, Hong Kong University of Science and Technology, Hong Kong
Aki Leung, Hong Kong University of Science and Technology, Hong Kong
Jac Leung, Hong Kong University of Science and Technology, Hong Kong
This paper explores the intersection of generative artificial intelligence (GenAI), reflection and experiential learning, highlighting
GenAI’s pivotal role in fostering deeper cognitive processes and the attainment of complex knowledge structures. In recognition of
the multifaceted dimensions of reflection, this study examines GenAI’s role in promoting different focuses of reflection including
technical reflection on efficiency of attaining goals; practical reflection on challenging assumptions and establishing identities;
and critical reflection on reflecting within a broader consideration of socio-historical and political-cultural context. GenAI is widely
praised for its ability to serve as agent to writing and agent to knowledge. This study explores GenAI’s potential as agent to reflection,offering a perspective transformation devoid of judgement and social bias. To closely investigate these dynamics, a diverse cohort ofundergraduate students from four local universities in Hong Kong will participate in this study over the next 3 years. These students areof diverse background in science, social science, engineering, business, and health profession (radiography). The reflective exercises
will be embedded in the course context of entrepreneurship education, social innovation, and health professional training. Conducting
research of GenAI in education within Hong Kong, given the city’s unique position as a dynamic metropolitan city serving as a global hubof technology and having a diverse educational landscape where eastern and western educational philosophies and practices meet, will
provide insights of GenAI in education potentially applicable tin various contexts.
13:15-13:40
79483 | Logistics of Hybrid Course Signal Processing Containing MATLAB-Based Laboratory
Samuel Kosolapov, Braude Academic College of Engineering, Israel
Course signal processing algorithms is an important part of electronic engineering education. An important part of this course is alaboratory during which students are expected to practically implement and compare algorithms explained during frontal lectures andexercises. The traditional option is to provide the laboratory in a dedicated room on campus. However, physical presence on campus
has been problematic in recent years. Hence, special logistics were designed to evaluate the feasibility of the hybrid option. In theframes of this logistics, lectures are provided by ZOOM. Laboratory assignments are to be executed by MATLAB. The simplest option
to test algorithms is to use synthetic signals - signals prepared by using some code or signals contained in some external files. In orderto provide a real challenge to the students, they were asked to create real-life audio signals by using internal microphones of student’s
laptops. The internal speaker or external earphones of the student’s laptop can be used to compare original and processed signals in theaudio range. In this way, students can do the assignments by writing MATLAB code and by using the hardware at their homes (individuallyor in groups of two or even three students) during ZOOM sessions. Additionally, students were asked to present two small projects inthe class physically. This approach enabled to minimize the need for the physical presence of the students in the class while providing
adequate individual grading for every student in the group.
13:40-14:05
81742 | Teaching Scientific Writing in the Era of ChatGPT
Chika Nweke, University College London, United Kingdom
Fiona Truscott, University College London, United Kingdom
Generative AI tools such as ChatGPT have very quickly become widely accessible as well as embedded into a wide range of existing
software. The early iterations of these technologies so far have produced impressive outcomes in terms of their ability to produce genericwriting, leading to the question - will the teaching of writing skills become obsolete? A number of studies show that there niche areas
within engineering that GenAI tools have not garnered enough specificity in information to produce written reports that are technicallyaccurate enough for students to pass off as their own work. In spite of this, research shows the growing trend of students using GenAI tools to complete their assignments without understanding the shortcomings of the technology when applied to their engineering
discipline, particularly problematic with first-year engineering students. The Integrated Engineering Programme (IEP) was introduced to
University College London in 2013/14 as a means of embedding transversal skills-based education into the curriculum. This presentation
aims to outline the steps taken on the IEP to maintain the standards of writing competence and how Gen-AI tools have shaped how weteach scientific writing and best practice when embedding their use into the curriculum.

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14:20-16:00 | Salle 203

Saturday Onsite Parallel Session 4
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Camille Brandt

14:20-14:45
81947 | Special Pedagogy for an Inclusive University: The Experience of Inclusion 3.0 Project
Tommaso Santilli, University of Macerata, Italy
Catia Giaconi, University of Macerata, Italy
Noemi Del Bianco, University of Macerata, Italy
Ilaria D'Angelo, University of Macerata, Italy
The framework of inclusive education aims at ensuring equal learning opportunities for all students, embracing their diversity and enhancing
individual talents through a context-oriented approach that can foster students’ active participation. As the number of students with disabilities and
SpLDs enrolled in higher education courses has seen a significant increase over the past years (Mengoni et al., 2021), a renewed sensitivity toaccessibility and inclusion within Universities has emerged across communities. Such a perspective follows the trajectories traced by the UN
Convention on the Rights of Persons with Disabilities (2006) as well as the UN 2030 Agenda for Sustainable Development, both aiming at ensuring
equitable and inclusive education. In response to the challenges of creating inclusive learning environments, the University of Macerata has
designed and implemented the “Inclusion 3.0” Project (Del Bianco et al., 2021; Del Bianco et al., 2020; Giaconi & Del Bianco, 2018) as acomprehensive Program to enhance inclusion pathways within the University contexts. Between innovation and social value, this contribution
presents the “Inclusion 3.0” Project’s framework, main objectives and strategic actions. Specifically, the Project included the implementation of codesign inclusive experiences, the promotion of self-advocacy skills, the organization of awareness-raising events and the provision of accessible
learning tools for university students with disabilities and SpLDs (Giaconi et al., 2018). In this sense, the Project represents an ongoing experienceto foster accessibility and inclusion within the University of Macerata, reinterpreting the place of University as a relevant and valuable life context.
14:45-15:10
81518 | Play-Based Early Education and Teachers’ Professional Development: Impact on Vulnerable Children
Chirine Dannaoui, University of Balamand, Lebanon
Maya Antoun, University of Balamand, Lebanon
This paper explores the intricate dynamics of play-based early childhood education (ECE) and the impact of professional development onteachers implementing play-based pedagogy, particularly in the context of vulnerable Syrian refugee children in Lebanon. By utilizing
qualitative methodologies, including classroom observations and in-depth interviews with five early childhood educators and a field manager,
this study delves into the challenges and transformations experienced by teachers in adopting play-based learning strategies. The research
unveils the critical role of continuous and context-specific professional development in empowering teachers to implement play-based
pedagogies effectively. When appropriately supported, it emphasizes how such educational approaches significantly enhance children's
cognitive, social, and emotional development in crisis-affected environments. Key findings indicate that despite diverse educational
backgrounds, teachers show considerable growth in their pedagogical skills through targeted professional development. This growth is vitalfor fostering a learning environment where vulnerable children can thrive, particularly in humanitarian settings. The paper also addresses
educators' challenges, including adapting to play-based methodologies, resource limitations, and balancing curricular requirements with theneed for holistic child development. The study highlights significant implications for policymakers, educators, schools, and not-for-profit
organizations engaged in early childhood education in humanitarian contexts, stressing the importance of investing in teacher capacity andcurriculum reform to enhance the quality of education for children in general and vulnerable ones in particular.
15:10-15:35
80837 | Defying Odds: Advancing Equitable Literacy Education in Underserved Schools
Earlisha Whitfield, University of Central Florida, United States
Literacy interventions are crucial in addressing educational disparities and providing equitable opportunities for students. However,
implementing small-group interventions can be challenging for teachers in high-needs schools, leading to frustration and overwhelm. To
address this issue, a case study was conducted in a K-8 charter school located in the Southern United States. The school has a highpercentage of students with disabilities, minorities, and from low-income families. This qualitative study examines how effective teachers
utilized targeted interventions to improve outcomes for students with reading difficulties. The research questions guiding this study delve into
the experiences, perspectives, and practices of effective teachers by exploring strategies they employ when implementing literacy
interventions for Tier 2 students and how they create a supportive and inclusive learning environment. Specifically, what are the educational
experiences, practices, and perspectives of teachers toward implementing RTI Tier 2 interventions? The study employs the theoreticalframework of Reflective Learning Theory to explore the research questions. The works of John Dewey, Donald Schon, and Graham Gibbs
inspire this framework. The data collected in the study uses interviews, observations, and document analysis. The participants in the study
were general education elementary school teachers who had effectively implemented RTI. By collecting data in a natural classroom
environment, the study aims to gain detailed insight into their experiences. The study's findings offer valuable insights for educators andadministrators who seek to improve literacy development through effective interventions and reflective practices.
15:35-16:00
81367 | Inclusive Early Education for Children with Autism
Camille Brandt, Bemidji State University, United States
Early education and intervention for children impacted by autism has been identified as having a powerful and positive long-term impact on
the overall development of a child on the autism spectrum. Many early childhood education models offered through local education agencies
reflect part-time or partial week options. Parents with children on the spectrum who work outside of the home (or at home post-pandemic) arein need of high-quality inclusive settings for education and care. One early childhood education approach, the Montessori Constructivist
Method, has been found to meet the needs of children with varied levels of autism through the multi-age, hands-on, individualized strategies
incorporated into Children’s House classrooms. Data was collected through observation, interviews, and work samples for children on the
spectrum enrolled in a midwestern Montessori preschool operating 8 hours per day 5 days per week over the course of 10 years. Results
reflect consistent and measurable growth in the following areas: social skills, language, play skills, academic skills, independence, life skills.
Children enrolled in the Montessori preschool highlighted in this work impacted by autism consistently showed growth across developmental
domains. The data collected over the course of each academic year informs the practice of inclusivity, impacts professional development
choices for staff, and contributes to the discussion on best practices for early education and inclusion for students with autism.

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16:15-17:30 | Salle 203

Saturday Onsite Parallel Session 5
Language Development & Literacy
Session Chair: Leah McKeeman

16:15-16:40
79747 | The Fairy Tale in the Grade 9 EFAL Classroom
Cornelia Smith, Tshwane University of Technology, South Africa Vukosi Maluleke, Tshwane University of Technology, South Africa
This study explored the teachers’ perspectives on fairytales as part of engaging with folklore in English as prescribed literature in theGrade 9 English First Additional (EFAL) language classroom in selected schools in Gauteng. There are many attributes linked to theincorporation of fairytales in the classroom such as expanding vocabulary and learning how to utilise words and phrases. There are
however several challenges with the use of these tales in class. We therefore conducted a qualitative study using interviews to determine
the attitudes of teachers regarding the use of fairytales. Purposeful sampling was used to extract information from 15 teachers fromthree secondary schools in Soshanguve, Gauteng. Focus group interviews were conducted to cast light on the phenomenon. The study
found that attitudes towards English as well as reluctance to engage in humorous role play were causes of the negative perceptions
towards learning via fairytales. The history of indigenous languages and Apartheid still had an influence on learners’ willingness to learn
using English fairytales. It was also found that some learners enjoyed fairytales and that these stories can indeed impact language
learning positively even in the senior phase, but that new strategies such as transplanting the fairytale and using African names when
dealing with them could assist in making the stories more relatable and relevant to unique cultural surroundings.
16:40-17:05
82041 | The Effect of Using Modern Short Plays to Improve Communication Skills and Cultural Awareness for Language Learners
Sara Hascal, Brandeis University, United States
Short plays offer a unique opportunity to integrate drama activities into second language teaching, aligning with the communicative
approach. These methods encourage learners to actively engage with the language, promoting functional use and interaction. Drama
allows teachers to present the target language actively and communicatively, providing learners with opportunities to perform multi-tasks
through social interaction, fostering creativity and communication skills. This study examined the impact of using authentic short plays
on communication competence and cultural awareness among language learners. The research employed a mixed-methods approach,combining quantitative data from pre- and post-intervention assessments of communication skills and cultural knowledge with qualitative
data from participant observations and interviews. The intervention involved incorporating modern short plays into the language
curriculum over 2 semesters. Learners engaged in reading, analyzing, and performing scenes from curated plays, facilitated by the
instructor. Activities included character analysis, role-playing, improvisation, and discussions on cultural themes. Results indicatedsignificant improvements in learners' communication skills, including fluency, pronunciation, and use of idiomatic expressions.
Additionally, learners demonstrated enhanced cultural awareness, evidenced by their ability to interpret and discuss cultural nuancespresent in the plays. The methodological implications highlight the value of incorporating drama and authentic literary texts into language
curricula. Short plays offer a rich context for developing both linguistic and intercultural competence. Furthermore, the interactive andcollaborative nature of drama activities promotes a supportive learning environment, reducing affective filters and promoting risk-taking.
17:05-17:30
79573 | Read Like an Expert: Preservice Teachers Use of Place-Based Literacy to Ground Students Disciplinary Learning Experiences
Leah McKeeman, Kansas State University, United States
Effective learning, literacy and knowledge are framed within contextualized, real-world, place-based situations, not just within silos ofexpertise. Waite (2013) posits that “knowing” a place means being sensitive to, and aware of its nuances, similarities, differences, andcomplexity from one location/situation to another. There are four components of place-based education (PBE), learning in the place,learning of or about the place, learning from the place, and learning for the sake of the place (Granit-Dgani,2021). Literacy is fundamental
to everyday life, in everyday situations. Place-based literacy combines innovative pedagogy of PBE with the dynamics of disciplinary
literacy offering relevant, meaningful, and student-centered learning opportunities. As part of their professional pedagogical coursework,
preservice teachers discover the value of PBE while developing content area literacy strategies to support disciplinary literacy skills.
Professionals approach reading and literacy tasks uniquely based upon what they do and where they are. Preservice teachers arechallenged to take on the perspective of one who is a professional within their chosen content area and observe through that lens.
Analyze the purpose, products, and perspectives of that place and those who interact in it. Examine how experts within that content read,
write, listen, view, and speak. Grounded in that perspective preservice teachers construct learning experiences for students that focus onliteracy, language, and content development that are requisite in the chosen place, for the chosen professionals.

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09:00-10:40 | Salle 232

Saturday Onsite Parallel Session 1
Education & Difference
Session Chair: Leyre Gambra

09:00-09:25
78099 | Overview of Brazilian and Portuguese Inclusive Education: Regulation and Framework for Students with High Abilities in the Basic
Education System
Ana Paula Assoni, Universidade de Coimbra, PortugalMarcelino Arménio Pereira, Universidade de Coimbra, Portugal
The giftedness students remain invisible in the school context, without the stimulus condition for creativity and learning through teachingpractices. The following analysis examines the legislation surrounding inclusive education for students with high abilities in Brazil andPortugal over the last 10 years. The documentary analysis was based on inclusive support for the gifted in regular primary school classes.
This study focuses on the impact of regulations on the daily routines of schools in both countries. Despite efforts to promote inclusive
education, both Brazil and Portugal face challenges with recognizing and supporting gifted students within the school system. Teachercentered educational policies persist, and adequate training for teachers is one of the key obstacles to inclusion. The research showed thecountries maintain generalist educational policies centered on the teacher, who is responsible for adapting the curriculum, but without theappropriate knowledge to develop activities that are effective for learning according to the specificities of the students. This study emphasizes
the importance of addressing myths and beliefs surrounding high-ability students and highlights the role of teachers in facilitating effective
educational activities for gifted students.
09:25-09:50
80055 | A Qualitative Study on Ambiguous Loss Experiences of Mothers of Slow Learners
Seungmin Han, Yonsei University, South Korea
Soon-Yong Pak, Yonsei University, South Korea
This study aims to uncover the voices of mothers of upper elementary school-aged slow learners by weaving their ambiguous loss experiences. To
accomplish this, three in-depth interviews were conducted with four mothers of slow learners. From a very young age, their children were subtly different
from typically developing children. They sought a diagnosis from a doctor to alleviate their anxiety, but the process and result were also ambiguous. The
mothers sought relief from their 'frozen grief' by labeling their children as 'slow learners.' Unfortunately, the lack of support and the reality of notbelonging anywhere led them to experience feelings of guilt, confusion, and depression. Subsequently, the mothers coped and adapted to theambiguous loss, which was a struggle to move forward with the "yoke." They coped and adapted to ADHD medication, school, and society. Throughout
this process, their most prominent quality was resilience, which culminated in a self-sustaining learning community called 'symbiosis.' The significanceof this study is that it defined slow learners as 'a category that includes borderline intellectual functioning (IQ 71-84), showing lower intellectual andadaptive functioning, social skills, and learning abilities than typically developing individuals, resulting in difficulties in understanding, reasoning, andapplying information comprehensively,' applied ambiguous loss theory to the ambiguous pain experienced by the participants, and was a qualitative
study that lived with the participants for more than a year. Based on these findings, recommendations for further study and the society are made.
09:50-10:15
81883 | Facilitators to Overcome Barriers in a Leisure Tennis Program for Athletes with Intellectual Disabilities
Apolinar Varela, University of Navarra, Spain
Raúl Fraguela-Vale, University of A Coruña, Spain
Araceli Arellano, University of Navarra, Spain
Leyre Gambra, University of Navarra, Spain
Nerea Crespo-Eguilaz, Clinic University of Navarra, Spain
Celeste Luz Reyes, University of Navarra, Spain
This paper focuses on the barriers that athletes with intellectual disabilities have to face in the leisure tennis program Más Que Tenis. In mostleisure sports programs several factors have been identified as barriers. It is the case of variables such as: money, transport, facilities, time,
program activities and services or self-esteem. The aim of this study is to explore the barriers that exist in the Más Que Tenis program for theathletes with intellectual disability and how the community involved in this program manage it. Through a qualitative approach, semi-structured
interviews were conducted with 21 athletes with intellectual disability, 19 parents and 19 workers from 10 entities across 8 spanish communities.
Three interview protocols were established and structured into themes including general topics (years of experience, days of practice, motivation,etc), social, physical and psychological well-being, barriers-facilitators and needs. Thematic analysis of the interviews was carried out with thesupport of MAXQDA 2022 software. Analysis showed that most relevant findings about barriers are classified in two principal categories: personaland social barriers (social demands and cognitive demands of activity) and logistics aspects (weather conditions, facilities, days for practice). Dataalso shows a strong community that supports the athletes with different facilitators like transport, money, specialised staff, sponsors, nearby
facilities, among others. The main conclusion of this study is that a solid support network (sponsors, families, occupational centres or specialised
associations) helps to avoid common barriers. This situation promotes better conditions for sports practice in athletes with intellectual disabilities.
10:15-10:40
81986 | Study of Motor Skills in Athletes with Intellectual Disabilities Using the Movement Assessment Battery for Children-2 (MABC-2)
Leyre Gambra, University of Navarra, Spain
Apolinar Varela, University of Navarra, Spain
Nerea Crespo-Eguílaz, Clinica Universidad de Navarra, Spain
Araceli Arellano, University of Navarra, Spain
Raul Fraguela-Vale, University of Coruña, Spain
Celeste Reyes, University of Navarra, Spain
The aim of this study is to describe motor skills of a group of athletes from a program of the Rafa Nadal Foundation. Sample: 76 participants(68% males) with intellectual disabilities (ID), aged 12 to 54 years (mean 33.7). Intellectual capacity was assessed using the Kaufman Brief
Intelligence Test, and motor competence using an adaptation of the Movement Assessment Battery for Children-2 (MABC-2) (Henderson et al.,2012); normative scores corresponding to mental age were used for the interpretation of the latter. The mean-verbal IQ (x=57.51; sd=18.34) andnon-verbal IQ (x=61.19; sd=15.03) correspond to the mild ID level; although 48% falls into the moderate level. In the MABC-2, T scores were used.
As a group, they obtained a medium-low performance in Aim and Catch (AC: x=43.53; sd=16.17) and low performance in Manual Dexterity (MD:x=25.56; sd=7.54) and Balance (B: x=28.17; s=10.39); with the MD dimension significantly lower (ANOVA, p<.01). They stand out for their deficientperformance compared to the rest of the subtests: "inserting pegs" (ANOVA, p<.05) and "balancing on a support" (ANOVA, p<.01), in therespective MD and B dimensions. These results do not differ by sex and age, but they differ by the degree of disability; with better performance inthe group with mild ID. Motor dexterity and balance are deficient. The contribution of specific norms for this population is considered necessary.

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10:55-12:10 | Salle 232

Saturday Onsite Parallel Session 2
Higher Education
Session Chair: Ann Diker

10:55-11:20
80279 | Wage Premiums for Workers with Graduate Degrees: A Comparative Study of Nine Asian Countries
Mamiko Takeuchi, Aichi Gakuin University, Japan
This paper utilizes individual worker data from nine Asian countries (Japan, China, Korea, India, Malaysia, Thailand, the Philippines,
Vietnam, and Indonesia), gathered by the Japanese think tank Person Research Institute in 2019 and 2022. The study compares andexamines the wage premium for workers with graduate degrees. The wage premium is defined as the additional payment received byworkers who have obtained a graduate degree, reflecting the increase in wages resulting from this higher education. The analysis
indicates that a portion of the wage premium can be attributed to higher wages in large firms, managerial positions, or specific industries
related to the graduate degree. Additionally, we find that in some countries, the graduate degree premium is larger for women than formen. Amid the COVID-19 Pandemic in 2022, the wage premium for women is particularly robust in Japan, China, and Korea, remaining
significant even after controlling for other attributes such as employment in large firms, managerial roles, and industry sectors. Although
India has the highest proportion of workers with graduate degrees among the nine Asian countries, a robust graduate wage premium is
not identified to the same extent as in the aforementioned three countries.
11:20-11:45
82018 | Using Graduateness Attributes to Assess Work Readiness of Final Year Students at a University of Technology in South Africa
Beatrice Ngulube, Tshwane University of Technology, South Africa
Appolonia Ilorah, Tshwane university of Technology, South Africa
There is a constant lamentation by employers that graduates do not have the necessary skills that they are looking for in employees.
Hence, this study investigated the final-year students’ perception of their graduateness and work readiness using graduate attributes.
Understanding graduate work readiness and graduateness from the students’ perception is important as this can inform different
stakeholders in the ‘triple helix’ of the institutions, the government, and the employers. A quantitative strategy with a survey was
employed. A self-administered questionnaire was used to collect data. The research hypotheses were tested using multiple regression(stepwise) analysis. Four hundred (400) questionnaires were distributed, and three hundred and fifty (350) were returned at an 87.5 %response rate. Out of these questionnaires, 259 were useful for analysis. The result of the study showed that participants believed thatthey possessed all the graduate attributes as indicated. Except for goal-directed behaviour (GDB), the rest of the graduate attributes havea strong relationship with work readiness. The study is in line with the Learning and Teaching Strategy (LTS) 2020-2025 of theparticipating universities. The framework proposed in this study covers the three-tier set of graduate attributes as proposed andconceptualised in the university LTS 2020-2025: Scholarship, global citizenship, lifelong learning, as well as other attributes that signify
work readiness.
11:45-12:10
79780 | Diversity and Student Success: Retention and Grade Outcomes of a Higher Education Support Program to Diversify the Nutrition/
Dietetics Workforce
Ann Diker, Metropolitan State University of Denver, United States
Madison Roe, Metropolitan State University of Denver, United States
In a global society, a diverse workforce is imperative. The nutrition and dietetics workforce in the United States is 80% white and 92%
female, indicating its lack of diversity. Higher education institutions can enhance efforts to diversify any workforce through inclusion of
support programs. Students, particularly those who have been historically underrepresented, may need financial, academic, and social
support as well as skill development and career-related experiences prior to entering the workforce. The Health Resources and Services
Administration (HRSA) Scholarships for Disadvantaged Students (SDS) program provides support to diverse undergraduate nutrition/
dietetic students through financial assistance, proactive advising, mentorship, skill development workshops, and other program activities.
This study examined the impacts of the program on retention and cumulative grade point average (GPA) outcomes. Retention was
calculated as the number of students retained from one year to the next excluding graduates. Changes in cumulative GPA were assessed
for individual scholarship recipients during their time participating in the program. Analysis showed higher year-to-year retention of HRSASDS scholarship recipients (77-95%) compared to non-scholarship nutrition students (67-75%).. Cumulative GPA increased for 47% ofscholarship recipients, stayed the same for 39%, and decreased for 14% of students. This presentation will discuss components ofsupport programs that enhance student success and retention using quantitative group and case study data and qualitative feedback
from program participants. Globally, departments in higher education settings can implement support programs to enhance student
retention, academic success, and workforce diversity.

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12:25-14:05 | Salle 232

Saturday Onsite Parallel Session 3
Higher Education
Session Chair: Perienen Appavoo

12:25-12:50
81404 | Challenges of Digital Assessment in Times of Generative Artificial Intelligence: The Experience of the Universitat Oberta De
Catalunya
Amalia Creus, Universitat Oberta de Catalunya, Spain
Advances in artificial intelligence present new possibilities and challenges for higher education, with the potential to fundamentally change theteaching and learning processes, opening questions about the very meaning and future directions of universities. Particularly in online
universities, the growing popularity and availability of generative AI tools, such as ChatGPT that can write compelling essays on any topic, codein various programming languages and ace standardized tests across domains, raises questions about the sustainability of traditional teaching
methods and assessment practices. To delve into the opportunities of this new scenario, the Universitat Oberta de Catalunya (UOC) establisheda series of strategic actions aimed at transforming its assessment systems and methods. These strategic actions cover three main dimensions
that are addressed in an interrelated manner: the technological, the pedagogical and the cultural dimension. In this paper we present a global
vision of the University's strategic priorities in the transformation of digital assessment, as well as the analysis of specific initiatives such as: theimplementation of online assessment practices that incorporate orality, synchrony and randomness; methodological approaches that integrate
AI as a pedagogical tool; training initiatives aimed at teachers, and academic integrity campaigns that seek to involve the entire university
community in the transformation of digital assessment. Our experience shows the importance of engaging educators and students inassessment reform, efforts to focus on the process of learning over its outputs, critical thinking and authentic learning.
12:50-13:15
81837 | New Academics’ Use of Generative AI in Teaching
Barbara Tam, Hong Kong Polytechnic University, Hong Kong
This research studies the usage of Generative AI (GenAI) in teaching among new academics, exploring their perceived challenges, current
adaptation, and desired support, at a university in Hong Kong. Since the introduction of ChatGPT in 2022, the interest and utilization of GenAI havewitnessed a rapid global increase within the education sector. GenAI has the potential to revolutionize education in unforeseen ways. However, italso presents risks and challenges. Although the researched university expects GenAI to become a customary component of learning, teaching,
and assessment, and has issued guidelines to promote ethical and prudent usage among teachers and students, there remains a lack ofunderstanding regarding teachers' perceptions and utilization of GenAI. To address this gap, a questionnaire survey was conducted to collect dataon the use of GenAI for teaching among new academics. The findings (n=69) reveal that nearly half of the teachers have never employed GenAI intheir teaching practices. A significant proportion of teachers who do use GenAI have doubts about its efficacy. Moreover, the majority of teachers
who have employed GenAI use it for content construction rather than idea generation. The most prevalent challenges identified include obtaining
inaccurate information; struggling to employ appropriate "prompts" to acquire the desired information. Furthermore, an overreliance on GenAI could
potentially hinder students' development of creativity and critical thinking skills. It is imperative for universities to promptly educate their teachersand students on the proper utilization of GenAI to ensure that it serves as an educational advancement rather than a fallback.
13:15-13:40
79566 | Challenges and Prospects of Technology-Enhanced Teaching and Learning in Georgian Higher Education Institutions
Izabella Petriashvili, Ivane Javakhishvili Tbilisi State University, Georgia
Tina Gelashvili, Samtskhe-Javakheti State University, Georgia
Ina Baratashvili, Ivane Javakhishvili Tbilisi State University, Georgia
The study is based on the analysis of outcomes of the Erasmus+ Project DITECH: Developing and Implementing Technology-Enhanced Teachingand Learning at Georgian HEIs (2021-2024). 7 state universities of Georgia were involved in the project, the start of which coincided with Covid-19,
thus making its objectives even more pressing and topical. The challenges that Georgian HEIs faced included: lack of students’ technological skills
in using digital tools in learning; lack of skills and competences of academic staff in designing online courses; lack of appropriate infrastructureand software to design and implement online teaching and learning; lack of appropriate professional development trainings in technologyenhanced teaching approaches and methods. The aim of this qualitative study is to explore the impact of applying various digital tools and online
resources on learning and teaching, as well as to learn about students’ and teachers’ perceptions of the challenges and prospects of using
educational technology in academic environment. The research data is based on the analysis of students’ and teachers’ feedback on course pilots
within the DITECH project. 297 students (BA-209; MA-88) and 137 professors/teachers from 7 universities participated in the survey. The survey
with semi-structured questionnaires and in-depth interviews with selected respondents have been used as research tools. The findings haverevealed some significant changes in teaching and learning practices. The study offers a number of recommendations that, potentially, can support
higher education institutions in Georgia in enhancing the quality of education at large.
13:40-14:05
79743 | A Comparative Analysis of Face-to-Face and Online Tutorials
Perienen Appavoo, Open University of Mauritius, Mauritius
Owing to the unprecedented outbreak of the COVID-19 pandemic, higher education institutions around the globe transitioned from thetraditional face-to-face learning to an online mode. With the proliferation of technology, it is crucial to develop pedagogical approaches
that promote effective learning and student satisfaction. In recent years, the Open University of Mauritius (OU) has seen a surge in termsof student enrolment. This study aims at identifying the challenges faced by its learners and explore their preferences regarding theonline, face-to-face and blended modes of delivery. A qualitative approach was adopted whereby data was collected through focus group
discussions from three cohorts of students enrolled in the Bachelor of Education programme. Greater flexibility for personal and family
activities, and the time saved from commuting were cited as major factors for favouring the online model, especially among female
learners. However, poor internet connections were reported as the main drawback by many students. With respect to face-to-facelearning, students felt that their performance, motivation level and retention capacity were better as there was less distraction anddisturbances. Face-to-face classes also facilitated interactions between learners and tutors. It was also revealed that the online learning
environment favoured passive learning as many students tend to switch off their cameras. The findings of this study showed students’strong preference for the blended learning model, whereby they could harness the benefits of both approaches to ease their learning.

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14:20-16:00 | Salle 232

Saturday Onsite Parallel Session 4
Online & Distance Learning
Session Chair: Stephen Peridore

14:20-14:45
82034 | The Effectiveness of Japanese Language Course in the Integration of Synchronous and Asynchronous Learning
Mika Tamura, Kyushu University, Japan
Yuga Omori, Kyushu University, Japan
Daisuke Ikeda, Kyushu University, JapanThe COVID-19 pandemic has forced language educators to shift their pedagogical approach to online teaching. To address this, we
designed a curriculum that seamlessly blends synchronous and asynchronous learning with a computer-assisted language learning (CALL)
system, PairBear, to enhance students' Japanese speaking skills. Created to provide an online Japanese language learning environment forinternational students who could not travel, we adapted and further developed it to adapt it after the pandemic. This study aimed to explore
students' learning experiences and perspectives of this language curriculum with this CALL system and analyze the effectiveness of
integrating synchronous and asynchronous learning in Japanese language teaching. A mixed-methods research design employing an endof-course questionnaire with ten respondents and in-depth interviews with three selected participants was undertaken to collect qualitative
comments. The study also conducted oral interview tests at the beginning and end of the course to check for improvement in theirlanguage level. The study's results revealed that the students experienced a significant increase in confidence, motivation, willingness tocommunicate, and frequency of communication. This positive outcome, particularly effective for beginner-intermediate learners, offers
them an efficient approach to improving their Japanese language skills. Furthermore, the study highlights PairBear's practicality as a tool
for language educators. It can be incorporated into the curriculum for pre-intermediate foreign language learners between Basic Users (A1,
A2) and Independent Users (B1, B2) on the CEFR's Global Scale, enriching their learning experience. This small-scale study carries
significant implications, empowering language educators to leverage PairBear as a practical tool to enhance their curriculum.
14:45-15:10
79958 | Engaging Online Students in Blended Synchronous Learning: An Exploratory Study
Qiyun Wang, Nanyang Technological University, Singapore
Blended synchronous learning (BSL) is an instructional approach that enables online students to participate in classroom activities fromgeographically separated sites using video conferencing technologies. Despite its educational benefits, maintaining and increasing theengagement of online students is challenging. In this study, some strategies were adopted in two classes (N=22 & 23) to investigate how
online students could be effectively engaged and their perceptions of the strategies. Surveys and focus group discussions wereadministered. Results showed that leading group discussions was helpful for online students to be engaged. However, it had challenges foronline students as they did not know who was talking and not every member could be observed in the video. Having a teaching assistant
was highly rated. It enabled the instructor to pay close attention to the questions posted to the chat box promptly and helped online
students know what was happening in the class when the connection was unstable. Giving peer feedback was another useful strategy.
However, it only worked when everyone was familiar with the assignment topics of others. Using an interactive tool like Pear Deck did not
noticeably increase student engagement. It seemed the design of learning content and activities was more important than the tools used.
In addition, the students commonly indicated that they were highly engaged, and they did not think that their engagement level was lower
when they were online. This finding was inconsistent with existing literature, which requires further investigation in the future.
15:10-15:35
80016 | Variation in Learning Gains Through Online vs Face to Face Language Learning for Adults: The Case of Welsh
Lowri Jones, Bangor University, United Kingdom
Enlli Thomas, Bangor University, United Kingdom
Online learning has seen an incredible shift in most educational contexts due to the Covid-19 pandemic (Watermeyer, Crick, Knight and Goodall,
2021; Gacs, Goetler and Spasova, 2020). As most education sectors are redefining themselves in a post-covid era, it is critical to understand theopportunities and potential challenges that teaching and learning in an online space offer. The social face-to-face aspect has been a key element of
the communicative language approach, mainly used for teaching Welsh adult learners in recent years. But as we see a strategic shift towards anonline teaching approach in this field, we must understand what the potential gains are in online learning Vs the Face to Face context, when teachinga minority language to adult learners. This study was a Comparative Case Study, collecting and analysing the language samples of two online
beginner classes, with the samples of a traditional face to face class (control sample) analysing their abilities to communicate in the target language,
and how competent they were in their use of the target language to convey and express meaning. Motivation and attendance were also tracked. The
samples were scored based on Grammatical Accuracy and Pronunciation, with the objective of developing all learners as communicators, but also
identifying any variations within the learning gains within both modes of delivery. The variations in learning gains that will be explored are as follows:- The potential for online delivery in creating artificial speakers, - Issues around language transfer - Belonging and motivational issues.
15:35-16:00
79366 | An Online Educational Framework for Teaching Listening & Speaking Skills to English Language Learners
Stephen Peridore, College of Southern Nevada, United States
Veronica McVoy, College of Southern Nevada, United States
The purpose of this presentation is to demonstrate how the development and teaching of online college-level English-as-a-Second language(ESL) listening and speaking skills are a viable, logical, progressive, and efficient endeavor. Those interested in developing and/or teaching
online ESL listening and speaking courses will learn how to effectively integrate and organize a learning management system (LMS) with
cutting-edge Web 2.0 tools to make online listening and speaking courses user-friendly and interactive through the use of video, voice, anddiscussion boards, synchronous online conferencing tools with breakout rooms, online tutorials, innovative third party software, and online
assignments and assessment tools, all of which effectively promote the acquisition of both English listening and speaking skills. Doing so willallow teachers to engage students by adapting teaching methodologies that are proven effective in traditional classrooms and applying themto the online environment, which simultaneously promote both listening and speaking skills and E-literacy, so students can function andcompete, not only in home, work, and academic environments, but also in the ever-changing digital age. Moreover, teaching ESL listening andspeaking courses online means more flexibility for students with competing home and workplace responsibilities and a much more tailoredcurriculum in a less threatening environment. Finally, a comparative analysis of a pre-test administered during the first week of class and a
post-test administered during final exam week indicates that that the vast majority of students experienced significant gain scores, whichfurther validates the argument that ESL listening and speaking skills can be effectively taught online.

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16:15-17:30 | Salle 232

Saturday Onsite Parallel Session 5
Higher Education
Session Chair: Edouard Giudicelli

16:15-16:40
81555 | Sense of Belonging in an Isolating Field
Jessica Torro, Metropolitan State University of Denver, United States
Rachel Sinley, Metropolitan State University of Denver, United States
Melissa Masters, Metropolitan State University of Denver, United States
Sense of belongingness describes an individual's feeling of being accepted, valued, and connected within a particular group, community,or environment. Creating a sense of community is important, specifically in nutritional studies, where underrepresented students may not
feel they belong in a field where 80% of dietitians are white women and only 6% Hispanic, 3 % black, and 5% Asian. With the COVID-19
pandemic and lack of diversity in dietetics, students’ belongingness may be impacted due to social isolation and lack of representation.
Sense of belonging in higher education, among underrepresented students, can increase motivation, self-efficacy, and persistence
through rigorous courses. A new survey dedicated to understanding students’ sense of belonging was developed to probe students’feelings of belonging, isolation, and connection to the broader discipline of dietetics and the MSU program. Student Scientific Identity and
Sense of Belonging (Hanauer et al. 2016), Perceived Cohesion Scale (Bollen and Hoyles, 1990), and UCLA Loneliness Scale (Hughes et al.,2004) were adapted for our purposes and student population. Several open-ended questions regarding perceptions of barriers andsupports to developing sense of belonging were also asked. The IRB approved survey was distributed to students and analyzed for
effective and ineffective trends. Overall, students reported a high sense of belongingness but did make suggestions for improvement,
including in-person activities. This presentation will discuss the results of the study, examine students’ sense of belongingness within the
Department of Nutrition, and provide best practices that can build community in a field that can often feel isolating.
16:40-17:05
81000 | Revitalizing Tried and Tested Student Support Practices in Open Distance Learning: A Case Study of UNISA
Stephina Modiegi Ntsoane, University of South Africa, South Africa
The purpose of this case study was to revitalize tried and tested student support practices in open distance learning at the University ofSouth Africa (UNISA) which is a Comprehensive Open Distance Electronic Learning (CODEL) institution. The approach involved a review ofthe literature on student support practices. The study found that UNISA had a range of support practices that were effective but needed to
be improved and better integrated. The study recommended that UNISA implement an integrated student support model that is
responsive to students' needs, enhances student engagement, and enables students to succeed in their academic pursuits. The study
concluded that UNISA should leverage its existing student support practices, such as tutoring and mentoring, while also implementing
new initiatives, such as a student success center and an online support portal, to provide comprehensive and accessible student support
services.
17:05-17:30
79705 | Understanding the Doctoral Dropout Intention: A Longitudinal Study
Edouard Giudicelli, Western Brittany in Brest, France
Arielle Syssau, University Paul Valéry, Montpellier 3, France
Nathalie Blanc, University Paul Valéry, Montpellier 3, FranceThis presentation aims to examine why so many doctoral students end up dropping out of their doctoral program. In France, between 5%
and 30% of doctoral students drop out each year, depending on the discipline. The reasons for these drop-out rates have remained
ambiguous. In the mindset theory of the action phases (Heckhausen & Gollwitzer, 1990), an action crisis can be defined as an attitude
towards a long-term goal that arises when individuals begin to doubt their own ability to achieve their initial objective. Applied to doctoral
studies, students fall into an action crisis when they intend to abandon their doctorate (Giudicelli et al., 2023). The goal of this research is
to identify the variables associated with the dropout intention. To reach this goal, a two-year longitudinal study was conducted on 81
doctoral students from two doctoral schools of humanities and social sciences located in Montpellier. The survey was sent in 2020 andagain in 2021. The study consisted of using validated scales to measure three types of variables: contextual, dispositional, and affective
variables. Correlations, walsh-t tests, logistic regression and generalized estimating equations were used to analyze the data. The results
show that a number of contextual, dispositional, and affective variables are associated with the students’ dropout intention. Moreover, thePhD experience tends to worsen through the two-year study, even for the students who did not intend to drop out. Overall, this research
could be of help for universities, doctoral schools, thesis supervisors, and the students themselves to prevent thesis dropout.

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09:00-10:40 | Salle 233

Saturday Onsite Parallel Session 1
Arts & Culture
Session Chair: John Potvin

09:00-09:25
81929 | Global Arts Language Arts Cultural Traditions in Indigenous Communities
Kayla Jackson, Diné College, United States
GALACTIC (Global Arts Language Arts Cultural Traditions In Indigenous Communities)is rooted in local historical and contemporary
Indigenous knowledge systems and practices to connect to the always evolving global world. In virtual and face-to-face settings,
GALACTIC foregrounds cultural practitioners, traditional knowledge carriers, artists, healers, cooks, storytellers, social organization andinstitution builders and cultural policy activists to further decolonization and to envision and create futures of justice, development, andsecurity in peace. Indigenous global networking and Indigenous Global Studies (IGS) are the organizational and institutional frameworks
that we pursue as we implement this project. We are developing IGS as a degree-granting undergraduate program, situated at a Tribal
College in the United States and an Indigenous higher education institution abroad, with curricula at the intersection of arts, Indigenous
knowledge, cultural heritage policy, peacemaking and social justice. Indigenous global cultural exchange is a key component for
GALACTIC to carry on Indigenous knowledge.
09:25-09:50
81320 | Transformative Power of Environmental Art: A Comparative Study of Digital Media, Performance, and Craft-Based Approaches inIndian Art
Jayanti Mandi, Indian Institute of Technology Kanpur, India
Ritwij Bhowmik, Indian Institute of Technology Kanpur, India
Artists have always attempted to depict or communicate the current socio-political or environmental situation through their artwork. Amida worldwide environmental calamity, artists see it as their obligation to intervene through their creative process. Ravi Agarwal, Atul Bhalla,
and Navjot Altaf's contributions to environmental art demonstrate a shared dedication to addressing ecological issues and promotingsocial change in India. These artists utilize digital media, performance art, and traditional craft techniques to challenge norms andpromote sustainability within communities. Ravi Agarwal uses photography, video art, and installations to portray the changing interplay
between nature and civilization, stimulating thought about human impact on the environment. Atul Bhalla uses a multidisciplinary
approach to encourage viewers to reassess their roles within the larger ecological and sociological context, advocating a rethinking of ourimpact on the earth. Navjot Altaf relies on indigenous cultures, using traditional artisan processes to elevate marginalized voices andquestion mainstream norms. Her art promotes social harmony while keeping a close eye on contemporary events. This paper seeks tounderstand better how Ravi Agarwal, Atul Bhalla, and Navjot Altaf's artistic practices contribute to transformative environmental art andhow this transformation translates into broader societal conversations about ecological awareness and social responsibility. Through an
in-depth investigation of their multidisciplinary approaches and participatory projects, the paper indicates how, when used effectively, thetransformative power of art has the potential to shape societal narratives and advocate for a sustainable and harmonious coexistence
between humans and nature.
09:50-10:15
79669 | Urban ICH Safeguarding and Community Involvement: The Case of Taohuawu Woodblock Prints in China
Zihao Wang, University of Leeds, United Kingdom
Intangible Cultural Heritage (ICH) safeguarding and community involvement have been widely discussed in recent years, but until now
they have rarely been explicitly combined. In China, scholars often study ICH safeguarding and community involvement separately.
However, since 2003, UNESCO has emphasized the importance of community involvement. As UNESCO celebrates the 20th anniversaryof the ICH Convention, the role of local communities in ICH safeguarding has been re-emphasized, largely in response to the challenges
posed by changing urban landscapes, particularly those cities affected by growing populations and development pressures. However, few
studies have explored ICH safeguarding and community involvement in urban settings. So, "What is the role of community involvement inurban ICH safeguarding?", "What are the special characteristics of urban communities?" In addition, "How do different stakeholders andactors in community involvement in ICH safeguarding behave in urban settings?". This paper aims to answer the above questions byimplementing fieldwork on the national ICH Taohuawu woodblock prints in the city of Suzhou, China. Furthermore, I will explore theimportant role of grassroots in urban ICH safeguarding and community involvement.
10:15-10:40
79687 | From Bananas to Lacquer: Jean Dunand, Josephine Baker and the Allure of Deco ShineJohn Potvin, Concordia University, Canada
Perhaps no other person best embodies to allure of Art Deco than African American Josephine Baker (1906-75). Baker was seemingly anendless source of creative inspiration in countless aesthetic fields. Best known for the iconic, though ‘risqué’ fake banana dress shedonned in her performances of the Folies-Bergère in 1926, Baker also sported the most cutting edge, luxurious fashions and jewellery of
her time, both on and off stage. The focus here is on artist-décorateur’s Jean Dunand’s (1877-1942) arts décoratifs and jewellery. Knownfor his novelty and exoticism, African-inspired rare and elegant lacquerware, Dunand created a number of lacquered panels representing
Baker. Additionally, he also created a number of precious lacquered jewellery pieces, which formed an integral part of these lacquered
representations. In the early decades of twentieth century in France, African or tribal-inspired designs were the site for cultural contest
and were seen as either emblematic of decadence and degermation or as a conduit for liberation that could help to renew modern French
culture, fashion and the decorative arts. Influential figures like architect-designer Adolf Loos (1870-1933), who lived and worked in Paris(1922-27), linked decoration (or ornamentation) with primitivism and degeneracy. Decoration coupled with the so-called lower senses(namely touch) were deployed as markers of degeneracy and were often seen as derivative of primitive impulses. This paper will explore
part of the rich 1920s French landscape where luxury, interior design and jewelry met in the intersecting case studies of Jean Dunand andJosephine Baker.

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10:55-12:10 | Salle 233

Saturday Onsite Parallel Session 2
Arts in History & Politics
Session Chair: Daniela Stanciu-Păscărița
10:55-11:20
No presentation scheduled
11:20-11:45
81928 | Monuments and Meaning: The Political Agendas in Thailand’s Democracy Monument During the 2020 Pro-Democracy Student
Movements
Chaipat Ngambutsabongsophin, Swinburne University of Technology, Australia
Flavia Marcello, Swinburne University of Technology, Australia
The Democracy Monument in Bangkok is one of Thailand’s most significant monuments and has long been embedded in continuing
political conflict between Royalist and pro-democracy factions. It commemorates the 1932 People’s Party revolution when Thailand
shifted from an absolute monarchy to a constitutional one and became a symbol of the Thai people’s democratic ideals. It became a key
location for pro-democracy demonstrations in the 1970s and remains so until this day, as shown by the 2020 pro-democracy
demonstrations led by student movements against the government calling for democracy and political reform. This paper first charts theevolution of the Democracy Monument as a contested arena of political discourse by looking at both its continued use by pro-democracy
movements and consequent attempts by military-led governments to prevent public gatherings around it. Second, it focuses on the 2020
protests to demonstrate how the monument began to operate as a symbol in both online and public spaces where the government could
exert much less control. Through quantitative and visual analysis, this paper will examine how the 2020 student movements used Social
media to both organise protests and distribute images after the event. The 2020 protesters were able to communicate the original
People’s Party’s ideals and amplify their political message beyond the physical space of central Bangkok to a digital space accessible toThailand and its diaspora. It is a prime example of how contemporary modes of mass communication can promote democratic agendas
in countries controlled by strict laws, such as Thailand’s lese-majeste.
11:45-12:10
79668 | Becoming a (National) Minority in Greater Romania: Political Sociability of the Transylvanian Saxons in Post-Imperial Realities
Daniela Stanciu-Păscărița, Lucian Blaga University, Romania
Sorin Radu, Lucian Blaga University of Sibiu, Romania
The process of integrating the Transylvanian minorities into the national state of Greater Romania, following the end of the Great War,proved to be a difficult and challenging process. The social, economic and cultural realities were completely different in Habsburg
imperial Transylvania compared to those after the incorporation of Transylvania into the Kingdom of Romania, so that the German
population had to readjust. Seen from the double perspective of social and cultural history, this research proposes to analyze the sphereof sociability of the Transylvanian Germans, which they used to create means of communication with the political elites in the Romanian
capital. The aim is to capture local Transylvanian elites engaged in the social sphere in Transylvanian towns on the one hand, and in
Bucharest on the other, where they seek to open up channels of communication with central political elites. By bringing into theforeground of the analysis public spaces such as cafés or ballrooms, the research aims to draw a fresco of the relations between majority
and minority seen from the perspective of leisure, i.e. to recreate the center-periphery relationship in a period prefigured by great changes.
This research is based on archival documents, memoirs of the local elite, German and Romanian written periodicals and journals from theinterwar period, such as Siebenbürgisch-Deutsches Tageblatt and Adevărul and discourses held by the officials in the RomanianParliament.

