The Future of Education Conference Proceedings 2024

1 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition 2 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition CONFERENCE PROCEEDINGS th 14 International Conference The Future of Education Hybrid Edition 19 June 2024 – Online Event 20-21 June – in Florence (Italy) FILODIRITTO INTERNATIONAL 3 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Log in to find out all the titles of our catalogue Follow Filodiritto Publisher on Facebook to learn about our new products ISBN 979-12-80225-60-3 ISSN 2384-9509 DOI: 10.26352/I620_2384-9509 First Edition July 2024 © Copyright 2024 Filodiritto Publisher filodirittoeditore.com inFOROmatica srl, Via Castiglione, 81, 40124 Bologna (Italy) inforomatica.it tel. 051 9843125 - Fax 051 9843529 - commerciale@filodiritto.com Translation, total or partial adaptation, reproduction by any means (including films, microfilms, photocopies), as well as electronic storage, are reserved for all the countries. 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In order to provide readers with Proceedings of highest quality we state the following principles of Publication Ethics and Malpractice Statement. 1) Editorial Board Pixel, the Chief Editor, coordinates the Editorial Board whose members are recognized experts in the field of innovation in education. The Editorial Board members are the experts involved in The Future of Education Conference Scientific Committee. The full names and affiliations of the members of the Editorial Board/Scientific Committee are provided in the related section of the Conference Web Site. The Editorial Office is based at Pixel, Via Luigi Lanzi 12, I-50134 Firenze, Italy. Email: foe@pixel-online.net 2) Authors and Authors responsibilities Authors are obliged to participate in the papers‟ peer review process, responding to the reviewers‟ feedback and making the requested corrections, retractions, modifications and/or integrations. 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These proceedings have ISSN code from CNR. 6 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Adult Education 7 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition E-tutoring in Online Education: The Case of IUL Telematic University Massimiliano Naldini1, Giorgio Cecchi2, Andrea Nardi3 IUL Telematic University, Italy1,2,3 Abstract In recent years, there has been a need to strengthen and rethink the role of tutors in e-learning and online education, where this figure has assumed an increasing importance, particularly following the changes brought about by the COVID-19 pandemic in distance education. The tutoring function plays an essential role in online education because the online training requires that students be adequately supported by specialised figures who can provide continuous support, guide them in their study paths, assist them in technological, methodological, and instructional aspects. Here we present the preliminary results of an ongoing research project conducted on tutoring of IUL – Università Telematica degli Studi. Specifically, the research project aims to investigate the composition of the IUL e-tutor community, identifying the actual practices carried out by e-tutors in terms of roles and relationships with their students; in terms of activated teaching and support; in terms of platform tools usage; and in terms of orientation and guidance strategies. In this paper we present the results obtained from the questionnaire that was administered to a group of IUL e-tutors (n=57). The questionnaire investigates several elements and dimensions: interests, educational and cultural background of the e-tutor; previous professional experiences, perceptions, and expectations about one‘s role; disciplinary, methodological, and socio-relational competencies; tutorship styles, practices, and strategies. The answer options for each question in the questionnaire are characterised by a 4point Likert scale with the following labels: ―Frequently‖, ―Sometimes‖, ―Rarely‖, ―Never‖. In this study, we focused on how often tutors perform certain tasks. The aim of the study is to evaluate the association between the frequency of carrying out these actions and some sociodemographic and academic characteristics of the tutors via an Ordinal Logistic Regression Model. The results are analysed and discussed. Keywords: earning; e-tutoring; higher education; teaching; online. 8 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Impact of Guidance and Assessment on Portfolio Assignments in Albanian High Schools Klodjana Skendaj University of New York, Tirana, Albania Abstract A student‘s portfolio consists of various assignments used as an evaluation method to reflect their achievement and learning outcomes as required in each subject. This research aims to present the situation regarding portfolio assignments and the assessment methodology offered by the pedagogical staff by analyzing students‘ perceptions and identifying the outcome and the validity of this grading system. It reviews how the educational institutions compiled and structured this grading system, comparing them to similar practices and formats in other countries and creating a general understanding