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12:25-14:05 | Salle 233

Saturday Onsite Parallel Session 3
Culture in Literature & Modern Media
Session Chair: Justin Matthews

12:25-12:50
79138 | Applying Vladimir Propp’s Morphology of the Folktale on Nicholas Sparks’ “Safe Haven”
Doaa Aldihaymawee, Jabir Ibn Hayyan Medical University, Iraq
Yousif Yousif, Diyala University, Iraq
"Safe Haven" is one of Nicholas Sparks excellent novels. It was published in 2010. It is basically about women's abuse. According to
Vladimir Propp's "Morphology of the Folktale" in general, no researcher has studied this novel. Propp's theory was formerly found toanalyze Russian folktales. However, some researchers apply it to English fairytales and stories, such as Sundari (2014), who used it to"Sleeping Beauty"; Nursantia (2003) to Joseph Conrad's novel "Heart of Darkness"; and Salmah (2004) to Charles Dickens's "Our Mutual
Friend". Thus, the gap of applying Propp's "Morphology of the Folktale" to novels in general and modern text in specific inspires theresearcher to fulfil this gap by addressing the following academic questions: 1) Is it possible to apply Vladimir Propp’s Morphology of the
Folktale (1968) to Nicholas Spark’s novel “Safe Haven”? 2)What are the good and bad morals portrayed by the main characters in “SafeHaven”? 3) How many features of Propp’s thirty-one features can be found in Nickola Spark’s “Safe Haven”? After a deep analysis of theentire novel, the researchers find that Sparks uses twenty-five features in this novel among Propp's thirty-one features. Propp did not statethat all the thirty-one features should exist in a single text. Additionally, the researchers conclude that in Sparks’s "Safe Haven", the good
morals are represented by Alex, while the bad morals are depicted by Kevin. Accordingly, even though Propp's theory is comparatively old
and intended to be applied to Russian fairytales. The researchers find that it can be used in modern English novels.
12:50-13:15
81931 | Unveiling Silenced Narratives: A Study of ‘Farha’ and its Representation of the Palestinian Struggle
Taufik Hidayah, Hiroshima University, JapanThe territorial conflict between Palestine and Israel has a complex and contentious history, encompassing deeply rooted two-sided narratives
that have shaped polarized perceptions of the conflict over time. Efforts to bring the narrative of the Palestinian catastrophe, the Nakba, tolight through the medium of film have faced significant challenges. The 2021 Palestinian film, "Farha," directed by Darin Sallam, exemplifies
such struggles, facing backlash from Israeli government, including campaigns to cancel Netflix subscriptions and threats of withdrawing
state funding. This study aims to investigate and unravel the silenced narratives of the Palestinians living in the occupied territories. By
employing narrative and semiotic analysis, and borrowing Saussure's dyadic model, this study juxtaposes actual events with the film’s
depiction. Additionally, it analyzes selected footage from the film and uses news outlets as sources for comparison. This study uncovers
three insights: Firstly, despite the Israeli government’s denying the film's historical accuracy, Farha's life mirrors the ongoing struggles faced
by Palestinians living in the occupied territories. Secondly, the characters portrayed in "Farha" can be traced back to the ongoing Nakba andresonate with real-life events. Lastly, the harsh reaction to the film signifies efforts by the Israeli state to suppress certain narratives. “Farha”
becomes difficult to ignore when examining certain pivotal scenes and characters in the film, ultimately demonstrating the potency of
cinema as a medium to bring forth suppressed narratives and explore the complexities of historical truth.
13:15-13:40
79612 | Diasporic Vietnamese Literature in the US from the Perspective of Identity, and the Case of Viet Thanh Nguyen
Hong Anh Nguyen, Ho Chi Minh City University of Education, Vietnam
Thu Van Phan, Ho Chi Minh City University of Education, Vietnam
The paper inherits the views of Kevin Kenny, Isabelle Thuy Pelaud, Michelle Janette, and Viet Thanh Nguyen to analyze the development of
diasporic Vietnamese literature written in English in the US based on expressions of identity. Firstly, from generation 1 (writers who cameto the US when they were adults and predominantly wrote in Vietnamese) to generations 1.5 and 2 (writers who came to the US as young
ages or were born in the US, primarily wrote in English), their works covered subjects ranging from collective identity to personal identity.
Secondly, the paper emphasizes that traumatic identity is characteristic of diasporic literature, regardless of the generation of theirauthors. Thirdly, it examines the way establishing hybrid identity became a discourse of resistance from American racial prejudice. In thecase of Viet Thanh Nguyen, belonging to generation 1.5, he can be considered the most famous Vietnamese diasporic writer in the US todate, further evidenced by his winning the 2016 Pulitzer Prize. In that context, the paper analyzes his ideological contributions in two
aspects: Firstly, the writer redefines the ethnic identity and nationalism of the Vietnamese immigrant community; secondly, the writer
provides new perspectives on Vietnam War. The research results are: clarifying the role of diasporic Vietnamese literature in English in theUS, and affirming the way the writings of Viet Thanh Nguyen set a development milestone for this minority literature in general and for the
topic of the Vietnam War in particular in the history of world literature.
13:40-14:05
81698 | Holographic Afterlives: Deceased Performers as Technological Ghosts
Justin Matthews, Auckland University of Technology, New ZealandAngelique Nairn, Auckland University of Technology, New Zealand
The reanimation of iconic performers through holographic technology weaves together nostalgia, cutting-edge innovation, and profound moral
complexities. At its core lies the interplay between legacy, memory, and the digital expansion of life - challenging traditional boundaries of live
performance. The resurrection of artists like Elvis Presley, Amy Winehouse, and Whitney Houston via holographic shows raises questions
about consent, authenticity, and the commercialization of artistic afterlives. This phenomenon compels a reevaluation of the ethics of creating
digital immortality for the deceased. The technical marvels and ethical pitfalls of bringing performers back to the stage posthumously are
examined by exploring the evolution of holographic stagecraft from Pepper's Ghost illusions to modern AI-driven projections. The cultural
entrepreneurship motivating these digital resurrections illuminates a multibillion-dollar market for "Delebs”—commodifying the personas ofdead celebrities. However, creating immortal digital simulacra raises concerns over exploitation, consent violations, and compromising artistic
legacies. Navigating this landscape necessitates interdisciplinary collaboration between ethicists, legal experts, technologists, and cultural
analysts. As humanity ventures into this new frontier, a conscientious approach ensuring dignity for the departed emerges as an ethicalimperative amid the potential for commercial overreach and creative innovation. The capacity to trap deceased artists in a form of "digital
purgatory" as "digital zombies" or "enslaved ghosts" is of concern—resurrected to perform perpetually without agency, beholden only tocommercial interests. This raises fears of exploitation and a perverse negation of the human essence, compelling careful examination of
ethical practices to preserve artistic integrity and autonomy in the digital afterlife.

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14:20-16:00 | Salle 233

Saturday Onsite Parallel Session 4
Visual & Performing Arts Practices
Session Chair: Birgit Bærøe

14:20-14:45
78073 | Authenticity in Protest Lyrics: Exploring Fauve’s Existentialist Discourse Through Sartrean Philosophy
Timi Isaac O'Neill, University of Wales Trinity Saint David, United Kingdom
This paper explores the authenticity of the protest lyrics of Fauve, a renowned French band celebrated for their emotionally charged andsocially conscious compositions. Grounded in Jean-Paul Sartre's philosophical framework, the presentation looks at Fauve's artistic vision,
to study the philosophical importance of their message. Fauve's music parallels Sartrean existentialism, tackling themes such as individual
freedom, existential dilemmas, and societal critique through thought-provoking lyrics. In consonance with Sartre's philosophy, the band
embarks on an existential journey, emphasizing personal liberation and societal transformation, highlighting the individual's responsibility
to ascribe meaning in an ostensibly absurd world. The lyrics reflect a profound sense of existential alienation, echoing Sartre's discussionsof disconnection from self and societal roles, where individuals feel unnoticed. Additionally, they touch upon the concept of bad faith,
revealing individuals' struggles with self-control and unease in public, implying self-deception and inauthenticity. Nevertheless, a recurrent
theme of resilience and the desire to overcome challenges align with Sartre's authenticity, where individuals make conscious choices andtake responsibility for their lives. The lyrics also underscore existential concepts of freedom, responsibility, and anguish, as individuals
grapple with their struggles and assert control over their destinies, even in the face of adversity. By examining the intersection of Fauve's
music and Sartre's philosophy, this research uncovers the manifestation of authenticity in protest lyrics and its contemporary significance.
It underscores the enduring relevance of existential thought, fostering a deeper understanding of the human condition.
14:45-15:10
81849 | Reappraising Materials and Making: Understanding Art as a Complex Mind-matter Process
Tanvi Jain, Indian Institute of Technology Kanpur, India
Shatarupa Thakurta Roy, Indian Institute of Technology Kanpur, India
Materials have been significant components of artistic expression. However, the prevailing mind/matter dichotomy within ancientphilosophical discourses has degenerated the role of material as passive and inert. This intrinsically hierarchical framework has endured
since the Aristotelian era. Identifying the neglect of material dimension within the discourse of art history, the study aims to examine theactive role and agency that materials assume during the process of ideation and creation of artworks. It considers the artists’ nuanced
sensitivity and attentiveness towards materials and materiality. Drawing from Tim Ingold’s argument, the study departs from theconventional approach of analyzing the finished artworks; instead, it intricately captures and emphasizes the potential of examining the
productive process of art-making that brings the artwork into existence. By critically analyzing the practice of twentieth-century Indian
artists Ramkinkar Baij and Mrinalini Mukherjee as case studies, the study proposes that, firstly, art embodies a complex mind-matterprocess transcending the dichotomy of mind vs. matter; secondly, material assumes an active role in shaping the meaning and physicalidentity of the artworks; and thirdly, materials and the process of making influence the artistic style. The study also focuses oncontextually grounded reading of the artist’s material and process for a holistic understanding of the artworks. The article consciously
chooses two deceased exponents of Indian art whose works are well documented. This approach lays the radical potential of archival
data for investigating the embodied experiences and material engagement of historical artists.
15:10-15:35
81907 | Non-Consumerism, Meditation, and Wellbeing: Music Education in Baul Communities and Folk Industries in Bangladesh
Golam Rabbani, Toronto Metropolitan University, Canada
Bauls are itinerant and household minstrels and spiritualists primarily dwelling in Bangladesh's rural and sometimes urban areas. Baul
spirituality or "shadhana" is a belief system and non-consumerist lifestyle that follows the tradition of guru-disciple transmission of
education. A Baul guru is the teacher of his or her school of thought and philosophy, and anyone can become a disciple in the guru's"shadhon-ghar" or the spiritual school. Almost all forms of spiritual education in the Baul tradition are expressed through songs andperformances. This paper examines the role of non-consumerism, meditation, and well-being in the guru-disciple transmission of musiceducation in Baul communities. It will explore how musical education and practices teaching non-consumerism address thepsychoanalytical approaches to collective illusion, reference points, and hedonic adaptation. Through various songs and practices, Baul
gurus teach disciples about the challenges of mass illusions in materialist or capitalist life, the toxic practices of comparison among
humans, and the loss of value of assets and goals after achievement. This paper will also investigate the practices of meditation in Baul
communities and rural folk industries, where the teachings manifest the significance of nature-centred life. Baul gurus demonstrate
several types of meditation music primarily practiced in forests and on grassy fields, and such meditations are meant to teach the disciple
how to connect with the soul of mother nature. Finally, this paper will study the songs and performances used to teach Bauls' concept ofwell-being that celebrates the bonding of every kind of human relationship.
15:35-16:00
81874 | Contemporary Art and Artistic Discretion
Birgit Bærøe, University of Oslo, Norway
Professional discretion is about being granted the authority to make assessments and decisions in the absence of specified guidance.
Theories about discretion are primarily found within the social sciences and the research field of professional theory and the welfare
state. Drawing on this conceptual apparatus combined with recent art theory, I will propose a theoretical conceptualization of artistic
discretion. The aim is to show how this framework can provide a way to understand assessments of contemporary visual arts in its
complexity. Contemporary art consists of a variety of composite expressions and practices, across genres, categories, and disciplines.
This expanding and increasingly cross-disciplinary field has in the last decades contributed to repeated discussions about the status andcrisis of art criticism. Criticism understood as assessments of whether the specific work is good or bad, judgment on quality and value,
has played a decreasingly role in favor of a more descriptive, affirmative critique. However, parallel to the development of alternative postcritical theories, renewed attention is directed towards the need for an explicitly critical, professional discussion about justification andthe meaning of judgment and evaluation. Problems of categorization and judgment becomes pertinent in a visual arts field ofinterdisciplinary practices with composite aesthetic, institutional, ethical, epistemological, and political aspects, where different normative
principles and frameworks conflict. In this context I will suggest that a theory of artistic discretion can address the dilemmas andconsiderations involved in assessments, more precisely than traditional theories of aesthetic judgment.

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16:15-17:30 | Salle 233

Saturday Onsite Parallel Session 5
Education, Sustainability & Society
Session Chair: Gagandeep Singh

16:15-16:40
81078 | Vocationalization of Secondary Education: Empowering Teenage Mothers in Refugee Settlements – A Case Study of Windle
International Uganda
Simon James Daale, Windle International Uganda, Uganda
Hilda Namakula - Masaba, Windle International Uganda, Uganda
This paper explores the vocationalization of secondary education by Windle International Uganda (WIU) and its impact on the lives ofvulnerable groups, particularly teenage mothers in refugee settlements. Drawing on the Continental Education Strategy for Africa (CESA
16-25) and other key AU documents, this paper provides evidence-based insights into the progress made in implementing AU decisions topromote education and empower marginalized populations. Through the lens of WIU's initiatives, this paper highlights the transformative
potential of vocational education in improving the livelihoods and future prospects of teenage mothers in refugee settings. As anorganization, we have made significant progress in implementing vocationalization of secondary education and supporting teenage
mothers. Through partnerships with local schools and communities, vocational training centers that offer a wide range of courses havebeen established, including tailoring, hairdressing, catering, and agriculture. These courses are designed to equip teenage mothers withpractical skills that are in demand in the job market. Furthermore, WIU provides comprehensive support services to ensure the success of
teenage mothers in their educational journey. This includes counseling, mentorship, and childcare facilities to enable them to attend
classes without hindrance. By addressing the unique challenges faced by teenage mothers, WIU is breaking down barriers and creating
opportunities for them to pursue education and secure a brighter future. Through testimonials and case studies, WIU has documented
numerous success stories of teenage mothers who have graduated from its vocational education programs and gone on to establish
successful businesses or secure gainful employment.
16:40-17:05
79380 | Migration in Context of Academic and Career Aspirations Among Senior Secondary School Students of Punjab
Gagandeep Singh, Panjab University, India
Kuldeep Kaur, Panjab University, India
Educational and occupational aspirations are universal traits (Kriesi,2019). The formation of aspirations is a central developmental task inadolescence (Hegna,2014). In the Indian context, these aspirations are linked to different social status positions and opportunity
structures (Rani,2012). Both types of aspirations are influenced by academic achievement, which varies according to social origin (Sewell
et al., 1969). So far, a researcher needs a broad and flexible point of view to explain when/how and under what conditions young people
develop aligned aspirations. To understand the complexity of the processes underlying young people’s decisions, the present paper
focuses on exploring educational and occupational aspirations in the context of migration and studying how this (migration) relates to theachievement of these aspirations. The present research is descriptive in nature. We first describe and analyse migration patterns about
educational and occupational desires (i.e. highest educational degree they would like to obtain and the desired occupation they prefer /may choose) among senior secondary school students of Punjab. From the top three districts with more student migrants, a sample of
150 senior secondary school students is selected randomly. Data collection is done through the self-made questionnaire on pre-migration
desires and post-migration aspired achievement of these desires and then to explain the findings, a Sequential explanatory research
design(Creswell,2012) will be used. The results show that socioeconomic status, Academic achievement, migration background, andparental education play important roles in explaining and achieving different levels and patterns of aspirations over time.
17:05-17:30
80797 | The Impact of Electricity Blackouts on Academic Activities in South African Higher Institutions
Pitikoe-Chiloane Moroesi G., Tshwane University of Technology, South Africa
Dondolo Hilda, Tshwane University of Technology, South Africa
It is evident that energy plays a pivotal role in the quality of individual’s everyday life. As humans rely entirely on energy for their individual
lives and efforts. The availability of energy in every sector of the economy is connected to an effective high level of living. The education
sector utilises energy in the majority of activities. As the emerging technology usage is expanding in the education environment Thus, it isimportant that the energy supply is sufficient to the needs of the developing electrical infrastructure employed in the educational system.
Electricity blackouts durations are considered necessary to avoid the total breakdown on the grid, caused by interruptions in supply. But,
unplanned electricity blackouts can negatively impact various sectors such as; education, productivity, consumption behaviour, social
costs and economy. The study investigated the impact of electricity blackouts on academic activities in higher institutions. The study
employed the quantitative approach and the questionnaire was used for data collection from 350 students. The collected data wasanalysed using the SPSS software package. The study findings showed that most students were concerned with the issue of blackouts astheir academic activities were affected. The recommendations indicated that the college/universities management need to plan inadvance the alternative sources of creating energy to safeguard continuous supply of electricity in the college for academic activities.
There should be continuous supply of electricity in the lecture halls, computer laboratories, libraries, lecturer’s offices and student’s
residence, so that teaching learning can take place without any hindrance.

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09:00-10:40 | Salle 234

Saturday Onsite Parallel Session 1
Teaching & Learning the Arts
Session Chair: Pedro Mendonça

09:00-09:25
79360 | Lab for Aesthetic Education
Wilfried Swoboda, University College of Teacher Education Vienna, Austria
Rolf Laven, University College of Teacher Education Vienna, Austria
The Aesthetic Education Lab (AELab) at the University College of Teacher Education Vienna aims to address and practically transfer arts
education methodologies to cross-curricular areas such as multilingualism, language awareness and cultural diversity for teacher training. The
intention is to test and research exemplary teaching development, particularly in non-rivalrous and collective settings. The aim is on the one
hand to develop motivating approaches in teacher training using innovative methods and on the other hand to meet real diversity requirements
using inclusive approaches. Two European research projects, SLIDE and ACIIS, are currently part of LAeB, whereby transformations from thefields of service learning and drama education are being approved and implemented. The presentation will introduce the basic structure of the
Aesthetic Education Lab and its two research projects and highlight the expected impact on teacher training.
09:25-09:50
79515 | Using Visual Materials for Tertiary Political Science Education: Effectiveness and Methods of Pedagogical Use of Environmental
CinemaJeongWon Bourdais Park, University of Nottingham Ningbo China, China
This paper is a reflection on the advantages of using visual materials, especially films, and how to use them effectively for environmental
studies in tertiary education from a political scientist’s viewpoint. Cinema has long been used for pedagogical purposes across social
science disciplines, especially with the development of methodological innovations in visual materials for both teaching and research. In thisconference paper, I mainly address the question: What are the main effectiveness and limitations of using films for pedagogical purposes?
And, what innovative approaches can be employed to enhance such educational effectiveness? It focuses on using fiction films for politicalscience classroom teaching by communicating the historical and conceptual evolution of environmentalism in the interdisciplinary arena ofsocial sciences and environmental studies. Taking both environmental education in political science and cultural studies approaches, thisresearch particularly employs Gramscian concepts of ‘cultures and knowledge’ and political anthropologists' concepts of ‘everyday politics’.
Based on a typological analysis of selected environmental films, I mainly argue that the evolution of environmentalism as a socio-political
ideology has been well-represented in cinema. Considering the nature of cinema as a powerful communication tool, well-designed classteaching using selected films may ensure the effectiveness of the interactive learning process. The final goal of the pedagogical use of ecocinema in the disciplines such as political science and international relations is to contribute to nurturing environmental citizenship.
09:50-10:15
79671 | Interdisciplinary Collaboration and Learning Through Co-creation: Experience from the Museum Field
Lin Stafne-Pfisterer, National Museum of Art, Architecture and Design, Norway
Museum research has highlighted the pedagogical value of participation, exchange, and open dialogue as key elements for learning(Hooper-Greenhill, Museums and Education. Purpose, Pedagogy, Performance. London: Routledge 2007).To reach out to the target group"young audiences 20-30 years with interest in design and film, but who seldom visit the art museum", the curatorial team invited a design
academy to engage in our work in progress. This presentation will show how the collaboration with two professors and twelve students
at the academy became part of the education for three months and resulted in a formal learning outcome and had great impact on the
public presentation of the Cubist painting exhibition. (John Dewey’s pedagogical theories in Experience in Education (1938/1997) and
Art as Experience (1934/1980) support this idea and resulted in recent singular experiments within Nordic museums through Professor
Olga Dysthe and others, see f.i. Experience in Education (1938/1997) and Art as Experience (1934/1980) Breaking Boundaries. Museum
Education as Research, ed. Line Engen 2023) The collaboration was built along a method of generic learning outcomes. Art historicalresearch leading up to the exhibition was discussed with the class. We found little was kept from Hellesen’s own design, thus it became
the task for the students to fill out this gap with their own creations. (Stafne-Pfisterer, "Between Cubism, Theatre and Life", in Thorvald
Hellesen. Pioneering Cubism 2023) A cubist dance performance in student costumes, bringing movement to the cubist painting was
created and great visual material will be part of the presentation.
10:15-10:40
77004 | Impacts of Art Appreciation Activities on Attentional Processes of Children Aged 7–10
Pedro Mendonça, Université du Québec en Abitibi Témiscamingue, Canada
According to UNESCO (2006), an education that value aesthetic experience enhances life conditions of individuals, society and humanity
progress. Research shows that visual literacy and art appreciation activities not only improve student’s knowledge on art but also theircritical thinking and empathic abilities. These effects are even most noticed in less advantaged students (Greene, Kisida et Bowen, 2013;
Housen, 1992). Furthermore, among adults, studies show significant improvement of the visual attention after art appreciation activities
are regularly held. Researches show improvement in concentration and observational abilities of participants transferable to otherdomains than the arts such as medicine, police work or general work performance (Herman, 2016; Naghshineh et al., 2008; Lazo et Smith,2014). In elementary school, visual attention is essential in learning processes, not only in visual art but also in all school disciplines. It
follows our interest in investigating the impact of longitudinal art appreciation activities on the attention quality of children in elementary
school. When art appreciation is practiced regularly, could attentional processes of pupils (7 -10 years old) be enhanced? Our research is
conducted with a group control experiment running over one full school year. We use an attention span tests designed for children (KiTAP– Kids Test for Attentional Performance, Knox et al., 2012) to collect data on attentional processes while applying VTS (Visual Thinking
Strategies) protocol for art appreciation with children.

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10:55-12:10 | Salle 234

Saturday Onsite Parallel Session 2
Teaching & Learning the Arts
Session Chair: Rebecca Salzer

10:55-11:20
79673 | Evolution of Realistic Sketching Expertise: Assessing Strategies, Skill Categories, and Growth Dynamics
Ma Hsiao Ying, National Taiwan Normal University, Taiwan
Chen I-Ping, National Yang Ming Chiao Tung University, Taiwan
The ability for realistic drawing is a highly unique and intrinsic talent in humans, yet our understanding of its essence and the learning
process involved remains considerably limited. This research aims to delve into the developmental trajectory of expertise in realistic
sketching. To accomplish this, we initially developed an assessment method capable of objectively measuring an artist's proficiency
in sketching. The performance in realistic sketching was dissected into eight subcategories for detailed evaluation. Additionally,
we established a systematic procedure for systematically observing an artist's drawing process. Subsequently, we compared theperformances of five groups with varying levels of ability: regular junior high school students, junior high art class students, high school
art class students, university art department students, and an advanced elite group. Our findings reveal that with the elevation ofexpertise, more mature artists demonstrate an enhanced ability to maintain a holistic drawing strategy throughout the entire process.
In contrast, less experienced artists tend to employ a sequential approach, addressing individual details one at a time. Furthermore, we
observed varying progression rates in different subcategory skills. Some skills exhibited rapid improvement within the first three years ofartistic training, reaching a plateau swiftly, while others, even after a decade of training, displayed a consistent and steady progression.
The identification of these differential growth rates among skill categories provides valuable insights for realistic drawing instruction.
11:20-11:45
81297 | Navigating Challenges: The Lived Experience of Creative Entrepreneurs in New Zealand’s Performing Arts
Angelique Nairn, Auckland University of Technology, New Zealand
ustin Matthews, Auckland University of Technology, New Zealand
Deepti Bhargava, Auckland University of Technology, New Zealand
Working in the performing arts presents a unique set of challenges for creative entrepreneurs striving to balance artistic values withpragmatic needs. This study addresses a gap in the existing literature by exploring the lived experiences of creative entrepreneurs in New
Zealand's performing arts scene. Through 54 semi-structured interviews with individuals across various roles in the industry, including
dancers, musicians, directors, and actors, we delved into the nuanced challenges they face.Thematic analysis revealed several key
findings. While many participants found their work fulfilling and noted improvements in industry diversity, they expressed frustration withthe lack of support from government organizations. Moreover, there was apprehension regarding the utilization of digital technologies
to promote their work, highlighting a need for greater digital literacy and support in this area. Additionally, the project-based nature of
their work and uncertain demand for their services contributed to feelings of instability, impacting mental health. This research sheds
light on the complex dynamics at play within New Zealand's performing arts sector and underscores the importance of tailored support
mechanisms for creative entrepreneurs. By addressing these challenges, stakeholders can work towards a more sustainable and thriving
environment for creative laborers in the performing arts.
11:45-12:10
79779 | Democratizing the Digital Dance Landscape
Rebecca Salzer, University of Alabama, United States
Dance’s embodiment of cultural heritage enriches a wide range of other humanistic study. That same embodiment, however, alsopresents challenges for its preservation and study. The increasing ease and availability of film, video, and digital technologies havecreated opportunities for dance to expand beyond its traditional body-to-body transmission. But, access to dance information, especially
recordings, has historically been limited and inequitable, both in terms of whose work is represented in archival collections and who has
the privilege to view that work; a situation thrown into stark relief during the Covid-19 pandemic, when the performing arts community wasforced to pivot toward screens overnight. The author, a researcher for the Dancing Digital/No Boundaries Archive Project (DD/NBAP), hasbeen working since before the pandemic to create more accessible, equitable, interconnected, and sustainable dance resources online.
They will discuss the project’s multiple strategies to represent the voices currently excluded from the archive - especially those of womenand BIPOC dance artists - including the creation of a Dancing Digital Commons (DDC), built upon the existing Wikidata integration modeland envisioned as a curated locus of linked dance data from contributing institutions and individuals. The author will share the project’s
early demo for the DDC, which is centered upon information about ten contemporary African American choreographers, and integrates
data from established performing arts archives. They will also discuss how the DDC might function as a model for data justice andenrichment across the arts and humanities.

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12:25-14:05 | Salle 234

Saturday Onsite Parallel Session 3
Life in Literature Studies
Session Chair: Jacqueline Kolosov

12:25-12:50
79582 | The Joys, Sorrows, and Greatness of Douglas Fir: Reading David Suzuki’s “Tree: A Biography” and Harley Rustad’s “Big Lonely Doug”
Chak-kwan Ng, Hong Kong Metropolitan University, Hong Kong
Traditionally, literary criticism on life writing focuses on the representation of the life experiences of a human individual, examining how
the narrative is shaped in ways that interpret the subject’s personal development, interests and motivations, and the broader historical andcultural influences on the subject as well as their life story’s significance. In the face of the posthuman turn in humanities, recent auto/
biography studies have engaged in rethinking the anthropocentric orientation of the field and proposed approaches that decenter thehuman’s identity as the principal actant and foreground the significance of nonhuman life. The emergence of nonhuman biographies asa genre reflects a growing recognition of the personhood and agency of animals and plants. David Suzuki’s Tree: a Biography (2004) andHarley Rustad’s Big Lonely Doug (2018) are two notable examples in this emerging genre, focusing specifically on the lives of Douglas
fir trees. This paper aims to demonstrate a comparative reading of the two works: while Tree: a Biography presents the life story of a
Douglas fir as synecdochic for a natural history of life on the Earth by weaving scientific knowledge in the narrative, Big Lonely Doug tells
a story of nature conservation from the perspective of a particular tree that has attained symbolic significance. Despite the different
storytelling, Suzuki and Rustad both highlight the Douglas fir’s importance for the ecosystem and demonstrate a deep appreciation for thetree’s natural and cultural presence, speaking of the power of nature.
12:50-13:15
79667 | Rethinking Resilience, Traversing Trauma: A Study of Sexually Abused Children and Young Adults in Tracey Hoffmann’s Valley of
Chaya
Sheetal Kumari, Indian Institute of Technology Roorkee, India
In Valley of Chaya, Tracey Hoffmann depicts a dark global community where young adults and children are abducted and sold intobrothels. The victims of sexual violence at brothels endure such horrific conditions that it is joyous to learn of their survival but terrifying
to go through. The victims have to relive the traumatic journey while experiencing a range of autonomic, anxiety and depression-related
symptoms, as well as psychological fallout, including nightmares, trouble sleeping, hyper-alertness and memory impairment. In contrast
to trauma, which leaves victims with recurrent and unpredictable consequences, resilience creates aspects of notable hardship andconstructive adaptation. Once victims of such atrocities survive, they become more resilient and capable of handling trauma. With
resilience playing a critical part, this research attempts to contextualize the trauma experienced by these survivors and their coping
strategies. As in Valley of Chaya, the victims are of different age groups, religious backgrounds, and cultures, which problematize to copewith one another’s trauma where sharing experiences is the crucial part. Through consulting trauma theory and resilience theory, thepaper textualizes the factors of spatiality, religious faith and culture to cope with the trauma of sexual abuse of Hoffmann’s Indian andAustralian characters. Also, after witnessing and experiencing sexual abuse, the victims lack the language abilities to expose the horror
and the social maturity to comprehend their exploitation. As resilience displays positivity and strength rather than the vulnerability of thevictims, the paper explores how different linguistic backgrounds create a barrier to developing coping mechanisms.
13:15-13:40
79106 | Exploring Exile and Crosscultural Complexities in Yasmine Gooneratne’s A Change of Skies
Mukesh Yadav, University of Engineering and Management, India
The paper explores how the past affects the future in Yasmine Gooneratne’s A Change of Skies. The vital aspects of immigration,
adjustment to new lands, expatriation and complexities of cross-cultural negotiation with specific issues of cultural identity andauthenticity are dealt in the paper. The paper highlights the experiences of Asian immigrants and how they adjust to living in the newenvironment of Australia. The major characters, Barry and Jean are subjected to tremendous pressures in Australia. The couple relishes
the challenge and ultimately prospers in the environment. However, the couples were disillusioned with the first experience of being
forced to see themselves as a generic subject in the gaze of the 'Other’. In the novel, A Change of Skies, Gooneratne recognizes thecomplex sources of the present, she realizes the hope that these can generate a future freed of the limitations of the past, but not freeof the universal absurdities of the human condition. People, do, she suggests, change their souls when they change their skies. More
importantly, when they change their skies, they do not abandon the past, but produce a new future and new possibilities.
13:40-14:05
80459 | One Small Hospital…All our Bodies Linked, as if Holding Hands: Towards a Poetics of Chronic Illness and Dying
Jacqueline Kolosov, Texas Tech University, United States
The late Canadian poet and scholar Hilary Gravendyk coined the phrase “Chronic Poetics” to describe poetry that hones in on therelationship between chronic illness and generational form in order to extend the reach of disability criticism’s relevance to all bodies,
not just disabled bodies. Though my intentions are not so much political as existential, I share Gravendyk’s recognition that althoughbiomedical research into the management of chronic disease and terminal illness is well-established, far less valued much lessdocumented is the experiential knowledge of patients as a means of understanding the impact of living with chronic and with terminal
illness. Such a poetics recognizes the ability to perceive with that pain from within a body that refuses to recede from consciousness.
While poetry therapy is an immensely valuable tool in this context, this presentation will focus on poetry written by well-established poets
whose work becomes a portal that provides entry into another way of being. Such poetry portals ask the reader to consider their own
potential as well as limitations in light of histories of isolation, exclusion and liminal experience that come with chronic and terminal
illness. Merleau-Ponty’s emphasis on the expressiveness of language in relation to embodiment also enters the conversation though
primary emphasis remains on the poetry of those including the late Jane Kenyon, Stanley Plumly, and Saskia Hamilton, with attention toJohn Keats as well as Emily Dickinson.

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14:20-16:00 | Salle 234

Saturday Onsite Parallel Session 4
Gender & Sexuality in the Arts
Session Chair: Anthony Brown

14:20-14:45
78553 | Blurred Lines: Expanding Conversations About Sexualization of Youth in Competitive Dance
Lisa Sandlos, York University, CanadaThis paper explores the multifaceted implications of teaching youth (ages 12-18) to express themselves through dance in a society that has
increasingly imposed sexualized and gendered norms on young bodies, particularly since the 1990s. Specifically, the paper investigates how
sexualization impacts youth who dance in privately-operated studios and competitions within Canada and the United States. Distinct from healthy
expressions of sexuality that are important in adolescence, sexualized dance blurs the lines between self-expression and the erotic aesthetics or
provocative movements dancers often learn to reproduce. While sexualization of girl dancers is widely recognized and debated in competition
dance, it is not always well-understood by instructors, parents of dancers, or the dancers themselves and impacts on boys and non-binary youth indance are rarely acknowledged. Within a feminist theoretical framework of embodiment, gender and sexuality, this paper addresses this deficiency
by highlighting particular ways sexualization can influence the identity development, body image, self-confidence, and social interactions of young
dancers. Additionally, the paper investigates the following subtopics: a) current perspectives on sexualization, training, and performance practices
within competitive dance schools in response to widespread acknowledgement of the need for greater equity, diversity, and inclusion, b) dance
community thinking as influenced by the #MeToo movement and issues of consent, self-confidence, and bodily autonomy, and c) how social anddigital media can perpetuate or resist sexualized constructions of young dancers. The paper concludes with strategies for dance studiocommunities wishing to develop alternative pedagogical approaches and expand conversations about sexualization within competitive dance.
14:45-15:10
79675 | Rethinking Resilience and (Queer) Ways of Being in the Pandemic: Contextualization of Body Politics and Phenomenology in Select
Poems
Saher Bano, Indian Institute of Technology Roorkee, India
Through analysing select queer pandemic poems from The World That Belongs To Us: An Anthology Of Queer Poetry From South Asia,
this paper examines ‘little (resilience) narratives’ from the margins, which are not only a response to adversity but also ‘a way of being’(queer), a celebration of the alternatives, experiences, and identities which contribute to the diversity of South Asian queer community.
The paper contextualises queer bodies as a metaphor of ‘little (resistance) narratives’, a deconstructive site, a ‘polysemic’ postmodern
self in contention with the phallogocentric discourses. Through referring Sara Ahmad’s ‘Queer Phenomenology’, which situates queer
body and space in Covid-19 pandemic, the paper understands how queer subjectivities are involved in rewriting and reinventing the
traditional (hetero)patriarchal structures into new forms of queer(y)ing. Further, drawing on Judith Butler's What World Is This? A
Pandemic Phenomenology, the paper poses inquiries regarding orienting oneself, within spatial, social, and planetary contexts. In a world
where the pandemic has blurred the boundaries between the human and the nonhuman, where issues like precarity, poverty, racism,
transphobia, and sexism are pervasive, Butler explores the fundamental questions of "what makes a life livable?" and "how long can I live
like this?" (29). As well, the queer performative bodies mentioned in the select poems embrace their sense of ‘in-betweenness’ and revelin transgression, alterity, and defiance. Through these gendered and sexual (re)presentations, queer resilience, bodily acts andperformances amplify a leap into the future possibilities of genderqueer, and makes a space for alternative ‘coalitions.’
15:10-15:35
79685 | The Invisible Spectrum: Resilience of the Autistic Community in Female Representation
Maria Borzenko, European Humanities University, Lithuania
There is abundant research on autism issues, but almost no research papers look into the representation of autistic women. Women are
generally excluded from autistic medical research (D’Mello, 2022), and thus they are inaccurately portrayed in canonical autistic
characters (Dean & Nordahl-Hansen, 2021). The gap between autistic women's existence in the real world and the lack of their recognitionin the media landscape has led to the communities claiming some well-known characters as “headcanons”, representing said community(Shafee, 2021). Such characters exhibit autistic traits while being generally more intersectionally diverse, and provide relatable charactersthat are not reduced to their disability, and that do not fit into narrow boxes of cinematic tropes of disability representation. These
characters frequently serve as role models, but misconceptions surrounding their identities can result in inaccurate portrayals,
consequently contributing to the stigmatization of real-life autistic women (Maich & Belcher, 2014). As an autistic researcher of autism, I
strive to comprehensively explore autistic behavioral traits exhibited by female characters in popular movies, especially those characters
not explicitly labeled as autistic, and the diversity of the image that they create. By employing content analyses, intersectionality analyses,
and analyses of narrative codes, the research aims to contribute to a more accurate understanding of autistic representation in popular
filmography and its potential real-life implications, proving greater diversity in the representation of autistic women through headcanons.
15:35-16:00
80141 | Compulsory Heterosexuality Through Family-Led LGBTQ Conversion Practices in South Africa
Anthony Brown, Stellenbosch University, South Africa
Despite recognition of their harmful impacts, conversion practices targeting lesbian, gay, bisexual, transgender and queer (LGBTQ) individuals
persist globally. However, scholarship overlooks African conversion efforts. Through in-depth interviews with 35 LGBTQ South Africans, thisqualitative study explores the oppressive African practices overlooked by research dominated by Western contexts. The emergent themes
expose multiple examples of abuse by led by families—from forced traditional healing ceremonies and religious rituals to corrective rape.
Parents take children to traditional healers who perform rituals and prescribe regimens claimed to “eliminate” LGBTQ orientation. Families
compel youth into lengthy church-led efforts to "pray the gay away". Most gravely, many queer women and trans participants face heightenedrisks of repeated assault and murder following corrective rape meant to violently “cure” nonconformity. Many participants detail secretly
maintaining LGBTQ relationships amidst harm—courageous resilience by living authentically and seeking community support despite
oppression. Their stories reveal flaws in enforcing rigid gender/sexual norms. The need for LGBTQ-affirming protections and education
against conversion efforts is urgent to celebrate diversity against enforced heterosexual conformity. This study illuminates an under-analyzed
practice, framed by compulsory heterosexuality theory, harming African gender/sexual minorities through family-driven conversion attempts.
In addition, participants’ stories reveal the courage of living authentically and seeking community support despite external oppression. Their
resilience in embracing identity despite rare African conversion therapy practice intending to “fix” the fault in compulsory conformity. It points
to the urgent need for education on supporting natural human diversity in gender and sexuality to eliminate conversion practices

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16:15-17:30 | Salle 234

Saturday Onsite Parallel Session 5
Comparative Humanities in Practice
Session Chair: Manveen Singh

16:15-16:40
81607 | Promoting Social Innovation with Hybrid Company Forms of Social Enterprises
Prapin Nuchpiam, National Institute of Development Administration, Thailand
Social innovation provides a way to solve social problems through innovative products/solutions, processes and empowerment
strategies. Social enterprise could be considered as a hybrid organization adopting various social innovation measures to achieve social
benefits. Putting it this way, social innovation thus happens through social enterprise. Nonetheless, social enterprises do not always
involve social innovation. Then, an issue has been raised whether any organization which has some degree of social innovation (througheither products, process or empowerment) could be called a social enterprise. No matter whether the concepts of social innovation andsocial enterprise are differentiated or intertwined, there is currently no consensus on the universally accepted definition of social
innovation and social enterprise. This paper aims to see how law can facilitate social innovation through social enterprise. The focus is on
analyzing hybrid company forms, the US’s Low-Profit Limited Liability Company (L3C) in particular. It relies on a documentary researchmethod following a qualitative analytic mode making use of various types of documents obtained from many sources.
16:40-17:05
80231 | A Study on Micro, Small, and Medium Entrepreneurs’ Awareness of Flood Risk to Reduce Loss and Damage
Savithri Jayakody, University of Tsukuba, Japan Kenichi Matsui, University of Tsukuba, JapanIn Sri Lanka, the MSME sector provides 45% of the employment and 52% of GDP. It represents 99.8% of the establishments. However, this
sector is highly vulnerable to flood loss and damage. Post-Disaster Needs Assessments of Floods and Landslides in Sri Lanka (2017)
reported that past floods cost LKR 10 billion damage to the MSME sector. Past studies showed that the risk of flood can be reduced by avariety of measures, but the role of flood risk awareness in reducing loss and damage remains unclear. This study investigated the role offlood risk awareness among MSMEs in minimizing loss and damage. We conducted a questionnaire survey among 90 MSMEs owners inthree selected divisional secretariat divisions (DSDs) in Colombo district during the month of December 2023. The survey findings reveal
a significant disconnection between government risk reduction efforts and information dissemination to MSME owners, contributing to alack of awareness in disaster preparedness. Despite this, MSME owners demonstrate a high awareness of potential flood hazards andpossess a strong risk perception. The respondents in Colombo and Kolonnwa DSDs face higher flood risks due to close proximity to flood
sources and the frequency of flood events. The Kaduwela respondents, constrained in evacuation by the nature of their businesses,
incurred more significant losses. The survey emphasized that well-informed MSME owners could have substantially reduced flood
damage through informed actions, highlighting the importance of tailored risk communication strategies and targeted support for MSMEs
to enhance flood preparedness and minimize associated losses.
17:05-17:30
79526 | The European Commission’s Draft SEP Regulation: A Slippery Slope or a Renewed Hope?
Manveen Singh, O.P. Jindal Global University, India
Standards have long been considered the building blocks of innovation, and central to the standardization process are patents that
protect the underlying technologies essential to a standard, also known as standard essential patents (SEPs). Since the beginning of the
90’s, licensing of SEPs has attracted a significant amount of discussion involving not just the industry and academia, but also courts andcompetition agencies. While the latter has, time and again, come up with guidelines on SEP licensing, there continue to be questions
asked in terms of a global solution to disputes concerning SEPs and the determination of fair, reasonable, and non-discriminatory(FRAND) rates. It is to that effect that the European Commission (EC) recently published its Draft SEP Regulation, intending to bringtransparency and predictability to SEP licensing. The Draft Regulation drew instant reaction from both licensors and licensees across theinformation and communications technology (ICT) sector. Commentators and academics joined in, with quite a few being critical of the
proposed regulation. Against the above backdrop, the present paper seeks to evaluate the Draft SEP Regulation proposed by the EC andfurther analyze the challenges likely to be posed concerning the implementation of the Draft Regulation. In doing so, it addresses the allimportant question as to whether the Draft Regulation is likely to bring with it a renewed sense of hope for SEP licensing in the EU or
disrupt the ongoing efforts on the part of the industry to find amicable solutions to SEP licensing.

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09:00-10:40 | Salle 269

Saturday Onsite Parallel Session 1
Adult, Lifelong & Distance Learning
Session Chair: Shontale Bryant

09:00-09:25
81845 | The Effectiveness, Challenges and Psychological Impacts of Online Learning for University Students: A Case Study of Open
University of Mauritius
Preetamsingh Dookhun, Open University of Mauritius, Mauritius
Sanmooga Savoo, Open University of Mauritius, Mauritius
The purpose of this paper is to investigate the effectiveness, challenges and psychological impacts of online learning for university students
at Open University of Mauritius. The coronavirus pandemic had considerably impacted the educational system throughout the entire world.
The closure of educational institutions had disrupted the proper running of the system, limiting learners’ acquisition of knowledge, andlimiting the work of schooling authorities, stakeholders, and policy-makers. Design/methodology/approach – The research design for thisstudy comprises of a comprehensive literature review and collection of primary data from 373 respondents. This study will take the form of aquantitative approach. Correlation analyses were used to test the hypotheses. Findings – A total response rate of 72.9 % (N-373) was
obtained. With regards to effectiveness of online learning, good understanding of learning content; information retention and others arehighly affected with the assistance of tutors in comparison to situations when there is no assistance. With regards to challenges of online
learning, difficulty understanding the language medium; difficulty understanding the learning content among others are highly influenced
with the assistance of tutors. With regards to psychological impacts of online learning, level of happiness and enjoyment among others ishighly impacted with proper assistance of tutors. In short, proper tutor’s assistance affects the effectiveness and psychological impacts of
online learning but does not affect the challenges of online learning. Practical implications – This research will assist policymakers in
identifying the effectiveness, challenges and psychological impacts of online learning for university learners. Originality/value.
09:25-09:50
79761 | Meaningful Learning for Blind Students in Using Audiobook as a Tool in Distance Education
Jaka Warsihna, Universitas Terbuka, Indonesia
Zulmi Ramdani, UIN Sunan Gunung Djati Bandung, Indonesia
Andi Amri, Universitas Muhammadiyah Prof.Dr.Hamka, Indonesia
Fauzy Rahman Kosasih, Universitas Terbuka, Indonesia
Current technological advancements have introduced a new perspective in facilitating optimal learning for individuals. The presence ofaudiobooks as a learning medium is anticipated to ease the process for blind students in accessing a greater volume of material andachieving enhanced accessibility. Previous studies have not extensively explored the role of audiobooks for blind students despite thepotential of this medium as a driving factor for their success in learning. A descriptive phenomenological study was employed to investigate
the experiences of blind students in using audiobooks as a supporting learning media. Two blind students, actively engaged in distancelearning programs, participated in this research. Through thematic analysis, the findings revealed that audiobooks can indeed serve as aneffective tool for them to access diverse and directed learning resources. However, specific considerations, such as accessible features andthe dynamic nature of audiobook narrations, which need to align with the content, must be taken into account during implementation.
09:50-10:15
81901 | Enhancing Online Education in Indian Management Institutes: Investigating Critical Success Factors for Program Effectiveness
Hanna Olasiuk, O.P. Jindal Global University, India
Sanjeev Kumar, O.P. Jindal Global University, India
Online education has gained popularity in Indian management institutes due to its flexibility and accessibility. This study examines critical
success factors (CSFs) influencing online education to enhance program effectiveness. Using a dataset of 123 articles from Elsevier's
Scopus database, covering 2003 to 2024 globally, the study combines bibliometric analysis and structural topic modelling (STM). Thisapproach is a state-of-the-art method for natural language processing and text analysis, making it crucial for document analysis. The
findings reveal that India ranks second in research on online education in higher education, highlighting the need for excellence in thisdomain. Key CSFs identified include technology infrastructure, faculty readiness, course design, student engagement, and institutional
support. A robust technology infrastructure is essential for seamless learning, while faculty require training in online teaching andeffective communication. Well-designed courses catering to diverse learning styles and interactive elements enhance student
engagement, which is critical for motivation and learning. Institutional commitment and leadership are vital for resource allocation andstrategic planning. Addressing these CSFs is crucial for management institutes to develop high-quality online education programs thatmeet student and stakeholder needs, ensure quality, and meet educational goals. Additional findings report a surge in the articles on
online education in higher education, contributing 32 articles from 2020 to 2022.
10:15-10:40
79584 | Perceptions of Transactional Distance From Black Males in Online Asynchronous Math Courses
Shontale Bryant, Christian Brothers University, United States
Transactional distance theory (Moore, 1973, 1993, 2013, 2019) identifies transactional distance as a psychological or communication gap thatcan be perceived by learners based on their personal educational needs and/or preferences. These perceptions of distance can occur in any
learning environment but especially in online learning environments and can influence course satisfaction, participation, and persistence(Tinto, 2009). Perceptions of transactional distance are observed through interactions and are influenced by the theory’s three main tenets ofcourse structure, dialogue, and learner autonomy through instructional design and personalization. Semi-structured qualitative interviews wereconducted with Black males taking online asynchronous math courses at a mid-sized North American university to determine how theparticipants’ perceived instances of transactional distance. The tool was designed as a lens to examine transactional distance through five
types of learner interactions. Results of the study support the theory’s purport that learners perceive instances of transactional distance basedon personal educational needs and/or preferences. The findings also support empirical research findings stating that educational
disadvantages can be exacerbated in distance learning environments, especially for marginalized or underprepared populations (Paul et al.,2015; Salvo et al., 2019; Stewart et al., 2010; Xu & Jaggars, 2013). Per the research, learners should experience varied interactions with options
for personalization. Stakeholders have the opportunity to support learners through professional development for instructors and course
designers, cycles of feedback, learner support programs, personalization, and varied course design which should include interactions,dialogue, opportunities for autonomy, and course structures appropriate for online learning environments.

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10:55-12:10 | Salle 269

Saturday Onsite Parallel Session 2
Primary & Secondary Education
Session Chair: Jaysveree Louw

10:55-11:20
81582 | Animalezas Sonoras – Collaborative Composition Workshop for Children
Nur Slim, Universidad Nacional Autonoma de Mexico, Mexico
Animalezas Sonoras is a collaborative composition workshop. The methodology is conceived for children between 3 and 6 years of age
and centers on the enhancement and amplification of the imaginative processes within a constructivist theoretical framework. The
method seeks to stir active participation through senso-perceptual stimulation by means of textures, sounds, and images in order todevelop the child’s creative and musical capacities. This workshop is also at the origin of the Guía de juegos para pequeños compositores(Games guide for little composers), a working guide which provides musical composition exercises that introduce children to soundexperimentation and helps develop their imagination. Empirical observation has proven that collaborative composition and the use ofnew, non-traditional methodologies strengthens the creative potential in children, which in turn allows them to acquire more solid tools toshape their personalities and solve everyday problems. Today, composition and performance are considered two separate fields, although
this has not always been the case. It is important that children learn to express themselves through music, not only learning to play an
instrument, memorizing exercises with songs that do not always force or stimulate them personally, but giving them the tools to be thecreators of their own story. The aim is to give them a transdisciplinary education so that they become free adults, because they will havereflective thinking and will grow up being sensitive to what is happening in the world.
11:20-11:45
81148 | Influence of Parent-Teacher Partnership on Student Academic Engagement and Mathematics Achievement in Senior Secondary
Schools in Nigeria
Taiwo Oladipo-Abodunwa, The Polytechnic, Nigeria
Joshua Adeleke, University of Ibadan, Nigeria
Many students all over the world dread mathematics, and efforts must therefore be made to evolve strategies that may help to arousestudents’ interest, to improve students’ engagement with the subject to enhance performance to impact positively on the national growthof Nigeria. The provision of home and classroom environments that are conducive to mathematics learning through Parent-Teacher
Partnership (PTP) will be a step in this direction. A sample of 4146 SSS3 students from 72 randomly selected schools (public= andprivate=) selected from 12 Local Government Areas (LGAs); inclusive of one purposively selected rural LGA in the three senatorial districts
in Oyo State, Nigeria provided data used in investigating the causal effect of PTP on student academic engagement and mathematics
achievement. Analysis revealed that PTP (knowledge β=0.11, t=8.11; attitude β=0.04, t=2.35 and practice β=0.15, t=10.1) of both parents
and teachers influenced students’ academic engagement and achievement in mathematics in senior secondary schools in Oyo State,
Nigeria. School authorities and stakeholders in education should encourage teachers to partner with parents to heighten achievement inmathematics.
11:45-12:10
81370 | Make Teaching Fun: Teaching Mathematics to Grade R Learners Through Storytelling
Jaysveree Louw, Central University of Technology, South Africa
Mathematics is a crucial subject that forms the foundation of various disciplines. It is the explanation of how we organise our everyday
lives to make sense of what is going on around us. Our understanding of how things work on planet Earth depends largely on our
understanding and use of Mathematics. In Grade R (the year of schooling that precedes Grade 1) Mathematics, it is especially important
for the teacher to focus on physical, social, conceptual and lingual knowledge. The aim of this theoretical paper is (1) to examine therelationship between the teaching of Mathematics through the telling of stories and (2) to highlight the benefits of merging Mathematics
teaching with storytelling. The paper argues that many young learners find the traditional ways (e.g. rote learning) of learning
Mathematics boring, too abstract, rigid and unenjoyable. These traditional approaches to teaching Mathematics could shed light on why
many learners in South Africa do not perform well in Mathematics. One alternative to teaching Mathematics is to teach it through thetelling and reading of ‘Math stories’ in order to make learning Mathematics fun and enjoyable for Grade R learners.