of the aimed outcome and the actual situation. This study is centered on (i) Describing students' high school perception of the importance and relevance of the portfolio assignments in Albania, (ii) identifying the importance of clear structure and guidelines in the writing templates assigned to them: purpose, content, and benefits, (iii) Identifying the guidelines and instructions provided to teachers at high schools in Albania and analyzing their sufficiency in the teaching and evaluation process. This research used a quantitative approach by analyzing a sample of 374 online questionnaires delivered to students of private and public high schools in five major cities in Albania through Google Forms within eight months, from October 2022 to May 2023. The outcome showed that students had a significant absence of guidance on the portfolio assessment framework, adding the element of academic misconduct. It revealed a considerable lack of competence in composing original written works and a failure to attribute sources correctly. Keywords: portfolio assignments, assessment, writing, templates 9 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Language Models: Viable Strategies for Portfolio Assessment Per Arne Godejord Nord University Business School, Norway Abstract In the wake of heightened speculation surrounding ChatGPT, a prominent language model, this paper delves into the potential implications for portfolio assessment within university courses. ChatGPT, employing statistical computations to generate written text, has raised concerns about its impact on exam submissions conducted outside conventional settings [1]. This study, conducted from December 2022 to December 2023, assesses the viability of ChatGPT and similar language models in the context of portfolio assessment for university courses, specifically within ICT and Learning 1, ICT and Learning 2, and the MBA course ORG5005 – Digital Preparedness. Seven language model systems underwent evaluation based on their ability to generate proficient academic responses, emphasizing critical thinking and practical application. Tasks spanned information security, copyright matters, project work in ICT education, and digital preparedness. Despite the systems' endeavours, the results revealed resolute failure in addressing the specified tasks. Students relying solely on ChatGPT or similar systems without scholarly exploration and source analysis would receive an overall failing grade, lacking academic reflection and practical solutions. While the assessed systems fell short in producing satisfactory academic responses, this study refrains from dismissing the potential for future advancements. The failure of the current models does not negate the possibility that continued progress in ChatGPT, and comparable systems may address the extensive work requirements characteristic of the ICT and Learning study programmes and ORG5005 – Digital Preparedness in subsequent developments. Keywords: Portfolio Assessment, Continuing education, Language Models 10 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Tutoring Behaviours Taxonomy: Towards Just-In-Time Tutors‟ Support Przemyslaw Pawluk1,2, Judi McCuaig1, Shoshanah Jacobs1, Agnieszka Palalas3 University of Guelph, Canada1 George Brown College, Canada2 Athabasca University, Canada3 Abstract Tutoring is a vital tool complementary to traditional classroom teaching. It fulfils the need for personalized and on-demand support that cannot be satisfied by traditional classroom teaching in the crowded classrooms of the twenty-first century. Tutoring is especially effective in supporting the development of computational thinking and problem-solving skills, which makes it an important component of STEM education. To date, little research has been conducted to analyse the instructional behaviours involved in the tutoring process. This work first defines the different types of tutoring and the context in which they occur, then presents an overview of various taxonomies and models of teaching behaviours and finally classifies behaviours that are found in the tutoring context in a Tutoring Behaviours Taxonomy (TBT). Since the role of a tutor must be to guide the learner through the process at hand, as opposed to providing them with solutions, the TBT is focused on defining guiding and telling behaviours and identifying examples of the same. Ultimately, the TBT can inform tutor-training software that can be used to assess tutoring activities and provide tutors with feedback about their choice of actions. Keywords: Teaching behaviours · Taxonomy · Tutoring · Technology-augmented tutoring 11 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Base Groups for Educational Leadership: Enhancing Inclusion and Growth Atle Kristensen Nord university, Norway Abstract This study explores the role of base groups in an online and assembly-based further education program for principals and school leaders in primary and secondary education. The purpose of the study is to contribute to a deeper understanding of the significance of base groups in higher education, offering insights relevant to educational leaders and policy developers across the country. Huber [13] refers to the central