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12:25-14:05 | Salle 269

Saturday Onsite Parallel Session 3
Professional Training, Development & Concerns in Education
Session Chair: Clarisa G Quan

12:25-12:50
78261 | Uncovering English Language Instructors’ Professional Identity Construction: An Autoethnographic Exploration of Research-Based
Paper Presentation Experiences
Fitri Agustin, Universitas Pendidikan Indonesia, Indonesia
Novita Eka Tristiana, Universitas Negeri Semarang, Indonesia
Umi Farisiyah, Universitas Negeri Yogyakarta, Indonesia
Tina Priyantin, Universitas Pendidikan Indonesia, Indonesia
The concept that teachers are agents who actively manufacture meaning about their professional identities serves as the foundation forour presentation of the construction of our identities as EFL instructors building their professional development through on-site and online
research-based paper dissemination. The methodologies of collaborative autoethnography (CAE) and arts-based educational research(ABER) were utilized to investigate and reflect upon the formative experiences that have contributed to our professional development
and our sense of who we are as teacher researchers. We are gaining insight into the historical, socio-cultural, and institutional factorsthat have shaped and transformed our identity as English as a Foreign Language (EFL) teacher researchers by articulating and reflecting
upon the textual and visual evidence we have collected and continuously analyzed. The material at hand encompasses written and visualforms that have been gathered and analyzed. Through our joint efforts, we have been able to anticipate potential avenues for professional
growth. This has motivated us to enhance the type of collaborative research that fosters community capacity development within our owngroup and the broader scholarly community.
12:50-13:15
81940 | The Impact of the PLC+ Framework and SIOP Model to Improve New Teacher English Language Development Instruction
Kimberly Garcia, California State University, Northridge, United States
In the early 2000s, findings from a US National Reading Panel study prompted politicians, educational leaders, and curruculum publishers
to promote the “Science of Reading (SoR),” a systematic approach to literacy hyper focused on reading foundational skills, as the
instructional model for literacy instruction. SoR has been widely adopted by standardized curriculum publishers and implemented inmost public schools in the United States. After nearly three decades of implementation, standardized literacy curriculum focused on
SoR has failed to advance the literacy achievement and English language acquisition of Emerging Bilingual (EB) students. This failure
is compounded by the fact that teachers new to the profession have expressed feeling underprepared to differentiate instruction for EB
student groups. The objective of this small-scale qualitative study is to determine if providing new teachers in a large urban school district
professional development that 1) follows the steps outlined in the PLC+ Framework and 2) supports new teachers in implementing theSheltered Instruction Observation Protocol (SIOP) model will positively impact new teachers' sense of self-efficacy in their ability toprovide English language development (ELD) instruction for their EB students. Utilizing Grounded Theory to analyze data from open-ended
surveys, interviews, and focus groups, it is expected that the mapping of the PLC+ theoretical framework over the training of the researchbased SIOP Model instructional framework will both increase new teacher self-efficacy and feelings of preparedness, and positively
impact the educational experience and achievement of their EB students.
13:15-13:40
80307 | How Educate Internationally-Educated Nurses: Perceptions of Nursing Administrators
Chiharu Miyata, Kyoto Prefectural University of Medicine, JapanThe number of foreign nurses via the Economic Partnership Agreement system has been increasing in Japan, it is crucial to promote thestable employment of Internationally-Educated Nurses (IENs). This study will allow us to better understand the conditions under IENs, andby discussing refer to evidence of Western countries that accept more IENs than Japan, we can lead to effective education and support
for IENs. Therefore, this study aimed to explore the key factors for the effective education and support for IENs from the perspective
nursing administrators. This study applied a qualitative descriptive approach. A semi-structured interview was conducted to nine nurse
administrators were chosen based on a purposive sampling method. Each interview was recorded and transcribed, after which it was
analyzed using the qualitative content analysis method. Four categories were extracted as key factors: "Clarification of career path","Support for improving language skills", "Support for their career reconstruction", "Comprehensive support". The outcome suggested that
nursing administrators need to; to make a clear policy how to develop IENs as valuable human resources, to provide continued support toimprove their language skills, to create of guidelines from the perspective of the career development of foreign-educated nurses, clarify
the individual goals, and to share values, beliefs, and communication styles each other’s. These things could enable IENs to acquire thenecessary cultural knowledge and appropriate skills necessary for performing their duties and the ultimate profession of them, which canlead to their growth and improve quality of care in clinical setting.
13:40-14:05
81978 | Ten Years of SCRATCH in the Applied Linguistics Classroom: Student Teachers Evaluating the Program’s Modifications fromSCRATCH 1.4 to 3.0
Clarisa G Quan, University of Guam, GuamFor over 10 years, undergraduate and graduate students and student teachers taking LN400/500 Applied Linguistics at the Universityof Guam were required to design SCRATCH projects that they had to present at the university-sponsored Annual Regional Language
Arts Conference, and that they could actually use in their teaching primary, middle school, or high school students. SCRATCH is a freedownloadable program from MIT (Massachusetts Institute of Technology), whose programmers have released newer versions that
address older coding issues. This presentation will discuss how the various versions of SCRATCH, (i.e., Scratch 1.4 that students usedfrom 2010 to 2012; Scratch 2.0 that they utilized from 2013 to 2018, and its latest version, 3.0, that students used in 2019, 2022 and 2023)- affected the quality of students’ projects and triggered their comments about the program’s user-friendliness, usefulness, and and yes,bugs that they feel still have to be addressed. Student Suggestions for improving the program will also be included.

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14:20-16:00 | Salle 269

Saturday Onsite Parallel Session 4
Media, Film Studies & Communication
Session Chair: Daniel Gilmore

14:20-14:45
81504 | Influencing the Tradition: Studying a Bengali TV Serial’s Influence Over Men’s Fashion Preference in Contemporary Kolkata
Gargi Ghosh, Indian Institute of Technology Kanpur, India
Ritwij Bhowmik, Indian Institute of Technology Kanpur, India
The paper attempts to trace and document a rare example of visual media promoting its own cultural heritage to a community, taking theBengali TV show “Korunamoyee Rani Rashmoni” (dir. Rupak Dey, 2017-22) as a case study. 2017 onwards, the show “…. Rashmoni,” which
followed the life of social reformer Rani Rashmoni in colonial Bengal and showcased zamindars clad in traditional 19th-century attire, gained
extreme popularity in Kolkata. Concurrently, identical designs worn by the show’s male characters became immensely popular incontemporary Kolkata markets without any conscious official merchandising endeavor. This phenomenon prompted the researchers tomake a descriptive claim, and they adapted visual ethnography and narrative analysis as methodology tools while interviewing men’s apparelsellers and independent designers from Kolkata. The research findings locate both social and visual media influence on Bengali men’s choiceof clothing- from following yesteryear superstar Uttam Kumar’s personal style (1970s), to TV serial “Janmabhumi” (1997-2002) andsubsequently, the current surge of demand owing to serial “…..Rashmoni” (2017-22). The paper offers a visual evolution of male period drama
costumes represented in Bengali media & their subsequent effect on general customers’ fashion choices. It sheds interesting light on thegender roles in purchasing decisions in relation to the viewership of fictional televised content. The resilience of the trend through the global
pandemic, outliving the source of inspiration in 2024 Kolkata markets, and shattering the social class barriers traditionally associated withthe design indicates the potential of visual communication of regional language media in its cultural stronghold.
14:45-15:10
81213 | Cable Newsing Ourselves To Death: Examining the Connection Between Cable News to Social Media
Daniel Gilmore, New York University, United States
New media forms often build themselves off of their immediate predecessors, but shifts sometimes occur. At the launch of CNN on June 1st,
1980, founder Ted Turner pledged that this first of its kind news network “won’t be signing off until the world ends", in a sharp contrast to thestructuring of broadcast television up until that point. Turner’s pledge to build his news network around continuous, 24 hour coverage meantthat a new mode of content generation had to be built in order to fill the now unceasing demands of airtime. Ultimately, Turner’s vision of what“the news” could look like won out and this model of an endless churn of material to fulfill an unlimited expanse of consumption space hascome to dominate a tremendous amount of our present media landscapes—especially online. What this presentation seeks to argue is thatour present era of the internet—the era of social media—rather than taking its cues from earlier forms of the internet, has instead beenmodeled after the practices and incentives of cable news. Triangulating between Neil Postman’s theories of media’s adaptations to
consumption demands and Marshall McLuhan’s arguments about the affordances of media form, the focus here is to examine how thegrowth of social media eventually led to a present landscape of an internet built on an insatiable engagement engine powered by an unending
demand for user generated content and the ways in which that has, like cable news, worked to corrode the quality of these media spaces.
15:10-15:35
79677 | Digitalization, New Media & OTT: Case Study of Ushering New Perspectives for Gender Issues
Chayanika Uniyal, University of Delhi, India
Amna Mirza, Sarojini Naidu Centre for Women’s Studies; Jamia Millia Islamia University, India
Technological and digital innovations are of huge significance in contemporary scenarios. From the digitalization of business models andgovernance to its impact on the everyday lives of common people, digital is the driver of the fourth industrial revolution too. The rise of virtual
realities, Web3, and artificial intelligence has led to new challenges and opportunities. The way the masses consume entertainment and therise of over-the-top (OTT) platforms are hallmarks of it. Further, media forms an integral part of portrayal, depiction, and features, which leads
to stereotypes, biases, and exclusion. A boom in smart phones and high-speed internet also raises concerns about regulatory requirements
for OTT platforms. OTT platforms navigate exponential growth and create an entertainment ecosystem, leading to innovative ideas. There
are debates on social norms and identities that have often arisen from OTT content. This becomes a counternarrative to the follies ofmainstream perspectives. OTT content is driven by the idea of a strong woman, challenging stereotypes, and calling out the social gendered
dynamics. OTT adds heterogeneity to our understanding of gender. In a demand-driven world, this creates new forms of presentation andrepresentation, adding a tenor of empowerment for women and gender issues at large. The paper attempts to discuss how, amidst theevolving nature of OTT platforms, they have been able to garner new perspectives on gender issues. It also discusses case studies from OTT
platforms to enlist the significance of engagement with gender issues on a consistent basis, which is beneficial for holistic development too.
15:35-16:00
82286 | From Hegemonic Masculinity to Hegemonic Muslimness: Bangladeshi Cinema in the Process of Construction of the Minority Other
Afroza Bulbul, Erasmus University, Netherlands
This paper aims to contribute to the understanding of Bangladeshi films’ representational strategies used in reinforcing Muslim
hegemonism. It shows how cinema screens have been used in the state’s politics of marginalization of minority religious communities
using Pita, a liberation war-themed Bangladeshi fiction movie as an example. With reference to the liberation war of Bangladesh (1971),
Pita has used the marker of hegemonic masculinity as a Muslim masculine icon who turns out to be the saviour of the nation constructing
Hindus as the Other. This paper has chosen Pita following the purposive selection method for its’ unorthodox representation in the film
history of Bangladesh in addressing minority agendas. Drawing on Stuart Hall’s cultural representation theory, this paper examines trends
and practices used in representation that downplay the minority religious community’s agency. Despite being a Muslim-majority country,
Bangladesh fought the liberation war based on the spirit of secularism against Muslim-dominated Pakistan. However, the country has
gone through Islamic revivalism over time rendering different religious communities as the Other. This paper argues that Pita participatesin the state’s politics in strengthening the ‘power’ of Muslims in two ways: first, the film uses the war spirit by imaging masculine power ofa Muslim hero snubbing the Hindu religious community’s agency; second, as a tier of cultural elite institutions, it uses the cinema platform
to collaborate with the state by reinforcing the existing religious and racialized hierarchical ordering.

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16:15-17:30 | Salle 269

Saturday Onsite Parallel Session 5
Skills Development
Session Chair: Chika Nweke

16:15-16:40
73795 | Using Survey Project Work for University Students in English for Science and Technology Courses
Nopporn Sarobol, Thammasat University, Thailand
Suneeporn Lertkultanon, Thammasat University, Thailand
Many benefits of using project work in English language classrooms have been shown in several studies. Students could develop theirlanguage skills, collaborative skills, research skills and other skills that they can apply in their future jobs. The aim of this present study is
to investigate the benefits that university students gained as well as the difficulties they faced when learning English for Science andTechnology courses through survey project work. The participants were 93 undergraduate students from the Faculty of Science andTechnology and other faculties studying at a university in Thailand. Both quantitative and qualitative data were collected from aquestionnaire and from students’ reflections. The study showed that the students had good attitudes towards learning by doing a survey
project. They revealed its benefits in terms of improving language skills, especially speaking skills. The students also agreed that they
were more responsible, had developed their learner autonomy, and had improved research skills and other useful skills connecting themto the real world. Regarding their difficulties, they responded that they had problems with time management and lacked collaborationfrom some team members when doing survey project work. The results of this study could help teachers to employ this method in theirclasses systematically and successfully.
16:40-17:05
79693 | Promoting Adult Lifelong Learning in the Republic of Mauritius
Sabrina Ramsamy-Iranah, Academy of Design and Innovation, Mauritius
Vishwanath Pooneeth, Academy of Design and Innovation, Mauritius
Geeta Ramparsad, Academy of Design and Innovation, Mauritius
The presence of free education at various levels (pre-primary in 1940, secondary in 1977, and tertiary in 2019) poses a significant
challenge in the Republic of Mauritius, where numerous adults either discontinued their education or faced limited access. In addressing
this concern, a series of activities were designed to provide training opportunities to different generations, including the Silent, Baby
Boomers, Gen-X, and Millennials, across diverse creative fields through lifelong learning concept. These efforts extended to urban andrural areas in the North, South, East, and West regions of the country via awarded/tailored formal and non-formal training courses. The
primary focus was on unemployed adults and aging citizens from 18 years old onward, with a program under the Small and Medium
Enterprises (SMEs) successfully upskilling sixty-eight (68) unemployed and retired women in basic pattern cutting and garment making,at first in the northern region subsequently to other regions. Additionally, twenty-three (23) senior citizens from the University of 3rd Age
Mauritius (U3AM) participated in several practical workshops on concepts related to circular economy. Furthermore, forty-eight adults
followed a Commonwealth of Learning (COL) online free multisectoral design courses exposing them to the virtual world of learning
through the moodle platform. The outcome of these activities were that participants received credit earned certificates, updating them innew technologies, improving their motor and cognitive skills to maintain their well-being and exhibit their work in a professional manner.
The aim achieved was to bridge the gap between generations and address some of the UN SDG goals
17:05-17:30
81741 | Evaluating Professional Skills Development Across the Engineering Undergraduate Degree Programme: An IEP Review
Chika Nweke, University College London, United Kingdom
The advancement of technical competency has traditionally been at the centre of engineering pedagogy in university education, however,
the increasing emphasis on the need for professional skills by accreditation bodies and employers has seen pressures on the higher
education system. University institutions worldwide have taken this on but in order to do so have had to shift their pedagogical approach.
The attainment of technical and theoretical knowledge has long suited a teacher-centred learning style where students receive
information from the educator and are expected to assimilate and absorb knowledge passively. However, the attainment of professional
skills implies the need for application in professional or pseudo-professional settings in order to ascertain its procurement. This has led tothe implementation of active learning or student-centered pedagogies where students play a more participatory role and hands-on role intheir learning. The award-winning Integrated Engineering Programme at University College London celebrates 10 years of existence thisyear and has been seen to be one of the global leaders in the embedding of professional skills within the engineering curriculum. But how
effective has it been? This research addresses the following questions using interviews and focus groups: 1. What are the key issues/commendations staff have of students’ application of professional skills within an engineering context? 2. What could be incorporated
into year 1 learning to better prepare students for subsequent years of study? 3. How is skills-based teaching perceived by students asthey progress through their degree?

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Saturday Poster
Presentations
17:35-18:35 | Salle 201
Saturday Poster Session
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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17:35-18:35 | Salle 201

Saturday Poster Session (PCAH)
Arts - Teaching and Learning the Arts
80089 | Drawing Essentials v2.0, an Analog & Digital Drawing Experience
EJ Herczyk, Thomas Jefferson University, United States
At Thomas Jefferson University, introductory level drawing is a requirement for all first-year design students majoring in Animation/
Interactive Media, Fashion Design, Graphic Design, Industrial Design, and Textile Design. Understanding the essential elements of drawing,such as line quality, light and shade, and perspective, is critical for our students to progress in their designated design majors. Historically,
the approach to teaching an introductory-level drawing course has, for the most part, been taught using traditional materials such asgraphite, charcoal, and paper. However, as the needs of industry skills evolve, instilling our students with the ability to utilize technology
throughout the drawing/design process has become more evident. This poster presentation will reveal two years of evidence-based
research from several sections of DRAW101: Drawing Essentials. The research will outline different strategies that we currently employ,with a specific focus on 1) how we incorporate digital drawing hardware and software to complement the traditional analog mark-making
materials commonly used in introductory-level drawing and 2) how this augmentation better prepares our first-year students with theskills that will aid them to progress in their design major and prepare them for the future of work in their chosen design field.

Sexuality, Gender, Families
81835 | Teachers Fostering Family, Care, and Support for LGBT+ Visually Impaired Learners
Lindokuhle Ubisi, University of South Africa, South Africa
Background: As learners with visual impairment (LVI) spend around 9 months of the year in residential schools for the blind (SFB), thissetting becomes a crucial space for them to find family, care, support from those who understand their differences. Given this exposure
to LVI throughout the year, teachers become invaluable agents in engaging and promoting diverse gender and sexuality inclusion for
lesbian, gay, bisexual, transgender and other gender, and sexuality non-conforming (LGBT+) LVI. Aim: As such, this study sought to findout how teachers fostered diverse gender and sexuality inclusivity for LGBT+ LVI within this context. Methods: Thirty teachers in five
South African SFB were conveniently sampled to participate in five focus group discussions. While data were thematically analysed,social interaction theory underpinned this study. Results: Teachers reported attempts by themselves, school managers, and other learners
to offer family, care, and support to LVI with diverse gender and sexuality identities, albeit this came with certain obstacles. Conclusion:
Recommendations are offered for teachers, parents, and the overall schooling environment to further foster family, care, and support toLGBT+ LVI.

Science, Environment and the Humanities
80226 | An Analytical Review of Climate Change Impact on Coconut Production and Price in Sri Lanka
Kimesha Silva, University of Tsukuba, Japan
Kenichi Matsui, University of Tsukuba, Japan
Coconut (Cocos nucifera L.) is an important food crop in Sri Lanka. It is known as Kapruka or the "tree of life" as it has become an integral
part of the financial and social facets of Sri Lankans. Sri Lanka is the fourth largest coconut producer in the world. It contributes 0.7%of the country’s GDP. However, changes in precipitation patterns were claimed to cause crop failures in the short term and production
declines in the long term. Another past study said that the coconut supply was reduced due to climate change. These generalizedstudies cannot explain what has happened in Sri Lanka in the last ten years. This paper attempts to re-examine the extent to whichclimate change, impacted the coconut production and price in Sri Lanka. For this purpose, we conducted a comprehensive data analysis
on rainfall and average drought months, coconut production, prices, exports, and domestic consumption, from 2010-2020. Throughan analysis of rainfall and drought months, we found that increasing drought months in the main coconut triangle negatively impacted
coconut. Inflorescence initiation is the most sensitive stage to climate variations. Higher temperatures, precipitation changes, andincreased incidence of pests and diseases reduce coconut production by reducing fruit sets. Elevated CO2 can offset the negative
effects. However, yield under drought was low. Coconut production shows a moderately negative correlation to fresh coconut retail prices.
Coconut production in the current year is mainly affected by the weather conditions in the previous year. Therefore, changes in production
had a varied impact on price.
80381 | Willingness to Pay for Agricultural Technologies by Irish Potato Farmers in Nakuru County, Kenya
Wiliter Momanyi, University of Tsukuba, Japan
Kenichi Matsui, University of Tsukuba, Japan
Irish Potato is an important food security crop and comes second in consumption after maize. It contributes about Ksh 50 billion annuallyto the gross domestic product. However, the declining productivity over the last two decades is attributed to low adoption of improved
technologies including certified seeds (2%), soil testing (3%), tractor services (2%), and fertilizers (12%). Past studies show there aretechnological efforts aimed at sustainable agricultural intensification by Kenyan government and private potato organizations. However,it remains unclear whether smallholder farmers are willing to pay for these technologies and the factors influencing their demand. We
sought to investigate the determinants of Irish potato farmers’ willingness to pay for agricultural technologies, through a mixed-methods
approach with contingent valuation method. Here, we selected 195 respondents out of 4,000 farmers in Nakuru County, a leading
producer of Irish potato in the country. Preliminary findings reveal varying degrees of willingness among farmers to pay for innovativetechnologies, such as certified potato seeds (97.4%), mulching (19.5%), tractor services (66.2%), fertilizer per acre (90.8%), soil testing(48.7%), and transport services (44.6%). Farmers income levels, access to credit, education, extension advice, and experience in potato
farming were the determinants of willingness to pay. Understanding farmers’ willingness to pay for agricultural technologies is crucial for
tailoring effective interventions by policymakers and technology developers. By aligning technological innovation with farmers’ economic
preferences, the research aims to enhance the adoption of sustainable agricultural technologies, leading to improved livelihoods and foodsecurity in Nakuru County and similar agricultural regions.

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Saturday Poster Session (PCAH)
Teaching and Learning
79681 | Reimagining Student Engagement: Lessons from the Performing Arts
Jenise Boland, Simon Fraser University, Canada
Lana Penner, West Point Grey Academy, Canada
Within the realm of education, the exploration of participant engagement is a relatively recent endeavour, spanning only the last quarter
century. In contrast, the performing arts have navigated the intricate dance between artist and audience for millennia. Drawing on theacademic research into audience and performance, this poster presentation reimagines student engagement through the arts-based lensof audience experience. Key insights from this investigation include the four integral components of positive audience engagement—
knowledge, risk, authenticity, and collective engagement—emerging as significant indicators of student engagement. Paradoxically, whileboth performance artists and educators share a common goal of nurturing positive engagement within a transactional experience, thecurrent metrics for student engagement diverge significantly. Presently, student engagement is predominantly conceptualized based ondeterminations by agents—teachers, parents, and principals—focusing on observable indicators such as task completion, working quietly,
and achieving high marks. Unfortunately, these metrics inadequately reflect the dynamics of modern, cooperative learning environments.
This poster presentation advocates for a paradigm shift in consideration of student engagement, urging educators to draw inspirationfrom the principles embedded in the performing arts. The proposal emphasizes a reevaluation of responsibility, moving away from anindividual-centric approach to a shared model that encompasses the student's voice and the collective experience. Join us in envisioninga more comprehensive framework for student engagement that aligns with the transformative dynamics of contemporary classrooms.

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Saturday Poster Session (PCE)
Adult, Lifelong & Distance Learning
80107 | An Innovative Pilot Project Designed to Educate Early Childhood Teachers Online While Simultaneously Increasing the Workforce
Patrice Farquharson, Charter Oak State College, United States
This practice-oriented paper presents the design, implementation, and evaluation of a workforce pilot to provide online early childhood
courses to 36 new employees. The pilot program, funded by a competitive workforce pipeline development grant, was developed toaddress the professional development needs of the workforce, enhance their skills, and improve the overall quality of early childhood
education (ECE). The paper discusses the rationale behind the pilot, its goals, the selection of courses, the delivery method, and theevaluation process. It also presents the outcomes and lessons learned from the pilot, highlighting the benefits of online courses forworkforce development in the early childhood education sector.

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
81798 | Investigating Linguistic and Non-Linguistic Factors Affecting Intercultural Communicative Competence in UK International Students
Dunia Alghamdi, Newcastle University, United Kingdom
Intercultural Communicative Competence (ICC) is vital for international students in higher education, who often face challenges like language
barriers and cultural differences. Investigating linguistic and non-linguistic factors influencing ICC development is crucial (Young & Schartner,2014). This ongoing mixed-method longitudinal study examines the linguistic dimension of vocabulary knowledge and non-linguistic factorsof social contact, impacting ICC among international students in one-year MA programs at UK universities (N=103). Quantitative data werecollected using questionnaires, while qualitative insights were derived from interviews (N=22) during the academic year 22/23 (September,
February, and the following July). The short form of the Multicultural Personality Questionnaire is used to measure ICC (Van der Zee etal., 2013). The significant contribution of this study lies in providing valuable insights into linguistic and non-linguistic factors that allow
educators and institutions to devise effective strategies for enhancing ICC among international students. Quantitative findings reveal that
Open-mindedness and Cultural Empathy significantly influence social contact with host nationals and multinational groups, with stronger
correlations observed. The relationship between ICC and Vocabulary Knowledge is also emphasized. These results highlight the importanceof fostering Open-mindedness and Cultural Empathy to improve Vocabulary Knowledge and interactions with host nationals and multinational
peers. This research enables UK-based educators to better understand international students' strengths and challenges, facilitatingintercultural communication between international and British students and assisting them in overcoming potential learning obstacles.

Design, Implementation & Assessment of Innovative Technologies in Education
79703 | Digital Companions for Learners: Design Principles for AI Assistants in Education
Sandra Hummel, ScaDS.AI; Dresden University of Technology, Germany
Mana-Teresa Donner, ScaDS.AI; Dresden University of Technology, Germany
AI-based learning assistants are gaining popularity at a rapid pace. This research is dedicated to establishing empirically validated designprinciples for the effective development and implementation of AI assistants in educational settings. Our primary focus is on ensuring learner
acceptance and accommodating their preferences. How can AI assistants be designed to enhance learner acceptance and cater to theirpreferences in educational environments? Rooted in the KIAM model, this research examines AI acceptance, emphasizing the alignment
between technology and learner needs. The methodology includes qualitative and quantitative approaches – surveys and focus groups
with learners to assess attitudes, behaviors, and preferences. Experimental studies observe interactions between learners and prototype AI
assistants, providing data on usability and effectiveness. Key findings highlight transparency, trust, and fairness as crucial components driving
technology acceptance. Based on focus groups (n = 24), the study proposes AI assistant design principles such as user-friendly interfaces,
consistent design, adaptability to individual learner needs, customization options, and emotional intelligence of the learning companion. In thiscontext, emotional intelligence entails the AI assistant responding empathetically to students' emotional expressions and offering constructive
guidance. Additionally, the importance of integrating gamification for motivation is emphasized. These principles aim to enhance aesthetic
appeal, support functionality, and ensure a positive learning experience. A personalized AI assistant considers learning pace, rhythm, andprogress tracking for targeted interventions. These empirically grounded design principles offer a comprehensive framework for developers
and educators to create AI assistants that align with user needs, promoting acceptance, and fostering positive learning outcomes.
81556 | Unpacking Interactivity in Immersive Virtual Reality
Gregory McGowin, Univeristy of Central Florida, United States
Stephen M. Fiore, University of Central Florida, United States
Immersive Virtual Reality (I-VR) offers new opportunities for transformative learning through interactive experiences, yet the concept
of interactivity remains ambiguously defined in this context (e.g., Makransky & Petersen, 2021). While frequently referenced, a precise
definition of interactivity for fostering learning in I-VR environments is lacking. This paper builds upon McGowin and colleagues' learning
affordances model (2023), which introduced a theoretical framework leveraging I-VR innovations and cognitive sciences to assess andsupport learning in I-VR. In this work we will review interdisciplinary definitions from prior literature to construct a conceptual definitionof interactivity and then operationalize it using Schulmeister's (2003) hierarchical model. We will provide representative examples of
how the elements of interactivity (e.g., low vs high) have been used from the relevant learning literature (e.g., medical, higher-ed) to help
explore and elucidate the distinct capabilities of interactivity in I-VR that foster learning. This review aims to bring clarity to interactivity asa learning affordance, offering an organizational structure for the analysis and design of interactivity in I-VR experiences. The discussion
extends to unique I-VR capabilities tailored for situated learning encounters. By bringing clarity to the definition of interactivity andexploring its various levels, this paper provides a framework to guide the development of I-VR learning experiences. Furthermore, it lays
the groundwork for future empirical investigations into the interplay between interactivity, other affordances, and learning outcomes.
Establishing an interdisciplinary understanding of interactivity allows developers and practitioners to thoughtfully leverage thistechnology's interactive potential, ultimately promoting more effective immersive learning experiences.

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Saturday Poster Session (PCE)
82443 | A Way to Teach Semiconductor Courses – Introducing Physical Constant Measurements
Chin-Chung Yu, National University of Kaohsiung, Taiwan
Yi-Hung Hsu, National University of Kaohsiung, Taiwan
The International System of Units was originally based on the seven fundamental physical quantities. On May 20, 2019, the Conférence
générale des poids et mesures (CGPM) officially adopted four physical constants as new measurement standards: the Planck
constant, elementary charge, Boltzmann constant, and Avogadro constant. Obtaining these physical constants requires sophisticatedinstruments, and their historical background and physical meanings are not well organized in senior high school. How to conduct
simple and safe experiments for these physical constants in high school and college courses is an important and urgent issue. In thisstudy, the measurements of Planck's and Boltzmann's constants were conducted using the energy equation and the surface current
model, respectively. The measurements were performed using an ESP32 single-chip microcontroller with a 16-bit ADC on light-emitting
diodes (LEDs) and transistors. Due to the advantages of the Internet of Things, the experimental data can be accessed by a smartphone
and used in a typical classroom. About one hundred high school students in Kaohsiung City, Taiwan participated in a semiconductor
course where they studied basic concepts such as pn junctions and transistor semiconductor physics, based on the aforementioned
fundamental physical constants. Through the above experiments, you can understand the nonlinear effects of diodes, photovoltaic
effects, transistor amplification, and learn about the application of physical constants in physical measurements.

Education, Sustainability & Society: Social Justice, Development & Political Movements
81674 | How is Social Justice Education Incorporated in Universities in the United States?: Multi-layered Gateways to Becoming an Ethical
Educator
Dong Choi, Park University, United States
The ethical codes of conduct and achieving social justice are closely related; they are one of the foundations to build a healthy
community. In the field of education in all nations, the ethical codes of conduct that teachers exercise are critical to create social justicein their classroom and society. So teacher candidates should learn and be assessed while they are in universities to become ethicaleducators. This presentation will discuss how a teacher preparation program fosters teacher candidates ethical competency andassesses its outcomes via multiple layers in the school curriculum, stand-alone courses, disposition evaluations, committee reports,
and campus life. A systematically designed spiral way of integration of relevant contents and evaluations in the ethical codes of conduct
will be presented. Especially, how self-evaluation of teacher candidates on their own dispositions and professional behaviors activates
their awareness and action of the ethical behaviors at educational and real-life settings will be highlighted. This presentation will discuss
the following issues using diverse examples that my institution offers for teacher candidates. • How the curriculum facilitates teacher
candidates to learn the ethical codes of conduct and assess their competency • How a stand-alone course related to diverse issues in
education is structured with relevant contents • How the multiple disposition evaluations are structured throughout the curriculum • How
students practice the ethical codes of conduct in real life settings via practicums and internships • How a committee handles violation of
the ethical codes of conduct • How special events boost teacher candidates awareness of action plan in professionalism
81704 | Understanding Children’s Experience When Their Parents Work at Odd Hours: A Thematic Analysis
Si Man Lam, The University of Hong Kong, Hong Kong
Children’s healthy development comes with intensive parental commitment of time and energy. Juggling a job with parenthood ischallenging. Yet, the rise of precarious employment has imposed further challenges on working parents. The economic aspect of precarity
has been extensively investigated, however, the temporal aspect has received limited attention. This study aims to understand theimplications of parents working precarious schedules on children's development. Semi-structured interviews were carried out among 15
children aged between 10 and 15 years from Greater Bay cities in mainland China. A reflexive thematic analysis was performed in searchof overarching patterns within the data. Four themes were identified from the analysis, each with four sub-themes. The first theme wasconstructed as invasion of work into family life with four sub-themes: (a) blurring boundary between workplace and home, (b) parents' anger
outburst, (c) distracted parenting, and (d) disrupted family time. The second theme was referred to as deprivation of bonding opportunities
with the following sub-themes: (a) parent burnout after work, (b) diminished family routines, (c) communication breakdown, and (d) dismissalof children's emotional needs. The third theme was identified as remote parenting via ICT, with the following sub-themes: (a) monitoring
using home camera systems, (b) communication through virtual platforms, (c) online homework help, and (d) control over access to digital
devices. The final theme was formulated as children's adjustments, with the following sub-themes: (a) craving for parents' company, (b)understanding of parents' work obligations, (c) undertaking domestic duties, and (d) social withdrawal from parents.

Educational Research, Development & Publishing
79730 | Development of a Virtual Reality-based Forehand Smash Training Model for Table Tennis Athletes
Novita Wulandari, Yogyakarta State University, Indonesia Siswantoyo Siswantoyo, Yogyakarta State University, Indonesia Handaru Jati,
Yogyakarta State University, Indonesia Jusrianto As, State University of Jakarta, Indonesia
Background: This research background is based on the crucial assumption that skills acquired through virtual reality (VR) based forehand
training can be effectively applied in real life. Although, research that specifically tests the validity of these assumptions is still limited to
specific applications. This research is expected to provide new insights and enrich our understanding of the effectiveness of using VR to
improve forehand skills in young table tennis athletes. Objective: The aim of this research is to design and develop a model of forehand
training in table tennis sports using VR technology specifically for athletes aged 13-17. The model consists of four components aimed at
improving motivation, concentration, hand movement techniques, waist rotation, and standing position. Research Design: Performancein VR-based forehand training is assessed using mixed model variation analysis. This analysis involves inter-subject factors (VR training
group vs control group) and intra-subjects’ factors. This method of research involved 60 participants, who were subsequently divided into
VR training groups (n = 30) and non-training control groups (n = 30). During the VR training session, participants engaged in a competitive
table tennis game against players based on artificial intelligence. An expert table tennis trainer evaluates the performance of participantsin table tennis materially before and after the training phase. Without knowing the participant's training group, the expert trainer assessed
the participants' forehand in terms of the quantitative aspects (number of rallies without error) and the quality of the skill aspects.

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Saturday Poster Session (PCE)
81777 | Why Engage in Scientific and Technological Initiation? A Groundbreaking Brazilian Study
Woska Costa, Instituto Federal Goiano, Brazil Angélica Melo, Instituto Federal Goiano, Brazil Priscilla Noll, Instituto Federal Goiano, Brazil
Matias Noll, Instituto Federal Goiano, Brazil
Scientific and technological initiation programs are developed to introduce students to scientific research and technological development.
Our study aimed to evaluate undergraduate students' research experience, self-perceptions, and scientific production during one
academic period. Quantitative analysis of curricula vitae and an electronic survey were conducted on students enrolled in a Brazilian
Midwest Institute. The sample included 213 students (115 female, 54.0%) who participated in the undergraduate programs (UR) during
the 2018–2019 academic term participated in the study. The students were divided into two groups according to their experience inresearch: 110 (51.6%) student's first time in a research program, and 103 (48.4%) experienced students. The results showed that students
who had participated in research activities more than once perceived the benefits of UR more positively (p=0.047) and demonstrated ahigher volume of academic production than those who were participating for the first time (p<0.001). Both groups agree that experiencein UR will contribute to better academic performance in graduate programs (novices: 64.5%; experienced: 71.8%). Furthermore, mostparticipating students expressed their intention to continue their involvement in UR (novice: 59.1%; experienced: 64.1%), indicating thepositive trajectory of Brazilian UR programs. In conclusion, undergraduate students who participate in UR programs contribute positively
to academic production and training by providing personal and professional benefits and the opportunity to produce academic work that
can help initiate academic careers.

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
77814 | Nouvelle Vertes: Ecocritics for French Language Learning at Universitas Negeri Yogyakarta
Angela Tanjung Saragupita, State University of Yogyakarta, Indonesia Roswita Lumban Tobing, State University of Yogyakarta, Indonesia
The ecological problems humans face today are increasingly varied, along with the advancement of human knowledge. These ecologicalproblems became a literary work in the French anthology of Nouvelle Vertes, which is the author's criticism of the destruction of natureby humans. This study aims to describe: (1) the forms of natural environmental damage in the anthology of Nouvelle Vertes, and (2) the
implication of the results of the research with the learning of French at Universitas Negeri Yogyakarta, on the subject of Étude de Textes
littéraires. The method used in this research is a qualitative descriptive method with Greg Garrard's ecocritical approach. The main sourceof the research data is the Nouvelle Vertes’ anthology, with data collection techniques using participatory observation and member
checking involving notetaking. Data analysis used by the research is an interactive analytical model by collects, selects, presents, andverifies data. After analyzing nine stories in the Nouvelle Vertes, the study results resulted in a total of 20 quotes describing the forms ofnatural environmental damage: air pollution, animal exploitation, illegal and massive deforestation, and water contamination. Based on
the data obtained from the analysis, there is an implication on the learning of French in the subject of Étude de Textes littéraires; students
can criticize words, phrases, and sentences according to the theory used for studying French literature. They learn new vocabulary andunderstand how to take care of the environment through literature.
80302 | Motivation Profiles of Hong Kong Chinese Language Teachers of Non-Chinese Speaking Students
Zhengli Xie, The Hong Kong Polytechnic University, China Yuan Yao, The Hong Kong Polytechnic University, China Xinhua Zhu, The Hong
Kong Polytechnic University, China
The growing population of non-Chinese speaking (NCS) students in Hong Kong has presented substantial challenges for Chinese language
teachers in their teaching practices. The motivation to teach NCS students not only impacts Chinese language teachers' quality of instruction
but also influences their overall well-being. However, research on Chinese language teachers' work motivation is far more insufficient. This
study aimed to identify the motivation profiles of Chinese language teachers of NCS students, examine the influencing factors contributing
to the profile membership, and explore the relationships between motivation profiles and teacher well-being. Two hundred and ninety
Chinese language teachers working with NCS students in Hong Kong primary schools completed an online survey. The data were analyzed
using Latent profile analysis, ANOVA, and multinominal logistic regression. Results showed that three motivation profiles were identified:de-motivated, mixed-motivated, and autonomous-motivated. Female teachers and teachers with in-service training related to teaching NCS
students were more likely to belong to the mixed-motivated and autonomous-motivated profiles. Mixed-motivated teachers exhibited thehighest levels of well-being, followed by autonomous-motivated teachers and de-motivated teachers. The findings shed light on Chinese
language teachers' work motivation and enrich the existing literature. Practical implications are provided for teachers, schools, andeducational authorities to enhance Chinese language teachers' adaptive motivation to teach NCS students.
81991 | Pauses and Hesitations in Foreign Language Speech Productions: Insight from University-Level French as a Foreign Language
Learners
Ekua Mensimah Thompson Kwaffo, Ashesi University, Ghana
Foreign language oral productions are often characterized by uncertainties of the learners whilst they attempt to articulate in thetarget language. These uncertainties which usually result from their limited proficiencies in the target language are usually manifested
through pauses and hesitations.This study delves into the phenomenon of pauses and hesitations in foreign language oral productions,aiming to expound the factors contributing to hesitancy in the oral discourses of foreign language learners, which happens to be oneof the key indicators of fluency in speech productions. A task-based language assessment was conducted involving ten university-level
French learners who were tasked to describe and narrate a series of wordless pictures in the target language. Participants were alsointerviewed for information about their thought and cognitive processes as they completed the communication task. Data analysis,comprising orthographic transcriptions of their narrations and thematic categorization, highlight the prevalence of silent and filled pauses,
grammatical and cognitive pauses as well as other hesitation phenomena, such as repetitions and self-corrections. Results underscore
vocabulary limitations and fear of committing errors as prominent hindrances to fluency in the target language. Interviews also reveal thatpauses often serve as cognitive checkpoints for learners, facilitating mental translations and speech planning. This research highlights
the nuanced interplay between linguistic proficiency and cognitive processing in foreign language speech production, offering valuable
insights for language educators and learners alike.

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Saturday Poster Session (PCE)Higher Education
79485 | Exploring the Integration of Generative Artificial Intelligence in Higher Education Through the SAMR Model
Brooke Marton McGowin, Virginia Tech, United States
Generative artificial intelligence (GenAI) is a type of artificial intelligence that can produce various types of content in different formats
such as text, data, images, coding, and audio based on user prompts. The impact of GenAI has wide-ranging implications that are still
emerging. However, it has already proven to be a transformative force, introducing both opportunities and challenges in the field of
higher education. The Educause Horizon Report (2023) identified GenAI as a technology that can have a significant impact on teaching
and learning as it can open up opportunities for students to focus more on higher-order thinking such as analysis and evaluation of
information. However, there are concerns related to overreliance on the technology which could stifle motivation for some students todevelop their skills (Warschauer et al., 2023) and other concerns over biases and inaccuracies (Lubowitz, 2023). Similar to the advent of
the internet, there is a need to revisit learning theories and frameworks to see how and when GenAI fits in the learning environment. This
proposal advocates for a closer look at the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as a framework for
instructors to strategically incorporate GenAI into their teaching methodologies. Puentedura's (2006) SAMR model, known for guiding
technology integration, offers a nuanced approach, ranging from simple substitution to transformative redefinition. The purpose of thisposter session is to explore how each tier of the SAMR model aligns with specific learning activities, providing instructors with actionablestrategies for integrating GenAI across different fields.
81893 | Can Student Support Programs Promote Utilization of Campus Support Services?
Madison Roe, Metropolitan State University of Denver, United States
Ann Diker, Metropolitan State University of Denver, United States
Utilization of campus support services has been reliably linked to student success. However, studies indicate a discrepancy between
reported need and actual usage of these resources. The study objective was to determine if a student support program, the HealthResources and Services Administration (HRSA) Scholarships for Disadvantaged Students, increased nutrition students' utilization of
campus support services. HRSA scholars (n=143) and students not in the scholarship program (n=203) were surveyed between 2020 and
2023 regarding their use of 30 free campus programs, divided into academic and general support services. Responses were collected
at the beginning (pre-program) and the end (post-program) of each academic year. Survey data were analyzed using one-way ANOVA
and post hoc tests in SPSS. There were significant group differences in usage of academic (F(3, 342)=12.730, p<0.001) and general (F(3,342)=20.895, p<0.001) campus support services. HRSA post-program students used significantly more academic support services than
HRSA pre-program program students (p=0.014), whereas nutrition majors not in the scholarship program saw no significant increasein their utilization of academic support services from pre- to post-program. The results may indicate that the HRSA scholars' program
increased the likelihood of students utilizing the free support services available on campus; the poster will further address the nuances ofwhich support services may be driving these differences.

International Education
79713 | Quality Assurance of Higher Education in Regional Contexts: A Study on the Experiences of Europe and Mercosur
Gabriella de Camargo Hizume, Western Paraná State University, Brazil
This study analyses the construction and development process of quality assurance in higher education regionally, especially in Europe
and Mercosur. Throughout the research, we sought to answer the following questions: what contexts have emerged in which regional
quality assurance processes in higher education emerged? How do they take place? What are they used for? What are their elements?
How are they regulated? What are their similarities and differences? Are they compatible? To this end, we started with theories based onregionalism, considering that the development of each of the regional quality assurance systems is linked to specific conditions given ata certain historical moment. The analysis focuses on the regional and national levels. In the documentary corpus emphasis was given to
those related to the Bologna Process, the Standards and Guidelines for Quality Assurance in the European Higher Education Area and theArcu-Sur System. The research used a qualitative approach using interviews and semi-structured questionnaires involving key people forthe study, including representatives of International Organizations, Quality Assurance Agencies, stakeholders and researchers in the field.
The data obtained allowed us to ascertain that the processes have similarities regarding their objectives and procedures, related to theirfunction of certifying quality. At the same time, their designs are intrinsically linked to the institutionality and the actors involved in them.

Learning Experiences, Student Learning & Learner Diversity
80133 | Equitable Grading Practices in Higher Education: Examining the Impact of Lenient Assignment Deadlines on Student Success inEnglish 101
Jewel Kerr Jackson, Community College of Baltimore County, United States
Community college students often face barriers to completing coursework on time. Late assignment submissions are not necessarilyreflective of the students’ ability or understanding of course concepts, but can be due to circumstances including work, familial caregiving,
housing or food insecurity, and/or a myriad of other reasons. A mixed method study was conducted with students enrolled in a college
composition course, English 101, to determine the effectiveness of removing late penalties for students who submitted course assignments
late. The study included a survey with open and closed ended questions, interviews with students who submitted work late, and an analysis
of pass/fail rates before and after the implementation of the no late penalty policy. This interactive session will discuss the findings of thestudy and give participants practical suggestions for implementing deadline flexibility in college level courses. Focusing on equity and access,I will discuss how this policy influences students' overall performance and course completion rates, with a specific emphasis on marginalized
communities. This discussion aligns with broader discussions on equitable educational practices and aims to provide insights into thechallenges faced by students from underrepresented backgrounds. This presentation will engage attendees interested in fostering inclusivity
in higher education, addressing the intersection of academic policies and equity to promote more accessible learning environments.

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Saturday Poster Session (PCE)
Mind, Brain & Psychology
80918 | Prenatal Adverse Experiences Alter the Spatial Learning and Neuronal Development in the Cerebral Cortex
Rodrigo Pascual, Pontificia Universidad Católica de Valparaíso, Chile
Martina Valencia, Pontificia Universidad Católica de Valparaíso, Chile
Several studies have shown that stress during pregnancy leads to socio-emotional and learning difficulties. The most likely mechanism
involved in the adverse effects of chronic stress on offspring is persistent excess circulating maternal cortisol. Although normal pre- andpostnatal cortisol levels contribute to proper brain and behavioural development, the effects of abnormally elevated prenatal cortisolon neurodevelopment are not well understood. Alternating restraint in pregnant rats simulates this condition quite well, as it produces
an increase in cortisol (corticosterone) similar to that observed in pregnant human mothers under conditions of chronic stress. In thepresent study, we therefore investigated whether prenatal stress induced by physical restraint in pregnant rats (1) produces long-termchanges in the neural development of the cerebral cortex, and (2) whether these changes are associated with learning deficits (spatial
memory) at three equivalent postnatal stages: infancy, adolescence and adulthood. The results showed that animals exposed to chronic
prenatal stress had reduced neuronal development in the cerebral cortex, which was associated with spatial memory deficits compared
to controls. Furthermore, the most significant effects were observed in adolescence and adulthood. We believe that this study may be
useful in an educational context, as it adds to the already extensive literature on the effects of adverse postnatal experiences on theacademic development of children and/or adolescents. In addition, it allows greater attention to be paid to maternal-fetal health as apotential variable in the context of poor educational performance in the child.

Teaching Experiences, Pedagogy, Practice & Praxis
79706 | Exploring Resilience Through Indigenous Education: Teaching the B.C. First Peoples Course
Jenise Boland, Simon Fraser University, Canada
Lana Penner, West Point Grey Academy, Canada
Navigating the complexities of teaching a British Columbia First Peoples Course as non-Indigenous educators, we delve into a transformative
journey centred on resilience, inspired by the course's emphasis on the diversity, depth, and integrity of the cultures of BC’s traditional
inhabitants. Our presentation reflects on the profound impact of the past year, marked by global turbulence and upheaval due to the pandemic,
as we designed and taught the newly mandated Indigenous Education graduation component of the British Columbia curriculum. Rooted in thelanguages, culture, and history of Indigenous peoples, the course is designed to address a crucial part of British Columbia's history. It aligns
with the Calls to Action of the Truth and Reconciliation Commission, specifically focusing on the imperative to "integrate Indigenous knowledge
and teaching methods into classrooms" (clause 62) and "build student capacity for intercultural understanding, empathy, and mutual respect"(clause 63). Our narrative integrates the course's principles into the broader context of teaching, fostering hope, and aligning with the objectivesof reconciliation as we navigate our own complicated intersection of learning, teaching, and witnessing the ongoing resilience of Indigenous
peoples. We will share the course outlines and learning activities developed for teachers who do not identify as the cultural groups explored incurriculums, with a unique emphasis on local First Nations and other First Peoples residing in Canada. Join us as we share the lessons drawn
from a year of successes and challenges, while contributing to the collective journey towards a more inclusive and empathetic future.
82202 | University Professors in India Navigating Self-Censorship: Drivers, Pressures and Implications
Salonee Jukar, Tilburg University, Netherlands
Abhijeet Raut, University of Mumbai, India
Self-censorship refers to the voluntary withholding of information, opinions, or beliefs, often due to fear of backlash or desire to conform tosocietal norms. This phenomenon is prevalent in academia, where professors may self-censor to avoid offending political, religious, or othersentiments. The paper explores the drivers and impacts of self-censorship among teachers through a qualitative study. The literature review
highlights how self-censorship stems from psychological factors like desire for social conformity and identity preservation. It is also driven bysocio-political factors like the need for political correctness, fear of persecution, and policies of educational institutions that discourage open
expression on certain topics. Past research has documented self-censorship's detrimental effects on academic freedom, scientific progress,and education quality. The study involved in-depth interviews with university professors from Indian universities. Thematic analysis revealed
several common reasons for self-censorship: respecting students' divergent political/religious beliefs, institutional policies restricting speechon certain issues, inaccurate curricula requiring censoring of contrasting perspectives, fear of parental/societal backlash from expressing
controversial views, and personal beliefs about the moral obligations of teachers. Participants felt increasing self-censorship due to technology
exposing their views to wider audiences. The paper concludes that self-censorship is widely practiced by professors to negotiate complex
personal, institutional and societal pressures. However, it inhibits open discourse vital for education and research. Recommendations include
fostering an environment respectful of divergent views and reviewing policies that may inadvertently promote self-censorious attitudes.