question characterizing effective leadership education as whether and how the professional development of leaders has a positive impact, for example, on school goals. A premise is a strong integration between research-based knowledge and the self-development of leaders. Another premise is individual and local adaptation of content and methods. Based on these two premises, principal education is more problem-oriented than theme-oriented, which characterizes and is highlighted as particularly important in adult learning [1]. Johnson and Johnson [14] say that by promoting an inclusive and supportive environment, future school leaders are equipped with the necessary skills and perspectives to navigate and contribute positively to the dynamic field of educational leadership. Work in collaborative base groups where positive mutual dependency and individual accountability are central elements. Focusing on participants' experience of collaborative learning, a written evaluation with open questions is conducted after each physical gathering in the study. The theming and design of the questions are deductive in nature. However, unlike closed questions through checkboxes, participants in this evaluation have the opportunity to provide rich descriptions in their answers through text fields. The analysis shows nuanced differences between the responses from the different participants regarding success in their own learning [10]. Particularly, findings from the analysis suggest that work in base groups fosters learning, support, and professional growth characterized by openness, security, and diversity. This learning environment not only enriches the academic understanding but also strengthens personal development by promoting social, academic, and cultural inclusion. This is underscored by the students as they describe that participation in the group encourages academic development through discussions, exchange of experiences, and critical thinking, while also providing opportunities for networking and practical application of theories. By facilitating a learning environment characterized by diversity, inclusion, and collaboration, the base groups represent an important step towards a more inclusive and effective educational leadership. Keywords: basegroups, inclusive learning environment, individual adaptation, collaboration. 12 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Metacognitive Skills and Academic Motivation among University Students: Significance and Relationships Venelina Stoeva University of Plovdiv, Bulgaria Abstract The aim of the present study is to explore the levels and relationship between metacognitive skills and academic motivation among university students. The following two research instruments were used: 1) the Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and 2) a questionnaire assessing the level of academic motivation (Angel Velichkov, 2005). 151 survey participants between the ages of 18 and 56 participated in the study. A larger number of female individuals completed the questionnaires. The predominant profile is of students studying humanities. The factor of the profile of instruction has also been analyzed - the predominant profile is of students studying humanities, mainly psychology and pedagogy. The largest number of students is from Plovdiv University "Paisii Hilendarski". 66% of them are studying in bachelor's and 34% in master's program. Scales relating to declarative and procedural cognition, regulation of cognitive processes, and knowledge of strategies for their regulation were studied. It is hypothesized that there are high levels of regulation of cognitive functions among university students and medium levels of academic anxiety. A correlational analysis was also conducted to establish the relationship between the two constructs. No statistical significant correlational dependencies were found. Higher levels of metacognitive awareness were associated with higher levels of academic motivation. The results confirm the importance of forming and developing cognitive skills for carrying out a qualitative educational process, as well as for reducing high levels of anxiety related to academic achievements. Metacognitive awareness is a skill necessary to carry out an effective educational process. The development of skills to manage and guide cognitive processes is associated with the acquisition of competencies applicable to every area of an individual's life. Keywords: metacognitive skills, academic anxiety, regulation 13 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Ecological Education of Local Communities through Community Ecological Projects Case Study Differences between the Stated Purpose and the Pseudo-Ecological Solutions in Riverbank Development Monica Marian1, Bogdan Vasilescu2 Technical University of Cluj-Napoca, România1,2 Abstract Ecological education is an imperative of contemporary times for all age groups. Ecological development projects implemented within human communities aim to exploit urban spaces in an ecological manner. The urban community is generally divided into two currents: the utilitarian and the aesthetic, whose supporters focus on criteria that strictly serve human