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Sunday,
June 16
Parallel Sessions
All times are Central European Summer Time (UTC+2)
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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09:30-11:10 | Salle 103

Sunday Onsite Parallel Session 1

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Norma Flores González
09:30-09:55
79874 | AR2: Augmented Reality for Enhanced Reading Comprehension
Allan Jay Esteban, Kyung Hee University, South Korea
Despite ongoing efforts by the Philippine government to enhance literacy rates, reading challenges persist among Filipino students, as evidenced
by declining international assessments. While technology integration is a global trend in education, its application to reading instruction in thePhilippine context remains underexplored. Thus, this study presents the design phase of an innovative research initiative aimed at exploring thepotential of augmented reality (AR) technology for augmented reading (AR2) to enhance elementary students’ reading comprehension in a rural
public school in the Philippines. With a backdrop of persistent challenges in reading proficiency among Filipino students, this research follows aphased approach, emphasizing the design of AR content as its initial stage. The study employs Assemblr Studio, a platform for AR content
creation, in the design of researcher-made AR collaborative reading tasks. This phase involves the creation of AR content derived from a shortstory for elementary pupils, carefully curated for contextualized learning. The design phase lays the groundwork for an empirical investigation into
the transformative potential of AR technology in the Philippine educational setting. The phased approach ensures a comprehensive exploration ofAR’s impact on reading instruction. The study anticipates contributing not only to the understanding of technology integration in education but
also to the design considerations crucial for effective AR implementation. Hence, this study aims to inform educational policies and practices,
providing evidence-based strategies to address literacy challenges and promote 21st-century skills among Filipino learners.
09:55-10:20
80390 | Developing Students’ Functional Literacy Through PISA Format Tasks
Aigul Aitan, Nazarbayev Intellectual School of Chemistry and Biology, Kazakhstan
Korganbaeva Ardak, National Center of Professional Development, Kazakhstan
Amandykova Moldir, Nazarbayev Intellectual Schools, Kazakhstan
Altynay Dimissanova, Nazarbayev Intellectual School of Physics and Mathematics, Kazakhstan
Kulpiya Amandossova, Nazarbayev Intellectual School of Physics and Mathematics, Kazakhstan
Nazgul Aitanova, 23rd Regular School of Aktau City, Kazakhstan
In 2019, as a result of preparation for the PISA, it was revealed that the functional abilities of students are low. To solve this issue, theActionResearch was done in 3 months. During the study, a survey among students, illustrated that they were not prepared to describe
information, analyze/interpret graphic text, and search for data using a hyperlink text. Our research aims to create an individual who is able
to: • use gained information from text in everyday life; • quickly overcome obstacles encountered in life; • know how to solve problems andcommunicate in the implementation of their ideas. We planned to use graphics/mobile texts, hyperlinks in the lesson process. Graphic texts
were chosen, since it was concluded it will be more effective to work with moving text for the development of critical thinking skills. Methods
as "FILA", "GROW", "FISHBONE", "SWOT" were used on the lessons. According to the results of the first trial PISA exam, 64% of 25 students
could not complete tasks with hyperlink, with the second text in it. To assess the ability of students to process and analyze the data in texts
the interview was taken, after which the formative assessments with hyperlink, graphic texts were added to a school programme. It helped toflourish their critical thinking skills. Consequently, 88% of students depicted higher results. Students of NIS Aktau demonstrated better markson 2022 PISA, than in 2019. After these practices, the project was represented at the international conference held in Bremen and Prague.
10:20-10:45
81481 | Using Instagram as an Academic Tool for Enhancing Scientific Writing Skills and Self-efficacy Among University Students
Marta Carballo-Losada, UNINPSI and Universidad Pontificia Comillas, Spain
Rocío Rodríguez-Rey, UNINPSI and Universidad Pontificia Comillas, Spain
Silvia Collado, Universidad de Zaragoza, Spain
Macarena Sanchez-Izquierdo, UNINPSI and Universidad Pontificia Comillas, Spain
Elsa Santaolalla, Universidad Pontificia Comillas, Spain
This study aims to explore the efficacy of an innovative educational intervention designed to enhance university students' proficiency in using the
APA citation and reference guidelines employing Instagram as an educational platform. We evaluated the efficacy of the intervention through aquasi-experimental design with a sample of students from three Spanish universities. Students in the experimental group (N = 200) followed theInstagram account @apa_rte, while students in the control group (N = 260) did not. They completed questionnaires before and after theintervention to assess their expertise in using the APA guidelines, their self-efficacy and anxiety towards writing and defending academic texts, andtheir perception of the utility of Instagram for academic purposes. The 20-week-length intervention took place during two academic years: 20212022 and 2022-2023. Additionally, during the second year we measured students' motivations to use @apa_rte as a learning tool. After theintervention, the results showed that students in the experimental group improved their expertise in using the APA guidelines (p < .001) and theirself-efficacy in using APA when writing academic texts (p < .001). Their extrinsic motivation to use @apa_rte decreased (p = .002). However, theiranxiety levels and perceived utility of Instagram as an academic tool did not significantly change. In the control group, students' competence in theuse of APA format remained the same, although their anxiety (p < .001) and self-efficacy levels (p = .002) increased. These finding suggest that theInstagram-based intervention was efficient and enhanced students' proficiency in using APA guidelines.
10:45-11:10
80162 | Comic Strips as a Strategy to Promote Lexical Competence
Norma Flores González, Benemérita Universidad Autónoma de Puebla, Mexico
Lexical competence is fundamental for learning a foreign language and developing other skills. However, vocabulary appropriation is an
issue in classrooms since memorization techniques do not contribute to the long-term enrichment of vocabulary background.
Considering this context, the objective is to know if the comic strip is a strategy to enhance vocabulary learning in English as a foreign
language. Methodologically, an experimental design took place through the following phases: diagnostic, treatment, and post-diagnostic
on a sample of first-semester 60 students during the fall of 2023. There were 30 students randomly assigned to a control group and 30 tothe experimental group, respectively. The results show that the comic allows creative vocabulary work, which improves learning of new
lexicon and positive attitude towards foreign languages. It increases students’ performance rate in activities. Besides, the image helped
them remember the meaning, and its constant use allowed reference to other structures until forming more complex phrases. Regarding
motivation, it improved when the students did something different from what they were used to since comics are an appropriate way topromote writing and reading skills because the stories are full of adventure and humor. In conclusion, this strategy is a practical teachingtool for students since, due to its simplicity and design, it is suitable for learning the lexicon in different areas of study.

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11:25-12:40 | Salle 103

Sunday Onsite Parallel Session 2
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Nicholas De Jager
11:25-11:50
79902 | Homemade Microscope as a Learning Tool
Aline Bazoni Moura De Carvalho, Universidade Federal Do Espirito Santo, Brazil
Karina Carvalho Mancini, Universidade Federal Do Espirito Santo, Brazil
The objective was to evaluate the effectiveness of using homemade microscopes built by students using low-cost and easily accessible
material, as a teaching tool for learning in science, in order to equip the student to meaningfully understand cells. The research wasdeveloped with 50 students in the 8th year of Elementary School at a municipal public school located in the state of Espirito Santo in the
country of Brazil. Therefore, the research begins from the difficulties encountered in carrying out work in Elementary School, which seeks
to lead to the understanding of cellular functioning in a school without a science laboratory. The research consisted of retrieving priorknowledge, teaching sequences applied to reinforce learning, making homemade microscopes, discussion and socialization ofknowledge and post-test application to evaluate the learning acquired. In general, the results showed that after applying the proposal, thestudents were able to elaborate their answers in an affirmative manner, and it is clear that the activity developed was quite significant andthat the participants understood more about the cell subject. With the methodology applied through this research, it was possible todevelop more dynamic and attractive classes for students, favoring the understanding and learning of the content being worked on, andalso making the student the protagonist of the learning process.
11:50-12:15
80109 | A New Experience of Leaning Hand Hygiene Through Game-Basis Learning Materials in Primary School
Peggy Pui-lai Or, The Education University of Hong Kong, Hong KongLouisa Ming Yan Chung, The Education University of Hong Kong, Hong Kong
Background: To motivate children to learn hand hygiene effectively, board games targeted primary students were designed and developed
for learning and skill practice. The benefits of the boardgames are to enhance problem-solving skills and promote social skills in school
children. The aim of this study is to engage the children to play collaboratively and transfer knowledge of hand hygiene by repeatedexposure. Method: A pilot study was conducted between June and July in 2023 in 3 local primary schools. One boardgame was designed
to educate children the correct strategies in hand hygiene to be a germ fighter. Pretest and posttest true or false questionnaires on
infection control knowledge and skills were collected. Results: 155 school children were participated, their aged were between 6 to 11.
Seventy-seven (46.4%) were male and 78 (47%) were female. Chi square test was used to analyze the 10 true or false questionnaires.
Seven questions have statistical significance, such as Q1. “Perform hand hygiene in 20 seconds”, p=0.01. Q4. “Perform hand hygiene
before meal”, p=0.027. Q5.”Do not wash hand after playing toys”, p=0.02. Q8 “Use alcohol-based hand rub when there is no water supply
to wash your hands.” p=0.049, Q10. “Facing others to cough, p=0.01. Conclusion: Boardgames addressed hand hygiene awareness inchildren. Boardgames were effective to engage children to transfer knowledge and skills of hand hygiene by playing process reinforces
the players to apply knowledge and skills in daily life.
12:15-12:40
81625 | An Exploration of the Multimodal Parallels Between Artefacts Designed by Primary and High School Students from South Africa
Nicholas De Jager, Akademia, South Africa
This study aims to highlight the semiotic relationships between several artefacts produced by primary and high school students fromSouth Africa, in terms of their use of linguistic, visual, and aural modes. Collected during the author’s postgraduate studies andsubsequent research projects, these artefacts range from drawings, paintings and sculptures, to songs, poems, storyboards andgamifications. Each artefact was designed in response to a multimodal intervention programme which had been implemented in various
schools, to enrich students’ readings and experiences of prescribed literature. This has provided a wealth of data to help answer current
questions in the multimodal field, including the ways in which linguistic texts can be transmodalised into artworks and contemporary
forms of mass media. To build upon the findings generated from this past research, a more comparative lens is now adopted, and thepotential parallels between these artefacts (especially with regards to their use of line, colour, texture, shape, sound and movement) are
explored to gain further insights into how meaning is made and ‘remade’ during the re-semiotisation process. Since a wide range ofschool set works – including poems, short stories, novels and plays – had served as source texts for the students’ artistic redesigns, thestudy also discerns the many intertextual connections that exist in the literary canon, and how these connections are perceived andrepresented by students of diverse ages, cultural backgrounds and socio-economic contexts. In light of this artefactual data, the manyaffordances of a multimodal pedagogy for literature learning can further be emphasised.

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12:55-14:35 | Salle 103

Sunday Onsite Parallel Session 3
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Natalia Albul

12:55-13:20
81968 | A Mixed-Methods and Participatory Bottom-Up Design to Enable Students as Partners and Co-Creators in Their Education
Eleni Hadjigeorgiou, Newcastle University, United Kingdom
Faizah Ashraf, Newcastle University, United Kingdom
Charlotte Boulton, Newcastle University, United Kingdom
Alison Shaw, Newcastle University, United Kingdom
Sharron Kuznesof, Newcastle University, United Kingdom
Mark Geoghegan, Newcastle University, United Kingdom
Peer-Networks for Engineers is designed to embed the student voice and specifically address the lack of meaningful and diverse inclusion ofunderrepresented minority students in Engineering (URMs) higher education. By uncovering students’ lived experiences of inclusion andexclusion at Newcastle University, peer-networks' hindering and promoting factors are used to inform the co-creation and implementation by
students of 3 peer-networks. Methodology: Through 1. A realist systematic review we identified promoting and hindering practices aimed atincreasing feelings of inclusion and sense of belonging via peer-networks in engineering followed up by 2a. A Student-Poll where Newcastle
engineering students prioritised desired peer-networks. 2b. A digital autoethnography, to explore URMs’ context-specific experiences ofunderrepresentation and exclusion. 3. URMs and researchers gathered in a World-Café setting to co-design 3 peer-networks for engineers
informed by the previous research steps. 4. Results were co-analysed through a podcast series and write-ups with URMs. Findings: 1. Thirty-threepromoting and nineteen hindering mechanisms were identified over 11 types of peer network interventions; 2a. Desired peer networks as voted
by eighty-two engineering students were: Student society, Makerspace, Inclusive-Induction; 2b. Twenty-six URMs participated in digital autoethnography. URMs’ narratives triangulated and enriched findings from systematic review; 3. Twenty URMs formulated a theory of change for an
inclusive and best practices peer network version they selected to take a leadership role in. The knowledge produced by the project will beembedded into the structures of School of Engineering teaching and support, to maintain transformational and enduring outcomes of the project.
13:20-13:45
81458 | Preparing Pre-Service Student-Teachers for Addressing Learner Diversity in an Inclusive School: A Case of India
Vandana Saxena, University of Delhi, India
There is a consistent emphasis on promoting inclusivity across all stages of education in India. The National Education Policy adopted in 2020 at thenational level envisions learners from diverse socio-economic and with differentiated abilities, learning together. This has direct implications for teacher
preparation, most specifically at the school level which is critical for the retention and progression of learners with a spectrum of learning needs andlearning styles. This descriptive research design study was conducted in a teacher education institution that offers a teacher education programme
preparing teachers to teach various subjects from grade six to grade twelve. The data was collected in three phases. Phase one at the time of admission,
Phase two after the conclusion of the first year and Phase three after completing a four-month school internship programme in the second year. The
study started with 125 pre-service student-teachers and a total of 100 participants continued till the final phase of the study. The purpose of the study wasto critically examine the readiness of the participant for teaching in an inclusive setting. The four primary discriminators studied were Social Class,
Disability, Gender and Home-Language. The tools and techniques used were, a Rating Scale, Focused Group Discussions and Narrative Analysis [basedon critical analysis of case study (2) provided by the researcher to the participant]. The analysis revealed that there was a significant increase in the levelof sensitization about student diversity but they remain largely unequipped to address the learning needs of every student pedagogically.
13:45-14:10
81632 | Designing Inclusive Experiences for Undergraduate Students Within the Studio Learning Environment
Natalia Albul, University of Florida, United States Susan Lukowe, University of Florida, United States
Studio environments are adaptable spaces, rich in technology that facilitate collaborative, project-based learning. The studio environment is
crucial in framing students’ experiences while ensuring inclusivity. Using hermeneutic phenomenology (Urcia, 2021), we explore undergraduate
students’ experiences and interactions within studio spaces in US higher education settings and its effects on the effectiveness of the learning
process. Tinto (1993) Longitudinal Model of Institutional Departure is used as the conceptual framework. The sense of belonging within thestudio boosts motivation, engagement, and overall satisfaction with the learning journey and ensures that all students, regardless of backgroundor identity, feel valued and empowered to contribute to their collective growth and success (Tinto, 1993). The studio collaborative approach
deepens comprehension and cultivates interpersonal skills, fostering an environment that values diversity, equity, and inclusion (Johnson et al,1994). Based on the data analysis from structured interviews (students and faculty), observations (design competition) and documents, the main
theme emerged: the physical studio environment is a secondary supporting element when collaborating pedagogy is employed. The other themes
were focused on the characteristics of the interactive built studio environment. Within the studio, there are students from various backgrounds
and having an inclusive environment allows them to share their unique insights, fostering a vibrant exchange of ideas that promotes
understanding among peers and faculty. By embracing diversity, promoting accessibility, and nurturing a culture of empowerment and belonging,
it is possible to create positive learning experiences that prepare students for a global professional world.
14:10-14:35
81867 | Generative AI for University Students’ Wellness Support: Addressing Challenges and Exploring Opportunities of Companion AI in Hong Kong
Erwin Huang, Hong Kong University of Science and Technology, Hong Kong
Jac Leung, Hong Kong University of Science and Technology, Hong Kong
Aki Leung, Hong Kong University of Science and Technology, Hong Kong
This study responds to the pressing issue of mental health crisis among undergraduate students in Hong Kong, where studies have revealed
alarmingly high rates of depressive and anxiety symptoms among respondents, ranging from 40% to 68.5%. An international non-profit organization
reported a 67% increase of suicidal rate of Hong Kong youths from 15 to 24 years old from 2014 to 2017. In response to these challenges, this paper
explores the potential role of generative artificial intelligence (GenAI) in addressing the gap in wellness support. GenAI, while not intended to replace
the critical role of counselors and advisors, has the potential to support cohesive and accessible help. With the latest development, GenAI is able toprovide continued and holistic companionship, answering questions regarding career or academic concerns, with advantages including accessibility,
human-like responses, and non-judgmental responses. However, the integration of GenAI in wellness support also poses potential risks including
biases embedded within the datasets upon which it was trained, privacy concerns regarding personal questions, hidden biases against marginalizedgroups such as English as a second language students, and the level of influence GenAI may have in decision-making processes. To investigate thefeasibility and effectiveness of integrating GenAI into student mental health support systems, a pilot study involving 50 undergraduate students over
two years will be conducted. This research aims to contribute to the ongoing discourse on student wellness support by exploring innovative
solutions that leverage technology to address complex challenges faced by students in Hong Kong universities and other similar contexts.

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14:50-16:30 | Salle 103

Sunday Onsite Parallel Session 4

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Maria Efstratopoulou
14:50-15:15
79994 | The Use of Active Methodologies for Teaching and Learning Stochiometric Calculations
Angélica Vermelho Comper, Universidade Federal do Espírito Santo, Brazil
Gilmene Bianco, Universidade Federal do Espírito Santo, Brazil
Chemistry plays an extremely important role, as it encompasses the development of products and technologies that enrich the quality of life.
Stoichiometry is part of our daily lives and its importance in the most diverse industrial processes that are essential for the development andsurvival of a society is very evident. Information and Communication Technologies (ICT) play a fundamental role in facilitating the exchange of
information and knowledge. By seeking to demystify this traditionalism, the incorporation of digital technologies in Chemistry Teaching has
the potential to enrich the students' teaching-learning process. Therefore, we sought to identify and highlight active teaching methodologies
that have the potential to transform the traditional model of education, giving it more investigative, interactive and stimulating characteristics.
In developing this study, specific strategies were implemented, such as the creation of content on stoichiometric calculations on Google Sites,
the development of Quiz games on the Kahoot platform and the creation of educational forms on Google Forms. The use of technologies has
provided substantial benefits for students' teaching and learning, giving them a more meaningful, attractive approach and facilitating theunderstanding of content. The use of differentiated activities as a methodological resource allowed greater involvement and motivation on thepart of the student when carrying out chemistry activities. It is concluded, therefore, that it is possible to develop and apply different and active
methodologies to teaching stoichiometric calculation.
15:15-15:40
80163 | The Science-Fiction Digital Narrative for Conceptual Appropriation
Efigenia Flores González, Benemérita Universidad Autónoma de Puebla, Mexico
Norma Flores González, Benemérita Universidad Autónoma de Puebla, Mexico
The way of learning scientific concepts constitutes an obstacle in the biology learning process since students do not understand theirdefinitions and apply them mistakenly, reinforcing tacit knowledge. Various studies indicate that such appropriation only occurs if
students integrate new concepts and use them in real contexts through strategies such as ludic, word association, concept integration, or
experimental practices. Regarding this background, the objective is to know if science fiction digital narrative promotes the appropriationof scientific concepts related to genetics in biology. Methodologically, the conceptual understanding is measured quantitatively by rubrics
in integrative activities based on digital stories with an application in a sample of 40 students from the Enrique Cabrera Barroso Regional
High School. The results show it as plausible for the appropriation of genetics concepts because, for its design, students must
understand concepts and put them into practice in a story adapted to a real context and learning objectives, achieved through reflection
and critical analysis. In addition, the tool promotes the association of concepts with its graphic representations supported by multimedia
materials, strengthening the understanding and active participation of the group by allowing collaborative editing. In conclusion, digital
narrative triggers students' creativity to write the script of the story, promoting student's autonomy and mastery of scientific knowledge inthe learning process.
15:40-16:05
81479 | MALL Needs and Challenges for Teachers and Students in Thailand
Pornpimol Sukavatee, Chulalongkorn University, Thailand
Mobile technology is an emerging and a rapid developing field as a ubiquitous personalized learning with its potentiality to augment thequality of teaching and learning. This study aims to explore the needs and the challenges of Thai EFL teachers and students, focusing on
mobile-assisted language learning or MALL. To get to the insights, the needs assessment was conducted amongst the six regions ofThailand. The participants are 120 teachers and 1,500 secondary students from both public schools and private schools in Thailand. The
stratified random sampling was employed. They were invited to complete the questionnaire to identify the current challenges and theneeds regarding MALL. The results yield that teachers and students in Thailand use mobile technologies to support their language
teaching and learning. Some popular tools e.g. presentation tools, video tools, and social networks tools. are in current use. Their needson the accessibility of information technology and wireless communication were put in priority. They show the highest needs of theinternet access at school and also outside school. The familiarity of implementing mobile tools and innovations is considered as theirchallenges. In addition, teachers state the needs of mobile technology support, and the training to use MALL innovations. Both teachersand students need to use multiple applications to promote various communication skills. This study helps shed light on the nature of
MALL challenges and needs of secondary education in Thailand. The future action plan are discussed and set.
16:05-16:30
80340 | In Their Own Voices: A Nationwide Study of Students’ Attitudes Towards the Implementation of Smart Learning Environments in UAE
Schools
Maria Efstratopoulou, United Arab Emirates University, United Arab Emirates
Maxwell Opokou, United Arab Emirates University, United Arab Emirates
A smart learning environment (SLE) encompasses the use of advanced technology and smart pedagogical teaching skills tailored to suit
students with diverse learning needs. In recent years, some countries, such as the United Arab Emirates (UAE), have formulated policies
to implement SLE in their education systems. Since students are the intended beneficiaries of SLE policy, it is crucial to explore theirperceptions of its implementation in a novel context. Therefore, this study explored the attitudes of students towards the implementationof SLE in the UAE. To conduct this investigation, 1857 secondary school students (grades 7 and 12) were recruited nationwide. A newly
developed instrument was employed to collect data, which were then subjected to exploratory and confirmatory factor analyses tounderstand its dimensions and validate the factor structure, respectively. Subsequently, the mean scores were calculated and multivariate
variance analysis, structural equation modelling, and moderation analysis were conducted to test three specific hypotheses. The results
identified ambivalence among students regarding the implementation of SLE and significant differences between them based on theirschool location and study grade. Additionally, this study discussed the need for nationwide stakeholder engagement to deliberate on thescope, innovation of technological devices and necessary teacher development for efficient SLE implementation.

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09:30-11:10 | Salle 203

Sunday Onsite Parallel Session 1
Education, Sustainability & Society
Session Chair: Marco Burbano

09:30-09:55
80524 | Empowering Education: Exploring Interactions of Eastern Africa’s Electricity Access Levels and Climate Change Vulnerabilities on
Primary Education Completions
Samuel Kusasira, Makerere University Business School, Uganda
Olvar Bergland, Norwegian University of Life Science, Norway
Sheila Namagembe, Makerere University Business School, Uganda
Nicholas Mukisa, Makerere University Business School, Uganda
Sustainable Development Goal four (SDG4.1), requires that all boys and girls complete free and quality primary education by 2030. Although
Eastern Africa’s primary education enrollment is above 90%, primary education completion rates are below 71 percent (World Bank, 2023).
Additionally, the region grapples with low levels of electricity access (Hafner et al., 2020) and extreme vulnerabilities to the climate crisis(IPCC, 2023). Therefore, this research has examined the impact of electricity access, food insecurity, atmospheric temperature variations,and malaria prevalence on primary education completion rates. Anchored on the human capital development theory (Becker, 1964), aquantitative analysis of secondary data from the World Bank, UNESCO, and country-specific education reports was employed. Annual timeseries datasets for Uganda, Kenya, Rwanda, Malawi, and Tanzania were analyzed. Using the fixed effect panel model, a 1% increase inelectricity access, improves education completion by 0.28% in the region. An average increase in temperature by 10C contributes to the
reduction in education completion rates by 11.5%. Additionally, a 1% rise in moderate and severe food insecurities contributes to a 0.69 %reduction in education completion rates. Achieving equitable lifelong learning starts by attaining inclusive primary education completion forall. The research findings reveal the necessity for all-inclusive investments in electricity access, climate-resilient education systems to handle
the impacts of increasing global temperatures and enhancing food security to attain higher completion rates. Based on the findings there is aneed to align primary educational policies with the ongoing energy and climate change scenario to achieve SDG4.
09:55-10:20
81888 | The Shot Heard Around the World: The Epidemic of Mass School Shootings
Jelisaveta Janicijevic Agatonovic, Columbia University Teachers College, United States
Mass school shootings have become a worldwide epidemic and have warranted many protests by civilians. Especially since schools aremeant to be a safe space physically, emotionally, and mentally for all within those four walls, and since there has been a lack of diverse
voices included when considering the implementation of new policies/ procedures. This research examines existing literature on morepreventive or proactive vs reactive strategies for policy consideration that have been argued in light of mass school shootings that haveoccurred in the United States. Utilizing what has been effective and what has not from the United States context, recommendations are
made as to what other countries such as Serbia, which experienced its first mass school shooting in May of 2023 can learn andimplement moving forward to prevent further tragedies.
10:20-10:45
80229 | Investigating Waste Management Learning in School Education in Japan and Bangladesh: Textbook Content Analysis
Nigar Islam, University of Tsukuba, Japan Kenichi Matsui, University of Tsukuba, Japan
In dealing with global waste management challenges, education has been considered an efficient tool to improve students’ awarenessand mitigation actions. According to the UN Education for Sustainable Development initiative of 2015, sustainable waste management is
expected to be part of school curricula. There has been little research examining textbook contents related to waste management. These
tend to focus on sustainability within specific disciplines. Based on the literature review this study developed an analytical framework foranalyzing the extent to which waste management content has been incorporated into Japan's and Bangladesh’s Elementary and Juniorschool textbooks. The analysis identified interdisciplinary and competency education approaches in Japan's subjects on Society, Home,and Morality, and in Bangladesh’s for Science, Social studies, and Language, which incorporate examples, stories, historical notes,
research, and innovation to teach waste management. Comparing the two countries, the results reveal Japan’s emphasis on a recycleoriented society whereas Bangladesh’s waste management education tends to promote risk awareness of the consequences of poor
waste management. Visual illustration analysis indicates that Japan's textbooks contain pictorial representations with real-time images,
diagrams, drawings, graphs, and maps but Bangladesh lacks these details, so they represent them with drawings. This implies that Japan
has the waste management practices necessary to integrate the real scenario into textbooks. The findings of the analysis help better
understand waste management education design and students’ knowledge acquisition.
10:45-11:10
79696 | Characterization of the Research Models of 4 Hei on the Colombian-Ecuadorian Border Regarding Sustainability
Marco Burbano, Universidad Politécnica Estatal del Carchi, Ecuador
This research aimed to analyze the orientation of the research models of four public higher education institutions (HEI) located in theborder area between Ecuador and Colombia towards sustainability. Through applying an instrument previously validated under the Delphi
methodology, information was collected from the heads of the research units of their respective HEI. The results obtained through arigorous statistical analysis indicate that, in general, no statistically significant differences were found between the research models of
the four HEIs analyzed and the sustainability principles. However, when examining specific dimensions such as environmental andeconomic, one of the institutions did show significantly superior performance according to the applied hypothesis tests, which suggests a
more effective integration of sustainability criteria within the priorities of the research agenda. One of the main methodological strengthsof the present study was the comprehensive characterization of HEI research models through the simultaneous evaluation of multiple
indicators categorized into four key dimensions: environmental, social, economic and institutional. Among the study's main contributions
is the pioneering analysis of the integration of sustainability in the field of research models of public HEI in a border context, which has
been barely addressed by specialized literature until now. The study's findings have relevant practical implications since they provide the
HEIs analyzed with empirical evidence to critically evaluate their models and introduce systematic improvements to align their research
priorities with the SDGs and the sustainability needs of their local contexts.

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11:25-12:40 | Salle 203

Sunday Onsite Parallel Session 2
Education, Sustainability & Society
Session Chair: Camisha Sibblis

11:25-11:50
81619 | The Portrayal of Islamophobia in Islamic English Medium Textbook: An Analysis Within the UK Islamic Educational Context
Fithrah Ansar, Queen's University Belfast, United Kingdom
This study examines the representations of Islamophobia within Islamic educational materials taught in English. Utilizing a qualitative
discourse analysis methodology, the research scrutinizes the range of Islamophobia depictions found in Islamic textbooks offered in
English within the British educational framework. The objectives of this study is to qualify the presence of Islamophobic contents througha multimodal lens and explore the potential impact of these portrayals on shaping students' perceptions and attitudes towards Islam andMuslims. The research employs multimodal discourse analysis as its methodological framework, which facilitates the identification anddescription of Islamophobic content within textbooks through a comprehensive analysis of both visual and textual elements. The subjectof this research is the "Safar Islamic Studies," a textbook produced in the United Kingdom. This textbook is selected purposively toinvestigate the presence and nature of Islamophobic elements within Islamic educational materials in a British context. Findings from theanalysis reveal the presence of Islamophobic cues through various means such as representation, omission, and the portrayal ofstereotypes. The results support the development of pedagogical resources that counteract tendencies of Islamophobia while
simultaneously acknowledging and valuing the vast array of cultural diversity within Muslim societies in UK. The study concludes withrecommendations for textbook authors, publishers, and educational policymakers to update and incorporate the balance and inclusivity ofteaching materials, thereby fostering a culture of mutual respect and comprehension among students of varying backgrounds.
11:50-12:15
80360 | Fostering Equity and Transformation: Anti-Racist Learning Communities in US Community Colleges and Their Influence on Pedagogy
and Organizational Practices
Jamie Smith, West Valley College, United States
Racism persists as a significant concern in academia, necessitating proactive measures within higher education institutions. In the UnitedStates, community colleges play a pivotal role in addressing this issue through initiatives, task forces, and anti-racist learning
communities. However, there is a noticeable void in research regarding the impact that anti-racist learning communities have on theindividuals engaged in them on community college campuses. This conference presentation explores the influence of community college
anti-racist learning communities on faculty and classified staff's pedagogical practices and interpersonal interactions. Throughparticipant interviews, insights were gathered on their learning experiences within these learning communities, the influence on theirprofessional practices, and the role of organizational support in their anti-racist development. Key findings from the research conducted
includes the importance of sharing diverse lived experiences, the necessity of an anti-racist approach in curriculum reviews, and the rolethat active engagement in anti-racist learning communities has on developing anti-racist practices. Moreover, the study underscores thesignificance of intentional organizational structures, peer-led anti-racist learning communities, and proactive leadership practices insupporting employee anti-racist development. The research also introduces a novel addition to an existing organizational learning model.
By dismantling structures of privilege and discrimination, academia can evolve into a stronghold of justice, equality, and intellectual
advancement, contributing to a more inclusive and socially conscious society.
12:15-12:40
82092 | Carceral Dislocation in the School-Prison Nexus: What Happens to Black Boys who are Excluded from School
Camisha Sibblis, University of Windsor, CanadaThis paper discusses the findings of a study exploring the experiences and outlooks of excluded Black male youth and how they are
constructed in the Ontario education system. It also delves into the ways in which the identities of Black male youth shift as a result of
their time in spaces of exclusion, such as expulsion programs. A qualitative Critical Race Methodology was used to formulate anunderstanding of subjectivity as it pertains to school excluded Black males. The sample consisted of 13 self-identified Black males (n=13)
between the ages of 18-28 years old, who had either graduated from an Ontario Safe Schools expulsion program, completed their term,
had been otherwise demitted or decided not to attend. The findings showed that participants experienced expulsion programs as carceralspaces. The spaces significantly influence young Black men’s self concepts and impose upon them what I call carceral identities.
Furthermore, in reflecting on their interpretations of hegemonic masculinity, participants revealed a fundamental ontological rupture: theubiquity of the carceral in the lives of Black boys for whom prison techniques and concentrated disciplinary power have permeatedexclusive school spaces, causing a type of dissonance that I refer to as carceral dislocation.

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12:55-14:35 | Salle 203

Sunday Onsite Parallel Session 3
Financial Education & Management
Session Chair: Sanjeev Kumar

12:55-13:20
78497 | Research on Factors Affecting Undergraduates’ Financial Management Skills: The Moderating Role of Financial Education
Diep Nguyen Ngoc, Duy Tan University, Vietnam
Giang Ha Hai, Duy Tan University, Vietnam
Ngan Le Viet Quynh, Vietnam National University - International School, Vietnam
Individual financial management is crucial for achieving economic and social stability and development. This study aims to identify
factors influencing the financial management skills of students, addressing a gap in existing research. This research expands on
previous studies by examining the mediating role of financial education in the relationship between financial attitudes and individual
financial management. Therefore, factors influencing undergraduates' financial management skills are examined. Moreover, filling theexisting knowledge gap has practical, scientific, theoretical, and policy implications. Including financial education as a mediating variableenhances understanding of the relationship between financial attitudes and individual financial management. A quantitative method was
employed to collect data from 258 students currently studying in Vietnam. Exploratory factor analysis (EFA), confirmatory factor analysis(CFA), and structural equation modeling (SEM) were utilized to assess measurement scale reliability and test the theoretical model. Three
influential factors were found to affect students' financial management skills, including financial attitude, parental financial socialization,and financial literacy. These factors significantly shape students' financial behavior. Furthermore, financial education moderates therelationship between financial attitude and individual financial management, indicating its potential to enhance financial skills. The
study's findings have broader implications beyond their immediate scope. By identifying key factors influencing students' financial
management skills, this study proposes policy implications to enhance these skills. Policymakers, educators, and stakeholders can utilize
these insights to design targeted financial education programs tailored to students' needs. Strengthening students' financial management
skills contributes to their long-term financial well-being and society's economic development.
13:20-13:45
79695 | Textbook Affordability Initiatives: Advocating for Inclusivity in Health Sciences Education
Christine Andresen, Medical University of South Carolina, United States
Access to textbooks and ancillary instructional materials is essential for student success, yet textbook costs have increased
exponentially in the United States (US), 162% between 2000-2021, resulting in a significant barrier to higher education. Data from the US
National Center for Education Statistics shows that 81% of medical doctorates/75% of health professions doctorates are burdened withstudent loan debt, and that the amount of those loans doubled between 2000-2016. Textbook affordability initiatives replace traditional
high-cost textbooks with library licensed materials and/or open educational resources (OER) to lower student costs, remove a barrier tohigher education, and provide a learning experience that best meets the needs of the most diverse group of students. Librarians are anatural fit to lead these efforts, and are well-positioned to work with campus decision-makers to leverage library-subscription resources
and advocate for alleviating student financial burden with zero or low-cost instructional materials. This case study will present ourexperience implementing a librarian-led affordable learning initiative at an academic health system, discuss techniques used to engage
with key campus stakeholders, and share ideas for how this practical student cost-saving measure could be implemented at otherinstitutions to provide a more equitable learning experience.
13:45-14:10
81920 | Mapping the Research Themes of Financial Education Using Structural Topic Modelling: A Machine Learning Perspective
Sanjeev Kumar, O.P. Jindal Global University, India
Hanna Olasiuk, O.P. Jindal Global University, India
Financial literacy is essential in business, economics, and finance as it empowers individuals and organisations with the knowledge andskills needed for sound financial decision-making. It enables effective risk management, investment maximisation, and economic growththrough responsible financial practices. Despite significant research growth in financial literacy over the past two decades, there exists a gap
in comprehensive reviews of its primary themes. Our study addresses this gap by utilising a blend of bibliometric analysis and a machinelearning technique (structural topic modelling) on a dataset of 1303 articles from Elsevier's Scopus database (2002-2022). It primarily
focuses on financial literacy, highlighting key themes, publication trends, and notable journals. The outcomes of structural topic modelling
unravel five distinct thematic clusters: i) Financial literacy and financial planning, ii) Financial literacy and financial education, iii) Financial
literacy and technology, and iv) Financial literacy and financial behaviour. "Journal of Financial Counselling and Planning" is a prominent
source, contributing 92 articles (7.1% of the total). Future studies on financial literacy should explore the evolving requirements of people
and communities, encompassing an understanding of digital platforms and blockchain technologies, enabling them to make well-informed
financial choices. These results provide valuable insights into the ever-changing landscape and emerging research trends in financial literacy.
They hold significant relevance for diverse audiences, including scholars, policymakers, financial institutions, and professionals.

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14:50-16:30 | Salle 203

Sunday Onsite Parallel Session 4
Education, Sustainability & Society
Session Chair: Troy Sarina

14:50-15:15
79765 | Social Learning Through Social Media Technologies: From Theory to Practice
Kellye Guidry, Gwynedd Mercy University, United States
This study presents a comprehensive review of the role of social media (SM) technologies in workplace learning. The study examines thepotential benefits and challenges of using SM technologies for social learning (SL) in the workplace. It provides insights into the context,
factors, benefits, challenges, and potential future directions for adopting SM technologies for SL in the workplace. The literature review
draws on a range of scholarships, including vocational, technology, and education. It uses several literature databases to research articles,
scholarly papers, peer-reviewed articles, and practitioner articles that support the study's constructs. The study highlights the importanceof developing digital literacy skills to maximize the benefits of SM technologies for workplace learning. The study also emphasizes
the need for educators, trainers, and managers to carefully consider the context and culture of their organization when adopting SM
technologies for workplace learning. Overall, this study provides a valuable resource for anyone interested in using SM technologies forworkplace learning and offers practical guidance for educators, trainers, and managers interested in adopting SM technologies for SL todevelop social capital.
15:15-15:40
81589 | Effects of Short-Term Study Program in Hawaii: Focusing on Sustainable Initiatives
Ayako Nakai, Toyo University, Japan
This study aims to examine the effects of a short-term study program in Hawaii. Japanese undergraduate students took part in the shortprogram in February 2024 (n=20). The two week-program focused on learning sustainable tourism and joining an eco-tour of fishponds
for sustainable fishing. To identify the students’ improvement of fluency in writing related to SDG’s, the students were asked to write ashort essay about sustainable initiatives in Hawaii before and after the program. The results of the difference of the average number ofwords between pre and post-writing test was statistically significant (t(19)= 1.69, <.05). Further analysis involved checking participants’
vocabulary pre and post essays. If the students wrote sustainable initiatives, such as riding a shared bike, a shared bike could be
categorized as climate action, Goal 13, with one point ascribed to this action. After the program, the students paid greater attention towriting about sustainable initiatives with regards to vocabulary than before the program (t(19)=5.67, p <.01). In addition, New Ecological
Paradigm Scale (Dunlap et. Al., 2000) was used to examine the students’ attitudes toward environmental protection. Comparing before
and after the course, all students’ attitudes towards environmental problems did not show a statistical difference (t(19)=.551, n.s.
p=.558). The results of the study provide evidence that the short-term study program had a positive effect on the students’ understandingof sustainable initiatives in Hawaii and improved their writing fluency and vocabulary. To change their attitude, inclusion of more proenvironment activities should be considered for future programs.
15:40-16:05
81851 | Weaving the Social Engagement of Students Through Art Practices: In the Wake of Project CARE/SS
Martha Ioannidou, Aristotle University of Thessaloniki, Greece
Antonis Lenakakis, Aristotle University of Thessaloniki, GreeceMichalis Christodoulou, Aristotle University of Thessaloniki, Greece
The EU-funded research project CARE/SS aimed to develop innovative online and blended courses for educating teachers in the arts. The
project's objective was to empower teachers with critical pedagogy and sustainable development principles, enabling them to addresscontemporary social challenges effectively. According to the research findings discussed in this paper, integrating socially engaged
art practices into the curriculum can positively impact students' social development, creativity, critical thinking, character education,and social justice. The project focuses on the social engagement of students through art practices, highlighting that art education is amultifaceted approach to promoting creativity, critical thinking, and community engagement. Through specific implementations and theirreflective outcomes, this paper delves into mapping and analysing the multiple ways teachers and students used to explore, interpret,
communicate, collaborate, and participate in social and political action, contributing to a more empathetic and democratic society.
Furthermore, it addresses opportunities and critical challenges generalist teachers have to deal with to enhance students' artistic skills
and foster teamwork, communication, and problem-solving skills essential for social engagement. Overall, this research offers valuable
insights into how art education can enhance students' social development and promote social sustainability. Socially engaged art allows
students to express themselves creatively, actively address social issues, and promote positive community change.
16:05-16:30
81342 | Sustainability and Innovation in Business Education: Insights from Teaching Postgraduate Negotiations
Troy Sarina, University of Technology Sydney, Australia
Grant Michelson, Macquarie University, Australia
The purpose of this paper is to examine if the curriculum surrounding negotiation skills are taught in a sustainable and socially
responsible way. Currently the popular ‘win-win’ model of negotiating often focuses on the immediate outcomes of a negotiation which
can neglect the impact that the actions of negotiators can have on institutions, legal systems, and future generations (Fisher and Ury,
2021). Despite the success and widespread application of a win-win model of negotiation in negotiation teaching, Lempereur (2012)
argues that we need to move from responsible negotiation towards more socially responsible negotiation and offers some suggestions
for achieving this. For instance, he contends the negotiator needs to think more about their actions away from the negotiating process
as well as the impact their actions can have on the next generation. It is the embedding of the “future” that perhaps is the key pointof departure from conventional win-win negotiation practices. This includes the environmental (e.g., human, social and natural)consequences of any current negotiations (Lempereur, 2012). Using document analysis, this paper examines the extent to which Business
Schools who are members of the CEMS Global Alliance in Management Education demonstrate sustainable and socially responsible
approaches to teaching negotiating skills at the postgraduate level. The preliminary conclusions of this paper suggest there is a lot
more to be done in terms of curriculum design to ensure the ‘win-win’ model of negotiations to reflect a more sustainable and socially
responsible model.

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09:30-10:45 | Salle 232

Sunday Onsite Parallel Session 1
Language, Linguistics, and Media
Session Chair: Defeng Li

09:30-09:55
79265 | Bergman’s Persona: Mimesis and Translation
Amresh Sinha, The School of Visual Arts, United States
Bergman’s Persona (1966) focuses on the relationship between the actor Elisabet (Liv Ullmann) and her nurse Alma (Bibi Andersson).
Their function in the film points to a dialectic of sublation (aufgehoben from a Hegelian principle of Geist) and mimetic (Platonic)
passivity. Two issues are of primacy here: Is translation a process of sublation of the original, or is it mimetic, that is, reproducing theoriginal in the copy? Mimesis first opens up the question of original versus imitation and it remains a forerunner of what comes after it, inthe name of translation. It is therefore far from being the case that translation and mimesis have no correspondence with each other. In
mimesis the meaning does not substantially change; rather what changes is the very thing that is no longer itself but the other in a playful
disposition. Miming in that sense is not about copying something or the other; it is the reflection of the other, which constitutes the beingof the actor. Elizabet is not Alma; Alma is not Elisabet. But they converge in a literal sense, correspond, imitate, and translate. Alma andElisabet start to mirror each other in their appearance and clothing as the film progresses. The paper will explore the various modes oftranslation practices, such as resemblance, resistance (to exemplariness of the original text), conversion, equivalence, correspondence,mimesis, in the text of Persona, where Elisabet will be read as the original but the silent text, and Alma as the translated text.
09:55-10:20
81999 | Invisibility vs Subjectivity: A Corpus-Assisted Comparative Analysis of Two Nineteenth-Century Versions of Yu-bo-ya Shuai Qin Xie
Zhi Yin
Victoria Lai Cheng Lei, University of Macau, Macau“Yu-Bo-Ya Shuai Qin Xie Zhi Yin” from Jin Gu Qi Guan (Modern and Ancient Tales of Wonder), a collection of Chinese short stories
compiled during the late Ming Dynasty, was introduced to the West in the nineteenth century through translation. “Le Luth Brisé”,
translated into French by the travel writer and Orientalist Théodore Pavi, appeared in 1839. The English version, Yu-Pe-Ya’s Lute, waspublished by the English poet Augusta Webster in 1874. Except for a few adaptations employed to bridge culture gaps, Pavie’s prose
rendition of the tale is painfully faithful to the original. Webster’s version, by contrast, offers a free rendering in verse form. Employing a
corpus-assisted approach, this paper examines an array of issues, including gender dynamics, and the intricate multilateral relationships
among the authors, the originals and the translators. The analysis highlights that Webster did not know Chinese and her version is basedon Pavie’s French translation. Pavie claims in the preface that the origin of the tale cannot be traced. To Webster, the tale is set in “anepoch so vague and so remote that it has no date” and the author is invisible. In the absence of the author, Webster usurps the roleof the author, allowing herself the freedom to project her aspirations and laments into the main characters. She transforms the maleprotagonists into spokespersons for the experiences of Victorian women, including that of the female writer herself, illustrating of thetransformative power of translation and the complex roles of authorship and translation.
10:20-10:45
82004 | Corpus-Based Analysis of Translator Style: A Comparative Study of Classic Literature Translations
Defeng Li, University of Macau, China
In this presentation, we embark on a cross-linguistic journey to compare and contrast translator styles using corpus-based
methodologies. Drawing inspiration from Mona Baker's seminal research on translator style, this study taps into the rich tapestry oflanguage to unveil the unique stylistic fingerprints left by translators in their work. The research utilizes English translations of theChinese literary classic "Hongloumeng" (The Story of the Stone), coupled with the Chinese renditions of James Joyce's "Ulysses," as primeexamples to illuminate how different translators navigate the interplay between source and target languages. By harnessing the power ofcorpus analysis, this study meticulously examines linguistic features such as lexical choice, syntactical patterns, and semantic nuancesthat characterize the translator's approach. The goal of this analysis is to reveal not only the individual style of the translators but also to
explore how socio-cultural and linguistic backgrounds influence translation strategies. The insights gained promise to contribute to ourunderstanding of translation as a complex, creative, and individualistic act.

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11:25-12:40 | Salle 232

Sunday Onsite Parallel Session 2
Language Learning and Teaching
Session Chair: Josan Fermano

11:25-11:50
79664 | Utilizing ChatGPT in Media Education: Enhancing English-Language Writing Skills Among Thai-Native Students
Alongkorn Parivudhiphongs, Chulalongkorn University, Thailand
This media education study explores the integration of ChatGPT, an advanced language model instrument, in the curriculum ofinternational communication arts programs in Thailand, focusing on the development of English-language writing skills in media contexts.
The research involved 107 Thai-native students from diverse backgrounds, enrolled in courses centered on news writing and advertising
copywriting. Initial assessments highlighted challenges in three critical areas: grammar, syntax, and style, within both news andadvertising writing domains. The intervention comprised training students to use ChatGPT for idea generation, proofreading, and receiving
constructive feedback. The post-intervention analysis revealed significant improvements: grammatical errors were notably reduced, andsyntactic structures were adequately enhanced. However, the impact on writing style varied between the two domains. In journalistic
writing, students' outputs aligned more with conventional standards, whereas ChatGPT tended to introduce a more creative flair, akinto feature writing. Contrastingly, in advertising copywriting, the use of ChatGPT led to more fluid and effective compositions, reflecting
the distinct nature of this writing style. The study concludes that while ChatGPT is a valuable tool for addressing certain quality aspectsof writing, it is not a panacea. The need for originality, critical thinking, and independent information gathering remains paramount. The
findings suggest a tailored approach to integrating ChatGPT in media writing education, leveraging its strengths in specific areas whileemphasizing the irreplaceable value of human creativity and investigative skills. The study opens avenues for future research on thenuanced role of AI in creative and professional writing education.
11:50-12:15
80579 | Autonomy in Language Learning: A Continuing Exploration
Maureen Klos, Nelson Mandela University, South Africa
Over two decades ago, Allwright (1984, 1988, 1990) proposed learner autonomy as a radical departure from traditional pedagogy,
challenging the conventional classroom structure. By 2009, autonomy had become a fundamental aspect of mainstream language
teaching and learning, as emphasised by Benson (2009). However, academic debate continues, as indicated by Chateau and Tassinari(2021), who question whether autonomy in language learning is implemented in language classrooms despite being an educational
ideal in 18 countries surveyed. The case study explored in this article involved a South African subject-specific English language support
intervention aiming to facilitate autonomy in learning to master the language in the context of an anatomy and physiology descriptive
report, which content lecturers expected nursing students to complete on their own. Examining the implementation of autonomous
learning in his targeted setting, the case study sought an understanding of how learners could autonomously engage with language
learning within the framework of specific academic subjects. This exploration was situated within the broader evolution of language
education, shedding light on practical implications and the effectiveness of fostering autonomy in subject-specific language acquisition.
12:15-12:40
80591 | Investigating Speech Articulation Challenges in College Students: Focus on Labial and Bilabial Sounds, Including the Schwa andRemediation Strategies
Charito Ong, University of Science and Technology of Southern Philippines, Philippines
John Derek Flores, Bukidnon State University, Philippines
Grace Pimentel, University of Science and Technology of Southern Philippines, Philippines
Mary Louise Pimentel, University of Science and Technology of Southern Philippines, Philippines
Josan Fermano, University of Science and Technology of Southern Philippines, Philippines
Lorena Taglucop, University of Science and Technology of Southern Philippines, Philippines
This study investigated speech articulation challenges faced by 155 third-year communication arts college students enrolled in speechclasses, focusing specifically on labial and bilabial sounds (/p/, /b/, /m/, and /w/). Surveys and speech assessments were administered
to this diverse sample to discern the prevalence of these challenges and explore contributing factors, including speech therapy
experiences, linguistic backgrounds, and educational paths. Results reveal that a significant portion of the students exhibit difficulties
with articulating these sounds, with varying degrees of severity. Furthermore, analysis indicates that previous speech therapy experiences,linguistic backgrounds, and educational trajectories play significant roles in shaping these challenges. The research aimed to identify
effective remediation strategies tailored to the needs of this student population. Targeted exercises, personalized speech therapy
sessions, and the utilization of visual aids and technology emerged as potential interventions to enhance students' speech articulation
skills. Proficient speech articulation is found to positively influence comprehension and communication skills development. The findings
have significant implications for educators, speech-language pathologists, and curriculum designers. Integrating speech articulation
exercises into the curricula is recommended to enhance language comprehension and responsiveness to complex ideas across various
academic disciplines. Moreover, addressing speech articulation challenges contributes to a more inclusive learning environment, ensuring
equitable opportunities for all students, regardless of linguistic backgrounds. This study underscores the importance of prioritizing
language proficiency and communication skills among college students to better equip them for academic and professional success indiverse global contexts.