activities, respectively, the criterion of supporting biodiversity, promoted by a minority concerned with the welfare of the creatures with which they share the urban ecosystem. The case study presented in the present article refers to the project "Rehabilitation of degraded green spaces and the creation of recreational infrastructure in the Săsar River area," between aspiration and ecological reality. In theory, the central point of the project is ecological in nature and claims "coherent planning, highlighting the importance of the river the structuring axis of the municipality - through quality public spaces that connect urban and natural environments." Words such as: coherent planning, the river as a structuring axis, the connection between the urban and natural environments, emphasize and point to a heightened interest in the river as an ecological support. In reality, when looking at the project activities descriptions and their implementation, there are no actual efforts to create urban ecosystems that fulfill the dual role of serving human interests and supporting urban biodiversity. Since we suspect a false understanding of the ecological issues, both by the project managers and the general public, and a deficit of education in this niche, the present study investigates the causes of the discrepancies between the declaratively ecological principles and the reality that ignores them. By interviewing a sample of 200 residents, we assessed the level of perception regarding the ecological correctness of the adopted solutions. The present study aims to understand the current level of ecological knowledge of the citizens and identify the limits and gaps that could be improved through a better ecological education. Keywords: River as an ecological axis, adult education, ecological projects, educational perception 14 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Building Thriving Academic Communities: Implementing Coaching and Mental Wellbeing Tools for Students, Educators and Staff Sarah Speziali Università Telematica degli Studi IUL, Italy Abstract Following the Covid-19 pandemic, mental health has taken centre stage in socio-political agendas [1], research in the field has increased significantly and its impact in higher education has become evident [2,3]. This has probed building mental wellbeing amongst academic students and faculty members, enhanced support services and implemented digital tools that can monitor and support mental health and wellbeing [4,5,6]. University educators and staff are faced with increasing students‘ mental health challenges [7], often without a formal preparation to successfully manage complex situations. Literature highlights how the acquisition of coaching techniques can have a positive effect on mental wellbeing and resilience [5,8,9]. The connection between mental wellbeing and a sense of belonging to the academic community is another key element that is gaining scientific consensus [10]. This research project explores how the use of online learning spaces for students, faculty and staff to access coaching and mental wellbeing tools can play a key role in supporting thriving academic communities. Keywords: Mental wellbeing, Coaching, Academic community, Online resources 15 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Mapping Engagement Dynamics in Online Adult Education Nina Bergdahl Halmstad University, Stockholm University, Sweden Abstract In Sweden, 95% of adult learners at the compulsory school level and 47% at the upper secondary level were foreign-born in 2022. This explains why language learning is in high demand among migrants and why the contribution of Municipal Adult Education in improving employability and fostering inclusivity is paramount. Teachers are expected to design learning activities across synchronous and asynchronous modes to ensure that learners engage. While there is a general call for more research on student engagement in various online learning contexts there are also specific and significant gaps in research in relation to the design, implementation, and evaluation of Learning Sequences and empirical studies of adult education, such as the didactic practices of adult education teachers. This study seeks to contribute by investigating how educational modes influence learner engagement and can inform future learning designs. Over a nine-month period, observations (n=34), were made in both asynchronous (n=25) and synchronous (n=9) modes of second language learning settings, examining teachers' instructional designs. Analysing how designs facilitate learner engagement across learning sequences through Sequential Pattern Mining and Social Network Analysis, the findings show that engagement is significantly influenced by both learning design and mode of delivery. The findings suggest that a combined approach, merging synchronous and asynchronous modes, could significantly enhance learning outcomes. Notably, cognitive engagement—traditionally associated with the self-directed and autonomous nature of asynchronous learning—emerges as a vital component with a broader function. Learning activities characterised by cognitive stimulation frequently precede those fostering other engagement types (behavioural, social, emotional), unveiling cognitive engagement's pivotal role not merely in individual learning but also as a bridging mechanism. This bridging capacity of cognitive engagement underlines its importance in the holistic facilitation of engagement, suggesting that online learning designs must go beyond individual learning to incorporate this mediating role. This insight not only advances our understanding of engagement dynamics in online adult education but also emphasises the critical need for learning designs that leverage cognitive engagement to unify various forms of engagement, thereby optimising the educational experience for adult learners. Keywords: Learning sequences, Engagement, Synchronous, Asynchronous, Municipal Adult Education, Sequential Pattern Mining 16 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Common Sense and Word Problems Gohar Marikyan Empire State University of SUNY, United States Abstract Research has been done on how students learn mathematics and how to teach them to solve problems. There are attempts how to teach mathematics using common sense. Such a methodology can be effective in teaching mathematics to pre-K, K, and elementary school children using their naturally existing common sense. Can this methodology be used to teach mathematics to adult learners? My research shows that some adults do not use their common sense in learning mathematics. Therefore, a similar methodology cannot be equally effective in teaching mathematics to that population of adult learners. This raises a few questions. How to teach introductory mathematics to adult students who do not use their common sense in learning mathematics? This can be summarized as a more general question. Do we use common sense to teach mathematics, or do we use mathematics to teach to use common sense? Moreover, can we use mathematics to develop analytical thinking? I conclude that one of the purposes of teaching introductory mathematics should be teaching students to use their common sense in solving problems. The habitual use of common sense will lead to the development of logical thinking. The net effect of such methodology will be the habitual use of their analytical thinking in solving all kinds of problems in mathematics, business, life, etc. Keywords: teaching mathematics, teaching methodology, adult students, learning processes, history of math education, common sense 17 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Arts in Education 18 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Cultural Heritage of Barcelos: Synergies Between Popular Art and the Teaching of Design and Visual Arts Cristiana Serejo1, Paula Tavares2 Instituto de Investiga o em Design, Media e Cultura ID+, Barcelos, Portugal1,2 IPCA Polytechnic University of Cávado and Ave, School of Design, Barcelos, Portugal1,2 Abstract The cultural wealth of Barcelos (in the north of Portugal) is an inexhaustible motivation for academic production, critical thinking, and experimentation. In this communication, we intend to present the manifestations, cultural productions, and festivities of the region, namely, the Barcelos figurado, a certified artisanal product, with high relevance in the artisanal activities of the municipality. We will discuss, among others, the work of the artist Rosa Ramalho (1888-1977), an artisan who influenced generations in the production of popular art, but also of erudite art, and has been invited to sessions with students from the Oporto School of Fine Arts. In fact, the morphological potential of this figurado as a transport of a load that is simultaneously realistic and imaginary, representative of the community but at the same time stylized, inspired both the artisan and the plastic artist, as well as, later, the designer. Between the religious and the pagan, between the figurative and the symbolic, the history of the figurado lends itself to multiple approaches, whether from a scientific, artistic, and patrimonial point of view. Considering the imagery universe of Barcelos figurado, there were several actions developed in recent years by the Higher School of Design for its dissemination, but above all for its valorization among students and the artisan community. The recognition of tangible and non-tangible heritage has also been ensured in productions and applied research projects at the level of graphic design, illustration, and animation that we intend to present. Examples are the production of PARLA posters and the MOTIRÔ project, both in partnership with PUC in Rio de Janeiro, Brazil. Both with the objective of mapping local traditions and their representations. In the local context, projects were developed in class, in partnership with the local autarchy and artisans, where solutions were found to problems related to the products of these artisans, more specifically, the design of communication, packaging and other supports that help in the dissemination of this 'identity' so unique of this region. Keywords: Education, Popular Art, Design and Visual Art, Community, Academy 19 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Symbolic Revelations in Children‟s Musical Creations Johanna Maria Roels Coimeva Comm. V. (Complementary