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12:55-14:35 | Salle 232

Sunday Onsite Parallel Session 3
Teaching and Learning Experiences
Session Chair: Lars Bjork

12:55-13:20
79772 | Teaching a College-Level Happiness Course from a Communication-Discipline Perspective
Monique Myers, Stonehill College, United States
Although the emerging discipline of Happiness Studies began in the field of Psychology (Ben-Shahar, 2007), most often called “Positive
Psychology”(Martin Seligman, 2002), it has morphed into an interdisciplinary field including anthropology, sociology, and philosophy,
among others. Few U.S. colleges offer Happiness courses taught in the discipline of Communication (Myers, 2024). This presentation
articulates how using communication concepts such as Interpersonal Communication and Intrapersonal Communication, which Howard
Gardner (1983) in his groundbreaking book on Multiple Intelligences claims are two of the eight major types of Intelligence, can be highly
effective in teaching the college-level Happiness course. Because the best predictor of happiness is mutually supportive interpersonal
relationships (Ben-Shahar, 2021), the author discusses recent research, activities, and techniques to help improve interpersonalcommunication effectiveness, and, thus, interpersonal relationships. The author also discusses the effectiveness of engaging in
intrapersonal activities such as journaling, gratitude letters, positive affirmations, etc., as Ben-Shahar (2021; 2007) claims they helped his
students become happier. Indeed, I found this to be the case when I taught a college course on Happiness & Communication for threesemesters. It is vitally important to create more college-level courses on Happiness in a variety of disciplines because college students
have increasingly been experiencing higher levels of depression and anxiety over the decades – exacerbated by the worldwide Covid
epidemic (Santos, 2023).
13:20-13:45
80909 | Salvaging the Bard: A Success Story of Theatre-Based Practice for Neurodiverse Learners
Eleni Kmiec, Iowa Conservatory, United States
At its core, this research is founded on the notion that Shakespeare’s plays and text are beneficial for all student abilities if made accessible
through active learning. This study looks at a neurodiverse classroom of primary school students with a myriad of special educational needs(SEN), including high functioning autism spectrum disorder (HFASD), attention deficit disorder (ADD), and generalized anxiety disorder (GAD).
Shakespeare’s plays, specifically, integrate opportunities for literal-minded students to re-contextualize four-hundred-year-old texts, practicelanguage decoding, and use performativity for perspective-taking, socialization, and emotional discovery. Over three months, observations
were collected on the usefulness of applying the Royal Shakespeare Company’s (RSC) active in-classroom practices to teaching The Tempest
to the aforementioned group of students. The research looks at three areas that align with the students’ challenges: (1) how activeness
improves attentiveness; (2) growth in social and creative confidence; (3) collaborative improvement. The observations made evidence thata multimodal curriculum that blends social-communication skills with individualized student benchmarks successfully addresses areasof challenges in neurodiverse classrooms. In conclusion, an active approach to Shakespeare’s text can model a co-constructed learningenvironment that benefits both social and academic progress, regardless of each student's perceived academic attitude.
13:45-14:10
82253 | The Instructional Leadership Role of Superintendents in Instructionally Effective School Districts
Lars Bjork, University of Kentucky, United States
Throughout the past several decades (1983-2024), the rise of a global economy and the changing nature of American society
underscored the importance of educating all children. Successive waves of education reform in the USA launched a wide array of
initiatives focused on improving student learning. Three nation-wide studies (2000, 2010, 2020) conducted by the American Associationof School Administrators (AASA) sampled a population (12,600) school district superintendents. Participants included: (2000, 2262; 2010,
1867; 2020, 1218). These studies used a mixed methods data collection approach and focused on identifying their characteristics, roles,
and responsibilities. Data suggest that superintendents’ instructional leadership role increased in importance (2000: 40.2%; 2010: 26%;
2020: 58%) in relation to their traditional managerial role (2000: 36.2%; 2010: [Ranked 2nd]; 2020: 47%). Although superintendents’managerial role is defined, ISED scholars have identified practices that may offer insight into how they may enact their instructional
leadership role. A recent (2024) exploratory, qualitative study focused on superintendent instructional leadership practices in IESD
districts in Kentucky found that their continuous involvement and use of their managerial position supported district-wide instructional
improvement in areas including: (1) Staff selection and recruitment; (2) Principal supervision and evaluation; (3) Establishing clear
instructional and curricular goals; (4) Monitoring learning and curricular improvement activities and, (5) Financial planning for instruction.
These findings suggest that superintendents’ may leverage their management prerogatives to enact their instructional leadership role.
Findings add to the literature on superintendents’ instructional leadership and frame a promising line for future scholarly inquiry.
14:10-14:35
80752 | The Neuroscientific Approach to Education: Investigating the Effects of Neuropedagogy on Learning Outcomes
Tarik Saadi, Groupe ISCAE, Morocco Myriem Essakalli, Groupe ISCAE, Morocco
Neuropedagogy has gained significant attention in recent years. The literature review explores the theoretical foundations ofneuropedagogy and delves into the cognitive processes involved in learning and how understanding these processes can inform teachingpractices to optimize learning outcomes. The present study is based on the assumption that there is a dearth of research pertaining to
the conceptualization of neuropedagogy and the translation of neuroscientific findings into practical applications for educators.
Therefore, this study aims to investigate the effectiveness of specific neuropedagogical interventions in optimizing learning outcomes ofbusiness students. Using a mixed-methods approach to gather both quantitative and qualitative data, this research will implement
neuropedagogical techniques and assess their impact on learning outcomes. The participants include undergraduate business students
at ISCAE-Casablanca in Morocco. The results suggest that students who received neuropedagogical interventions showed significant
improvements in their academic performance compared to those who did not participate in the interventions. Also, participants reported
increased motivation, engagement, and enjoyment in their learning experiences following the interventions. More specifically, their
cognitive skills, namely critical thinking, problem-solving, and information processing have improved. The implications of this paper aim topromote research and collaboration within Business communication and pave the way for more effective and inclusive educational
experiences for learners. Future research could explore the long-term effects of neuropedagogy on the retention rates, career success,and overall academic performance of business students. Additionally, investigating the scalability of neuropedagogical approaches
across different disciplines and educational contexts would provide valuable insights for educators and policymakers.

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14:50-16:30 | Salle 232

Sunday Onsite Parallel Session 4
Science, Environment and the Humanities
Session Chair: Vindya Hewawasam

14:50-15:15
80458 | Legal Frameworks and Institutional Practices to Protect Sundarbans Mangrove Forest and Dependent Communities in Bangladesh
Mohammad Sayed Momen Majumdar, University of Tsukuba, Japan Kenichi Matsui, University of Tsukuba, Japan
Transboundary governance for the world’s largest mangrove forest has posed challenges to Bangladesh and India in terms ofconservation and livelihood protection. This mangrove area, Sundarbans, area expected to contribute to GHG emissions whereas the
livelihood of an increasing population and expanded use of land posed some threats to its maintenance. Therefore, this paper aims to
examine the legal framework for the conservation of this mangrove forest. We focus on institutional efforts for policy implementations
and executions of legal frameworks. For these purposes, we collected and analyzed related policies and legal frameworks since theestablishment of the Forest Act of 1927 to the present, including the National Forest Policy of 1994. The result of our analysis shows that
Bangladesh's policies and laws were compartmentalized to deal mostly with forest conservation or GHG emission reduction. A legal
framework for bridging the gap between forest conservation and livelihood support is not clear yet. Bangladesh’s NDC for GHG emission
reduction was set at 6.73% for unconditional effort and 15.12% for conditional effort by 2030. Afforestation activities are expected to be
the major contributor, but natural biosphere governance ideas are also needed to be incorporated here. Another challenge we identified
was an overlapping jurisdiction over resource governance. Forest resources and aquatic resources within Sundarbans are managed by
the Forest Department and the Department of Fisheries.
15:15-15:40
80180 | Addressing Encroachment and Promoting Sustainable Urban Design Policies in Ulaanbaatar
Bulgan Lkhamdash, University of Tsukuba, Japan Kenichi Matsui, University of Tsukuba, JapanIn Ulaanbaatar, Mongolia, policies that aimed to alleviate consequences from rapid urbanization like poverty and equity have neglected
the importance of securing multiple purpose public spaces. Some studies examined the current trend of shrinking public space in the city,
but it is not yet clear what factors contributed to the continued neglect of establishing and maintaining more public spaces. This study
analyzes laws and policies that pertain public spaces. The fundamental question here is the reason behind shrinking public spaces in thecity. To illustrate the decreasing trend of public space in Ulaanbaatar, a GIS spatial analysis is conducted. To identify key factors that led
to the neglect of establishing and maintaining public spaces, this paper examines laws and policies, such as the Law on Construction(2016), which regulates Ulaanbaatar’s construction activities, including land acquisition. It also provides ways in which properties aremaintained and tax payments are regulated. My documentary examination found that land acquisition and allocation often led to conflicts
between ministries and local governments as they used different land use databases. The issue of public space encroachment in
Ulaanbaatar is a complex one, as it not only diminishes the availability of green and open spaces but also has adverse effects on culturaland natural heritage sites. These sites have a close connection to the social identity of the people and are an integral part of the cultural
fabric of the city. Therefore, preserving them is essential for ensuring a sense of belonging and responsibility among the citizens.
15:40-16:05
80647 | A Modern Implication of Traditional Water Governance Practices for Flood Mitigation in Sri Lanka
Vindya Hewawasam, University of Tsukuba, Japan Kenichi Matsui, University of Tsukuba, Japan
Sri Lanka’s tank cascade system, which emerged in the dry zone as early as the 5th century BC, has been identified as one of the oldest
nature-based water management practices in the world. Many scholars have reexamined the importance of the system for drought
mitigation, rainwater harvesting, agricultural development, ecosystem conservation and socio-economic development. However, we have
limited knowledge about how this system functioned for flood management. In this paper, we argue that flood management has been an
integral part of the tank cascade system. It examines how traditional water management and flood mitigation techniques once flourishedbut now obsolete although local revival efforts are happening in various parts of the country. Our historical document analyses and fieldobservations in the dry zone show how Sinhalese mitigated floods by incorporating traditional scientific and engineering knowledge,
including land use planning, embankment designs, and water storage/release technologies. The mid-12th century witnessed theemergence of large-scale systems with various unique water control technologies. These large-scale tanks were later abandoned with the
decline of kingdoms in the dry zone. Other locally managed systems remained but were gradually abandoned due largely to the Britishcolonial rule that slowly penetrated into various parts throughout the 19th century. After independence, Sri Lankan engineers showedrenewed but limited interests in revitalizing some parts of tanks, if not the whole system. Finally, this paper shows how traditional water
governance that thrived in local communities can be helpful in handling emerging and intensifying flood incidents in recent years.

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09:30-11:10 | Salle 233

Sunday Onsite Parallel Session 1
Assessment Theories and Methodologies
Session Chair: Hilary Brown

09:30-09:55
78232 | Senior High School Students’ and Teachers’ Performance and Feedback on Their Research Subjects: Basis for Learning Delivery and
Policy Improvement
Jonathan Molina, Digdig High School, Philippines
Samuel Soliven, Saint Mary's University, Philippines
This study investigated the SHS STEM students’ and teachers’ performance and feedback on their research subjects towards learning
delivery and policy improvement. A mixed method employing sequential explanatory technique was utilized in determining theclassification and level of students’ outputs and their feedback in their research subjects. Also, it determined the performance level ofresearch of teachers based on the unified MELCs together with their innovative teaching practices, research skills test, performanceand the predictors of teachers’ research performance in the Division of Nueva Ecija. A total of 359 STEM students selected purposively
and 70 STEM research teachers selected randomly were involved in the study. Data were gathered through questionnaires, unstructured
interviews, and acquisition of documents. These were analyzed using frequency, mean and percentage as well as document, thematicand regression analyses. The findings indicated that majority of the students were engaged in producing STEM-related outputs showing
a satisfactory level in their research work. Also, they demonstrated a strong understanding of formulating research questions andhypotheses while weak in data analysis skills. Meanwhile, teachers generally exhibited very satisfactory competencies in research. Theirinnovative practice in teaching the research subjects included establishing in-depth learning, authenticity, taking collective ownership, andcooperative dialogue. More so, predictive ability for research performance included age, statement of hypothesis, ethical considerations,and proficiency in teaching research. The study highlighted that developing research competencies among teachers and students is
crucial, along with support mechanisms to address challenges. These findings lead to the development of learning delivery and policy.
09:55-10:20
80281 | Listening to All: Feedback and Dialogue Between Staff and Students
Kulnicha Meechaiyo, University of St Andrews, United Kingdom Gosia Mitka, University of St Andrews, United Kingdom
We focus on reducing the power imbalance between staff and students and providing prompt and helpful feedback without overburdening
staff and students. To achieve this, we introduced a shift from "top-down feedback and dialogue between staff and students" to a "bottomup approach." This approach places a stronger emphasis on students' needs and satisfaction, which is more likely to yield valuable insights
in a timely manner. We are introduced and tested an alternative feedback method - the "traffic light system." During the first lecture of thesemester. we gave papers to students at the beginning of the lecture, which allowed them to indicate their level of satisfaction using traffic
light colours. Students were also given the option to provide written feedback on the back of the paper. At the end of the lecture, we collected
the papers in an envelope placed at the front of the class, ensuring complete anonymity. The feedback is easy to read and group, thanks to theuse of colours and the straightforward nature of the students' responses. However, implementing the traffic light system can be challenging
in a large classroom setting. We conduct surveys with students to enquire about their experience with the feedback method, prompting themto rate its ease on a scale of 1 to 5. It is critical to examine whether the module coordinator acted on the feedback received and, if so, how andwhen it was communicated to the students. This reflective approach signifies a commitment to responsive teaching practices.
10:20-10:45
79362 | Examining Teachers’ Feedback for English Language Learners in Science Classrooms
Xueyu Zhao, Duke Kunshan University, China Guillermo Solano-Flores, Stanford University, United States
Feedback plays a key role in the formative assessment cycle (clarifying learning goals, gathering information about students’ learning,interpreting information, and acting on the information collected), as proposed by Ruiz-Primo and Li (2013). If the quality of feedback
provided by teachers is high, students obtain valuable information on their performance and the actions they need to take towards
reaching established learning goals. This investigation addressed feedback as critical to equity in instruction in linguistically diverse
science classrooms. We examined the possibility that English language learners (ELLs)—students who are developing English as a second
language while they continue developing their native language—may not benefit as much as their non-ELL mainstream counterparts
do from the feedback provided by their teachers. The paper addresses the fact that feedback depends heavily on social interaction andcommunication mediated by language. While there is a considerable body of research on teacher feedback as a critical factor in support ofstudents’ knowledge construction and achievement in science, this research is yet to address linguistic diversity. This paper will report on
an exploratory investigation that examined frequency and quality of written feedback received by ELLs from their teachers on several typesof student work. We found that ELLs received higher-quality feedback with less frequency than non-ELL students for some types of student
work. Ultimately, this investigation addresses feedback as key to effective and equitable formative assessment for ELLs.
10:45-11:10
81746 | Finding Her Voice: A Feminist Teaching Approach to Graduate Supervision
Hilary Brown, Brock University, Canada
When implemented well, personalized supervision of graduate students invites a spirited interplay between building a respectful ethicalrelationship built on trust while sensitively providing critical feedback through sophisticated pedagogical teaching moments. As afeminist graduate supervisor, I also adhere to the responsibility of disrupting normative practices while dismantling the supervisor/
supervisee binaries of the input/output model of supervision. Within this learning alliance (Fullagar et al., 2017) there is an entanglementof self and other and in this space, disruption has the potential to emerge resulting in a life changing experience. This is an accountof four women’s experiences being supervised by a feminist supervisor and my experience supervising/teaching them. I share untold
stories that deeply affected my supervisees, such as neoliberalism, techno-rational teaching, religion, perfectionism, holism, classism,
peaceseeker/peacemaker, motherhood, mental health challenges, colourism, disability studies, colonialism, learning differences, andracism that emerged through their graduate work. I believe these untold stories hindered their ability to free themselves from the barriers/
burdens, that had been holding each one back from speaking her truth. The path of each learning alliance was traced as each woman
shared her personal journey towards her consciousness raising. I wrote with each woman as we untangled the self and the other to cometo a creative relational understanding grounded in affirmative ethics (Bradiotti, 2019). We arrived at a place that confirmed that for eachsupervisee, feminist supervision was the impetus for them to find the courage to speak their truth and in doing so find her voice.

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11:25-12:40 | Salle 233

Sunday Onsite Parallel Session 2
International Education
Session Chair: Jelisaveta Janicijevic Agatonovic

11:25-11:50
81364 | Implementing Online Internalization Experiences in Higher Education Within COIL Method: The Case of Interdisciplinary MexicoEcuador Collaborations
Maritza Peña Becerril, Tecnologico de Monterrey, Mexico
Alan Joel Miralrio Pineda, Tecnológico de Monterrey, Mexico
Viviana Guerrero Benalcázar, Universidad San Francisco de Quito, Ecuador
Andrea Ayala, Universidad San Francisco de Quito, Ecuador
Daniela Ziritt, Universidad San Francisco de Quito, Ecuador
Isaac Juárez Acosta, Tecnológico de Monterrey, Mexico
The impact and importance of online internationalization, as proposed by Collaborative Online International Learning (COIL) initiative,
were implemented and analyzed. It emphasized the influence in academic development, intercultural competencies as well as the
preparation of the students towards globalization. Three implementations of COIL collaborations were performed between Ecuadorian
Universidad San Francisco de Quito, in collaboration with the Mexican higher education institution Tecnológico de Monterrey, Campus
Toluca. Six different courses were selected, each one with a head professor. The topics boarded by the professor included migration,
decision making and volcano modelling. To validate the implementations, a survey written in Spanish, was applied to 108 students
enrolled in COIL courses. This instrument included 12 closed questions, in Likert scale, as well as 2 open ones. Two variables wereanalyzed: 1) Sense of usefulness of COIL activities. 2) Effectiveness of international teams. The results indicated that students consider
that time zone and communication are the most important limitations to face international collaboration. Additionally, in student’s opinion,
compromise and responsibility are valuable as well as necessary features to achieve a successful international collaboration. Moreover,there is a clear relationship between the liking of the COIL activity and the sense of usefulness appreciated by students. It was shown that
COIL activities promoted collaboration between international universities as well as global citizens. In fact, it is perceived that COIL is amore democratic way to promote international collaborations
11:50-12:15
81887 | The Formation of Private Schools in Serbia and Their Significance: A Look into International Private Education in Serbia
Jelisaveta Janicijevic Agatonovic, Columbia University Teachers College, United States
Despite the hefty price tag, private education holds a certain prestige that individuals want to take part in. There are certain reasons
why private education appeals to prospective parents and students over public institutions. Some are curated to have a more rigorous
academic schedule, highly competitive level of sports, and are even seen as feeder schools into the top universities. This can be seen
within private schools in the United States more specifically, in New York and Connecticut. However, the minimal research that has been
conducted argues that the reasoning behind the emphasis of private education in Serbia and the desire to attend such programs isdifferent (Dull, 2012). This research aims to come to an understanding of the unique make up of international private secondary educationin Serbia, and why parents choose to enroll their children in such schools. Through a historical analysis on the overall organization of
the Serbian education system, review of literature in regards to the development of private education, and a case study/ analysis of
the mission statement of Serbia’s top international private school, I will explore the following questions: (1) What factors led to theestablishment of International Secondary Private Education in Serbia? (2) How is private schooling positioned in the development ofmodern schooling in Serbia?
12:15-12:40
81977 | The Use of Effective Laboratory Simulations to Enhance Engineering Concepts: The Implications of Project-based Learning in Higher
Education
Yiporo Danyuo, Ashesi University, Ghana
Miriam Abade-Abugre, Ashesi University, Ghana
Sullaiman Alhassan, Ashesi University, Ghana
velyn Amu, Ashesi University, Ghana
Sharifa Amadu, Ashesi University, Ghana
Eunice Tachie-Menson, Ashesi University, Ghana
This study examined the potential use of project-based learning (PBL) to reinforce engineering concepts and applications in higher
education, using Ashesi University in Ghana as a case study. Course learning goals were focused on engagement and participation,
understanding of course content, improvement in critical thinking, developing the needed skills, and grasping of key concepts andprinciples. These five components were measured using a 5-point Likert scale. Progress in students’ development was investigatedin 3-different courses and at different semesters to monitor students’ learning during the implementation of PBL. Monitoring methods
employed included data collection on self-reflections of a semester-long/mini projects and the institutional end-of-semester course
evaluation. Descriptive statistics were obtained using Microsoft Excel and data was graphically presented using OriginLab software(version 17). Mann-Whitney U–test was used to evaluate ratings on course evaluations in which PBL was employed as compared tocourses taught without the implementation of PBL. A one-tailed test was used with a 5% significance level. JASP software (version
0.18.3) was used for all inferential statistics reported. From the study, the result showed a promising outcome of PBL implementation inenhancing student learning. Hence PBL approach supports the professional development and personal growth of faculties and students
in higher education.

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12:55-14:35 | Salle 233

Sunday Onsite Parallel Session 3
Assessment Theories and Methodologies
Session Chair: Nitha Siby

12:55-13:20
79731 | Motivational Impacts on AI in Student Learning
Sandra Hummel, TUD Dresden University of Technology, Germany
Mana-Teresa Donner, TUD Dresden University of Technology, Germany
Artificial Intelligence (AI) has had a substantial impact on education, offering tools that have the potential to improve learning efficiency andeffectiveness over time. This contribution deals with a crucial question: What motivational impact does the use of AI in educational contexts haveon student learning? Through a mixed-method approach involving online surveys and focus group (n = 64 students) discussions, this research
investigates how AI shapes student motivation and the dynamics of learning. The key findings highlight the capacity of AI to facilitate personalized
learning experiences and foster essential metacognitive skills such as critical thinking and problem-solving. This aligns with the concept ofSituated Learning, as AI incorporates contextual elements into educational processes, enhancing information relevance and creating an authentic
learning environment. Six distinct motivational categories emerge Efficiency Enhancement, Productivity, Autonomy, Understanding/Competence
Acquisition, Competitive Advantage, and Practical Application. These elements intricately link with the proposed theoretical model's action phases,
encompassing situation analysis, self-perception, goal formulation, action implementation, outcome evaluation, and reflective consequences.
Scrutinizing extensive datasets reveals previously undiscovered patterns, enriching the educational experience. Students leverage AI for streamlined
information retrieval, increased productivity, self-directed study, content comprehension, gaining a competitive edge, and practical applications.
Consequently, this study unveils both the potentialities and challenges presented by AI in cultivating a tailored, learner-centric educational
environment, emphasizing AI's transformative capacity to reshape global educational paradigms. Understanding motivation-related factors is crucial
for integrating AI into educational contexts in a didactically sound manner, enabling the creation of efficient, student-centered learning environments.
13:20-13:45
81001 | Unlocking Learning: Can Tech-Infused AfL. AaL, and AoL Align with Differentiated Instruction in Indonesia?
Lu'luil Maknun, Yogyakarta State University, Indonesia
Zamzani Zamzani, Yogyakarta State University, Indonesia
Jamilah Jamilah, Yogyakarta State University, Indonesia
Technology is a vital component of civilization that is inextricably linked to the teaching and learning process, as well as its assessment. Technologybased assessments should be able to facilitate how teachers deal with digital native students who are constantly struggling with technology andare already aware of their own unique needs, necessitating the integration of different instructional techniques. This study aimed to analyze thetarget and learning needs of EFL pre-service teachers for developing an instructional model of technology-based AfL, AaL, and AoL. in the context
of differentiated instruction. The approach employed in this research involves a qualitative methodology utilizing questionnaires and interviews asprimary data collection instruments. Interviews with nine EFL lecturers and questionnaires distributed to 200 Indonesian EFL pre-service teachers
explored their lacks, necessities, wants, roles, settings, and learning activities related to technology-based AfL, AaL, and AoL. The findings revealed
that EFL pre-service teachers have diverse needs for technology-driven AfL, AaL, and AoL in differentiated English education. The lack demonstrated
that they invest considerable time in preparing instructional materials and assessments, often struggling to select the appropriate technology for
implementing AfL, AoL, and AaL effectively. Challenges arise in providing feedback during AfL due to a lack of strategies for accommodating students
with various learning styles. The study recommends developing an instructional model of technology-based AfL, AaL, and AoL for EFL pre-service
teachers to provide standard guidelines to maximize EFL teaching-learning process and assessment in the framework of differentiated instruction.
13:45-14:10
79708 | Evaluating AI-Powered Performance Assessments in Competency-Based Education
Reyhaneh Bastani, Bow Valley College, Canada
Tanya McDonald, Bow Valley College, Canada
Bow Valley College, a renowned college in Canada, has implemented a Competency-Based Education (CBE) system, including in its Cloud Computing
Post-Diploma Certificate program. Central to this system is a custom-designed Learning Management System focused on performance-based
assessments. The assessment method is closely aligned with real-world professional competencies developed in collaboration with industry
experts. Despite its robustness, the current model’s scalability is hampered by its labor-intensive nature, particularly as students require multiple
assessments to demonstrate competency. Addressing this challenge, our research introduces an AI-powered assessment model using generative AI
and Large Language Models, trained based on the current real-world scenarios designed to assess competencies. This study adopts a within-subjects
design, enabling the comparison of each learner’s performance in both AI-assisted and existing assessments. This offers a unique perspectiveon the effectiveness of the AI model compared to conventional methods. The research methodology involves both quantitative and qualitative
analyses. Performance metrics from AI-assisted and existing assessments will be statistically compared for each student, focusing on accuracy andconsistency in the AI model. Importantly, qualitative feedback from interviews with students, instructors and industry experts will provide insights into
their experiences with both assessment types. This iterative testing approach, informed by ongoing performance data and participants’ feedback,aims to continuously refine the AI model, enhancing its accuracy and reliability. We aim to develop an AI-assisted assessment framework that is both
scalable and maintains the integrity of traditional competency-based evaluations, potentially revolutionizing the assessment process in CBE.
14:10-14:35
81658 | Developing the AI Learning Experience Measure (ALEM): Enhancing Assessment of AI Education Initiatives Worldwide
Nitha Siby, Qatar University, Qatar
Almas Sultana, Qatar University, Qatar
Mohammad Ammar, Qatar University, Qatar
Zubair Ahmad, Qatar University, Qatar
In light of the increasing integration of artificial intelligence (AI) education in school curricula worldwide, adequately gauging the efficacy of
education initiatives demands robust measurement instruments that can capture the multifaceted nature of learning experiences. Recognizing
this necessity, developing an AI Learning Experience Measure (ALEM) has become crucial. This study presents an ALEM instrument to fulfill thispressing need, offering insights into the effectiveness and inclusivity of educational activities outlined in both UNESCO design considerations
and the AI4K12 initiative. Guided by the 15 specific design considerations provided by UNESCO and the comprehensive framework establishedby the AI4K12 initiative, this study systematically constructed the tool through iterative expert consultations using the Delphi method. The
proposed measure is a valuable tool for assessing the implementation of AI education initiatives, providing insights into the alignment
between educational activities and desired learning outcomes. By incorporating AI concepts and principles into education through the AIlearning experience measure, students can acquire the necessary knowledge and skills to navigate the increasingly AI-driven world. Through asystematic evaluation of these practices, refinement and improvement of AI education curricula can be achieved.

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14:50-16:30 | Salle 233

Sunday Onsite Parallel Session 4
Assessment Theories and Methodologies
Session Chair: Shalena Fokeera-Wahedally

14:50-15:15
77815 | Psychometric Properties of English Cognitive Test Instruments Integrated with Common European Framework of Reference
Umi Farisiyah, Universitas Negeri Yogyakarta, Indonesia
Edi Istiyono, Universitas Negeri Yogyakarta, Indonesia
Aminuddin Hassan, Universiti Putra Malaysia, Indonesia
Nur Hidayanto Pancoro Setyo Putro, Universitas Negeri Yogyakarta, Indonesia
The English learning process aims to develop students' ability to use English to communicate in everyday life. However, the process andassessment of learning English so far have only relied on one skill, reading, while English language skills consist of four skills (listening,speaking, reading, and writing). This study aims to explore the psychometric properties in the form of validity and reliability of an English
cognitive test instrument based on a blend of the 2013 Curriculum and the Common European Framework of Reference (CEFR). This
study is an exploratory descriptive study using a quantitative approach. The English cognitive test instruments were developed by the
researcher by integrating content from the Indonesian curriculum and CEFR. The sample used in this study was 108 students from asenior secondary school. The instrument used in this research is an integrated English cognitive test instrument examining listening,speaking, reading, and writing. The techniques for analyzing the data are V. Aiken and exploratory factor analysis. The results of thedevelopment of this integrated cognitive test instrument show that this integrated English cognitive test instrument has been proven valid
with most of the loading coefficients >.07 and reliable with 0.696. The integrated English cognitive test instrument developed can be used
to measure senior secondary school students’ English skills.
15:15-15:40
81871 | Toward Valid and Reliable Assessment of Individual Contributions in Group Work
Fedor Duzhin, Nanyang Technological University, Singapore
Megan Zheng Chi Lee, Nanyang Technological University, Singapore
In typical classroom settings, students collaborate on tasks and submit group work for grading, often relying on peer evaluations todetermine individual grades. We are concerned with the method of converting pairwise peer evaluations into individual final grades.
The most common way to do it is as follows: every group member has a certain number of points to distribute among the rest of thegroup, and the final score of every student is the average number of points she receives from other group members. We call this the "pieto-others method". Assessment should be psychometrically valid and reliable. We argue that the "pie-to-others" method of evaluating
individual contributions to group work is neither valid nor reliable. Moreover, by constructing a mathematical model of peer evaluation, we
can measure exactly how much the "pie-to-others" (or, more generally, any assessment method of individual contribution to group work)
deviates from being reliable. We will explain the worst-case scenario, i.e., derive the theoretical largest possible difference between theoutcome of the "pie-to-others" and the fair grade a student deserves. By analyzing a large dataset (1201 students, 220 project groups,
6619 evaluations) collected in large undergraduate classes in an Asian university, we estimate that, in practice, about 1% of all students
are misgraded by the "pie-to-others". Finally, we will present an easy fix to the pie-to-others method that makes it reliable.
15:40-16:05
79417 | Reliability Criteria of Standardized Test as a Form of Practical Assessment Created from the Entelechy Perspective Integrated Into
Innovative Teaching
Geanina Havârneanu, Alexandru Ioan Cuza University, Romania
This study aims to present essential ways to determine the reliability of a standardized test. To this goal, we explain the most widelyused essential criteria for the accreditation of reliability qualities of a standardized test. Standardized testing is integral to innovative
teaching that captures essential elements, including offering a safe, inclusive, and beneficial competitive environment, which createsan operational cognitive background that promotes ethical intelligence, resilience, and the ability to make correct and quick decisions
under challenging conditions. In a previous study (2022), we explained the relevance of using as many methods as possible to study
a standardized test's validity. In this paper, we aim to analyze reliability estimation in different ways: test-retest reliability (stability
coefficient); reliability estimated by alternative forms (equivalence coefficient); reliability calculated by the internal consistency/
homogeneity of a test (internal consistency coefficient); inter-rater reliability (intra-class correlation coefficient); fidelity estimated by item
analysis. This analytical study concludes that the accredit of the reliability of a standardized test necessarily supposes the calculation of
the coefficients studied in this article.
16:05-16:30
79711 | Review of the National Assessments at Grades 4 and 5 in Mauritius
Shalena Fokeera-Wahedally, Mauritius Examinations Syndicate, Mauritius
Danavadee Shela Thanacoody Soborun, Mauritius Examinations Syndicate, Mauritius
Assessment has a strong influence on curriculum and pedagogy, and it is essential to have explicit links between what is intended
to be learned and what is assessed. With the recent reform in education at the primary level, it had become imperative to review theend of Grade 4 and Grade 5 assessments to ensure their validity. The revised assessment thus endeavours to ascertain what pupils
have achieved in line with the learning objectives set in Grade 4 and Grade 5. The revised Grade 4 National Assessment in particularemphasises the need to identify and address learning difficulties throughout the academic year to continuously improve learning. It also
recognises the importance of providing regular feedback to pupils, teachers, parents and other stakeholders for informed actions to betaken to improve learning. An extensive trialing exercise of the revised materials was carried out before its implementation and feedback
from Educators and policy makers was collected. An item analysis was also carried out to analyse how each item in the question paper
behaved. There was consensus on the revised assessments proposed and also on the importance of including continuous assessment toensure regular feedback and remedial strategies are put in place during the year.

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09:30-11:10 | Salle 234

Sunday Onsite Parallel Session 1

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
Session Chair: Martha Ioannidou
09:30-09:55
81787 | (Re)owning Our Narratives: Unifying Autoethnodrama and Griot Storytelling as a Radical Methodology to Teach About Africa
Marie-Ange Camara, University of Cambridge, United Kingdom
With the decline of oral traditions (Finnegan, 1970; Sone, 2018), it has become challenging for young Africans to learn about their culture in thesame ways their forebears did, and for elders to preserve their tribes’ history and language. Considering the multiculturality of modern African
societies, due to colonisation and globalisation (Folola, 2003), my research juxtaposes autoethnodrama (Denzin, 2018; Saldaña, 2011) and thepractice of West African teachers known as griots (Conrad and Frank, 1995; Niane, 1960), as a radical and creative methodology to decoloniseand dismantle false assumptions spread over centuries (Andinlilile, 2015) on the continent and its nations. I argue that blending autoethnodrama– a qualitative methodology assembling autobiography, ethnography, and drama intended for performance- with the oral tradition of griots
enables for the design of accessible and brave spaces for Africans by Africans, to teach about their culture based on their lived experiences, while
honouring the performativity of traditional African education (Moumouni, 1968). Sharing my experience as a director, playwright, and arts-based
researcher in education, I use the production of my autoethnodrama Nyamakala: An African Story (2023) as an example to reflect on the impacts
and limitations such performances can have on a diverse audience of academics and non-academics from all around the world. My intention is toreconcile Western and African epistemologies as an attempt to meaningfully adapt knowledge production to our post-colonial realities. Finally, I
believe that my work can be of interest to any marginalised community in quest of empowering pedagogic practices.
09:55-10:20
81935 | Rethinking Academic Dishonesty: Challenging Indonesia’s Cultural Pressure for Compliance and Altruism
Christa Geraldine, Universitas Pelita Harapan, Indonesia
Niyu Niyu, Universitas Pelita Harapan, Indonesia
Despite mitigation efforts implemented across nations, academic dishonesty is an enduring issue within the education sector. A popularform of it in Indonesia is contract cheating, which is difficult to unveil and trace due to the culture of collectivism and altruism deeply
rooted within its society. Indonesia is reputed for its culturally hospitable and helpful ethos; however, it is suspected that the same
cultural aspects also serve as the foundation of this phenomenon to thrive. This paper aims to explore and analyze the persuasion
process university students do in contract cheating and the influential factors behind it. Cultural factors are identified and analyzed
using Hofstede’s six cultural dimensions. Cultural Pragmatics theory is used to uncover determinants within students acting as initiators,
while the interpersonal deception theory examines the dynamics and interactions between students and ghostwriters resulting involuntary assistance and subsequent deception following assignment submission. Additionally, this study presents insights into
societal perceptions and attitudes towards contract cheating, accompanied with perspectives from perpetrators on societal judgments
against them. Employing phenomenology as its main method, this research gathers data through literature reviews and interviews withthree informants, two of whom have experience as voluntary ghostwriters in contract cheating. Results indicate that various culturaldimensions, cultural pressures, and expectations of compliance significantly influence individuals’ susceptibility to aiding contract
cheating, especially when familial or professional ties are involved. Collectively, these cultural factors cultivate an environment forcontract cheating to thrive remarkably while remaining tacit in modern society.
10:20-10:45
79354 | Cultural Values Education for Ethnic Minority High School Students: A Case Study in Thai Nguyen Province, Vietnam
Quy Ngo Thi Thanh, Thai Nguyen University of Education, Vietnam
Thuy Ngo Thu, Thai Nguyen University of Education, Vietnam
Cultural values education plays a crucial role in the development and awareness of ethnic minority high school students. However, thereality reveals that many students lack a proper understanding of traditional cultural values and fail to fully grasp the importance ofpreserving these values. This paper emphasizes the objective of fostering character and competencies in high school students fromethnic minority backgrounds, aiming to instill a sense of responsibility for preserving and promoting their cultural identity. The research
focuses on analyzing the current state of cultural values education for students, employing methods such as comparison, overall analysis,
and a case study conducted in Thai Nguyen province, Vietnam. The article proposes several solutions to implement cultural values
education for ethnic minority high school students, emphasizing the need to enhance awareness of traditional cultural values among
young people in the context of international integration.
10:45-11:10
81850 | From Foreign to Familiar: Approaching the Arts as the New Potential Second Language in Socially Aware Education
Martha Ioannidou, Aristotle University of Thessaloniki, Greece
Soula Mitakidou, Aristotle University of Thessaloniki, Greece
Antonis Lenakakis, Aristotle University of Thessaloniki, Greece
The paper examines the potential of arts as a second or additional language. It proposes that this approach offers students a unique
opportunity to develop cognitive and language skills, critical thinking abilities, cultural awareness, and a sense of social justice. Art literacy
involves several aspects, including appreciating the arts, being inspired by them, reflecting, and expressing oneself through them. Similarly,
learning a second language requires familiarising oneself with its sounds and forms, interacting and collaborating with experienced target
language users, and reflecting and expressing oneself through the language. Integrating arts as an additional language into educational
practices can create inclusive, dynamic, and critical learning environments that provide equitable access to all students, fostering creativity,
empathy, and a deeper understanding of the world around them. Studies have shown that motivation and individuals' willingness to learn alanguage can significantly impact their proficiency (Schmidt, 2001), and the arts have a unique advantage in this regard. They can initiate
communication through non-linguistic means without the limitations of grammar and language rules. This approach is particularly relevant for
e-generation students who prefer to express their emotions and ideas through diverse means. Drawing from the CARE/ss EU-funded Erasmus+ project, this paper provides documentation of the power of art to act as an additional language that scaffolds students' learning across thecurriculum. It also provides a platform for students to engage with critical issues, develop a deeper understanding of societal challenges, andcultivate a sense of social responsibility.

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11:25-12:40 | Salle 234

Sunday Onsite Parallel Session 2
Mind, Brain & Psychology
Session Chair: Lawrence Levy

11:25-11:50
81350 | Time Management as an Obstacle to First-Year Students When Transitioning to the University
Vuyo Mntuyedwa, Cape Peninsula University of Technology, South Africa
Johannes Cronje, Cape Peninsular University of Technology, South Africa
Most first-year students find the transition from basic education to higher education extremely difficult to balance their academic andsocial lives when entering university for the first time. Time management is one of the factors that can contribute to first-year dropouts
from universities because of peer pressure and time wasted. This study presents some of the experiences, positive or negative,
encountered by first-year students when it comes to time management. The data were collected from first-year students living inresidences. The study adopted mixed methods research to collect data, but for this article, only the qualitative results are presented. The
results show that in general, first-year students were used to the guidance of their parents, which explains why it is not easy for them
to be independent thinkers. The influence of peer groups in higher education plays a crucial role in time management among first-year
students. Peer pressure can be positive or negative for first-year students when they transition to university, leading to a lack of time
management. The study recommends that first-year students be taught the importance of time management during the orientation period
and throughout the year through workshops, pamphlets and social media platforms.
11:50-12:15
81900 | Behavior Change for First-Year University Students in the UAE
Muhra Almheiri, The Art of Being Academy, United Arab Emirates
A behavior change initiative was conducted at a higher education institution in the UAE, focusing on first-year university students'
attitudes and opportunities for behavioral improvement. Interventions aimed to reduce anxiety and enhance understanding of university
life by introducing habit changes and providing "university hacks" to navigate the education system, alongside teaching vision boards
and goal setting. Surveys, focus groups, and interviews were employed to gauge student attitudes and staff perspectives on orientation
practices. A comparison was made between students who participated in the Uni-Grow program and those who did not, revealing a 15%
increase in student effectiveness through habit changes and a 23% higher anxiety level among non-participants during exams. The study
suggests implementing similar programs for first-year students to alleviate anxiety and enhance performance.
12:15-12:40
81772 | Sleep, Light, the Brain, and Behavior
Lawrence Levy, Kyoto Bunkyo Unversity, JapanThe effect of sleep on learning is very consequential. With the advent of magnetic resonance imaging (MRI) technology, mankind canunobtrusively observe the brain and monitor its functioning while carrying out routine operations. Researchers have witnessed what takes
place during the sleep cycles of the brain - which has led to several astounding discoveries that directly connect to effects on learning andbehavior. The kind of, and amount of, light we are exposed to as well, have a direct impact on our quality of sleep. How the requirementsof sleep throughout the different stages of life change, and its relationship to learning, will also be considered. Understanding theimplications and consequences of good, or poor, sleep and its effects on learning, and quality of life, will be presented. As educators, weshould understand this critical activity and educate our learners about it.

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12:55-14:35 | Salle 234

Sunday Onsite Parallel Session 3
Foreign Languages Education & Applied Linguistics
Session Chair: Kathleen Brown

12:55-13:20
80550 | Translanguaging Practices in EFL Classroom: A Collaborative Linguistic Landscape-Based Project
Harjuli Surya Putra, Atma Jaya Catholic University of Indonesia, Indonesia
Setiono Sugiharto, Atma Jaya Catholic University of Indonesia, Indonesia
Anna Marietta Da Silva, Atma Jaya Catholic University of Indonesia, Indonesia
Translanguaging as extending beyond a view that EFL students have a unified repertoire made up of all their existing semiotic resources(multilingual and multimodal) and they employ it in a fluid way in social interaction in multilingual classrooms. This article aims at
exploring a creative pedagogical Linguistic Landscape-based project through engaging EFL students to become ethnographic researchers
in their local surroundings. Focusing on one of the creative classroom activities through making ‘mood board’ to demonstrate visualawareness of Linguistic Landscapes, this project constructs an EFL classroom as a collaborative translanguaging space that entails
the teacher to engage all students in translanguaging practices through using their diverse multilingual and multimodal resources. The
data were obtained through classroom ethnography observations and video-stimulated-recall-interview in an Indonesian University.
Methodologically, this article applies Multimodal Conversation Analysis to analyze the classroom observation data and then triangulatedwith the video-stimulated-recall-interview data analyzed applying Interpretative Phenomenological Analysis. The findings demonstrate
how the participants recognize and mobilize the use of their various languages and multimodal practices to challenge the raciolinguistics
and monolingual ideologies and facilitate their English learning as a decolonial resistance by incorporating their multilingual andmultimodal resources as a unitary repertoire in the classroom. That is, the findings illuminate that translanguaging was driven by ideology
and culture. What happened in this translanguaging space was a need to communicate in which the students make use of languages andcultures simultaneously or what the researcher calls ‘transcultural communication’.
13:20-13:45
78499 | Perceiving Diphthongs: A Phenomenological Study Among College Students
Charito Ong, University of Science and Technology of Southern Philippines, Philippines
Maria Christina Rezon, Assumption College, Thailand
This research, conducted among 50 college students representing diverse linguistic backgrounds, utilized a phenomenological approach
coupled with class observation and focus group discussions to delve into the acquisition of diphthongs. The study analyzed audio
recordings of speech samples containing diphthongs, collected through class observations, and employed focus group discussions toaugment the investigation. By evaluating perceptual tasks alongside these methods, the research aimed to comprehend the students'
perceptions and articulation of these intricate vowel sounds. The findings unveiled varying levels of proficiency among students in both
diphthong perception and production, shedding light on discrepancies in articulation accuracy and identification of specific diphthong
pairs. This study offers valuable insights into the challenges and strategic approaches associated with mastering diphthongs amongcollege students, particularly within the dynamic context of linguistic diversity.
13:45-14:10
81365 | The Development of English Interactive Approach and Collaborative Learning Instructional Model Based on Thai Culture Context toEnhance Reading Comprehension Ability and Happiness Learning for Undergraduate Students
Phananoi Rotchu, Suratthani Rajabhat University, Thailand
The purposes of this research were: 1) to development of English interactive approach and collaborative learning instructional model
based on Thai Culture context to enhance reading comprehension ability and happiness learning for undergraduate students 2) toevaluate the quality of the developed instructional model English interactive approach and collaborative learning instructional model
based on Thai culture context. The research procedure was divided into 3 phases. The first phase was to develop a reading instructionalmodel based on English Interactive Approach and Collaborative Learning Based On Thai Culture Context.The second phase was toconstruct the research instruments. The third phase was to evaluate the quality of the developed instructional model by implementing
with 30 students at faculty of education ,Suratthani Rajabhat University. The samples were simple random sampling selected from thethird year students. The research instruments were the reading comprehension test, questionnaire, and learning log. The data wereanalyzed using t-test.
14:10-14:35
79745 | Rethinking Advocacy/Allyship: Challenges for TESOL Classrooms and Workplaces
Kathleen Brown, Kurume University, Japan
Critical discourse addressing problems with the native/non-native English speaker teacher (NEST/NNEST) paradigm in English language
teaching has been a part of the literature since the late 1990s (e.g., Kubota, 1998; Pennycook, 1998) and yet it is still an issue that
continues to impact the diversity of our EFL classrooms today. There is an increasing collection of narratives from EFL teachers who
regularly experience exclusion, marginalization, and microaggression as English L2+ users (e.g., Hashimoto, 2023; Matikainen, 2023;
Okada, 2020; Oo, 2023). How can we effectively impact change to this narrative within our EFL classrooms and workplaces? The
presenter will discuss the concept of “advocate” in the TESOL workplace and how this can inform our practices as teachers as wellas leaders responsible for decision making in staffing our classrooms. We will explore the spectrum of “ally,” “accomplice,” and “coconspirator” as introduced by Tiffany Jana (2021) and Jana & Baran (2020). In doing so, we will expand traditional advocacy/allyshipconstructs and discuss the realities, pragmatics, and pitfalls of challenging the NEST/NNEST paradigm. Participants will be encouraged
to tap into their own teaching/leadership experiences and potential as we explore this topic and solutions together.

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14:50-16:30 | Salle 234

Sunday Onsite Parallel Session 4
Foreign Languages Education & Applied Linguistics
Session Chair: Lorena Taglucop

14:50-15:15
81854 | Enhancing English Language Learning Efficiency for Chinese Students Through Technology Adoption
Zhiqiang Yan, University of Zhang Jiakou, China
Juniza Binti Md Saad, University Putra Malaysia, Malaysia
Tze Jin Wong, University Putra Malaysia, Malaysia
Chinese students' English oral proficiency challenges include pronunciation (native phonetic interference), grammar (tense/preposition
errors), and limited vocabulary. Factors contributing to low proficiency include inadequate oral practice opportunities, cultural emphasis on
written accuracy, and motivation focused on exams or job prospects. Challenges in improvement stem from uneven learning resources,
lack of suitable methods, and overreliance on memorization without contextual practice. Chinese students lag significantly in oral English
proficiency compared to Northern Irish peers due to teaching emphasis on writing, lack of speaking opportunities, and undervaluation of oral
skills. Cultural influences contribute to grammar errors. Only <1% reach mastery level in all skills. Primary/secondary students perform poorly
in oral exams. Chinese rank 72nd in oral proficiency, contrasting with 5th in reading, 17th in writing, and 20th in listening. Improving Chinese
students' English oral skills demands innovative methods: phonetics, interactive sessions, technology integration, and cultural adaptation.
Robotics and Open AI can amplify learning, bridging gaps in traditional classrooms. Embracing these advancements, educators can foster
cross-cultural communication and tailor English education to individual needs, ensuring a modern, effective approach for China's students.
15:15-15:40
79197 | A Case Study of Mainland Chinese EFL University Learner’s Reading Motivation: A Complex Dynamic Systems Theory Perspective
Jianjun Li, The Chinese University of Hong Kong, China
Based on complex dynamic systems theory (CDST) (Larsen-Freeman & Cameron, 2008), the present study adopted a longitudinal sequential
mixed-method research (MMR) approach with a quan->QUAL design and a triangulation purpose (Riazi, 2017) to unravel a Mainland Chinese
EFL learner’s reading motivational complexity and dynamism over a half academic year (six months). Alex, a male 20-year-old year-2
accounting major, was selected as the participant in this case study. The Chinese Reading Motivation Questionnaire (CRMQ), an adapted
version of MRQ (Baker & Wigfield, 1999), was administered first to measure Alex’s EFL reading motivational intensity over time, followed
by a semi-structured interview. This coupled data collection procedure was repeated four times over the half academic year. The line chart
by Excel was employed to visually display the data in CRMQ, identifying the changes and developmental trends of reading motivation overtime. The content analysis approach by Erlingsson and Brysiewicz (2017) by NVivo 12 was used to analyze the qualitative data, unravelingthe influential factors and their joint efforts to shape Alex’s reading motivational development in the time dimension. This study foundthat reading motivation manifested five typical CDST features, i.e. complexity, dynamism, attractor states, non-linearity and reliance on thecontextual factors. Reading comprehension and contextual factors (teacher, reading materials, teaching style, father’s encouragement andinternational news) that showed variation over time intertwined to shape the reading motivational dynamic and complex nature in the time
dimension. Self-regulation also plays a regulatory role in shaping the reading motivational development in the time dimension.
15:40-16:05
81507 | Informing Academic Writing in EFL Medical Courses from a Systemic Functional Linguistic Perspective
Asma Alshehri, King Saud University, Saudi Arabia
Learning to successfully construct stylistically appropriate academic texts in a foreign language is a challenge for EFL university learners (Hood,
2004). The study is an attempt to explore transitivity and thematic progression in selected medical research texts produced by professional
published writers compared to university EFL learners. The current study employed a Systemic Functional Multimodal Discourse Analysis (SFMDA) to explore TRANSITIVITY and Thematic progression in two sets of data. The first set includes five medical research articles by professional
academic writers. The second set of data includes five research projects by Saudi university students. The findings revealed that the transitivity
system plays an important role in the realization of stylistic features of medical academic texts and that the application of different process types
in different sections of the paper may be related to the requirements and purposes of each section. The findings showed an extensive use of the
Theme reiteration pattern, followed by the linear thematic progression pattern in both sets of data. The findings also revealed that the student
writers expanded the experiential meanings by using tables and graphs to elaborate their meanings more than professional published writers. A
number of other findings related to the relations existing between tables, figures and the text accompanying them were revealed. The findings
reveal pedagogical implications that will hopefully inform the teaching and learning of English academic writing for medical purposes.
16:05-16:30
78066 | The Impact of IPA on the Academic Achievement of College Students
Charito Ong, University of Science and Technology of Southern Philippines, Philippines
Lorena Taglucop, University of Science and Technology of Southern Philippines, Philippines
Sol Dalonos, University of Science and Technology of Southern Philippines, Philippines
Josan Fermano, University of Science and Technology of Southern Philippines, Philippines
Grace Pimentel, University of Science and Technology of Southern Philippines, Philippines
Mary Louise Pimentel, University of Science and Technology of Southern Philippines, Philippines
This study explores into the complex relationship between the International Phonetic Alphabet (IPA) and academic performance
among college students, particularly in linguistics and language-related fields. Employing a mixed-methods research design, thisinvestigation combines quantitative evaluations of students' proficiency in IPA with qualitative insights derived from interviews andsurveys. Preliminary findings underscore a compelling correlation between mastery of the IPA and overall academic success, specificallyhighlighting that students’ adept in IPA principles demonstrate heightened performance in linguistic coursework. These results not only
suggest a positive relationship between IPA competence and academic achievement but also provide essential insights for educators
and academic institutions. Such insights can significantly impact curriculum design and pedagogical approaches, aiming to strengthen
language education and consequently improve academic outcomes in linguistic disciplines.