Initiatives in Music Education and Various Arts), Belgium Abstract Psychoanalysis has long taught us to understand and interpret the symbolism contained in the language of dream images and the imagination. This has resulted in a better understanding of the human mind and human behaviour. On an artistic level, it has been known for decades that the symbolic significance of many works of art is based on dream imagery and the imagination. This symbolic significance can be found not only in the work of adults, but also in the work of children, specifically in their plastic creations. The impact of their imaginations and dreams in this process has been recognized for quite some time in developmental psychology. In contrast, research into the impact of imagination and dreaming on children‘s musical creations is unknown territory. Especially the way in which children are able to transform musical phenomena into symbols or expressions of archetypes remains unexplored. This study highlights the fact that examples created by children can be very important for both further nuancing musical symbolism and for generating a vocabulary related to auditory archetypes. Keywords: archetypes, children, imagination, music composition, symbolization 20 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Art Bridging Cultures: Fostering Learning and Cultural Sustainability through Narratives and Collaborative Creativity Lisa Gjedde Aalborg University, Denmark Abstract This paper presents an educational design aimed at developing cultural sustainability by involving students grades 5-9 in a curatorial role, managing and creating collages and stories based on a digital exhibition of Islamic and Golden Age artworks from two renowned museums and discusses the notions of cultural sustainability concerning this learning design. The project's core objective was to deepen learners' comprehension and appreciation of these pivotal and radically different cultural epochs, through their collaborative productions based on the artworks. The project produced an interactive website with a framing narrative that presented the historical art pieces the students could delve into, curate, and interpret through collages. We employed a mixed methods approach and used observations in two school classes, interviews, and a survey. Two classes used the platform as part of the iterative development cycle, and their feedback contributed to the further development of the platform. The learning design was driven by twin ambitions: to improve educational outcomes in a multidisciplinary approach and to advance cultural sustainability through understanding and appreciation of other cultures. The design facilitated a narrative learning experience that stimulated critical thinking, creativity, and collaborative learning, guiding students to appreciate not only the artistic merit but also the historical, social, and cultural significance of the artworks. Our approach resulted in an inclusive learning design encompassing reflexive tasks and creative endeavors. Findings suggest enhancements in students' cultural awareness and engagement in learning, underscoring the transformative potential of digital-based and hybrid cultural education. Keywords: narrative learning, creative learning, museums, cultural sustainability. 21 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Enhancement of School Gyms to Combat the Social Exclusion of Minors Ramona Cavalli University of Verona, Italy Abstract The importance of sport, especially in children, has been mentioned many times by the WHO, especially with the latest Guidelines, which underline how a sedentary lifestyle causes damage to health, starting with the youngest. The economic crisis caused by the pandemic has had significant effects on households, especially economic ones. Many of these women in Italy live in absolute poverty and, therefore, cannot allow their children to do extracurricular activities. In this context, it may be appropriate to optimize the use of school gyms which, however, are not many in Italy compared to the number of students. In fact, it is precisely a better use of school gyms through agreements with associations and local authorities that could allow students to access low-cost sports courses, which become a factor of inclusion and partly avoid early school leaving. Keywords: Gym, school, sedentary, lifestyle, sport, children 22 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Curriculum Development 23 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition ENVD Mandala: A Synthesis Model Applied in Environmental Design Education Ping Xu University of Colorado Boulder, United States Abstract To resolve the rising problems in the environment, we need synthesis approaches. This paper explores a synthesis model of environmental design education. Demonstrating ancient systems thoughts, the Tibetan cosmic model of the mandala had shaped the ancient built environments, interweaving architecture within its surrounding landscape and cultural significance. Inspired by this Tibetan mandala and elaborating on contemporary design disciplines, this paper explores a general model of environmental design (ENVD), the so-called ENVD mandala. As a