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09:30-11:10 | Salle 269

Sunday Onsite Parallel Session 1
AI in Education
Session Chair: Augustus Scarlato
09:30-09:55
No presentation scheduled
09:55-10:20
81870 | Using ChatGPT for Course Curriculum Design: A Systematic Review
Michelle Celine Jörgens, August-Wilhelm Scheer Institut gGmbH, Germany
Florian Beier, August-Wilhelm Scheer Institut gGmbH, Germany
Sebastian Kreibich, August-Wilhelm Scheer Institut gGmbH, Germany
Dirk Werth, August-Wilhelm Scheer Institut gGmbH, Germany
Large Language Models (LLMs) based on artificial intelligence, specifically Generative Pre-Trained Transformers (GPTs), haveexperienced an upswing since the publication of ChatGPT in 2022. Numerous studies and stakeholders have already investigated theapplication of ChatGPT within the educational sector. However, the diversity of the settings studied, and the methods used have led toheterogeneous results and unstructured existing insights. Therefore, the objective of this paper is to examine and consolidate literature
focusing on the use of ChatGPT for curriculum design. We searched two electronic databases, Clarivate Web of Science and EBSCO,
to screen for journal articles or reviews published until February 2024 using a pre-determined syntax. From the list of results, two
independent reviewers selected relevant literature. In total, twenty-four articles were selected and reviewed in detail. Our findings indicatethat ChatGPT is used for curriculum design in various educational fields. It supports educators in generating learning activities, content,
and creating assessments. Using ChatGPT for curriculum design shows benefits, such as resource savings, but also challenges, such as
the output quality, highlighting the crucial role of educators in output revision. Further research should focus on empirical determinationof output quality and the comparison of different techniques to determine effective ways of using ChatGPT for curriculum design.
10:20-10:45
77323 | Artificial Intelligence for Biology Education (2019–2023): A Systematic Literature Review
Triana Asih, Universitas Negeri Malang, Indonesia
Hadi Suwono, Universitas Negeri Malang, Indonesia
Utami Sri Hastuti, Universitas Negeri Malang, Indonesia
John Williams, Curtin University, Australia
Artificial intelligence (AI) has been widely used in biological fields such as medicine, agriculture and biology-based industries. So what
can AI be used for in biology education? can AI help biology education in achieving Education for Sustainable Development (ESD)? The
aim of this research is to fill the gap in current research on AI that can be used in biology education. This review study uses bibliometricanalysis and content analysis using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) model byentering the words "Artificial intelligence for Biology Education" in the disbursement menu in databases indexed in Web of Science and
Scopus from 2018 until 2023, then only open access articles, original article format, and articles in English only. 53 studies on Artificial
Intelligence in Biology Education (AIBE) will be analyzed in more depth. CiteSpace analysis tool was used for analysis. This researchaims to provide an overview of the use of AI in biology education and identify key research trends, keywords, research themes, countries/
regions, high-impact journals, institutions, and the impact of AIBE studies on ESD. Key themes extracted from the selected studies include
the development of intelligent tutoring systems, virtual laboratory simulations, automated assessment tools, adaptive learning platforms,
and data-driven decision-making support. Content analysis needs to be and will be studied to explore learning outcomes and the overall
impact of AI technology on elementary to high school students.
10:45-11:10
78292 | The Impact of Artificial Intelligence on College/University Computer Science Curricula: An Exploratory Study Since the Emergence ofOpen AI’s GPT
Augustus J. Scarlato III, University of South Florida, United States
Integrating artificial intelligence (AI) into various industries has brought significant changes, and higher education is no exception. This
research publication aims to explore the impact of AI on computer science majors in colleges and universities. Specifically, it investigates
how AI shapes computer science majors' curriculum, skillsets, and career prospects. Although emerging AI tools such as Chat GPT are
new as of November 2022, this study uses recent literature on the subject for a literature review-based publication. Ideally, one would
like to align with more time a mixed-methods approach involving both qualitative and quantitative data collection and analysis. Surveys
and interviews could be conducted with computer science students, professors, and industry professionals to gather insights into
the challenges and opportunities posed by AI in the field. The target outlets for this research are the Journal of Artificial Intelligenceand Education, the University of South Florida's MUMA Business Review, and the University of South Florida’s AMP 2023 Conference.
The findings of this research will contribute to understanding the impact of AI on computer science education and inform educators,
policymakers, and industry professionals about the changes and challenges in this field.

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11:25-12:40 | Salle 269

Sunday Onsite Parallel Session 2
Education and Gender
Session Chair: Iiris Tuvi

11:25-11:50
78606 | Coach-Athlete Relationship on Achievement Motivation of Volleyball Extracurricular Activity Based on Gender
Rosa Sridana, Universitas Negeri Yogyakarta, Indonesia
Tomoliyus Tomoliyus, Universitas Negeri Yogyakarta, Indonesia
Endang Rini Sukamti, Universitas Negeri Yogyakarta, Indonesia
This recent study aims to analyze the correlation between the coach-athlete relationship and achievement motivation based on gender,
and to determine the effect of the coach-athlete relationship on achievement motivation of extracurricular activities at one of the statejunior high schools in Central Java. A total of 150 athletes were involved for this study consisting of boys (N = 95) and girls (N = 55). The
type of this research is correlative and regressive studies with a quantitative approach using the SPSS version 25. The instruments of thisstudy are the Coach-Athlete Relationship Questionnaire (CART-Q) and Sports Achievement Motivation Test (SAMT), which were modified
and translated into the Indonesian language. The data were collected using Google Forms. Correlation Pearson Product Test showeda linear correlation, which in boys (r = .807, p = .00) “very strong” and girls (r = 0.733, p = .00) “strong”. According to the regression test,
this finding revealed that the coach-athlete relationship significantly predicts the level of achievement motivation (β = 0.769, p < 0.05)
and contributes as much as 0,591 or 59.1%, whereas 40,9% is influenced by other variables. The result of this study reveals that genderdifferences influence the strength of the correlation between the coach-athlete relationship and achievement motivation. In addition,
the coach-athlete relationship significantly predicts the level of achievement and motivation. The finding indicates that coaches need toconsider other factors that can influence athletes’ motivation to succeed in the context of sports school.
11:50-12:15
81921 | Early Promotion and Dissemination of Quantum Computing in Young Venezuelan Students
Dafne Carolina Arias Perdomo, Universidad Central de Venezuela, Venezuela
In this initiative, we pioneer an educational venture targeting high school students in Venezuela to teach them about quantum computing.
This project specifically addresses the gender gap in STEM by focusing on young girls, aiming to pique their interest in quantum sciences.
This program introduces high school students to the fascinating fields of quantum mechanics and quantum computing by combining
in-person and online interactions. Recognizing that these advanced topics require a solid mathematical foundation, the curriculum
includes a comprehensive introduction to mathematical techniques for quantum sciences. These essential mathematical skills will
equip students with the tools to navigate and excel in these challenging yet captivating subjects. The primary research objective is toevaluate the effectiveness of this targeted educational approach in narrowing the gender gap within quantum sciences. To achieve this,we will employ strategies including stratified sampling to select diverse participants, introduce role models, and perform pre- and postintervention assessments. These assessments will track changes in students' attitudes towards STEM and their proficiency in quantum
computing, supported by a new website to broaden the curriculum's reach and impact. This comprehensive methodology underscores ourcommitment to transforming educational paradigms and empowering young women in Venezuela through quantum science literacy.
12:15-12:40
78389 | Cybertigers: Girls’ Motivation and Achievements in Cybersecurity Studies
Iiris Tuvi, University of Tartu, Estonia
Cybersecurity study programs often face challenges in including females. This research aimed to analyze variables that could motivate
girls in the CTF Cyberacademy for Girls. The organizers implemented motivational techniques based on variables previously identified inscientific studies as effective in enhancing women's inclusion in the cybersecurity field. The study found that most of these known variables
significantly motivated the Cyberacademy participants. The variables examined included academic (organizational aspects of the program),sociocultural (perception of social and cultural elements), and psychological factors (e.g motivation levels before and after the program).
The impact of these variables was compared between two groups: those who graduated and those who did not. Interestingly, the motivating
factors at the program's start did not distinguish between the two groups. However, three academic variables—the fast-paced nature ofstudies, the chance to undertake a final exam, and extended intervals between study sessions—were particularly motivating for graduates
and less so for non-graduates. Similarly, one sociocultural variable, frequent communication with lecturers, and two psychological variables,
the ability to study at one's own pace and increased confidence in active participation in cybersecurity, were significantly motivating for
graduates. In summary, this program and other cybersecurity study programs could potentially reduce dropout rates by decreasing academic
demands and enhancing the community feel and accessibility of lecturer support.

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12:55-14:35 | Salle 269

Sunday Onsite Parallel Session 3
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Audrey Hudson
12:55-13:20
79423 | The Power of Multi-Sensory Prompts in Storytelling
Nur Ezzati Rasyidah Haji Abd Rahman, UBD-FPT Global Centre, Vietnam
This is a qualitative classroom-based investigation in Brunei Darussalam that studies the impact of visual and auditory prompts todevelop students’ creative voice in idea production and development. Prior to the intervention, students had difficulty in forming detailed,original ideas and expressing these ideas vividly, which is a key element in making stories more believable. A sample of 4 secondary
students (3 males, 1 female) aged between 14-16 years were selected based on the criteria of completing all assigned writing tasks forin-depth analysis. The students’ narrative work was collected at three data collection points: Pre-intervention, Cycle 1 and Cycle 2. In
the pre-intervention, students were instructed to draft a narrative story. Meanwhile, in Cycle 1 and Cycle 2, multi-sensory prompts wereintroduced as a pre-writing activity for students to brainstorm and express ideas freely. Students then make any additions or changes totheir previous drafts. Through thematic analysis using an analytical framework adapted from Mozaffari’s (2013) rubric for creative writing
and Burroway’s (2015) elements of imaginative writing, students' work from each data collection point were compared to determine theextent of differences in the vividness and depth of descriptions included. As a result, there is qualitative support in the students’ ability tocreate more convincing worlds and characters in their stories, specifically in visual and aural descriptions. Furthermore, there were more
observations of experimental language in Cycle 1 and Cycle 2. In conclusion, the use of multi-sensory prompts as a pre-writing activity
can be adopted to teach for creativity.
13:20-13:45
77003 | Documenting Mikhail Tal’s Chess Philosophy on Design Ontology and Its Impact on Postgraduate Design Education: A Diary Study
Timi O'Neill, The University of Wales Trinity Saint David, United Kingdom
In today’s ever-increasing technological society, postgraduate design education demands the cultivation of vital skills, including
creativity, critical thinking, and adaptability. This paper takes a novel position by investigating the results of integrating Mikhail Tal's chessphilosophy into design ontology and pedagogy. Tal was renowned for his unorthodox and innovative style, which I argue offers a uniqueperspective that can enrich the design education landscape. To explore the connection between Tal's chess philosophy and design
ontology, I employed a diary study method. This approach captured the personal insights and experiences of both design educators andstudents over an academic semester. Participants maintained diaries, documenting their thoughts, reflections, and experiences regarding
the integration of Tal's chess philosophy into their design education and practice. Mikhail Tal's chess philosophy is characterized by
audacity and imagination, featuring key principles of Creativity and Imagination, Risk and Reward, Dynamic Adaptation. The research
Incorporated Tal's chess philosophy into design education thus allowing educators to: - Cultivate Creativity: Encourage students to thinkbeyond boundaries, fostering innovative design solutions. - Encourage Risk-Taking: Help students develop the courage to take calculatedrisks, learning from both success and failure. - Enhance Adaptability: Equip staff and students with the ability to adapt design strategies
to evolving project requirements and constraints. Integrating Tal's chess philosophy into teaching sessions, equipped postgraduate
students with skills and perspectives that directly benefit their design practice. Through the dairies and their designs, students were better
prepared to navigate the complexity and uncertainty inherent in contemporary design projects.
13:45-14:10
79358 | ‘Difficult History’ and the Visual Arts
Agnieszka Chalas, Nanyang Technological University, Singapore
Michael Pitblado, Overseas Family School, Singapore
Integrating the Visual Arts with History education can be a powerful approach to exploring the past and representing historical narratives
including difficult ones. In this presentation, we (i.e., an art and history teacher) share two arts-integrated history projects that saw
secondary History students engage with ‘difficult history’ and express their knowledge and newfound understandings in creative ways.
Specifically, the first project saw secondary students first learn about the tragic history and ongoing impacts of Canada’s decades-longsystem of Indian Residential Schools and then create ‘visual essays’ in response to the memoir of one school survivor. In the second
project to be described, students learned about the history of the Holocaust before creating an installation of suitcase assemblages
exploring the lives of young Holocaust victims. Our presentation will begin by situating the two projects within the specific context ofour school environment and best practices in the field of arts integration. The bulk of the presentation will then be dedicated to walking
the audience through the projects while images of the student work created will provide supporting evidence for the outcomes being
presented. In sharing these projects, we hope to inspire other art and history educators to cross disciplinary boundaries to create safe
spaces for their students to explore other difficult historical truths.
14:10-14:35
79276 | Pedagogical Tools: An Art Education Program at a Museum
Audrey Hudson, Art Gallery of Ontario, Canada
In 2020, school field trips went virtual for students and teachers around the world. At the Art Gallery of Ontario (AGO) in Canada, wecreated virtual field trips and over the past three years of delivery, we reached 1.6 million students! The purpose of this conference
presentation is to show how, as an art museum, we embraced technology to offer digital educational programs, share our collection, andprovide pedagogical tools for teachers. Our innovative program addressed three pillars of access—economic, geographic and cultural—
as well as frameworks around diversity, equity and inclusion (DEIA), with art at the center. In this study, I will share how goal setting
and partnerships expanded art, access and learning to a global platform through collaborations with museums, cultural institutions,and science centers. I will include the methodology I employed that acknowledged students' lived experience that reflected a relevantsocio-cultural focus. This paper opens conversations on the following: how did a visual art curriculum create space for bold, brave, ordifficult conversations with students; and what were the ways in which art education made global connections with cultural specificity
juxtaposed with diverse commonalities. To conclude, I will present the outcomes of learnings over the course of the project which can be
implemented into aspects of future pedagogical discourse.

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14:50-16:30 | Salle 269

Sunday Onsite Parallel Session 4
Professional Training & Adult Learning (Workshops)

14:50-15:40
81803 | Exploring Translanguaging in Adult ESL Classrooms: Fostering Multilingual Competence
Saliha Yagoubi, Hudson County Community College, United States
ESL students encounter social and academic barriers when learning English. These obstacles frequently stem from a lack of confidence
that hinders participation. To address these challenges, the integration of students' native languages/translanguaging is a fundamental
strategy. This approach fosters a sense of confidence and enhances their engagement in class. Translanguaging is key in reinforcing
students' cultural connections and individual identities. The implementation of translanguaging practices fosters positive and inclusive
environments while using prior linguistic repertoires. In this workshop I will present a few of the strategies and activities I use in myclassrooms. At the beginning of the semester, an icebreaker activity is employed to facilitate introductions among students. In thisactivity, students are encouraged to use their preferred language to introduce themselves. This initial interaction aims to create awelcoming atmosphere allowing students to express themselves comfortably in their native language and fostering a sense of inclusivity
in the classroom. In the context of writing assignments, students are encouraged to employ their native language during the planningand drafting stages, while transitioning to English for the final draft. This approach takes advantage of students' linguistic strengths,
allowing them to organize their thoughts and ideas more effectively in their native language before refining their final essays in English. By
embracing a multilingual approach, students enhance their language skills and also gain confidence in expressing themselves proficiently
in multiple languages. These instructional strategies prioritize linguistic diversity, cultural inclusivity, and academic excellence, fostering a
dynamic learning environment favorable to student success.
15:40-16:30
79797 | Mazlow at Work: Empowering Educators for Self-Actualization
Kimberly Greene, University of Massachusetts Global, United States
Jessica Bogunovich, University of Massachusetts Global, United States
The United Nations Educational, Scientific and Cultural Organization (UNESCO), reports that “an additional 24.4 million teachers inprimary education and some 44.4 million teachers for secondary education” will be needed for universal basic education by 2030. Yet,in the United States alone the number of preservice teachers completing their training dropped 20% between 2013 and 2019. Globally,
the challenges prospective teachers face attempting to complete their training to enter a profession with low wages and a lack of public
respect have been identified and documented. One key indicator of completion and retention rates within teachers ranks is a sense of
self-worth, defined as a blend of Maslow’s Self-Actualization and the power component of Glazer’s Choice Theory. The need to proactively
empower preservice educators with tools for attaining self-actualization and owning a sense of their own self worth and personal power
is at the core of PRAE: Professional Reciprocal Altruism in Education. This grounded theory offers a philosophical bridge to connect thepower construct of Choice Theory with the empowerment and satisfaction attained through self-actualization through values congruence.
This workshop offers a direct experience with the employment of PRAE as a tool for young educators to identify with their ability to selfactualize and afford the fulfillment and sense of personal purpose that empowers educators to serve their students and communities.

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Notes112 | IAFOR.ORG | PCAH/PCE2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)Monday,
June 17
Online Parallel Sessions
All times are Central European Summer Time (UTC+2)
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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10:00-11:15 | Room A (Live-Stream)

Monday Online Parallel Session 1
Digital Technologies in the Arts
Session Chair: Alessandra Micalizzi

10:00-10:25
80219 | Exploring Digital Technology in Printmaking: Innovations, Challenges, and Pedagogical Implications in Contemporary Indian PracticePartha Dutta, Indian Institute of Technology, India
Ritwij Bhowmik, Indian Institute of Technology, India
Printmaking is an artistic process that encompasses several techniques and procedures. Throughout history, the evolution of print
technology has undergone significant transformation, leading to its adaptation by artists as a pioneering medium for creative expression,
such as woodcut, lithography, etching, and many others. Significantly, digital technology has revolutionised the creation of print, liberated
print art from formal limitation, and encouraged a more diversified approach. However, this revolutionary approach is mainly seen in the
Industrial sector, not much in academic printmaking practice. The study encompasses semi-structured interviews with academicians,
professionals, and students from various Indian art colleges to observe the current printmaking practice. Art institutes mainly follow
the laborious old process, and there is no such improvisation in the technological aspect. As a result, students lose their interest, and it
becomes a minor discipline. The authors utilised computer software and electronic machines to create artwork and examine the potential
use of modern technology in printmaking. This paper elaborately discusses software applications, working procedures, challenges
encountered during software learning, and their benefits. It demonstrates that printmakers can use modern print tools to create highimpact, high-quality works with more artistic content. The findings can assist art educators in designing new teaching pedagogy andcurricula that will help students acquire the skills and creativity to thrive in a technologically driven artistic world.
10:25-10:50
78257 | Discursive Connection: The Constructive Potential of the Digital Public Sphere
Qi Zhang, Nanjing University, China
Yuhong Li, Nanjing University, China
This paper comprehensively investigates the communication landscape in the era of social media; and analyzes the public sphere asa shared space of framing and the power competition in it. Unequal capital distribution undermines the ideal public sphere's growth.
In this online landscape, the public sphere has shifted from fragmented to scattered, intensifying elite stratification. New online news
citizens emerge, gaining audiences. Network news citizens with large bases sway ordinary audiences, forming "discursive communities".
These "discursive communities" show traits like "decentralization", "temporality", "fickleness", and "negotiability", aggregating digitallyfor negotiation and defense. Their boundaries are ambiguous, breaking communication hierarchy, weakening mainstream media andtraditional elites, even fostering populism. Legal action and intellectual growth are barriers against chaotic power collusion and transfer.
Accordingly, this paper argues that the weak level in the traditional sense of discourse struggle: the mass communication power has thepath of promotion. But the media ecosystem is facing great challenges.
10:50-11:15
79676 | AI Music Production: How AI Practices Affect the Perception of Users and Artists
Alessandra Micalizzi, Pegaso University, Italy
This paper aims to contribute to the ongoing discourse concerning the involvement of Artificial Intelligence (AI) in the realm of music
production. Previous scholarly inquiries have consistently highlighted the prevalence of biases and concerns in AI-mediated creative
processes, particularly among technicians, experts, and creators (Deguernel & Sturm, 2023). However, studies demonstrate that in certain
instances of blind listening evaluations, individuals exhibit a reduced predisposition toward prejudice, demonstrating genuine interest in
and approval of creative musical outputs generated through AI-mediated processes (Blitstein, 2010). We will present the primary findingsof an empirical study grounded in a tripartite experimental framework. Each of the three groups was assigned the task of evaluatingmusical productions, with one originating from human creativity and the other stemming from AI-based generative processes. The
first group possessed accurate information regarding the respective authors of the musical compositions, while the second group was
deliberately provided with misleading information, and the third group was deliberately kept uninformed about the authorship of the tracks
evaluated. The sample comprised a total of 30 participants, equally divided between two distinct categories: 15 individuals classified
as experts in the field of music production and 15 individuals characterized as amateurs. The results confirm the existence of strong
prejudice in the perception of the listeners, particularly when they can be classified as experts.

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11:25-12:40 | Room A (Live-Stream)

Monday Online Parallel Session 2
Practical Skill Development Through Education
Session Chair: Cristina Vilaplana-Prieto

11:25-11:50
79342 | Experiential Learning in the Humanities: Redefining ‘Work-Based’ Learning Through Transferable Skill Development
Kate Daubney, Kate Daubney Careers, United Kingdom
Experiential learning is often presented as a critical element in preparing students to enter the workplace. However, not all academic
disciplines are equally enthusiastic about using curriculum time for learning perceived as more relevant to the workplace than to subject
content. This is often the case in humanities programmes, yet paradoxically their graduates often have a broad range of career outcomes
open to them and may struggle to know how to articulate the value of their degree to an employer. This paper proposes that there isan alternative to experiential learning centred around a workplace scenario or project which academics may see as inconsistent withcurriculum content and which may showcase careers or sectors that are not of interest to students. Such an alternative redefines ‘workbased’ through the lens of transferable skills that are innate to the subject area (Daubney 2022). It uses experiential learning to enable
students to develop and apply specific transferable skillsets that are highly relevant to the curriculum context as well as being strongly indemand by employers. This presentation explores how that approach would work in practice, and considers the implications for teaching,learning and assessment. It also proposes wider applications of such an approach for transdisciplinary learning and for preparing
students and graduates for an uncertain future of work.
11:50-12:15
81603 | Unraveling the Climate-Security Nexus: Climate, Livelihoods, and Conflict in the Sahel
Veronique Whittaker, University of California at San Francisco, United States
Jesse Bump, Harvard University, United States
This paper/poster delves into the intricate interplay between climate change, livelihood dynamics, and conflict in the Sahel region of
Africa. Focused on understanding how environmental (climate-change driven) shifts contribute to communal clashes and militant
recruitment, the research explores the nexus of resource scarcity, livelihood vulnerabilities, and ethnic complexities. By analyzing climate
variables and socio-environmental dynamics, the study highlights the escalating competition for diminishing land and water resources
due to climate-induced desertification and erratic rainfall, particularly impacting pastoralists and agriculturalists. Through data analysis
and policy evaluation, the research seeks to inform comprehensive strategies integrating sustainable resource management and conflict
resolution mechanisms. Partnering with an esteemed expert ensures a robust examination of these complex dynamics, aiming tocontribute insights for effective peace-building and resilience-building efforts in Sahelian communities. This research contributes valuable
insights to climate change policy in the Sahel and the fields of conflict studies and global health more generally.
12:15-12:40
78456 | Combining Economics and History to Learn About Banks, Savings and Loans
Cristina Vilaplana-Prieto, University of Murcia, Spain
In this teaching project I present an experience carried out with students of the Degree in Political Science at the University of Murcia(Spain) within the subject "Principles of Economics". Given the context in which it is taught, it is necessary to explain economic concepts
reducing the mathematical part as much as possible. For this reason, I have used historical texts from the United States. Students
participate in two rounds of a role play to help them understand the role of banks in facilitating economic growth through loans. Round
1 is conducted without a bank. After the first round, students read excerpts from Secretary of the Treasury Alexander Hamilton’s 1790
report to Congress in which he proposes a national bank because the United States had few banks at the time. In this report, Hamilton
made a case for how banks should work and dispelled rumors about banking in this report sent to Congress. Students then conduct
Round 2 of the role play with a bank. After the round, students read excerpts from and summaries of the statute creating a national bank,Thomas Jefferson’s opposition to the national bank (February 15, 1791, Letter to President George Washington), and Hamilton’s rebuttal.
This experience shows how historical events and developments were shaped by unique circumstances of time and place as well as
broader historical contexts. Students realize the role of financial institutions as channelers of funds between savers and investors, as wellas the relevance of the interest rate on deposits and loans.

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12:50-14:30 | Room A (Live-Stream)

Monday Online Parallel Session 3
Psychology, Leadership & Education Management
Session Chair: María José Ibáñez Ayuso

12:50-13:15
79411 | The Psychological Cost of Academic Excellence: Shadow Education and Student Well-being
Deeksha Sharma, Panjab University, India
Madhu Dutt, Panjab University, India Satvinderpal Kaur, Panjab University, India
In the evolving landscape of education, the shift towards an industry model fueled by commercial interests has diminished the traditional statusof education as a public good (UNESCO, 2016). Exacerbating this situation is the recent rise of shadow education, an emerging billion-dollar
coaching industry, originating in Asian countries and subsequently spreading worldwide. Shadow education, defined as private supplementarytutoring running parallel to regular school hours, has become a prominent force. The objective of the paper is to understand the impact of
shadow education on students’ psychological and emotional well-being. Conducting empirical research in Chandigarh City, India, the study
focuses on 200 students of 12th-grade concurrently preparing for All-India level entrance examinations in Medicine and Engineering streams.
Utilizing stratified random sampling and descriptive survey methods, the findings reveal alarming trends, with shadow education institutes
enrolling students in two-year programs, by collecting huge fees for tuition and hostel/transportation facilities. Consequently, a significant
number of students skip regular school and attend coaching centers, The study witnessed that majority of the students had heightened levels ofanxiety, stress, isolation, and diminished emotional resilience. This study underscores the critical need to address the intricate dynamics
between shadow education, student well-being and the evolving educational system where profit becomes the topic priority for educational
institutions. The implications are far-reaching, compromising key indicators of sustainable development such as quality education, reduced
inequalities and social justice.
13:15-13:40
78202 | Learning Accessibility for Visually Impaired Students in Physiotherapy Mainstream Classes: Case of a Moroccan Health InstituteHajar Taouzer, Hassan II University, Ben M'sik Sciences Faculty, Morocco
Mohamed Radid, Hassan II University, Ben M'sik Sciences Faculty, Morocco
Banacer Himmi, ISPITS Rabat, Morocco
Ghizlane Chemsi, Hassan II University, Ben M'sik Sciences Faculty, Morocco
Mohamed Moussetad, Hassan II University, Ben M'sik Sciences Faculty, Morocco
In order to achieve successful learning outcomes for physiotherapy training, it is crucial to implement thoughtful and innovative
pedagogical approaches. Specifically, courses that cover goniometric and centimetric measurement methods, as well as clinicalreasoning, for mainstream classes. This study employed a mixed approach, using both quantitative and qualitative methods to survey 33
visually impaired students enrolled in physiotherapy mainstream classes and 8 trainers at the Rabat Health Institute (ISPITS) in Morocco.
The study included a questionnaire for visually impaired students and an interview for trainers. The results revealed that visually impaired
students in mainstream physiotherapy classes face difficulties related to discrimination and comprehension of visual information(69.70% totally agreed), note-taking (45,45% totally agreed), reading course content (42.42% totally agreed). Trainers, on the other hand,highlighted difficulties related to evaluation/assessment methods, organization of courses, exam content, and the need for a third party(volunteer) to assist with reading and copying answers during exams. Such difficulties can lead to academic failure and hinder the socialand civic engagement of visually impaired students. Therefore, the study recommends identifying fundamental determinants of a modelthat responds to the needs and difficulties of this category and reinforces their inclusion in physiotherapy training. Further research on
accessibility and inclusion can help standardize pedagogies and practices.
13:40-14:05
81574 | Unveiling Educational Disparities: Resource Allocation in US K-12 Schools and Its Impact on New Teachers’ Professional Growth
Lucy King, Syracuse University, United States
The systematic review examined educational disparities in resource distribution in K-12 school settings in the United States and their impact
on new teachers' professional growth. The review explored the challenges faced by new teachers due to unequal allocation of resources,
particularly in schools with diverse racial compositions. It emphasizes the implications of state funding formulas on exacerbating or
mitigating disparities, shedding light on the intricate relationship between resource distribution and teachers' perceptions of barriers in
integrating educational resources (Kelly, 2021). The review underscores the longstanding concern over equity in K-12 education, highlighting
the need to address disparities affecting the professional development of educators, especially those serving low-income and minority
students (Welsh & Little, 2018). The project used three well-known databases: ERIC, JSTOR, and EBSCO. These platforms offer comprehensive
access to educational resources and literature. From the 26 articles initially considered, seven scholarships were meticulously selected foranalysis and further examination. The review focused on nationwide induction programs for new teachers, with emphasis on guidelines fromthe Center for Teaching Quality and the New Teacher Center, which influenced program design and implementation. Through an examinationof the distribution of educational resources at the national level, the analysis reveals significant inequalities both within and between school
districts, pointing to systemic challenges that impede the ability of new teachers to succeed in their roles.
14:05-14:30
79248 | Critical Considerations at the Dawn of Microcredentials: Democratization 4.0 or Blockchain Privatization of Higher Education?
María José Ibáñez Ayuso, Universidad Complutense de Madrid, Spain
In recent years, international organizations have advocated for their member states to embrace new learning ecosystems based on microcredentials, aiming to better adapt to the educational needs arising from the fourth industrial revolution. Additionally, there is a push to harness
the benefits of blockchain technology to facilitate continuous learning and achieve greater democratization in access to higher education.
Numerous countries are currently in the process of formulating national policies on these new type of credentials, raising various questions on
this subject. The European Commission has identified addressing this issue as a priority, evident in the creation of the "Policy ExperimentationMicro-credentials" call within the Erasmus+ project. This article aims to analyze the discursive evolution of microcredentials, using OECD, theEuropean Commission, and UNICEF documents. The goal is to identify the underlying educational approach, guiding national policy drafting witha critical discourse methodology. The analysis explores equity and democratization of educational resources, especially access to quality
education and the involvement of diverse educational actors. Results are examined through philosophers like Gert Biesta, Byung Chul-Han,
Michael Sandel, and Michael Young, generating recommendations for directing microcredentials toward educational purposes rather than merely
qualifying. The findings question the democratizing potential of these new credentials and highlight the risk of them becoming a gateway forbusinesses into the educational system. Consequently, recommendations are proposed, especially tied to stable funding for formal educational
institutions and the identification of priority topics for microcredential courses that foster the democratization of lifelong education.

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14:40-16:20 | Room A (Live-Stream)

Monday Online Parallel Session 4
Philosophy and Spirituality in the Arts
Session Chair: Dannell MacIlwraith

14:40-15:05
81214 | Religious Faith as a way to Reduce Anxiety during Global Epidemics: Some Examples from the Ancient and Modern Worlds
Eleonora Grotteria, Boston University, United States
In my research I aim to show that religion can represent an aid to relieve anxiety in the context of plagues and epidemics, by means of
examples taken from the Ancient World (with regard to the Athenian and the Antonine plagues) and the Modern one (focusing on
Covid-19 pandemic). What I would like to highlight is that both prayers and religious rituals, as well as superstitious behaviours, contributeto lower the level of anxiety not only for the shared nature of their practice, but also for their compulsive character (namely, theirconsistent repetition by believers). Furthermore, prayers and superstition can represent a way of controlling the overpowering pandemic
by delivering this control to the divine force. As regards the practice of prayers, it is noticeable the idea that was experimented during
Covid 19 of using technology as an alternative way of gathering. It is fascinating as much that, in those years, specific prayers werepreferred to others, such as Psalm 46 (“God is our refuge and strength, an ever-present help in trouble”). As far the ancient pagan world isconcerned, superstitious beliefs were widespread: it emerges both from the increase of magical practices, like amulets and exorcisms,
and through the diffusion of Asclepius worship, during the Antonine plague. Finally it seems to be an old and rooted belief among the lesseducated people that a (global) epidemic may be connected to a divine punishment against human sin.
15:05-15:30
81865 | “Zhuó Li Ji Cha” (着力即差)– An Analysis of the Concept of “Integration” in Su Dongpo’s Music Theory
Ling Sayuri Chen, Independent Scholar, JapanThe term "Zhuó Li Ji Cha" (着力即差), which means “Efforts Leading to Failures” was coined by Chinese artist and philosopher Su Dongpo(苏東坡 1037-1101). Song Dynasty (960-1279), the era in which Su Dongpo lived, referred as "The Chinese Renaissance” by Ernest F.
Fenollosa was a time of great achievements in Chinese culture. During this period, Chan (禅) Buddhism which had appeared during theTang Dynasty, became a mainstream ideology. Myōan Eisai (明菴栄西 1141 – 1215) and other Buddhist priests introduced to Japan as
Zen, flourished under the Shogunate of Ashikaga Yoshimizu (足川義満 1358–1408) and profoundly impacting Japanese arts andaesthetics. Su Dongpo’s philosophy is closely connected to Su's beliefs of “Shan Jiao He Yi” (三教合一) which has been explored in thecontext of research on Su ’s poetry and artworks. This essay will explore the concept of "Zhuó Li Ji Cha" (着力即差) through his nearly 100
poems related to music and sounds along with his composition of guqin piece “鹤舞洞天” (Crane Dance in Dongtian) and the lyrics for
guqin piece “Song of a Drunken Men (“醉翁吟). Specifically, it will analyze Su’s “Natural Rhythm” in light of Ji Kang (嵇康 223-262), Tao
Yuanming (陶渊明 364-421), and the ancient worship of the “God of Wine” (酒神). The analysis carried out in this work calls into questionof Western logic and knowledge-based paradigms. Furthermore, aiming to take as a departing point to understand the concept of“Spirituality” in connection with the concept of “Zhuó Li Ji Cha” (着力即差), A further reflection regarding the meaning in the East and Westfor the dream of the “New Rationality” in the interconnected world.
15:30-15:55
81908 | Explore the Aesthetics of Nature and Inner Balance Through Tao-a/r/tography
Mengkai Zhang, The University of British Columbia, Canada
Today is a digital age, and students are commonly addicted to electronic devices (Odgers & Jensen, 2020), thus neglecting the experienceof nature. As an artist, researcher, and art teacher, I try to alter this phenomenon through an innovative pedagogical approach that merges
Taoism (Yao, Chen & Song,2017) with A/r/tography (Irwin, 2013) — named Tao-a/r/tography — aimed at guiding students to appreciate
the aesthetics of nature, while still permitting the moderated focus of electronic devices. Each activity was summarized into a propositionof Taoist philosophy, resonating with the concepts of A/r/tography. My research explores whether Tao-a/r/tography can lead students toredefine their true selves while experiencing nature, and seeking a balance between modern technology and introspection in nature. In the
Tao-a/r/tography pedagogy, I encouraged students to walk with nature, explore across disciplines, immerse themselves in the interactive
experience of teaching/learning, and freely engage in creativity. Furthermore, indeed, “Tao”, as the origin of all things, is omnipresent andintangible, however, I argue “Tao” can be anything, including the students themselves in this context. The process of seeking “Tao” is alsoa journey of self-discovery. This journey is an exploration of seeking inner balance.
15:55-16:20
81806 | Inclusive Art Critique
Dannell MacIlwraith, Kutztown University, United States
Art critique has long been a central practice in art and design, allowing artists and designers to get feedback and critics to evaluate.
However, traditional methods are often exclusive, biased, and Eurocentric. Adopting new, more inclusive methodologies is crucial associety aims for greater inclusivity and diversity. Traditional critique often uses complex and dated language that excludes those without
formal art education. Inclusive critique must prioritize diverse voices, not just the recognized few. Different critique forms, like small
groups or online platforms, can ensure everyone's voice is equal. We must also consider individuals with disabilities, ensuring their voices
aren't overlooked in an overcrowded classroom critique. This paper argues for new, inclusive methods prioritizing accessibility, diversity,and equity. It suggests moving away from Eurocentric approaches and valuing art from diverse cultures. Data from student surveys andfocus groups support these ideas. By embracing these methods, we can create a more inclusive art world that values all voices.

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10:00-11:15 | Room B (Live-Stream)

Monday Online Parallel Session 1
Literature/Literary Studies
Session Chair: Eiko Ohira

10:00-10:25
81972 | Documenting the Historical Past: Texts, Traces and Traditions in Mamang Dai’s The Legends of Pensam
Shilpy Jain, Indian Institute of Technology Kanpur, India
For people without a (written) history of their own, memory becomes an essential instrument against both the accidental and willful
erasure of history. The history of northeast region of India, predominantly written by colonial administrators and western ethnographers,
marginalises and silences the voices of the tribals inhabiting the region. The literary fiction by the Sahitya Akademi Award winning author
Mamang Dai, from the Adi tribe of Arunachal Pradesh, India, attempts to address and rectify this by reimagining and reconstructing thehistorical events from an insider’s perspective. The paper draws from Aleida Assman work "Texts, Traces, Trash: The Changing Media of
Cultural Memory" in which she discusses about different routes to access the past by bypassing texts and traditions, and concentrating
on non-textual traces such as ruins and relics, fragments and sherds, and songs and tales of a neglected old tradition (129). By engaging
in a close reading of Mamang Dai’s novel The Legends of Pensam (2006), the paper aims to illustrate how the past can be accessed andreimagined through various mediums including texts (in the form of official records, archives, historical works), individual and collective
memories (that are often passed down orally), traditions (such as ritualistic performances and oral folklore), or through other traces (suchas dilapidated structures, memorial stones, photographs). The paper concludes by stating how through these diverse traces of the past,
the author successfully presents a more cohesive view of the past that includes the marginalised voices.
10:25-10:50
80552 | Re-reading Personal Boundaries and Solitude in The Little Prince
Ji-Eun Kim, The Catholic University of Korea, South Korea"Personal boundaries" is a concept proliferating in an endemic era where concepts of social distancing and personal space are gaining
attention. The term "boundaries" is a metaphor used since the 1990s in self-help manuals and was used to distinguish personal property
in land owners. While critics of Antoine De Saint-Exupery’s classic The Little Prince have often discussed it as a text about holding
onto the purity of childhood and innocence, not much has been iterated about the intuition on adulthood the author offers readers. The
Little Prince speaks volumes about the need for adults, in particular, to have distinct personal boundaries in their universe. All eccentric
adults in the story have a planet where each resides in peace, solitude, and autonomy, and the little prince visits them individually for
an interview. This paper delves into these individuals with authentic flaws and vulnerabilities while they orbit around each other in theuniverse. Having a certain amount of personal boundaries is crucial for these individuals to live in solitude, while flora and fauna on theplanet Earth do not have this luxury. Even the stranded pilot is alone in the vast desert. The author has readers infer that adults must havea distinct amount of personal space to grow, develop, and exist peacefully.
10:50-11:15
79931 | Rabindranath Tagore’s “A Wife’s Letter”: Lesbian Gaze and Woman’s Own Beauty
Eiko Ohira, Otsuma Women’s University, JapanA woman with a desiring gaze is often represented as dangerous because she is characterized as a being who does not respect theboundaries on which the symbolic order of society is based. Rabindranath Tagore (1861-1941) repeatedly delineates fearless women
who seek for freedom from oppressive domestic life. He was a pioneer in dealing with women in revolt at a time when many womeninternalized the belief that women should be submissive to men. Here I would like to focus on “The Wife’s Letter” (1918) which delineatesa plain woman named Bindu in love with her sister-in-law, Mrinal, the protagonist of this story. Bindu is obsessed with Mrinal’s beauty,
and her lesbian gaze causes Mrinal to see a true image of herself, something she has never seen before. She also knows that a wife is adomestic slave. She leaves her husband, violating the law of the threshold, which confines women to the domestic sphere. Mrinal knowsthat a woman’s beauty is not her own, but a male possession. A patriarchal society imposes a ranking among women according to amale standard of beauty, which causes them to think that their inner self can be expressed only according to this measure. But Bindu’s
lesbian gaze subverts this. Tagore showed how a woman could be undauntedly faithful to her sense of rightfulness through Mrinal, thus
constructing a new image of the female body with a desiring gaze, an eroticized body not suppressed by patriarchal control.

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11:25-12:40 | Room B (Live-Stream)

Monday Online Parallel Session 2
Innovative Technologies & Concerns in Education
Session Chair: Yen Chi Nguyen
11:25-11:50
No presentation scheduled
11:50-12:15
79385 | Do Students Trust Information More from Humans or Artificial Intelligence?
Timothy Mattison, University of Southern Indiana, United States Julie Conrad, University of Southern Indiana, United States
When OpenAI released ChatGPT in the fall of 2022, the future of K-12 public education changed dramatically. Educators now have tools to
instantaneously generate any teaching resource they need. Teachers could soon use artificial intelligence (AI) to deliver lesson content.
As a result, public school districts might consider using AI to replace teacher labor. Replacing teacher labor with AI could then radicallychange traditional school staffing models. It is currently unclear whether K-12 public school students can develop trust in AI as they doin their human teachers. If public schools adopt AI and their students are unable to develop trust in it, then students could doubt the
information that AI provides, and their learning could suffer. The purpose of this study was to answer the question: what is the impactof knowledge of a teacher’s humanity on students’ level of trust in them? This study involved an experiment with three treatment groups
watching two different 10-minute documentary videos. Each group had varying levels of knowledge of the narrator’s humanity, versus
artificial intelligence. We created a psychological scale based on Rotenberg’s (2010) Basis, Domain, and Target Dimension framework
and administered it to our 48 student participants after they watched each video. We used analysis of variance (ANOVA) and foundstatistically significant differences in trust levels between each group. The group with information that both of their narrators were human
had double the level of trust of the control group, which learned that both of their teacher narrators were AI.
12:15-12:40
81564 | Examining Self-regulated Learning in the Metaverse: A Case Study of the GatherTown Platform
Nguyen Huyen, Hanoi University of Science and Technology, Vietnam
Chi Nguyen Yen, Hanoi University of Science and Technology, Vietnam
In the evolving landscape of higher education, the metaverse is emerging as a transformative force. This study explores the experiencesof 388 university students across two Softskills courses, one employing traditional blended learning and the other integrating themetaverse platform GatherTown. Results show that metaverse participants exhibited notable improvements in self-regulated learning,with enhanced task strategies and time management skills, without compromising average test scores. Engagement with homeworkand quiz completion rates increased in the metaverse group, highlighting its motivational impact. Furthermore, students expressed apreference for intuitive, user-friendly AI virtual agents that offer personalized feedback and adaptive support, aligning with the broader
goal of empowering learners in this dynamic educational landscape. This research underscores the potential of the metaverse in higher
education and provides insights into designing effective AI virtual agents for enhanced self-regulated learning.

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12:50-14:30 | Room B (Live-Stream)

Monday Online Parallel Session 3
International & Global Education
Session Chair: Nolwazi Qumbisa

12:50-13:15
81924 | Fostering Global Citizenship Through Poetry: Teaching and Learning Practices of Interconnectedness in Language, Literature andCulture from Value Creating Education
Giulia Pellizzato, Harvard University, United States
Valentina Dughera, DePaul University, United States
Ericka Parra, Valdosta State University, United States
This session explores teaching and learning practices inspired by Value-Creating Education, i.e., the pedagogical commitments andperspectives shared by the Japanese educators and Buddhist activists Tsunesaburo Makiguchi (1871–1944), Josei Toda (1900–1958), andDaisaku Ikeda (1928–2023). More specifically, this session focuses on poetry as a key resource in teaching and learning aimed at fostering
global citizenship at different levels of the school system, from Middle School to Higher Education. We will introduce the main perspectives
and commitments of Value-Creating Education through examples from our experience as teachers of language and literature and fellow
researchers in the rapidly expanding field of Ikeda / Soka Studies. Presenter #1 will share activities from an intermediate language andculture course she co-designed and taught at university level to exemplify how, in Ikeda’s view, we can foster the wisdom to perceive ourinterconnectedness thanks to interacting with poetry and nature, and thus learning to coexist creatively with otherness. Presenter #2 will
investigate literature in middle school as a tool for exposing students to interconnectedness and empowerment. Through engaged reading of
poetry, such as original Cantos from Divina Commedia, they will show how literature and teachers can have a crucial impact on the character
development of students. Presenter #3 will examine how to create dialogic bridges through poetry in a higher education Hispanic literature
course to enhance language learning. Drawing connections between poems from different global contexts and world languages to crossage, gender, ethnicity, religion and language boundaries, students strive to grow through detecting interconnectedness.
13:15-13:40
81933 | The Voice of Linguistic Diversity: Harnessing Plurilingualism to Foster Multiliteracy and Global Citizenship in Higher Education
Honorine Ntoh Yuh, The University of Alabama, United States
Historically, negative perceptions of less prestigious language varieties continue to persist, particularly in academic contexts. These settings
tend to misconstrue languages as fixed units, thereby undermining the legitimacy of language mixing and diversity. Such a perception not only
discredits the value inherent in plurilingualism but also perpetuates inequality, thereby further marginalizing non-standard varieties and theirspeakers (Smith, 1999; Shohamy, 2006; Pennycook, 2004). This research utilizes the "raciolinguistic ideologies" framework (Flores & Rosa,
2015) to explore how BIPOC (Black, Indigenous, People of Color) students navigate their multifaceted linguistic identities across academic
disciplines. Also, integrating the "language ecology" approach (Haugen, 1972; Hornberger & Hult, 2008) underscores treating each variety as
integral within a broader linguistic ecosystem. This approach challenges monoglossic ideologies and linguistic homogenization, affirming the
linguistic repertoires of BIPOC students as assets. Centered on BIPOC graduate students at a southeastern university, the study examines theinfluence of language on identity through semi-structured interviews and focus groups. It aims to uncover the complex linguistic networks
within education and amplify the voices of BIPOC students. Employing poetic inquiry (Fitzpatrick & Fitzpatrick, 2021), the research articulates
the richness of students' linguistic experiences, intertwining narratives with artistic expression to highlight the interplay between language,
identity, and academia and foster a nuanced understanding of educational landscapes. By grounding education in the realities of theinterconnected linguistic ecosystem, this research contributes to dialogues on educational equity and advocates for an academic culture thatcelebrates linguistic diversity rooted in the rich linguistic ecologies of our global educational community.
13:40-14:05
80291 | First Past the Post – Education for Adults in a Post-Pandemic, Post-Colonial, Post-Modern Globalised Higher Education Sector
Rob Townsend, Laurus Higher Education, Australia
The Asia-Pacific is becoming the most expansive higher education region for adult based education services, ranging from New Zealandin the south to the border of the Russian Federation, and including the growth regions of China, India, and the Middle East. Professional
education in the sciences, IT, health, social work, and wellbeing disciplines are expanding rapidly in this region and across the globe. The
globalization of health and social issues is challenging professional education and accreditation processes to adjust to producing higher
education graduates who are global professionals, that is, multi-lingual, culturally responsive, able to work at diverse community contexts
and network with local and global organizations and resources to create social and economic change. This paper outlines thedevelopment of new curriculum frameworks for post-modern, post-colonial, and now post-pandemic international education sector that
attempts to meet the challenges of intercultural learning and skills development for this new plurilingual context. The ethnographic study
reveals that in the Asia-Pacific region, education organizations and educators are developing globalized, internationalized curriculum
when motivated and supported to do so. The Covid-19 pandemic has facilitated a new level of understanding, motivation, and context todesigning globalized curriculum for adult-based lifelong learning content, processes, and outcomes in higher education.
14:05-14:30
80546 | Ameliorating Collaborative Online International Learning Projects to Promote Internationalization in Higher Education
Nolwazi Qumbisa, Central University of Technology, South Africa
Nomfundo Khoza, Central University of Technology, South Africa
Freda Van Der Walt, Central University of Technology, South Africa
In the present-day globalized economic environment, academics increasingly utilize technology to collaborate across diverse cultures, continents,
and time zones. In response to this trend, the academic community has embraced "Collaborative Online International Learning" (COIL) as ameans of promoting internationalization at Higher Education Institutions (HEIs). Despite the numerous benefits and importance of COIL, there
remains a need for further research in this area to develop internationalization at HEIs. This study seeks to explore how COIL facilitatesinternationalization at culturally distinct HEIs. In addition, the study aims to determine whether the students' participation enhanced their cultural
perspective. Qualitative research was conducted using an auto-ethnographic design, which included three reflections of three participants who
collaborated on a COIL project. The following themes emerged: the importance of knowledge construction through networking, the context,
culture, community in which the collaboration takes place, learner characteristics, and changing mindsets. The findings showed that students andlecturers could learn new innovative technologies, cultures, and communication skills. COIL projects discussed in this study have managed tochange the students' mindsets and the lecturers, which are critical to bringing transformation about in HEI. COIL is a relatively new trend that canbe effectively used to promote the student experience and produce work-ready students for a culturally diverse global market. Despite COIL's
critical role in promoting internationalization, South African studies have not previously reported sufficiently on this association. The results of thestudy suggest that COIL can be effectively used to promote internationalization, digital transformation, and cultural competence.

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10:00-11:15 | Room C (Live-Stream)

Monday Online Parallel Session 1
Foreign Languages Education & Applied Linguistics
Session Chair: Doaa Hamam

10:00-10:25
81700 | The Needs Analysis of Using English in Travel Agencies in Urban Cities in Uzbekistan: Focusing on the Language Use Difficulties
Botir Klichev, Toyo University, Japan
This study aims to examine the specific English language needs and challenges faced by tourism professionals in Uzbekistan's travel
agencies. Uzbekistan's tourism sector's rapid development earned it a place among the top five nations globally, with the mostdynamically evolving tourism industry, as acknowledged by the UNWTO. The Guardian (2019) regarded Uzbekistan as the world's premier
tourist destination. In Uzbekistan a travel sector has witnessed rapid growth and increased interaction with inbound tourists andmultinational companies. Foreign tourist arrivals increased from 2 million in 2016 to 6.7 million in 2019. In this study four employees oftravel agencies in Tashkent, Samarkand and Bukhara were interviewed to find English language needs and challenges in 2023. Interview
data was analyzed based on the Grounded Theory Approach. Through GTA approach, five core-categories were identified: (1) past andcurrent experience, (2) actual needs for English, (3) realization of problems of English use, (4) problem-solving situations in English use,and (5) future hopes for English use. According to the interview data, all the participants learned the professional English in higher
education. Their actual needs of English such as emailing and communicating with tourists were identified. As a problem of English use,diverse accents and slangs were described. To solve the problem, participants engaged with English media and seeked coworker
assistance. The present study underscores the critical role of English proficiency in the tourism sector, advocating the importance ofunderstanding World English and curriculum development to enhance the competencies of travel agents in developing countries.
10:25-10:50
81569 | From Fluency to Flourishing: The Influence of English Language Proficiency on Research Student SuccessBonginkosi Hardy Mutongoza, University of Fort Hare, South Africa Manthekeleng Agnes Linake, University of Fort Hare, South Africa Sive
Makeleni, University of Fort Hare, South Africa
In most post-colonial African states, colonial languages occupy prominent teaching, learning, and research spaces. While South Africa
has made significant strides in recognising indigenous languages through policies and restorative legislation, the level of uptake ofindigenous languages has remained a thorny issue. The marginalisation of indigenous languages can have dire consequences forresearch students in particular, for example, cultural disconnection and biases, linguistic barriers, and identity conflict, among otherthings. On this basis, this study sought to explore how proficiency in English influences student success in postgraduate student
research. The study employed a qualitative research approach and a case study design to achieve this aim. Data were collected from 25
participants comprising ten doctoral students, ten Master's students, and five supervisors who were purposively sampled. The study's
findings reveal that proficiency in English significantly influences the success of postgraduate students at the selected university inseveral ways, including communication skills, engagement with supervisors and peers, and networking and collaboration with researchers
from different linguistic and cultural backgrounds. The study recommends language support programs, intercultural competence training,
mentorship and support structures, and facilitating networking opportunities. Through promoting inclusive practices, the university canenhance the academic success of postgraduate students.
10:50-11:15
81562 | Advancing Second Language Acquisition Through T-Unit Analysis: Insights from Applied Linguistics
Doaa Hamam, Higher Colleges of Technology, United Arab Emirates
Second Language Acquisition (SLA) research has long focused on understanding the discourse of language learners as they acquire
proficiency in a new language. T-unit analysis, which examines the construction of minimal terminable units comprising independent anddependent clauses, offers valuable insights into learners' syntactic and discourse development. This study aims to investigate how Arablearners of English as a second language progress in their ability to construct T-units accurately across different proficiency levels. The
research methodology depended on the collection and analysis of written and spoken language samples from Arab learners who studied
English as a second language at different years in their tertiary education in several universities in the Gulf region. Written samples
included different types of essays (n=34), while spoken samples comprised oral presentations (n=28). Through systematic T-unit analysis,
we examine how learners handle T-unit boundaries and complexity, identifying patterns of development and variation across proficiency
levels. Our findings reveal that at lower proficiency levels, learners often demonstrated difficulty in accurately identifying T-unit
boundaries, resulting in fragmented or run-on sentences. As the language level increases, learners show greater control over T-unit
boundaries and syntactic structures, producing more cohesive and well-structured sentences. Through this research, we offer practicalguidance for designing instructional interventions that target specific aspects of T-unit construction and discourse coherence. So, thisstudy contributes to enhancing our understanding of SLA processes and informs evidence-based approaches to language teaching andlearning.

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11:25-12:40 | Room C (Live-Stream)

Monday Online Parallel Session 2
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Mouna Ayadi
11:25-11:50
79357 | The Brain-Based Approach for Teaching Reading Comprehension
Mahmoud Sultan Nafa, City University Ajman, United Arab Emirates
Owing to the extreme vitality of teaching reading comprehension techniques, this research paper explores teaching reading
comprehension based on the traditional perspective and the Brain-Based. Some students at CUA University were divided into two groups,
in two different sections: the controlling group and the experimental group. The first one was taught by using the traditional ways of using
the bottom-up approach where students have to understand lexical units, sentences, and paragraphs to grasp the contextual meaningof the targeted reading passage. The experimental group was taught by following the Brain-Based Approach that considered the humanbrain potential by engaging all the five senses in the teaching and learning process. Accordingly, the researcher implemented multi-tiered
exploitation strategies, the bottom-up approach, and the SMELL, SQR4, and THIEVES techniques to engage students more in the reading
process. Additionally, the second groups were instructed by using constructive repletion and QAR questioning techniques that utilize
the brain’s different parts to store information more firmly. Despite the good level of comprehension that the students of the controllinggroup demonstrated at the linear level concerning the main theme and the sub-topics as well as some structures used in the reading
texts, the students of the experimental group achieved further progress. They exhibited a high level of higher-order thinking skills (HOTs),
more robust information retention along more independent readers' aptitudes. This presentation elucidates the concept of reading, multileveled teaching methods that observe the brain’s capacities, in addition to, effective brain-based reading assessment techniques.
11:50-12:15
81937 | The Implementation of the Flipped Classroom Model for Teaching Communicative Pronunciation in Tertiary EFL Classrooms
Que Anh Chung, Edith Cowan University, Australia
Communicative Pronunciation Teaching (CPT) and Flipped Classroom (FC) model have gained significant popularity as effective
instructional approaches in education. This qualitative study investigates the implementation of CPT with two phases of FC model intertiary EFL classrooms and the perceptions of educators and students regarding the educational significance of this teaching approach.
Data were collected through classroom observations, individual semi-structured interviews with eight EFL teachers, and focus groupinterviews with 32 students (four students per group) selected from three different universities in Vietnam. A content-based approach
was utilized in the study to analyze the qualitative data. The results indicate that the teachers closely follow the teaching sequence as
instructed in Celce-Murcia, Brinton, and Goodwin’s (2010) communicative framework to design their pronunciation lessons in two stagesof FC model. Phase one involved learning video-based pronunciation instruction and listening tasks at home, while phase two consistedof diverse form-focused and meaning-focused classroom activities. The findings also show that the CPT implementation with FC model
was perceived by both teachers and students as a convenient and effective approach with the potential to facilitate active learning ofpronunciation knowledge. Additionally, it provides students with excellent opportunities to participate in meaningful activities, resulting
in enhanced pronunciation comprehensibility and fluency, as well as the development of listening and speaking abilities. The study
concludes by providing the implications for the instruction and acquisition of second language pronunciation.
12:15-12:40
78781 | Investigating the Effect of Motivational Scaffolding on Writing Apprehension Among EFL Undergraduate Students
Mouna Ayadi, University of Sfax, Tunisia
Although studies on writing apprehension in the writing of native learners have been conducted extensively, studies on EFL learners are
insufficient. For this reason, the current study investigates the impact of motivational scaffolding on EFL students’ writing achievement
and writing apprehension. The total number of participants was 60, who were divided into two groups: experimental and control groups.
The study adopted the Daly-Miller questionnaire of writing apprehension (WAT). The collected data for this study were fed into SPSS andthen analyzed to examine the issue at hand. Mean scores, Pearson correlation, T-test and multiple regression were employed to answer
the research questions. The results of this study showed that most of the participants experienced medium writing apprehension. The
results also proved that age and gender do not correlate with writing apprehension. Furthermore, the analysis of the post-test results
yielded p= .030, which was smaller than 0.05, demonstrating that motivational scaffolding can significantly improve EFL undergraduate
students’ writing achievement.

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12:50-14:30 | Room C (Live-Stream)

Monday Online Parallel Session 3
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Anila Plaku

12:50-13:15
81879 | Positive Teacher: Student Connections and Inclusive Community Building in Middle School Classrooms
Kenneth Reimer, University of Winnipeg, CanadaThis paper highlights a study (2022) conducted in a Canadian school division which explored the perceptions of classroom teachers in
middle schools. The purpose of the study was to highlight ways in which middle school teachers successfully connected with middle
years aged students in their classrooms. Participants spoke of the importance of building community in their classrooms and highlighted
several ways in which they developed an inclusive community throughout the school year. The approaches and strategies teachers
shared to create an inclusive community are compared to several models related to community building, including Peck’s (1998) model
highlighting the four stages of community: Pseudo Community, Chaos, Emptiness, and Community.
13:15-13:40
81889 | Innovative Teaching Practices: Enhancing Student Learning Through Community-Engaged Education
Ayesha Khan, McMaster University, Canada
Janet Pritchard, McMaster University, Canada
Post-secondary institutions are increasingly being called upon to update and broaden their pedagogical approaches to keep pace witha rapidly changing world. A growing emphasis is on curating learning experiences that enrich "human skills" such as active listening,
critical thinking, and social perceptiveness. Community-engaged education (CEE) is an experiential pedagogy that involves student
participation within specific communities, enabling them to apply classroom-taught content in real-world contexts. CEE has been linked
to several positive outcomes, including a deeper understanding of course content, an increased ability to apply course concepts, andsharper problem-solving skills. While CEE projects have shown immense promise in enhancing students' learning experiences, they canalso present unique challenges that require instructors to find equally unique solutions. The purpose of this presentation is twofold: [1]to introduce the audience to CCE with examples of how this pedagogy is implemented in both small enrollment and large enrollment
courses, and [2] to offer strategies for how educators can incorporate a CCE project into their current or future courses, regardless of
discipline. By the end, attendees will gain practical insights and tools to effectively integrate CCE into their teaching practices.
13:40-14:05
82042 | Knowledge Co-Creation Capabilities of University Students in Extracurricular Activities
Diroubinee Mauree-Narrainen, University of Technology Mauritius, Mauritius
21st Century Learning refers to the shift away from instructor-led educational instruction towards a fluid participatory learning
environment of co-creation, co-learning, collaboration and transparency (Bolstad et al., 2012). Among the various skills the 21st century
learner is expected to develop during his/her university apprenticeship are communication, critical thinking, creativity, collaboration,
innovation, information literacy and problem solving. Intrinsically, Kreiling and Paunov (2021) from the OECD state that knowledge cocreation is the process of the joint production of innovation between industry, research and possibly other stakeholders, notably civilsociety knowledge co-creation with initiatives such as projects, mechanisms or diverse institutional arrangements ranging from jointlaboratories to industry-led innovation ecosystems. Extracurricular activities indeed provide possibility to reinforce the lessons learnedin classroom, offering students the opportunity to apply academic skills in a real-world context which is considered as part of a wellrounded education (National Center for Education Statistics, 1995). This paper endeavours to present some cases of university students’experiences and capabilities development during their knowledge co-creation activities in extracurricular projects assigned to them. Threecase studies in relation to three extracurricular projects are presented to illustrate this initiative. The experiences of 7 university students
from the School of Business Management and Finance (SBMF), University of Technology, Mauritius (UTM), were interviewed with respect
to the most pertaining 21st century skills they developed during their collaboration in research projects undertaken at the university. Theirexperiences are (i) linked with skills developed and (ii) the positive outcomes of project initiatives in which they were involved.
14:05-14:30
81949 | A Theoretical Perspective on Videogame Storytelling and Teacher, Parents and Students Perception
Anila Plaku, Aleksander Moisiu, Albania
Kristos Bratja, Aleksander Moisiu, Albania
The purpose of this study is to cross-analyze the perception of different stakeholders (teachers, parents and students) on storytellingthrough the videogame medium while using a general theoretical perspective on videogame storytelling. The research question would be
as follows; “What are the divergences and convergences in the perceptions of teachers, parents, and students regarding the integrationof storytelling in videogames for educational purposes?”. The study population is composed of educators, parents and students. This
study uses mixed methods as research instruments; surveys and unstructured interviews were used, which were designed based on
Storytelling in videogames literature. From the findings of the research, it is noted that the concept of education through the medium ofvideogame storytelling is divisive among all three target groups, particularly between parents and teachers as opposed to students. Bothparents and teachers express concerns about the typology of content in videogame storytelling, especially regarding violence or maturethemes. While there is an overall divergence in perceptions between students and the group of teachers and parents regarding distraction
or time-wasting, from the latter group's perspective, students perceive storytelling through the medium of videogames as beneficial forconcentration, engagement, and critical thinking.

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Notes124 | IAFOR.ORG | PCAH/PCE2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)Virtual
Presentations
Read Virtual Poster Presentations & Watch Pre-recorded Virtual Presentations
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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PCE2024 Virtual Poster Presentations
Challenging & Preserving: Culture, Inter/Multiculturalism & Language
78125 | Strategies for Creating Culturally Inclusive Educational Environments in Algerian Universities
Amel Beldjenna, University of Oran 2, Algeria
The study examines strategies to foster culturally inclusive educational environments in Algerian schools. Algeria, with its diverse cultural
tapestry and multifaceted societal heritage, provides a unique context for exploring approaches to promote inclusivity and diversity in
education. Employing a mixed-methods approach, the research combines qualitative and quantitative methodologies to investigate thecurrent state of cultural inclusivity, challenges encountered, and effective strategies utilized in Algerian educational settings. The study
aims to address three key questions: How do students from diverse cultural backgrounds experience inclusivity in the classroom? Howare diverse cultures represented in the curriculum, textbooks, and instructional materials? What strategies can be employed to ensurea more inclusive representation of cultures in educational content? For data collection, two primary methods were employed. First,
content analysis involved evaluating educational materials, curricula, and textbooks to assess the representation of diverse cultures.
Second, questionnaires were administered to 30 educators, 30 high school students, and 30 parents at a local high school to gather
quantitative data on perceptions of cultural inclusivity and to identify areas for improvement. The findings offer insights into the current
cultural inclusivity landscape in Algerian high schools, highlighting successful strategies and challenges in creating culturally inclusive
environments.

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
81484 | Working with Rule Games in the School Context: The Case of Students with Learning Difficulties
Eliane Saravali, Universidade Estadual Paulista "Júlio De Mesquita Filho", Brazil
Érica Gonçalves, Universidade Estadual Paulista "Júlio de Mesquita Filho", Brazil
Complaints involving learning difficulties are common in Brazilian school contexts, as the numerous referrals made by teachers are. In
many situations, schools are ineffective in building intervention strategies within these frameworks, whether in the context of tutoringclasses or not. This situation worsened after a period of remote classes in which many children had little or no access to education.
The central objective of this investigation was to analyze the effects of pedagogical interventions, developed through rule games,
guided according to the equilibration theory. 25 students participated, aged between 8 and 11 years old, with complaints of difficulties,
enrolled in a public school that serves a highly vulnerable population, located in the interior of the state of São Paulo. As pre- and posttests, the students were subjected to two operational tests that identified the action of reflective abstraction, a central mechanism in
the equilibration process. For the interventions, organized in small groups and in the school context, five games were used: Jogo do
Buraco, Memobox, Jogo do Espelho, Velha 3D, Blink. Each participant experienced, on average, 20 sessions of approximately 50 minutes
each. The post-test results point to advances in the performance of reflective abstraction, at the same time as they indicate the need forchanges in the form of intervention carried out with children with difficulties, commonly characterized by repetition of practices developed
in regular classes. The game proved to be a useful instrument due to the requests it generates such as decentering, construction ofarguments, actions on objects.

Mind, Brain & Psychology
81516 | Mindful Learning Facilitates Brain Function of the Right Inferior Temporal Gyrus
Chih-Yen Chang, National Taiwan Normal University, Taiwan
Yu-Chu Yeh, National Chengchi University, Taiwan
Wei-Chin Hsu, National Yang Ming Chiao Tung University, Taiwan
Implementing mindful learning into daily routines can heighten sensitivity to one's surroundings, thereby fostering creative thinking.
Despite its apparent benefits, the neural mechanisms underlying this phenomenon remain unclear. Thus, this study sought to explore theneurological changes associated with mindful learning. Nineteen college students participated in a 10-day mindful learning intervention.
They were instructed to capture photos of their interests using smartphones, reflect on creative connections to these images, and share
their assignments on a designated website. Before and after the intervention, participants underwent a creativity test involving color
picture associations, alongside fMRI brain imaging. Results revealed a notable increase in creative performance following the 10-day
mindful learning period, accompanied by enhanced activation in the bilateral middle cingulate cortex and the right inferior temporal gyrus(ITG). Notably, heightened brain activity in the right ITG was positively correlated with improved creativity scores. This region is known
for its role in visual information processing and emotion regulation. In summary, our intervention proved effective in enhancing creativity,with the right ITG playing a pivotal role in facilitating visual information processing and emotion regulation during color photo association
tasks.

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PCE2024 Virtual Poster Presentations
81521 | Priming Effects on Insight Problem Solving: An fMRI Study
Wei-Chin Hsu, National Yang Ming Chiao Tung University, Taiwan
Yu-chu Yeh, National Chengchi University, Taiwan
Chih-Yen Chang, National Taiwan Normal University, Taiwan
Insight problem solving is a dynamic process wherein overcoming an impasse involves restructuring the problem to uncover novel solutions.
This process engages both conscious and unconscious cognitive mechanisms, making it a fertile ground for neurological inquiry. This study
endeavors to utilize functional magnetic resonance imaging (fMRI) to investigate how varying lengths of priming affect insight problem
solving and elucidate the associated neural mechanisms. To achieve this goal, participants were exposed to priming durations of 1000,
200, or 0 milliseconds, representing conscious, unconscious, and no priming, respectively, before engaging in insight tasks. Twenty college
students took part in the study, tackling tasks such as manipulating matchsticks, reconfiguring balls, delineating balls with lines or circles,
and shifting arrows. The results unveiled a notable discrepancy in reaction times across the three priming conditions, as evidenced by asignificant difference, F(2, 38) = 14.44, p < .001, η2p = .432. Predictably, conscious priming yielded the shortest reaction times. On the neurallevel, conjunction analyses disclosed activations in the dorsolateral prefrontal cortex and inferior parietal lobule across all priming conditions.
However, conscious priming elicited heightened activation in the caudate, while unconscious priming correlated with increased activation in
the precuneus. These findings furnish neural evidence underscoring both implicit and explicit processes involved in insight problem-solving.
82009 | Employing Future Thinking Intervention to Enhance SDGs Problem Solving
Chien Lin Wu, National Chengchi University, Taiwan
Ming Wei Gabriel Chua, National Chengchi University, Taiwan
Yu-chu Yeh, National Chengchi University, Taiwan
Chia-Hsiang Ma, National Chengchi University, Taiwan
Achieving the Sustainable Development Goals (SDGs) necessitates global collaboration among nations. This study aimed to create andevaluate the effectiveness of the SDGs-based Creative Problem-solving Test (SDGs-CPT) in bolstering problem-solving skills aligned with
the SDGs. The intervention in this study focused on future thinking, which involves the amalgamation of information from memory tosimulate new conditions or circumstances. This process potentially enhances the capacity to devise innovative solutions or anticipate
outcomes when tackling future challenges. Ninety-six college students participated in the research, randomly assigned to either anexperimental or control group. The experimental group received a three-session intervention focused on fostering future thinking, while
the control group completed tasks involving rearranging scrambled sentences. Utilizing the SDGs-CPT, we measured participants'
creative problem-solving abilities. Repeated Measures Analysis of Variance demonstrated a significant enhancement in creative problemsolving among those who underwent the future-thinking intervention, contrasting with no similar improvement in the control group.
These findings underscore the efficacy of our three-step future-thinking intervention in promoting open-mindedness, embracing diverse
perspectives, and generating creative solutions for SDG-related challenges. Moreover, the results highlight the substantial impact even abrief future-thinking intervention can have on enhancing creative problem-solving performance.

Professional Training, Development & Concerns in Education
79877 | Early Childhood Educators Social Values as Motivating Factors on Interest in California’s PK-3 Credential Program
Kelly Field, Claremont Graduate University, United States
The state of California is dedicated to expanding transitional kindergarten programs statewide, providing care and education for 3- and 4-yearolds within public schools. The current study investigates the motivation factors of early childhood professional and college students interested
in the PK-3 credential program. 224 child development college students enrolled in California institutions of higher learning and current earlychildhood care professional workers participated in a survey using the Factors Influencing Teaching Choice (Fit-Choice Scale). Results showthat social values are an important reason for interest in the credential program. The survey included fourteen items to operationalize social
values resulting in a composite score used for analysis. Cronbach’s alpha was used to rate internal consistencies. A Welch's t-test determinedthat the group interested in the PK-3 credential program had significantly higher social value scores than those not interested in the credential
program, t(27.16) = 3.02, p = .005. A Mann-Whitney U test confirmed the results, U(24.52) = 1277, p = .027. This study shows that there was asignificant difference in social values scores of those who were interested in the PK3 credential program than those who were not interested,t(82)= -16.04, p=<.01 showing that social-values play an important role in those choosing teaching as a profession demonstrating that social
values are an important determinant of prospective teachers' interest in pursuing a career in teaching young children.

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PCE2024 Virtual Poster Presentations
Teaching Experiences, Pedagogy, Practice & Praxis
81896 | Continuous Improvement: Employing Rasch Analysis to Develop a Validated Instrument to Evaluate Teacher Candidates
Michelle Eades-Baird, Empire State University, United States
Tina Wagle, Empire State University, United States
Blair Izard, Empire State University, United States
This study aims to highlight the methodology used to improve a validated teacher observation instrument appropriate for use with preservice teachers in educator preparation programs. The teacher preparation program described in this paper is part of State University(SU)(pseudonym)in the eastern United States. In response to accreditation requirements, Covid-19 impacts on conducting classroom
observations, and the teacher preparation program’s ardent desire to better support clinical students, the Classroom Observation rubric (COR)
was improved using Rasch analysis (n=504). The COR contains 15 items organized into 4 constructs: Classroom Environment, Pedagogical
Knowledge, Assessment, and Content Area Knowledge. The COR was examined to determine if the reliability and validity could be improved
from the previous iteration of the instrument. After changes were made, the COR’s item fit improved with all MNSQ values fitting theacceptable range while there were only a few items with ZSTD values that exceeded 2. The Rasch reliability coefficient for the real measure foritems increased from .89 to .98; there was also an increase in the item separation value from 2.87 to 6.79 which confirms the item difficultyhierarchy. Although the previous version of the COR showed gender bias, it was resolved in this new iteration of the instrument. The new
iteration of the COR instrument was shown to be unidimensional with the average measures for each category functioning as expected. This
study shares this instrument development and clinical program improvements that other educator preparation programs can employ.

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Presentations
Read Virtual Poster Presentations & Watch Pre-recorded Virtual Presentations
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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PCAH2024 Pre-Recorded Virtual Presentations
Arts - Other Arts
81946 | Plaster Casts of the Sculptural and Architectural Heritage in the Glyptotheque of the Croatian Academy of Sciences and Arts
Magdalena Getaldić, Croatian Academy of Sciences and Arts-Glypthoteque, Croatia
The Glyptotheque of the Croatian Academy of Sciences and Arts was the first and is the only museum in Croatia to specialize in thecollection of plaster casts. It was founded on the principles of and in the spirit of a European-wide phenomenon, the collection of plastercasts that led to the foundation of numbers of collections and institutions. All around Europe when a national heritage was being definedin the early 19th century, plaster casts appeared, in an echo of the Romantic movement. This was the time when numerous national
collections of casts were created, mostly consisting of sculptures of the Middle Ages and the Renaissance. Numerous museums thus
confirmed themselves as encyclopaedic and universal, their aim being to develop the national identity and culture. In Glyptotheque
The Collection of plaster casts of Croatian Historical monuments of sculptural and architectural heritage from the pre-Romanesque
era to the Renaissance was assembled at the beggining of 20th century. From the very founding of the museum it was considered themost important section. The mission of the museum is, through the prism of this collection, the systematic collection and presentationof the national cultural development and historical and artistic monuments from the domain of sculpture. This paper lays stress on
the provenience and the role of plaster casts from various archaeological sites and diverse collections Croatia-wide, which in the
Glyptotheque can be presented and brought together in their original dimensions and in a single place.

Arts - Performing Arts Practices: Theater, Dance, Music
81681 | Metaphoric Thinking on Audiovisual Performance of the Noches en los Jardines de España
Yudan Wang, Universidade de Aveiro, Portugal
This article takes Manuel de Falla's Noches en los jardines de España as an object of study, exploring the visual and musical metaphorsembedded within the motifs and movements behind the score, and proposing a sonic design for piano performance. First, the sociohistorical context of this masterpiece's creation will be examined, along with the relationship between its musical language and otherartistic and literary fields. Within this contextualization, the focus will shift to a semiotic musical analysis, seeking to uncover the visualand musical metaphors hidden within the motives and movements of the composition. Based on this, a sonic design will be proposedfor piano performance, including interpretive suggestions regarding touch, timbre-dynamics, melodic, harmonic and rhythmic contours,
as well as expressive gestures, which will then be applied in a performative realization. Through an in-depth exploration of Nights in the
Gardens of Spain, this article aims to unveil the visual and musical metaphors imbued within the work, and to provide a novel sonic design
approach for piano performance, enriching the interpretations of this masterpiece.
81766 | Digital Humanities and Intangible Cultural Heritage: Technology Readiness in Cantonese Opera
Fanny Ming Yan Chung, The Chinese University of Hong Kong, Hong Kong
Cantonese opera, recognized as a Human intangible cultural heritage (ICH) by UNESCO, faces significant challenges due to an aging
demographic and declining audience. In response, Cantonese opera in Hong Kong has embraced modern technologies, such as artificial
intelligence and virtual reality. This qualitative study critically examines the perspectives of stakeholders involved in Cantonese opera,
exploring their attitudes, beliefs, and practices regarding the integration of technology. The findings reveal an increasing openness among
stakeholders in Hong Kong towards adopting technology in Cantonese opera performances. The study highlights the factors influencing
their readiness to accept or reject specific technological innovations in traditional Cantonese opera. By shedding light on technology's rolein the preservation and evolution of Cantonese opera, this research contributes to the ongoing discourse on the intersection of tradition
and innovation in safeguarding ICH.

Arts - Teaching and Learning the Arts
80438 | Decolonial Approaches to Teaching Art History
Lesley Thornton-Cronin, Humber College, CanadaThis virtual presentation introduces pedagogies, strategies, and topics that facilitate the decolonized teaching and learning of art history
and aesthetics. The presentation draws on the author’s experience as an educator in Canada, in both traditional academic and polytechnic
institutions. Topics to be discussed include decolonizing the classroom and the museum. As we work towards ‘decolonizing theclassroom,’ we consider the responsibility that educators have to the curation of their materials. After all, the history of visual culture is sovast, one cannot teach everything. In the presentation, we are invited to consider whose voices are we elevating when we teach. Whoseart are we sharing? Which authors are we assigning in our reading lists? We also consider how are we teach, the pedagogical choices that
we make, and how we can emphasize community building and discussion in the teaching of art history. In considering calls to ‘decolonize
the museum,’ we consider how museums and monuments shape collective memory and the responsibility to situate the museum
institution within the history of colonization. Further emphasized is our responsibility as educators to perform institutional critiques with
our students as we explore the history of acquisition, display, restitution, and repatriation of objects to their communities of origin.

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PCAH2024 Pre-Recorded Virtual Presentations
82020 | Sophistication: Exploring Its Subtext and Impact on Diverse Audiences
Jennie Cook, Virginia Commonwealth University, United States
The term "sophisticated" carries deep-rooted Eurocentric significance that can marginalize and exclude diverse audiences. Originallyderived from the Greek word "sophist," meaning wise or learned, its modern usage has evolved to mean refinement, elegance, and worldly,
often based in the context of Western cultural norms and standards for color, materials, and aesthetics. This evolution has historically
led to the exclusion of non-Western perspectives, reinforcing a hierarchical view of culture that places Western ideals at the pinnacle.
A recent example of this can be found in the trend, quiet luxury, which reflects a lifestyle characterized by refined consumption without
overt displays of wealth. In fashion and home décor, this is evident in the use of muted tones and understated aesthetic which embrace
the pared-back palette of off-whites found in Scandinavian interiors, or cool, French-girl style consisting of blacks, beiges, camels, andwhites. This version of effortless elegance is epitomized by European brands like Loro Piana, Brunello Cucinelli, Toteme, and Celine. This
paper explores the implications of the term "sophisticated" on diverse audiences, particularly those from non-Western backgrounds. By
examining its historical context and contemporary usage, I will reveal how this term can perpetuate cultural biases and hinder inclusivity
in various domains, including art, fashion, interior design, and education. By acknowledging and challenging these connotations, we canfoster a more inclusive and equitable discourse that celebrates the diversity of human cultures and experiences.
82005 | Archive Notebooks: Olaio from the Perspective of Photographer Mário de Oliveira
Miguel Duarte, Instituto Politécnico de Tomar, Portugal
This proposal results from an ongoing project being developed at the Center for Technology, Restoration and Arts Enhancement (TECH &ART), a Research and Development Unit which is part of the Polytechnic Institute of Tomar (IPT), in Portugal. This research project aims
at recovering, analyzing and promoting a specific fraction of the photographic archive of a photographer whose name is less familiarin the Portuguese art scene, Mário de Oliveira (1926-1999). The visual repository researched narrates and documents one of the mostimportant Portuguese furniture companies, Olaio, between the 1960s and 1980s. The project is thus tasked with the digitization anddigital restoration of the archive, contained in large format photographic matrices of film, color and black & white, with its consequentmigration from the analogue format to a new digital dimension, in a number of around 300 unpublished and unexplored images. The
research thus focuses on the interpretation of a subject represented in visual form, which is linked to the Portuguese industrial past of acompany at the vanguard of furniture design and conception by international standards. It rescues a unique photographic collection andgives an essential reference to an important freelance photographer, whose work, until now, has remained obscure and that can be linked
to the Industrial Photography genre.
79382 | Chinoiserie Aesthetics: Historical Origins and Contemporary Connections Within China’s Belt and Road Initiative
Sarah Omran, Fujian University of Technology, China
Bashar Dayoub, Fujian University of Technology, China
This study investigates Chinoiserie, a European decorative style from the 17th to 19th centuries that incorporated Chinese artistic
influences, motifs, and themes. Characterized by its fusion of exotic stereotypes and authentic cultural elements, Chinoiserie wasmanifested in various media, including lacquerware, porcelain, silk, furniture, architecture, and garden design. By examining the crosscultural artistic exchanges between China and Europe, this research highlights the enduring influence of Chinoiserie in European material
culture and its connection to contemporary diplomatic endeavors. The methodology examines Chinoiserie’s evolution through archival
research and visual analysis, tracing vectors of transmission including Jesuit publications and extensive merchant imports that nourishedcreative adaptations. While stylistically interpreted, Chinoiserie’s persistent global impact warrants reevaluation as a cosmopolitan,
avant-garde facet of early modern material culture. The findings reveal Chinoiserie's significance as a cultural bridge, historically linking
China and Europe through artistic collaboration and mutual appreciation. Furthermore, the study contextualizes Chinoiserie within theframework of China's Belt and Road Initiative, illustrating how these historical art forms underpin modern trade and cultural diplomacy.
This analysis underscores the initiative's role in fostering a renewed engagement with Chinoiserie aesthetics, promoting a global
appreciation of its historical and contemporary relevance.

Arts - Visual Arts Practices
81302 | Bringing Back Affect: A New Approach to Postmodernist Art Through the Lens of Doris Salcedo’s Atrabiliarios
Vanessa Schuster, The Institute for Doctoral Studies in the Visual Arts, United States
In this paper, I propose that bringing back affect into the work of art can provide a new reading of postmodernism. In agreement withFredric Jameson, I suggest that postmodernist art, influenced by a response to capitalism, amongst other things, evolved to the point
where individuality, alienation and the self-affect were replaced by commodification and estrangement from the individual. For the
purpose of this paper, I will use Jameson’s approach to postmodernism as the end of the bourgeois ego that brings with it a liberationfrom any kind of feeling since there is no longer a self present to do the feeling (1051). I will use Rosalind Krauss’s concept of the grid,Fredric Jameson’s concept of the ‘waning affect’ and Craig Owens’s reference to allegory to provide a theoretical perspective fromwhich to support my argument. Furthermore, I will incorporate Andy Warhol’s Dust Diamond Shoes and Doris Salcedo’s Atrabiliarios
as visual examples of postmodern artworks. Through the latter work, I seek to bring light to the postmodern characteristic of flatness
and impersonality, and through the former, an example of an artwork that brings back affect into the postmodernist structure. Lastly, I
conclude by suggesting that Atrabiliarios presents a space from which to question postmodernism’s dissociative approach to art, as it
brings back affect into the conversation.

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PCAH2024 Pre-Recorded Virtual Presentations
82003 | ‘Art is Going to Save Us’ – The Self Perception of the Mumbai Art Sphere in Contemporary Art Galleries
Elvira Mishra, Indian Institute of Technology, India
Jayesh Pillai, Indian Institute of Technology, India
The definition and overall perception of Contemporary Art remains a point of discussion and debate in the current age. It is imperative tocontextualise the same in developing countries as this perception varies vastly in different socio economic groups. For the purpose ofthis paper the author focuses on examining India. This report discusses a definition of contemporary art as a movement. Furthermore,
a literature review is conducted, which outlined that the perception of contemporary art in India is greatly unexplored. Consequently, theauthor conducts a qualitative study of the perception of contemporary art in Mumbai, India, from the perspective of 3 different majorgroups associated with the same, to which the author refers to as the ‘the Art Sphere’. These include the Art Gallery personnel( curators,
overseers, owners), the exhibiting artists, and the art gallery visitors. The overall result of this study shows that most of the participants
are open and understanding of Contemporary art. However, many of the visited galleries were not open to the public, and physicallyclosed off, which created a divide between the common public and the art sphere. A few possible solutions were discussed to improvethe engagement of the larger Indian population with contemporary art. Lastly, some exhibitions were examined, and evidence showed thatexhibitions with immersive elements, although not liked by curators, were popular among the public.

History/Historiography79387 | Frontline Narratives: Uncovering Women’s Voices in War Journalism
Gabriella Jeki, Károli Gaspar University of the Reformed Church in Hungary, Hungary
In the shadows of the First World War, amidst a landscape dominated by male narratives, emerged a corps of women war correspondents
whose stories and perspectives brought a unique lens to the horrors and heroism of the time. This study zeroes in on Margit Vészi, apioneering Hungarian journalist and the only female member of the Austro-Hungarian War Correspondents' Corps. Through her, we
explore not only the significant yet underrecognized contribution of women to war journalism but also the broader implications for our
understanding of liberty and equality during the era. By navigating the trenches of a male-dominated field, Vészi and her contemporaries
challenged the traditional roles of women, offering insights into the battlefield that blended emotional depth with critical observations.
This research, grounded in a thorough analysis of over a hundred articles and two travelogues authored by Vészi, seeks to answer criticalquestions: How did these women secure their positions on the front lines? What drove them to embrace such peril? And most importantly,
how did their narratives diverge from and enrich the existing historical record? Employing an interdisciplinary approach, this study draws
upon history, journalism, gender studies, and European studies to illuminate the unique contributions of women war correspondents.
By doing so, it not only enriches our understanding of the First World War but also underscores the evolving role of women in the publicsphere. Margit Vészi's experiences offer a compelling case study for examining the intersection of gender, war, and journalism.
79672 | Entwined Threads: Reimagining the Kashmir Shawl in Franco-Mameluke Encounters, 1798-99
Tania Sheikhan, University College London, United Kingdom
Ridley Scott's 2023 epic, 'Napoleon,' showcases soldiers in navy uniforms against a dusty desert backdrop but omits a crucial sartorial
entity: the Kashmir shawl. Central to this study, the shawl represents a departure from the conventional gendered narratives prevalent incontemporary scholarship, which predominantly focuses on its association with affluent Parisian women of the nineteenth-century. In
contrast, this research delves into the shawl's relationship with French soldiers during Napoleon's Egyptian campaign of 1798-99, highlighting
how key textiles, a product of the Silk Road trade, may offer fresh perspectives on cross-cultural interactions. Renowned for its intricate
embroidery and luxurious fabric, the shawl's journey from India's Kashmiri province to French military men in Egypt exemplifies global
interconnectivity in textile exchange. This study reveals the shawl's role in superseding its traditional association with female fashionability,
functioning instead as a medium of non-verbal communication within a military milieu. In this context, the shawl plays a critical role in shaping
and influencing notions around identity and power dynamics. French soldiers, intrigued by the use of the shawl as turbans and sashes by
the Mamelukes - Egypt's military elite - immediately emulated such style. Post-campaign, Napoleon himself was depicted wearing the shawl
in Antoine-Jean Gros' 1804 work, 'Bonaparte visitant les pestiférés de Jaffa.' This study highlights the Kashmir shawl as a key symbol ofintercultural exchanges, offering the opportunity to further nuance perspectives around gender and dress in historical textile studies.

Language, Linguistics
79484 | Cultural Linguistics: Exploring the Dynamic Interplay of Language and Culture in Contemporary Society
Adelfa Silor, Mindanao State University-Iligan Institute of Technology, Philippines
Faith Stephanny Silor, Mindanao State University-Iligan Institute of Technology, Philippines
Miguelito Emfimo, Mindanao State University-Iligan Institute of Technology, Philippines
After a meticulous exploration of the intricate relationship between language and culture, this research, conducted through the lens ofCultural Linguistics, has unearthed valuable insights into their dynamic interplay within contemporary society. The systematic review,
guided by the PRISMA methodology, enabled a thorough examination of existing literature, ensuring a methodical identification,
evaluation, and synthesis of diverse scholarly works. The findings underscore the profound impact language exerts on culturalexpressions and vice versa, emphasizing their reciprocal influences. Language, as a cultural artifact, serves as a powerful medium fortransmitting and shaping cultural norms, values, and identity. Simultaneously, culture molds language, influencing linguistic nuances,
expressions, and even the development of linguistic structures. This symbiotic relationship manifests in various domains, from everyday
communication to broader cultural phenomena. In the ever-evolving societal landscape, the implications of this interplay are far-reaching.
Understanding the dynamic nature of language and culture enriches our comprehension of cultural diversity, fostering cross-culturalcommunication and appreciation. Moreover, insights from this research can inform educational practices, policy development, andintercultural relations, contributing to the creation of more inclusive and culturally sensitive societies. In conclusion, this study not
only illuminates the reciprocal influences between language and culture but also underscores the significance of acknowledging andembracing this interplay for fostering a harmonious coexistence in our diverse global community.

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PCAH2024 Pre-Recorded Virtual Presentations
Literature/Literary Studies

81454 | Finding the Form of Disorder: Poetics of Excess in the Catalogues of Carlo Emilio Gadda and James Joyce
Alberto Nanni, University of Edinburgh, United Kingdom
Catalogues are everywhere; they’re mundane lists or evergrowing nets. Yet, they also constitute a valid tool to explore epistemologicalissues. This paper delves into the realm of linguistic experimentation within the modernist canon, elucidating the approaches of twoeminent figures from the Italian and Irish literary traditions, Carlo Emilio Gadda and James Joyce. Focused on the central role ofcatalogues in their respective masterpieces, Quer pasticciaccio brutto de via Merulana and Ulysses - with special attention to the 'Ithaca'
episode - this paper showcases how the catalogues utilised in the texts simultaneously undermine and pursue the notion of totality,
further porblematising the validity of any classificatory system. In both works, catalogues transcend mere enumerative structures,
evolving into dynamic instruments that challenge conventional linguistic paradigms. Gadda's enumeration, rejecting systematic order,
unfolds as a rhizomatic process, an unbridled accumulation mirroring the disorder inherent in the human experience. Conversely, Joyce's
encyclopedic strategy expands the narrative spectrum, effectively redefining the boundaries between order and chaos within linguistic
constructs. This comparative analysis not only underscores the distinctive linguistic methodologies employed by these modernist
artists, but also contributes to a profound understanding of the broader implications of language experimentation within the modernist
literary tradition. The exploration of linguistic innovation as a central tenet in both Gadda's and Joyce's oeuvres further advances ourcomprehension of the intricate complexities inherent in the modernist pursuit of novel expressions and narrative structures.

Other Humanities
78617 | Exploring the Ultimate Causes of Migration: A Peace Studies Approach
Irina Charlotte Ranaivosoa, Universitat Jaume I, Spain
This research aims to extend the not so much emphasised but nevertheless direly needed philosophical reflections on the topic of
migration. Indeed, this latter is extensively studied from political, economic, socio-cultural, legal, demographical, historical, geographicaland psychological approaches but it is quite rare to encounter philosophical dialogues on it. Nevertheless, such philosophical discussion
on migration is also another lens that can inform us on the causes and consequences of human mobility, including migration. This
paper aims thus to make a profound re-examination of migration causes that would allow to understand and deconstruct its ideologicalmechanisms in the aim of building fairer political, social, ecological and economical relationships between countries, people and nature.
Such re-examination would ultimately help the construction of societies more at peace with themselves and with others. The objective of
this paper is to demonstrate the hidden, unspoken and subtly active exercise of the ideologies of colonialism and capitalism -illustrated
by the concept of ‘development’- as ultimate causes (push factors) and driving forces (pull factors) of international migration movements.
This research paper will make a comparative and theoretical analysis of a set of twenty-seven pre-selected academic articles and two
institutional reports tackling the topic of migration and development. Peace studies’ structural theory of imperialism and decolonial
theory of the coloniality of power will be used for the analysis, as well as a philosophy for peace’s European-based methodology (Martínez
Guzmán, 2001) integrating decolonial studies. Finally, constructive solutions to shifting the current paradigm will be proposed.

Religion, Spirituality
79361 | Eclipse Symbolism in Hampi’s Sculptural Heritage: A Multidisciplinary Approach
Amogh Vaidya, TVAM Foundation, India
This research paper delves into Hampi's enigmatic eclipse sculptures, using a multidisciplinary approach to uncover the celestial narratives
embedded in stone. The study aims to provide a comprehensive interpretation of the symbolic significance attached to these uniquerepresentations by drawing insights through archaeoastronomy, art history, and cultural anthropology. Eclipses have profound significancein Hindu astrology, intricately woven into the cosmic drama, in which the nebulous elements known as Rahu and Ketu play an important rolein their interpretation. Eclipses are fascinating phenomena in which celestial bodies align to cast shadows on each other.Our research sheds
light on the cultural, religious, and astronomical implications of these eclipse sculptures through meticulous analysis of the iconography,alignment, and historical context, providing new insights into the spiritual worldview of the Vijayanagara Empire. The paper concludes bydiscussing the implications for a broader understanding of ancient cosmologies and the artistic representation of celestial events.

Teaching and Learning
81834 | Transforming Pedagogical Practices by Integrating Technology-Enhanced Learning Activities Within the Framework of the Activity
Theory-Based Model
Yvonne Chin Chen Yong, Ministry of Education, Brunei
This study examines the integration of Technology-enhanced Learning Activities (TeLA), utilizing Activity Theory (AT) as a pedagogicalapproach, to instruct Year 9 Biology students on the topic of enzymes. To assess the effectiveness of the proposed three-phase modelof AT, a two-group pretest-posttest experimental design was utilized. The primary objective was to determine whether using TeLA in
the activity theory approach in teaching yields more favorable outcomes compared to traditional teaching methods. The experimental
sessions took place in the Muara District, Brunei, with both the experimental and control groups initially starting at similar levels of
Biology knowledge, subsequently evaluated through two-way ANOVA. The findings indicated that students in the experimental class,instructed using activity theory, exhibited improved learning outcomes compared to those in the control class, taught through traditional
methods. Notably, the experimental class witnessed a reduction in the number of students with lower proficiency, although there wasno corresponding increase in high-achieving students. This emphasizes the need for further research to explore methods for positively
impacting a diverse group of students with varying levels of biology knowledge, ultimately enhancing the overall effectiveness of teaching
through the activity theory approach.

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PCE2024 Pre-Recorded Virtual Presentations
Adult, Lifelong & Distance Learning

79500 | Shaping Students’ Internet-Specific Epistemic Justification: Learning Engagement and Self-Efficacy on the Internet Matters
Chengze Zeng, Peking University, China
Online learning has become an integral part of students’ learning. Internet-specific epistemic justification (ISEJ) plays an important rolefor students to evaluate online information critically. It is of great significance to cultivate students’ ISEJ to improve the effectivenessof learners’ online learning. This study investigated 406 college students to explore the effects of students’ grades, learning media
preference, online learning engagement (OLE), and Internet-based learning self-efficacy (IBLSE) on their ISEJ, including personal
justification, justification by multiple sources, and justification by authority, to propose effective ways to promote students’ ISEJ. The
study found that undergraduates of all grades are more engaged in online learning than graduate students in all four dimensions of
OLE. Besides, students who tend to acquire new knowledge through paper materials and the Internet show a higher level of justification
by multiple sources than those who prefer learning with paper materials. Finally, OLE and IBLSE can significantly co-predict the three
dimensions of ISEJ. Among them, cognitive engagement and self-efficacy are the common positive predictors. Based on the research
results, the corresponding discussion was carried out.

Assessment Theories & Methodologies
78779 | Analysis of Lecturers’ Opportunities and Challenges Regarding Formative Online Assessments at a South African Technology
University
Paseka Mollo, Central University of Technology, South Africa
During and after COVID-19, formative online exams became widely employed at universities. Face-to-face academic activities weresuspended. As a result, many institutions increased their use of information and communications technology (ICT) and adopted online
assessments. University lecturers were obliged to change their pedagogical strategies, teaching and learning paradigms, and evaluation
procedures. This study examined opportunities and challenges experienced by lecturers when using formative online assessments.
Universal Design for Learning (UDL) was the theoretical framework used for this study. Nine purposively selected lecturers from thefaculty of humanities participated in this study. Individual interviews were used to collect data which were synthesized narratively. The
findings revealed that online formative assessments enabled lecturers to be more flexible on assessment schedules, meet a variety
of student demands and learning preferences, and give their students immediate feedback on their academic performances andcomprehension. The validity, reliability, dishonesty, and academic integrity of formative online assessments were the main challenges
regarding different assessments that were developed by lecturers. Based on its findings and data analysis, the study recommended thatwhile conducting formative online examinations, lecturers should, among other things, make technical assistance resources available
to students, explicitly convey expectations about academic integrity and cheating as well as outline clear learning objectives for each
assessment. They should implement adaptive assessment tools that change the level of difficulty and make sure that the online
assessment platform is usable for students with disabilities.
80839 | Educational Assessment in the Time of Artificial Intelligence: Assessing Creative and Critical Thought
Colleen Halupa, East Texas Baptist University, United States
The release of artificial intelligence (AI) text generator programs, such as ChatGPT, have changed the landscape of higher education,
particularly regarding assessment. Traditional assessment methods that are used to measure higher levels of learning often include
research papers, case studies, analyses and other written works. These types of assessments can often be easily completed on
generative AI programs. AI detection programs have been unable to keep up with the advances in AI; this has resulted in many universities
turning off the AI detection feature on plagiarism detection programs since they are not as reliable as hoped. This leaves faculty unsure if
students: a) are completing their work without AI assistance, and 2) actually learning. The purpose of this virtual session is to address thetheories of emerging pedagogies and associated assessment techniques, as well as the types of assessments that can be created thatare mores AI-resistant, and requires more critical and creative thought. These types of assessment can be discipline-specific; however,examples from several disciplines will be included. Last, this session will address effective, problem-based assessments in selectdisciplines where students are required to use AI to ensure they are ready to be successful in the workplace of the future.

Design, Implementation & Assessment of Innovative Technologies in Education
79576 | PolyTech: A Digitized Polygraph Tool for Lie Detection Course
Djoana May Aoas, University of the Cordilleras, Philippines
Ariel Nimo Pumecha, University of the Cordilleras, Philippines
The delivery of lie detection course in criminology is being challenged by several problems, such as lack of instruments to be used,
student-to-instrument ratio, non-functional instruments, and others, which affect the delivery of instruction of the said course. Thus,
the course outcomes of the said course may only sometimes be achieved. To address the identified issues, the researcher proposed asystem called PolyTech. This system is a web-based application that will aid the delivery of lie detection course. The researcher used
experimental research design and conducted pre-survey interview to concern faculty members. Also, examination, survey, and practicum
were conducted among respondents, specifically students from DCCP, CCDC, and UC. T-test, ANOVA and Post-hoc were used to analyze
the collected data. In summary, design considerations in developing the features of PolyTech include information requirements andarchitectural design. As to the impact of PolyTech on students, test, survey and practicum results show that PolyTech significantly
impacts students' performance. This means that PolyTech significantly impacts the student's academic performance through statisticalanalysis. Thus, there is a significant difference in the knowledge and skills of students who used PolyTech and those who used the
traditional method. The integration of PolyTech helped achieve the course outcome of the Lie Detection Course. Hence, it is effective andadvisable to be used and adopted by criminology institutions with no access to lie detection instruments and those that has an access tothe instruments but not functional after sometime.

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PCE2024 Pre-Recorded Virtual Presentations
Education & Difference: Gifted Education, Special Education, Learning Difficulties &Disability

80831 | Comparing Online Learning Experiences Between University Students with and Without Special Educational Needs (SEN) During
COVID-19
Mo Chen, University of Saint Joseph, Macau
Yun Ting Lim, Nanyang Technological University, Singapore
The aim of this study is to examine the online learning experiences of university students with Special Educational Needs (SEN), andhow their experiences might differ from their typically developing peers. Fifty typically developing students (mean age = 22; 29 females)and 31 students with SEN (mean age = 22; 15 females) from a local university in Singapore participated in an online survey. Both groups
reported significant increase in the proportion of online learning after the outbreak of COVID-19 pandemic. Both groups reported being
moderately positive about their online learning experiences, with no significant difference between the groups (either before or after theoutbreak). For both groups, Learning Activity Management System (LAMS), pre-recorded lectures, online finals/quizzes, live lectures,
online assignments, and online tutorials were the common online learning formats. Laptop/desktop was the primary device used, andZoom was the most preferred online learning software. The SEN group reported higher usage of technical accommodations. Accessibility
was the top advantage of online learning reported by typically developing students while for students with SEN, it was flexibility. Lowersocial interaction was the top challenge encountered for both groups. These findings would be useful in making online learning more
inclusive for everyone in university.

Education, Sustainability & Society: Social Justice, Development & Political Movements
79791 | The Transformative Role of the English Teacher in Deconstructing Gender Stereotypes in EFL
Erika De la Barra, Universidad de Santiago de Chile, Chile
Soffia Carbone, Universidad Mayor Chile, Chile
One of the most relevant challenges in Chile is to become a more inclusive country, especially in terms of gender issues. In fact,
the current Chilean government has designed most of its public policies having in mind the sustainable goals of the United Nations
that involves achieving greater gender equity by 2030. In truth, the Ministry of Education has highlighted gender equity as part of thecornerstones of the teacher training programs nationwide. The aim of this presentation is to show the results of a study that analyzed thegraduation theses developed by 14 English pedagogy students in Santiago, Chile during 2021 and 2022 in relation to gender stereotypes.
The methodology employed was qualitative since a thematic analysis was carried out. The results revealed that gender stereotypes suchas the following are still found in Chilean schools: Female teachers are expected to take on roles as caregivers which is not required of
their male colleagues; female teachers are perceived as less capable and often need to demonstrate their knowledge; male teachers areperceived as more rational and serious, while female teachers appear as kinder and more emotional. To conclude, the students who took
part in the study assumed a critical position regarding gender stereotypes allowing them to perceive themselves as transforming agents
called to make changes, through the language and attitudes used in class in order to deconstruct stereotypes that harm both men andwomen in their professional development.
81788 | A Black Nurse Educator’s Experience with Unconscious Demotion: An Autoethnography
Stepahanie Yi, Brock University, Canada
In Canada, Black nurse educators are often funneled into non-specialized positions in the clinical and classroom context and areoverlooked by colleagues and patients as key decision-makers and leaders in the field. Contributions made by Black nurse educational
leaders to the nursing profession are neglected within the curriculum delivered to students. Black educators continue to be underrepresented in undergraduate nursing faculty departments across Canada. Although still under-researched, scholarly conversations
have begun to proliferate surrounding unconscious demotion and its impetus behind the aforesaid issues. Through autoethnographic
reflections, I critically examine my lived experiences with unconscious demotion in nursing education as a profession, weaving stories
from my early career as a Black nurse to a nurse educator. Through Womanist inquiry, I answer the question: How have my experienceswith unconscious demotion formed my perception of professional identity as a Canadian Black educator? Tracing my journey allows
me to locate pivotal points in my development of identity from leadership at the bedside into a post-secondary lecturer position within
the professional educator realm of nursing: an area that is predominantly White and female-dominated. This paper will discuss the
exclusionary behaviours I faced from patients and colleagues, identifying the barriers perceived in producing public and personal
confidence in the educator role. The significance of this self-study is the insight provided into the intersectionality that race and gender
had coupled with unconscious demotion, in addition to the influence it had on my professional identity and practice as a Black nurse
educator.

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PCE2024 Pre-Recorded Virtual Presentations
Educational Policy, Leadership, Management & Administration
78178 | Incidence of the Transformational Leadership Style in the Knowledge Tests of the Colegio Parques de Bogotá, Colombia
Jennifer Murcia, Corporación Universitaria Minuto de Dios-UNIMINUTO, Colombia
Jesús Mantilla, Corporación Universitaria Minuto de Dios-UNIMINUTO, Colombia
Juan Lagos, Corporación Universitaria Minuto de Dios-UNIMINUTO, Colombia
Brayan Agudelo, Corporación Universitaria Minuto de Dios-UNIMINUTO, Colombia
The leadership style exercised by the classroom teacher is a role that strengthens educational processes in institutions, because it
provides pleasant and more productive work environments due to the motivational force it projects in students. This is why the presented
study analyzed transformational leadership in the Parques district school of Bogotá and its impact on the results of the state tests
called Saber 11, for which the research was carried out under a descriptive quantitative approach, using a convenience sample, whose
population under study were teachers who prepared 11th grade students for the knowledge tests for the years 2021-2022. The results
allowed us to verify that the aforementioned leadership style allowed good performance in its results, a key factor to motivate andgenerate expectations in the students during the training process, showing interest on their part to carry out the workshops and activities
that reinforced their learning for the state test. The students worked actively in the classroom, responding positively to the dynamics
proposed by the teachers, this allowed a significant performance in the results of the state tests, this because the leading teachers
managed assertive teaching strategies, constantly accompanying and reinforcing students whose averages Academics were low, but withthe leadership they achieved high scores on state tests.

Educational Research, Development & Publishing
79738 | Students’ Perceptions of the Bachelor of Technology (BTech) Program in Hospitality Education: A Study of Kumasi Technical
University, Ghana
Gloria Sarpong, University of Cape Coast, Ghana
John Awaab, University of Development Studies, Ghana
Irene Ashley, Kwame Nkrumah University of Science and Technology, Ghana
Priscilla Osae-Akonnor, University of Cape Coast, Ghana
Over time, the long-standing challenge of closing the gap between academics and industry has had a considerable impact on both parties
involved. To address this issue, some Technical Universities began offering Bachelor of Technology (BTech) programs in Hospitality
Education. This study sought to evaluate students' awareness of the BTech program, the factors influencing their decision to join, andthe perceived benefits and difficulties of enrolment. A quantitative study utilizing an online survey was conducted with 300 hospitality
students in Diploma and Higher National Diploma (HND) classes in the Hotel Catering and Institutional Management department at
Kumasi Technical University (KsTU). The collected data were analyzed using SPSS and Eviews software. In particular, cross-tabulations,
Granger causality tests, and multiple linear regression were used to achieve the research objectives. The study's findings revealed thatthe majority (97%) of the students were aware of BTech degree in Hospitality Education. Students acknowledged the program's practical
approach, viewing it as a good avenue to gaining significant competency and increasing their competitiveness in the labour market.
However, many students suffered a huge financial burden because of the program, making enrolment difficult. Considering thesefindings, the study recommends that hospitality educators and industry partners work together to incorporate a comprehensive practicalcomponent into the program while addressing cost restrictions. This strategy attempts to enhance the overall effectiveness of the BTech
programs and allow greater participation by students.

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
79128 | Error Correction in the EFL Classroom: The Views of Japanese Senior High School Students
Aric Denfield, Nichidai Sakuragaoka High School, Japan
Error Correction (E.C.) is defined by Lightbown and Spada (1999) as, ‘Any indication to the learners that their use of the target language
was incorrect’. A number of studies attest to the positive impact E.C. plays in developing learner accuracy (Russell and Spada, 2006; Li,2010 and Lee, 2017). Despite this, teachers are often concerned over the negative psychological impact E.C. can have on their learners,
and as a result, they may underuse it in their practice (Mendez and Cruz, 2012). Shultz (2009) has noted that teachers’ self-image andperceived credibility may suffer where learner attitudes are not recognized and validated in the process of class teaching. In light of theseconcerns, a study was undertaken to explore two key questions related to learner attitudes toward E.C. The research used a survey toobtain quantitative data, and two key findings emerged from the study. First, a substantial majority of learners feel that E.C. is importantas it will help them to use the language more accurately. Further, a majority of respondents stated that student-led rather than teacher-led
correction will likely have a more significant impact on their grammatical accuracy. This is a noteworthy finding since it impacts teacher
praxis, and prompts further research questions regarding the extent to which learner beliefs should influence lesson planning and review.

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PCE2024 Pre-Recorded Virtual Presentations
81223 | Intercultural Listening Among Vietnamese EFL Students
Huyen-Thanh Nguyen, Hanoi University, Vietnam
A good background in culture and listening is believed to help students successfully interact in the global community. This study, hence,with the participation of 80 undergraduate EFL students from a public higher education institution, quantitatively explored the levels ofintercultural listening among Vietnamese students, as well as the relationship between students’ intercultural listening and listening
strategies. The findings demonstrated that Vietnamese EFL students have high levels of intercultural listening, with a positive association
between students’ intercultural listening and listening strategies. The present study’s qualitative data revealed that despite having neverheard of ‘intercultural listening’ before participating in the present study, all EFL students perceived intercultural listening as a significant
stimulant of listening skills and intercultural knowledge. Also, the current study showed disparities in strategies undertaken by L2 learners
to boost their competence depending on students’ study levels and intercultural awareness. In other words, senior students, who havebeen taught the subject of intercultural competence, embrace their discretion in (seeking) communication with others, whereas juniorstudents primarily deploy relevant resources found on the media and Internet due to their perceived limited ability in both listening
and intercultural background. Accordingly, the current study recommends the integration of intercultural listening instruction into thecurriculum to assist Vietnamese EFL students build up their competency from the early stage of study.
81369 | 2nd-Grade Maritime Examination Word List: Essential Maritime Vocabulary for Reading and Translating English Texts in the 2ndGrade Maritime Examination
Yuto Mizushima, Marine Technical College & Japan Agency of Maritime Education and Training for Seafarers, Japan
English-Japanese translation tasks in the English examination for the maritime officers' certificate are syntactically and lexicallychallenging for Japanese maritime students who want to work as navigational officers in an international shipping industry. English
texts in the examination are extracted from maritime legal documents and they have not only complicated syntactic structures but also
maritime legal vocabulary. In addition, students have not sufficient knowledge of maritime English vocabulary (Ito et al., 2015; Fujirai etal., 2021; Mizushima, 2023). I created a word list based on a corpus compiled from 56 texts used in past examinations, employing the
integrated values of word frequency and range (i.e., the number of texts in which each word appears) (Ishikawa, 2018) as extraction andordering criteria. Following words were excluded from the list: words in New JACET 8000 word list that are widely used in Japanese juniorhigh school English textbooks; maritime loan words; and words with low frequency, narrow range, or low learning value. The final 278
words (the 2nd-grade Maritime Examination Word List) cover more than 25% of the original corpus. The final list covers more words thanthat of two previous maritime word lists. If 278 words have been learned in advance, students can easily comprehend the texts without
referring to their dictionaries frequently, allowing them to focus on text comprehension and translation tasks. However, usefulness of thislist must be tested based on clearer standards for comparing multiple word lists.
81641 | AI and the Future of English Language Teaching
George Wilson, British Council, FranceThis session will explore the ways in which AI is impacting the teaching of languages around the world. How will this new technology
change how learners learn languages in the future? Will it make the learning process more active, or will students in the future rely
passively on the software’s translation and composition capabilities? Will teachers manage to harness this new tool to create dynamic,
active classes? Indeed, will language learning itself become redundant? The talk will draw on the British Council’s recent research report
into AI and Language Learning. The study asked 1348 English-language teachers from 118 countries and regions to share the ways inwhich they make use of AI in their teaching, as well as their hopes and fears for the future. It also analysed in-depth interviews with agroup of 19 practitioners and decision makers from a range of geographies, including, government representatives, researchers fromhigher education, and EdTech sector experts. The session will present the report and its findings before encouraging participants tocomment and discuss these considering their own experiences. It is hoped that the report and the session will help practitioners adapt
and prepare for a future in which AI will be a highly present part of language teaching and learning.

Higher Education
78074 | Effects of 3D Self-Efficacy, Interest, and Fulfillment on 3D Design Performance
Shih-Chieh Hung, Southern Taiwan University of Science and Technology, Taiwan
Shu-Ching Yang, National Sun Yat-Sen University, Taiwan
The "3D Scene Modeling Course," integrating Project-Based Learning, Task-Based Learning, and Studio Thinking strategies, delves into 3D
digital archiving in a university elective. 43 proficient students participated, employing scales of 3D design self-efficacy, learning interest,and fulfillment. PLS-SEM validated factors influencing 3D design performance, revealing digital archiving significantly boosts self-efficacy
and motivation. Elevated self-efficacy links positively to increased interest (β= .441, t = 3.931, p < .001) and fulfillment (β= .575, t =6.278, p < .001), while greater interest associates with improved 3D design performance (β= .514, t = 2.958, p < .01). Heightened selfefficacy (β= .309, t = 2.731, p < .01) and fulfillment (β = .230, t = 2.307, p < .05) indirectly contribute to superior 3D design outcomes. This
study, utilizing specific scales, integrates innovative learning strategies into 3D design education, shedding light on factors influencing
self-efficacy, interest, and fulfillment. Educators can leverage these insights to craft effective strategies fostering student motivation,
engagement, and 3D design proficiency. Future research may explore additional scales or methodologies to enhance understanding andoptimize learning outcomes in 3D design education.

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PCE2024 Pre-Recorded Virtual Presentations
78780 | Evaluating Pedagogical University Preparation for Educators of Tomorrow
Rena Alasgarova, The Modern Educational Complex Named in Honour of Heydar Aliyev, Azerbaijan
Jeyhun Rzayev, ADA University, Azerbaijan
This qualitative research aims to explore how students pursuing a master’s degree in educational leadership in Azerbaijan view the
profile of a teacher of tomorrow. Through a group assignment, the MA students (n = 163) created this teacher profile, highlighting
the necessary skills, qualities, and approaches to effectively educate and engage with the new generation of students. One-on-one
interviews with MA students were conducted to gather their insights on whether pedagogical universities adequately prepare theirstudents to fit the designed teacher profile. To address potential selection bias, a diverse representation of MA students was ensured.
Interviews continued until data saturation was reached. The thematic analysis of the codes that emerged from 21 interviews showedthat the main areas for development are incorporation of technology into learning, alignment with educational trends, and more practicaltraining opportunities. The next step of the research involved a comprehensive review of the BA program syllabi at various pedagogicaluniversities in Azerbaijan. The review focused on key components such as the inclusion of relevant courses, practical teachingexperiences, and the integration of contemporary educational theories. By analyzing the syllabi, the research sought to determine whether
the foundational education provided by pedagogical universities aligns with the evolving needs of the new generation of students to
identify gaps, strengths, and areas for improvement in the preparation of future educators. The qualitative nature of the research may limit
generalizability, and further research with a larger and more diverse sample could provide a more comprehensive understanding of theissues discussed.
78813 | Understanding Orientalism with Edward Said’s Vision from a Global Academic Perspective: English Literature of HED Studies
Questions Orientalism and Globalization
Azmi Azam, University of Arizona, United States
The representation of the non-west in English literature of Higher Education has the potential to facilitate more spaces to question theideas of orientalism, racism, and globalization. Non-western scholars of colors constantly question the validities and definitions madeby the western white community of scholars. The number of analyses dealing with orientalist representations in the United States andaround the globe is on the rise. Western authors and their viewpoints have historically dominated English literature. But there has beena growing movement to include more diverse voices and perspectives in the canon. This movement has the potential to challenge anddisrupt the dominant narratives of Western cultural superiority and to create more opportunities for critical engagement with issues ofrace, culture, and power in the domain of Higher Education Studies. By implementing a few academic and critical measures, it is possible
to achieve a curricula in HED that better reflect the diverse realities of the world we live in, delighting in its rich heterogeneity whilechallenging harmful stereotypes and prejudices.
80481 | The Contribution of Paulo Freir’s Pedagogy to Nursing Education
Olga Ribeiro, Lusófona University, Portugal
Nursing education has undergone transformations over time, with the dissociation of theory from practice being favored. PauloFreire's thinking is in line with the construction of a reflective education, an experience of solidarity, with human and social relations. In
nursing education, it is possible to apply active methodology involving student participation and commitment to the learning process.
However, methodologies based on Paulo Freire's theoretical principle value "knowing how to be" and not just "knowing how to do", whichis considered relevant to the education of future nurses. In this way, the main purpose of nursing education should be care: human,
professional, ecological and social. The purpose of this article is to discuss the articulation of some concepts worked on by Paulo Freirein teaching, mentioning significant reflections for the construction of transformative knowledge in nursing students.
81855 | Selectivity in Access to University: Predictive Value and Equity in a Public University in Peru
Oscar Silva Rojas, Pontificia Universidad Católica del Perú, Peru
Every year, more than 300,000 high school graduates take the admission test for public universities in Peru, but barely two out of every
ten are accepted. This study examines the predictive validity of admission tests at a Peruvian university and considers their associatedequity issues. Using a sample of pre-existing data from two selection processes in 2008 (N = 3762) and 2018 (N = 3768), the preset
study analyzed the regression coefficients and the correlations of the predictors with the first-year grade point average (FYGPA). In both
admission exams, the test score was not a predictor of performance in the FYGPA, explaining between 0 and 2.2% of the performancevariance (p values = 0.886 and 0.001, respectively), and also showing values in the very weak category in the correlation analysis (0.014
and 0.137; p = 0.338 and 0.001). In contrast, high school grades were a better predictor, explaining 12.9% of the variance of academic
performance. Significant inequalities were highlighted in the test scores based on the candidates' school type. Additionally, differential
prediction was also found only in the 2008 test, favoring private school pupils. Furthermore, over 80% of the items in the 2018 test fell into
the category of low discrimination. This study provides empirical proof of the almost non-existent predictability of tests constructed by
non-experts and compelling evidence in support of the use of standardized exams, which guarantee sufficient levels of predictability as
well as minimize access bias.

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PCE2024 Pre-Recorded Virtual Presentations
81919 | The Impact of COVID-19 on Chilean University Students: Obstacles that Impacted Their Effective Online Learning
Silvina Zapata, Universidad Andrés Bello, Chile
Anthony Onwuegbuzie, University of Johannesburg, South Africa
The overarching goal of this comprehensive meta-methods research study, which entailed a thorough integration of multiple methods research
approaches and mixed methods research approaches, was to explore the impediments faced by students at a Chilean university. These challenges
obstructed their effective engagement in remote learning during the exigent circumstances of emergency remote teaching and learning brought
about by the COVID-19 pandemic. Specifically, a total of 354 students participated by completing an online questionnaire. WordStat 8.0.29
topic modeling, involving a crossover mixed analysis method, which was utilized to analyze the students’ open-ended responses, revealed thefollowing four challenge themes that categorized the array of challenges faced by the students: Motivation, Time Management, Mental Health,and Learning Challenges. Further, a canonical correlation analysis revealed two statistically significant canonical functions that represented themultivariate relationship between four demographic variables (i.e., gender, age, child status, work status) and the four emergent challenge themes.
Applying latent class analysis, which involves the process of qualitizing, yielded three distinct student profiles: (a) a cluster characterized byTime Management cluster, (b) another cluster centered around Mental Health cluster, and (c) a cluster interwoven with Motivation and Learning
Challenges. Deconstructing these themes based on demographic variables led to the discernment of subgroups that are particularly vulnerable withrespect to each specific challenge. The ramifications of these findings, in conjunction with other insights, are thoroughly explored and discussed.

International Education
79184 | The Need for Financial Education: Current Status and Future Opportunities in UAE Schools
Karima Almazroui, Mohamed bin Zayed University for Humanities, United Arab Emirates
Financial education plays a crucial role in empowering individuals to make informed financial decisions and navigate the complexities ofthe modern financial landscape. However, the current state of financial education in the United Arab Emirates (UAE) schools is lacking,necessitating the improvement and expansion of financial literacy programs. Financial literacy is the ability to understand and apply financial
knowledge, skills, and attitudes to make informed decisions about money management. This research paper aims to examine the statusof financial education in UAE schools and explore future opportunities for enhancing financial literacy among students. A survey of 139
students from various UAE schools was conducted to assess their level of financial literacy and gather insights into their attitudes towards
money. The findings revealed that while students had a basic understanding of traditional financial products, their knowledge of newer
financial products was lacking. Research recommends that UAE schools prioritize the implementation of comprehensive financial education
programs that cover a wide range of financial topics, including budgeting, saving, investing, and managing debt.

Interdisciplinary, Multidisciplinary & Transdisciplinary Education
81993 | Using Data Comics to Communicate Complex Pandemic-Related Information: A Pilot Workshop With Illustration Students
Júlio Dolbeth, University of Porto, Portugal
Cláudia Lima, Lusófona University, Portugal
Marta Fernandes, Polytechnic Institute of Porto, Portugal
Heitor Alvelos, University of Porto, Portugal
This article details and analyses a workshop conducted with students of the MA in Illustration, Publishing and Printmaking of the Universityof Porto, Portugal. The workshop explored the articulation of narrative illustration and science communication in order to render complex,
COVID-19-related information accessible to a broader public. It began with a presentation of relevant theories and methodologies of science
communication. Students were then invited to respond to three COVID-related briefings on media communication inconsistencies: "Peak
Pandemic Oscillations”, “On Tuesdays Cases Rise!” and “Poorly Done Math!”. Methodologically, participants followed a process of ideation,
sketching, and refinement: unpacking statistics and public health messaging, and weaving data-driven insights, creative expression andvisual storytelling. The convergence of data and illustration facilitated nuanced interpretations of the pandemic, particularly in respect tothe presentation of complex data as a sequential narrative, rather than a single image or chart. The resulting data comics pointed towards
an added potential for engaging and informing broader audiences with complex public health information. Six of the workshop outcomes
were presented as part of the exhibition “o_U: an exhibition of meme symptoms and side effects”, presented at Maus Hábitos, a leading
cultural intervention center in Porto, Portugal, in March 2024. As a space geared towards a younger clientele, Maus Hábitos has provided an
appropriate context for performing the external validation of the workshop outcomes. The workshop and exhibition are part of the ongoing
exploratory project “An Infodemic of Disorientation: communication design as mediator between scientific knowledge and cognitive bias”.

Language Development & Literacy
80020 | Supporting Students Impacted by Poverty Through Literacy Methods, Resources, and Strategies
Amy Clark, Buena Vista University, United States
Jill Tussey, Buena Vista University, United States
Leslie Haas, Xavier University of Louisiana, United StatesChildren across the world are living at various levels of poverty. The challenges and barriers faced by families living in poverty areimportant considerations for educators as they plan for instruction and create positive learning environments. Rodrigues (2020)highlights that families who live at or below the poverty level “often have to choose between sending their child to school or providing
other basic needs. Even if families do not have to pay tuition fees, school comes with the added costs of uniforms, books, supplies, and/or exam fees” (para. 5). As families may struggle with decisions to send their children to school, it is critical that educators are preparedto support students while at school and not underestimate the challenges and sacrifices that families may endure. The effects of living
in poverty can have a direct influence on learning. Poverty impacts on literacy in and out of the academic setting are numerous. However,
Giovetti (2020) highlights that “literacy is a powerful tool against poverty. If all students in low-income countries had basic reading skills,
171 million people could escape extreme poverty. Illiteracy comes at a high price” (para. 9). This presentation will discuss educational
challenges associated with poverty and will offer readers classroom resources, instructional materials, and out-of-school activities toutilize in the academic setting. The authors will specifically share examples of digital storytelling, fan fiction, mentor texts, and video
game quests.

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PCE2024 Pre-Recorded Virtual Presentations
Learning Experiences, Student Learning & Learner Diversity

80742 | Implementation of Blended Learning in Hospitality Education and Training in Kumasi Technical University: Challenges andRecommendation for Success
Evelyn Catherine Impraim, Kumasi Technical University, Ghana Vida Commey, Kumasi Technical University, Ghana Harrietta Akrofi-Ansah,
Kumasi Technical University, Ghana Lois Vigil Commey, Kwame Nkrumah University of Science and Technology, Ghana
The Covid-19 pandemic became the facilitator of blended learning which has now become an integrated teaching and learning framework
for academic institutions across the globe. Ghana has over the past decade developed its digital infrastructures, making adoption
and acceptance of technologically inclined teaching and learning models within the Technology Acceptance Model theoretical model
relatively easier. The TAM advances two arguments that portray the acceptance of new models based on perceived benefits andchallenges. Several higher learning institutions in Ghana have implemented blended learning, nonetheless, little empirical knowledge
has been established regarding the effectiveness, benefits, and challenges of the new learning model. Thus, the impact of blended
learning on the effectiveness of teaching and learning practical-based academic programs such as tourism and hospitality, has notbeen widely established in literature. This study employs a quantitative research design to develop empirical narratives addressing theabovementioned research gap. Data is gathered from hospitality lecturers and students at three public Universities in Ghana througha five-point Likert scale questionnaire. The data analysis approach used Descriptive statistics (mean, standard deviation, and relative
importance ranking). The main challenges with the online sessions had to do with internet connectivity, power fluctuations, and the lackof technological gadgets such as smartphones, laptops, and computers on the part of students. Facilitators' challenges are with classcontrol issues and low turnovers during online sessions. Resolutions of the research gap are expected to provide the basis for practiceand policy revisions regarding the blended-learning framework of hospitality education. The study also makes theoretical implications bybroadening the literature on the effectiveness, benefits, and challenges of blended learning within the framework of TAM.

Mind, Brain & Psychology
78498 | Bringing Wellness into the Elementary Classroom
Jill Tussey, Buena Vista University, United States
Jessy Bibler, Buena Vista University, United States
Michelle Metzger, Buena Vista University, United States
Leslie Haas, Xavier University of Louisiana, United States
As many educators have discovered, mental health and wellness are areas of needs that continue to grow. Increasing the focus of
wellness by embedding activities and materials into various classroom settings is one way that educators can help support theirstudents. Literacy and math blocks as well as physical education classrooms can bring in books and team building activities. Students
will have opportunities to practice techniques and read about other children who have increased their focus on wellness. When children’s
minds are not at peace, learning is often hindered. In addition, when students are stressed and unable to calm themselves, negative
behaviors are often displayed in the classroom setting. Negative behaviors can lead to an entire classroom being disrupted. Attendees
will receive examples of activities that can be embedded into their literacy and math blocks and physical education classroom. Multiple
examples of hands-on manipulatives and books will also be shared with the individuals. During the presentation, the presenters will also
share ways to engage families in the wellness journey. As educators with over decades of experience, we feel that family involvement is a
key component for student success. Deep breathing techniques, yoga, and pilates are just a few examples of how physical movement canhelp calm the brain when embedded in the classroom settings. While the focus is mainly on the elementary classroom, the information
would be valuable for college instructors as well. The content, resources, and materials can be embedded in their higher education
classes.

Nurturing Creativity & Innovation: New, Innovative & Radical Education
81994 | Creativity Dispositions Mediate the Influence of Mindful Learning on Self-Efficacy of Creative Problem-Solving During SDGs
Practices
Chia-Hsiang Ma, National Chengchi University, Taiwan
Yu-chu Yeh, National Chengchi University, Taiwan
Xingzi Yu, National Chengchi University, Taiwan
Ming Wei Gabriel Chua, National Chengchi University, Taiwan
Cultivating the capacity for creative problem-solving to attain the Sustainable Development Goals (SDGs) has received significant
attention in higher education since the inception of the SDGs in 2015. Prior research has demonstrated that mindfulness-based learning
can enhance one's self-efficacy in creativity. Moreover, creativity dispositions have been identified as predictors of self-efficacy increativity. However, the specific influence of mindful learning and creativity disposition on self-efficacy in creative problem-solving
remains unexplored. Accordingly, this study aimed to explore the interplay between mindful learning, creativity disposition, and selfefficacy in creative problem-solving within the context of Sustainable Development Goals (SDGs) practices. A 16-week experimental
instructional program was implemented within a liberal education course, involving 44 college students as participants. The instructionalframework leveraged the Canvas platform, emphasizing mindful learning through deliberate habit changes, creative problem-solving
exercises, and self-reflection. Process model analysis revealed that creativity disposition served as a complete mediator between
mindfulness in digital learning and self-efficacy in creative problem-solving throughout the SDGs pursuit. Essentially, the impactof mindful learning on creative problem-solving efficacy was mediated by the cultivation of creativity dispositions. These findings
underscore the importance of incorporating mindful learning practices into digital learning environments to enhance creative problemsolving skills, particularly in the context of achieving SDGs.

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PCE2024 Pre-Recorded Virtual Presentations
Primary & Secondary Education
77930 | Home-School Partnerships in Disadvantaged Rural Secondary Schools: Perspectives of Parents and Teachers on Challenges
Innocent Anazia, Ulster University, United Kingdom
Home-school partnerships make significant contributions to the academic outcomes of students in areas such as attendance,
achievement, and graduation, regardless of their geographical locations and background characteristics. However, efforts of homes
and schools to work together are often fraught with barriers. This poster presentation draws on qualitative data extracts, from a larger
PhD study which examines home-school partnerships in deprived rural areas in Nigeria, in advancing knowledge on the challenges
encountered by teachers and parents of at-risk children in working together to support the students. Interview data from the accountsof parents and teachers show that tensions and challenges experienced by the sampled schools and homes emanate from thestudents themselves, their homes, schools, and the community. These challenges include students’ negative attitude towards school,
parental poverty, disciplinary practices in schools and community violence. Because the study aims to develop a framework of parental
involvement, particularly for schools operating in disadvantaged contexts, it is premised that understanding the unique challenges ofpartnerships in rural contexts are important steps towards advancing practical solutions on how parents and homes can work together tosupport students at risk of educational disengagement.

Teaching Experiences, Pedagogy, Practice & Praxis
78111 | Developing Strategies to Improve Student Teachers’ Performance in the Module “Introduction to Classroom Research” at a Universityof Technology
Mokete Letuka, Central University of Technology, South Africa
Introduction to Classroom Research (IER41ES) is a module that fourth-year Bachelor of Education (B-Ed) students must pass to obtain
their teaching qualification. Over the last three years the module recorded considerably poor students’ performance. The purpose of thispaper is to explore the reasons for poor students’ performance in the module, and further suggest ways of improvement. PedagogicalContent Knowledge was used as the theoretical framework that underpinned this study. Twenty student teachers and four lecturers were
purposefully selected at a university of technology as participants in this study. Semi-structured interviews were used to generate datafrom the participants. The study found that B-Ed students had a negative attitude towards this module, and they were challenged by theconcepts that they were introduced to for the first time at fourth year level. Furthermore, this study found that lecturers do not use
innovative teaching methods to enhance understanding and neither do they cater for diverse student needs in terms of learning styles. It
is recommended that innovative teaching methods should be used to accommodate diverse student needs and regular student-lecturer
consultations beyond the borders of lecture venues should be granted. It is further recommended that concepts related to research be
gradually introduced from the first year of study for students to become familiar with.
80736 | Exploring Pedagogies Available for Skill Acquisition in Hospitality and Student’s Preference
Harrietta Akrofi-Ansah, Kumasi Technical University, Ghana
Lois Commey, Kwame Nkrumah University of Science and Technology, Ghana
Evelyn Catherine Impraim, Kumasi Technical University, Ghana
Skill acquisition is a very important aspect of hospitality/tourism teaching delivery. It is considered important since it is a vital industry
expectation in the service sector. The main aim of the study is to explore the pedagogies available for teaching skills and the perceptionof hospitality/tourism students on the best pedagogies that help them in the world of hospitality/tourism work and hospitality/tourism
education. The study adopted a cross-sectional survey and qualitative approach. An in-depth semi-structured interview was conducted
involving two hundred (200) hospitality/tourism students in the hospitality/tourism industry. The study findings will be used to help
lecturers improve their delivery of hospitality skills at both operational and management levels. The study recommendation will assist
both academia and industry and improve close collaboration between educators and industry players so that students leave schoolwell-equipped for work.
80838 | Distance Learning Experiences Since the Pandemic: A Qualitative Study in the Italian Context
Alessandro Maculan, University of Padua, Italy
Carmela Lillo, Fondazione Patrizio Paoletti, Italy
Tania Di Giuseppe, Fondazione Patrizio Paoletti, Italy
Grazia Serantoni, Patrizio Paoletti Foundation, Italy
As with other social contexts, the school has had to face the major challenges of the health emergency, requiring timely measures thathave taken different forms over time. This paper will present the main findings of a qualitative research conducted through semistructured interviews with Italian students from six different school institutes between May and June 2022. The results analyse students'
narratives about their evolving school experience. The initial and inevitable use of distance learning fostered feelings of anonymity andisolation and made socio-economic inequalities – particularly related to the technological resources owned by students – more
noticeable, generating concerns about the perceived quality of students' learning. However, at the same time, several students
emphasised positive aspects, such as more time for themselves and less anxiety when facing the exams. With the passage of time andthe gradual attempt to return to face-to-face teaching methods, the students experienced the happiness of meeting their classmatesagain but also reported uncertainty, disorientation and alienation. Nevertheless, the students' narratives also highlight their great capacity
to cope with the uncertainty and sudden changes in teaching methods that have characterised the past year, enhancing their resilienceand ability to adapt to different learning methods. These findings may allow for a deeper reflection on future directions to be taken in thefield of teaching in a world in constant evolution.

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PCE2024 Pre-Recorded Virtual Presentations
81324 | Say What, Steve: Active Learning Activity to Foster Reflective Thinking
Rym Ghimouz, Zayed University, United Arab Emirates
Giancarlo Nannini Escher, Anhembi Morumbi University, Brazil
Renata Aparecida Miyabara, Uninovafapi University Centre, Brazil
Ovidiu Constantin Baltatu, Uninovafapi University Centre, Brazil
Luciana A. Campos, Anhembi Morumbi University, Brazil
The current study discusses a 'Say What, Steve' activity designed to engage undergraduate students majoring in Computational Sciencesin coming up with meaningful questions based on a motivational lecture given by the late Steve Jobs to MIT students thirty years ago.
This teaching method aims to inspire students to generate insightful questions pertinent to their academic and professional endeavors, toultimately help them enhance their reflective inquiry skills. Jobs’ lecture was not used in educational settings, making it a fresh andpotentially inspiring resource for students to develop their cognitive inquisitiveness, passion for computer science, and desire to create asubstantial impact in their field. Undergraduate students pursuing a degree in Computational Sciences were tasked with viewing Steve
Jobs' pitch, which lasted approximately for 1.5 hours. They were then instructed to compile a set of inquiries they would ask Steve Jobs if
given the opportunity. Following the completion of the activity, a survey was conducted through the mentimeter software (www.
mentimeter.com) to collect the students' evaluation of the assignment and to gauge their perception. This activity not only challenged
students to critically analyze Jobs' original ideas, but also allowed them to demonstrate their reflective inquiry skills by crafting clever andmeaningful questions. The manuscript emphasizes the importance of inventive pedagogical methods, such as the introduction ofwell-known figures like Steve Jobs and the promotion of open-ended questioning, establishing a conducive environment that fosters
intellectual curiosity. This in turn, enhances students' academic performance and personal growth.
81823 | Examining the Impact of Flipped Classroom Models on Academic Performance: A Quasi-Experimental Study Among Emerging,
Developing, and Secure Students
Sahrunizam Kasah, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei
This study sought to examine the effects of original flipped classroom model (oFCM) and extended flipped classroom (eFCM)
instructions in comparison to traditional classroom model (TCM) instruction on academic performance across various proficiency levelsof students categorised as emerging, developing, and secure. The objectives were to evaluate the efficacy of each instructional approachand to ascertain whether the advantages of flipped classroom models differ among students with varying proficiency levels. By utilising aquasi-experimental design, participants were allocated to TCM, oFCM, or eFCM groups. Pre-test and post-test assessments wereconducted and analysed using two-way ANOVA to compare the groups academic performance. The results revealed significant
differences in academic outcomes among emerging students, with notable improvements observed in the oFCM and eFCM groups
compared to the TCM group. Conversely, no significant differences were discerned in the academic performance of developing andsecure students across instructional approaches. These findings suggest that flipped classroom models offer distinct benefits for
struggling learners but may not yield additional advantages for students already excelling academically. In conclusion, this study offers
valuable insights into the varied impacts of instructional approaches on academic performance among students with different proficiency
levels, underscoring the potential of flipped classroom models to bolster support for struggling learners in educational settings. Further
research is warranted to explore the enduring effects and implementation strategies of flipped classroom models across diverse student
populations and academic contexts.
81960 | Fostering Students’ Character in Worst Times Through Human Education: The Importance of Teacher’s Role and Attitude According
to Value-Creating Education
Valentina Dughera, De Paul University, United States
This paper examines the situation in which students are growing in these years impacted by a global pandemic and climate change’s
effects when conspiracy theories and pessimistic views have arisen even stronger. Students are exposed to them, most of all throughsocial media. This study is questioning, which role as teachers we should cover. What is the perimeter in which teachers can act for
cultivating hope and empowerment in students’ minds. Considering the priority to teach students how to recognize truth and create value
from that, the author suggests how to cultivate this kind of forma mentis in class with the purpose of fostering empowered future global
citizens. The Author, speaking to educators, underlines the significance of Value-Creating education. The study takes into consideration
students from 7th grade and is developed among Curriculum Studies, specifically linked to Ikeda/Soka studies and Value-Creating
education.The study contributes to post-humanistic discussion about “what makes us human?” and “what to include in curriculum inorder to foster humans?” through the lens of two interdependences between a) Human and social construct and b) Human andtechnologies. Findings and conclusion can help designing a specific curriculum for teachers’ education. This is a conceptual/theoretical
study. Methodology: qualitative research based on observation of students’ reactions in Author’s classes. Primary sources are belonging
mostly to the corpus of literature in Ikeda/Soka studies, linked to Curriculum Studies. Some predominant literature in the field of posthumanism is considered. The correlation of the three fields is conduct under the lens of interdisciplinarity.

142 | IAFOR.ORG | PCAH/PCE2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)

NotesLike us on Facebook at facebook.com/iaforjapan | PCAH/PCE2024 | IAFOR.ORG | 143

Notes144 | IAFOR.ORG | PCAH/PCE2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)

Reviewers
IAFOR depends on the assistance of a large number of international academics
and practitioners who contribute in a variety of ways to our shared mission ofpromoting international exchange, facilitating intercultural awareness, encouraging
interdisciplinary discussion, and generating and sharing new knowledge. Our academic
events would not be what they are without a commitment to ensuring that international
norms of peer review are observed for our presentation abstracts. With thousands ofabstracts submitted each year for presentation at our conferences, IAFOR relies onacademics around the world to ensure a fair and timely peer review process in keepingwith established international norms of double-blind peer review.
We are grateful for the time, effort, and expertise donated by all our contributors.

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PCAH2024 Review Committee
Dr Nouf Alsuwaida, University of Hail, Saudi Arabia
Dr Kathleen Brown, Kurume University, Japan
Dr Nino Goderdzishvili, Georgian National Museum, Georgia
Dr Kikue Kotani, Nihon University Graduate School (retd), Japan
Professor Rebecca Lind, University of Illinois at Chicago, United States
Dr Reena Mittal, MJPRU, Bareilly, India
Dr Hina Nandrajog, Vivekananda College, University of Delhi, India
Dr Rasiah Rasiah, Halu Oleo University, Indonesia
Dr Nadine Zahreddine, Antonine University, Lebanon

PCAH2024 Senior Reviewers
Dr Doaa Aldihaymawee, Islamic University of Najaf, Iraq
Dr Sukant Suman, Indira Gandhi Centre for Atomic Research, India
Dr Yvonne, Chin Chen Yong, Ministry of Education, Brunei Darussalam, Brunei
Dr Alongkorn Parivudhiphongs, Chulalongkorn University, Thailand
Dr Tania Sheikhan, University College London, United Kingdom
Dr Lesley Thornton-Cronin, Humber College, Canada
Dr Chayanika Uniyal, University of Delhi, India
Dr Maude Wiltshire, NYC Public Schools, United States
Dr Khonzi Mbatha, University of South Africa, South Africa
Dr Lars Bjork, University of Kentucky, United States
Dr Wilfried Swoboda, University College of Teacher Education Vienna, Austria

PCAH2024 Reviewers
Professor Jacqueline Kolosov, Texas Tech University, United States
Dr Golam Rabbani, Toronto Metropolitan University, Canada
Dr Wafa Alkhatib, AlZaytoonah University of Jordan, Jordan
Dr Imran Alrashdan, The University of Jordan, Jordan
Professor Mahdi Alzoubi, The Hashemite University, Jordan
Dr Rowland Amaefula, Alex Ekwueme Federal University Ndufu-Alike, Nigeria
Dr Jeongwon Bourdais Park, University of Nottingham Ningbo China, China
Dr Manjari Chakrabarty, Visva Bharati (Central University), India
Dr Ling Sayuri Chen, International Research Center for Japanese Studies (retd), Japan
Professor Pinar Di̇nç Kalayci, Gazi University, Turkey
Dr Tushabe Emmy, University of Tourism Technology and Business Studies, Rwanda
Dr Daniel Gilmore, NYU, United States
Dr Ma Hsiao Ying, National Taiwan Normal University, Taiwan
Dr Maureen Klos, Nelson Mandela University, South Africa
Professor Pedro Mendonça, Université du Québec en Abitibi Témiscamingue, Canada
Dr Angelique Nairn, Auckland University of Technology, New Zealand
Dr Chak-kwan Ng, Hong Kong Metropolitan University, Hong Kong
Dr Prapin Nuchpiam, National Institute of Development Administration (NIDA), Thailand
Dr Daniela Stanciu-Păscărița, Lucian Blaga University, Romania
Dr Mukesh Yadav, University of Engineering and Management, Jaipur, India
Dr Rose Capulla, Visayas State University, Philippines

146 | IAFOR.ORG | PCAH/PCE2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)PCE2024 Review Committee
Dr Adeshina Adeniyi, University of Mohammed VI Polytechnic, Morocco
Dr Samra Afzal, National University of Modern Languages, Islamabad, Pakistan
Dr Cristina Marie Balderama, Romblon State University, Philippines
Dr Rachmie Sari Baso, Akademi Bahasa Asing Balikpapan, Indonesia
Dr Yinghung Chiang, UnitedHeath Group, United States
Dr Nancy Everhart, Florida State University, United States
Dr Alexander Ibni, Zamboanga Peninsula Polytechnic State University, Philippines
Dr Hassiba Koriche, University of Ain Temouchent, Algeria
Dr Rolando Magat Jr, Rizal Technological University, Philippines
Dr Flaminia Malvezzi Campeggi, University of Verona, Italy
Dr Wafaa Metwalli, Misr International University, Egypt
Dr Leonardo Munalim, Philippine Women's University, Philippines
Mr Mahmoud Sultan Nafa, City University Ajman, United Arab Emirates
Dr Kwok Pak Keung, Lufier Consulting, Hong Kong
Professor Avvaru Ramakrishna, Osmania University, Hyderabad, India
Professor Christian Schachtner, RheinMain University of Applied Sciences, Germany
Professor Rob Townsend, Laurus Higher Education, Australia
Dr Janet Valdez, Bulacan Polytechnic College, Philippines

PCE2024 Senior Reviewers
Dr Norma Flores González, Benemérita Universidad Autónoma de Puebla, Mexico
Dr Efigenia Flores González, Benemérita Universidad Autónoma de Puebla, Mexico
Professor Geanina Havârneanu, "Alexandru Ioan Cuza" University in Iași, Romania,
Dr Sanjeev Kumar, Jindal Global Business School, O.P. Jindal Global University, India
Dr Rena Alasgarova, The Modern Educational Complex Named in Honour of Heydar Aliyev, Azerbaijan
Dr Audrey Hudson, Art Gallery of Ontario, Canada
Dr Sahrunizam Kasah, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei
Dr Zhengli Xie, The Hong Kong Polytechnic University, Hong Kong
Dr Sarah Attia, Oman College of Management and Technology, OmanDr Shontale Bryant, University of Memphis, United States
Dr Mauryn Nweke, University College London, United Kingdom
Dr Nolwazi Qumbisa, Central University of Technology, Free State, South Africa
Dr Robeela Shabbir, Punjab Curriculum and Textbook Board Lahore Pakistan
Dr Barbara Tam, Hong Kong Polytechnic University, Hong Kong
Dr Silvina Zapata, Universidad Andrés Bello, Chile
Dr Fedor Duzhin, Nanyang Technological University, Singapore
Dr Taiwo Oladipo-abodunwa, The Polytechnic, Ibadan, Nigeria
Dr Hanna Olasiuk, O.P. Jindal Global University, India
Dr Lourdes Nieva, Central Bicol State University of Agriculture-Sipocot, Philippines
Professor Luciana A. Campos, Anhembi Morumbi University, Brazil
Professor Sandiso Ngcobo, Mangosuthu University of Technology, South Africa
Dr Maritza Peña Becerril, Tecnologico de Monterrey, Mexico
Dr Kate Daubney, Freelance Consultant, United Kingdom
Dr Muhra Almheiri, The Art of Being Academy, United Arab Emirates
Dr Nokuthula Dlamini, Southern Africa Nazarene University, Swaziland
Professor Quy Ngo Thi Thanh, Thai Nguyen University Of Education, Vietnam
Dr Woudi Von Solms, University of Mpumalanga, South Africa
Dr Yaping Chen, Jiangxi University of Finance and Economics, Art of College, China
Dr Vida Commey, Kumasi Technical University, Ghana
Dr Monthon Kanokpermpoon, Thammasat University, Thailand
Dr Bonginkosi Hardy Mutongoza, University of Fort Hare, South Africa
Dr Grazia Serantoni, Fondazione Patrizio Paoletti, Italy
Like us on Facebook at facebook.com/iaforjapan | PCAH/PCE2024 | IAFOR.ORG | 147

PCE2024 Reviewers
Dr Kimberly Greene, University of Massachusetts Global, United States
Dr Leah Mckeeman, Kansas State University, United States
Dr Maria Efstratopoulou, UAEU, United Arab Emirates
Dr Shalena Fokeera-wahedally, Mauritius Examinations Syndicate, Mauritius
Dr Edouard Giudicelli, University Paul Valéry, Montpellier 3, France
Dr Abebayehu Messele Mekonnen, Addis Ababa University, Ethiopia
Dr Jonathan Molina, Digdig High School, Philippines
Professor Thaís Schmidt, Universidade Municipal de São Caetano do Sul, Brazil
Dr Goodness Tshabalala, University of Eswatini, Swaziland
Dr Iiris Tuvi, University of Tartu, Estonia
Dr Darryl Adams, University of Southern California, United States
Dr Gifty Edna Anani, University of Cape Coast, Ghana
Dr Maya Antoun, University of Balamand, Lebanon
Dr Walter Barbieri, University of Adelaide, Australia
Dr Reyhaneh Bastani, Bow Valley College, Canada
Professor Asya Berberyan, Armenian-Russian University, Armenia
Dr Nadiah Binti Ramlan, Universiti Sains Islam Malaysia, Malaysia
Dr Kathleen Brown, Kurume University, JapanDr Hilary Brown, Brock University, Canada
Dr Agnieszka Chalas, Nanyang Technological Yniversity, Singapore
Dr Mo Chen, University of Saint Joseph, Macau
Dr Paul Corrigan, City University of Hong Kong, Hong Kong
Dr Roy Dalisay, De La Salle Lipa, Philippines
Dr Nicholas De Jager, Akademia, South Africa
Dr Erika De La Barra, University of Santiago Chile, Chile
Dr Ann Diker, Metropolitan State University of Denver, United States
Dr Patrice Farquharson, Post University & CharterOak State College, United States
Dr Leyre Gambra, University of Navarra, Spain
Dr Adrian Gorke, University of Bordeaux, France
Dr Anderson Guimarães Guedes, Universidade Federal do Rio Grande do Norte, Brazil
Dr Gabriella Hizume, Western Paraná State University, Brazil
Dr Nguyen Huyen, Hanoi University of Science and Technology, Vietnam
Dr Jewel Kerr Jackson, Community College of Baltimore County, United States
Dr Samuel Kosolapov, Braude Academic College of Engineering, Israel
Dr Jaysveree Louw, Central University of Technology, South Africa
Dr Paulo Mangubos, Schools Division Office of Santa Rosa City (DepEd), Philippines
Dr Mohd Azuwan Maoinser, Universiti Teknologi PETRONAS, Malaysia
Professor Ljiljana Markovic, European Centre for Peace and Development UN University for Peace, Serbia
Dr Brooke Marton Mcgowin, Virginia Tech, United States
Dr Diroubinee Mauree-narrainen, University of Technology Mauritius, Mauritius
Dr Caroline Mcgarry, SETU, Waterford, Ireland
Professor Kirti Menon, University of Johannesburg, South Africa
Professor Chiharu Miyata, Kyoto Prefectural University of Medicine, Japan
Professor Ayako Nakai, Toyo University, JapanDr Beatrice Ngulube, Tshwane University of Technology, South Africa
Professor Tsogzolmaa Nyamaa, Mongolian National University of Education, Mongolia
Dr Peggy Pui-lai Or, The Education University of Hong Kong, Hong Kong
Dr Odunola Oshodi, Lagos State University of Education, Nigeria
Dr Giulia Pellizzato, Harvard University, United States
Dr Izabella Petriashvili, Ivane Javakhishvili Tbilisi State University, Georgia
Dr Sabrina Ramsamy-iranah, University of Mauritius, Mauritius
Dr Phananoi Rotchu, Suratthani Rajaphat University, Thailand
Professor Tarik Saadi, ISCAE, Morocco
Dr Rungrawee Samawathdana, Chulalongkorn University, Thailand
148 | IAFOR.ORG | PCAH/PCE2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)PCE2024 Reviewers (cont.)
Professor Eliane Saravali, Universidade Estadual Paulista "Júlio de Mesquita Filho", Brazil
Professor Volodymyr Savchuk, International Institute of Business, Kyiv, Ukraine & Royal Holloway
University of London, United Kingdom
Dr Thembeka Shange, University of South Africa, South Africa
Professor Cornelia Smith, TUT SA, South Africa
Professor Suat Sungur, Istanbul Kent University, Turkey
Professor Mamiko Takeuchi, Aichigakuin University, JapanDr Chian Ying Teo, International Medical University, Malaysia
Professor Cristina Vilaplana-prieto, University of Murcia, SpainDr Atthaboon Watthammawut, Srinakharinwirot University, Thailand
Professor Yu-chu Yeh, National Chengchi University, Taiwan
Dr Xueyu Zhao, Duke Kunshan University, China
Dr Junjun Chen, The Education University of Hong Kong, Hong Kong
Dr Amalia Creus, Universitat Oberta de Catalunya, Spain
Dr Michelle Eades-baird, Empire State University, United States
Dr Shih-chieh Hung, Southern Taiwan University of Science and Technology, Taiwan
Dr Ayesha Khan, McMaster University, Canada
Dr Troy Sarina, University of Technology Sydney (UTS), Australia

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Notes150 | IAFOR.ORG | PCAH/PCE2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)IAFOR Upcoming Events
2024-2025

international
interculturalinterdisciplinary

Tokyo

Barcelona

May 23-27, 2024

November 12-16, 2024

The 15th Asian Conference on Arts & Humanities (ACAH2024)
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The 5th Barcelona Conference on Education (BCE2024)
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Paris
June 13-17, 2024
The 3rd Paris Conference on Education (PCE2024)
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LondonJuly 11-15, 2024
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Kyoto
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(MediAsia2024)
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IncheonOctober 28-November 01, 2024
The Korean Conference on Education (KCE2024)
The Korean Conference on Arts & Humanities (KCAH2024)

Tokyo
November 26-29, 2024
The 16th Asian Conference on Education (ACE2024)

Honolulu
January 03-07, 2025
The 10th IAFOR International Conference on Education in Hawaii(IICE2025)
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Hawaii (IICAH2025)

Kuala Lumpur
February 21-25, 2025
The 5th Southeast Asian Conference on Education (SEACE2025)

Tokyo
March 25-29, 2025
The 11th Asian Conference on Education & International Development(ACEID2025)
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