synthesis model, the ENVD mandala provides a framework to integrate landscape planning, urban design, architecture, landscape design, and interior design, from large to small scales and from natural to the built environment. One space nests from other spaces. All spaces appear isomorphic, including landforms, urban settings, gardens, and architecture. In contrast to the conventional isolated and piling-up models, the ENVD mandala presents a new direction for environmental design education. As a synthesis model, ENVD mandala bridges gaps between different fields and delivers more efficient learning by applying systems theory. Finally, the ENVD mandala model, inspired by ancient systematic thought, promotes students' systems thinking, a fundamental philosophy in the contemporary world. As an efficient methodology and a new worldview, systems theory is changing design education and practice and leading toward a sustainable environment for our society. Keywords: ENVD Mandala, Synthesis model, Isomorphic forms, Nesting spaces, Environmental design education 24 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Using AI in the Design Curriculum for Ideation, Exploration and Rapid Prototyping Peggy Bloomer Department of Art and Design, Central Connecticut State University, New Britain, Connecticut, United States Abstract The media is full of claims that the use of artificial intelligence (AI) is threatening the dominance of human creativity in many areas, including authentic original works in literature and the visual arts. The authenticity of creative work produced with the machine has been a controversial topic and explored by Benjamin in his The Work of Art in the Age of Mechanical Reproduction [1]. Generative AI is just another part of this progress and will not replace human creativity but augment it. An AI component was added to several fall design classes. In the fall web and design foundation classes, students used words and terms they would use to describe themselves and user personas to write AI text-to-image prompts. To obtain a satisfactory result, the user must craft a prompt that explains his intent to the bot to deliver ―relevant and accurate responses‖ [2]. Image bots prompt writing requires digital literacy based on clarity of language akin to using a search engine. Exploration and play through the bot and the created image can return results that are unexpected and previously unthought of by the user. Post-assignment surveys were used to track the ease and difficulties of crafting an AI-directed image. Students found AI rapidly created scenes and detailed surroundings that would take them many hours to produce, however, many AI-created images needed additional reworking to work as part of their designs. In the spring semester, AI was added to a digital storytelling class based on Jungian archetypes and Campbell‘s steps of the hero‘s journey to create animated characters, a script, and a short 2D animation. Students used ChatGPT, Adobe Firefly, and speech and sound AI generators to aid them in producing the animations. The class found that AI is a great way to ideate and explore ideas and media creation, but that they still needed human execution in these animations and the final projects and their reflection on their projects underscores that generative AI is just another way that humans extend themselves through technologies [3]. Keywords: ArtificiallIntelligence, crafting_a_prompt, digital_literacy Human_Creativity, New_Technologies, AI_in_the_Classroom, 25 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Raiders of the Lost Ark and U.S. Stagnant Test Scores: Are We Digging in the Wrong Place? Robert O. Slater1, Dorothy F. Slater2 The University of Louisiana, United States1,2 “We sometimes talk as if „original‟ research were a peculiar prerogative of scientists…But all thinking is research, all research is native, original with him who carries it on even if everybody else in the world already is sure of what he is still looking for.” John Dewey, Democracy and Education Abstract The striking lack of progress in American K-12 student achievement over the last two or three decades for reading and mathematics, and over the last 10 years for science calls to mind a line from the movie, Raiders of the Lost Ark. Sallah, played by John Rhys-Davies, realizes where the Germans are looking for the lost Ark and declares to Indiana Jones, ―They‘re digging in the wrong place!‖. Perhaps we, too, have been digging in the wrong place in our search for higher test scores. Perhaps we have been using the wrong model of knowledge and teaching and learning. To the degree that learning is thinking, it is, as Dewey says, research, and research is knowledge creation. So, knowledge is not something that teachers give and students get. It is what students create in the process of learning. Learning is knowledge creation and teaching is facilitating this creative process. This inquiry-creativity model of teaching and learning should inform our efforts to improve student achievement. Keywords: Knowledge Creation, AI, U.S. Test Scores, inquiry-creativity model of teaching and learning 26 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Practical Problems and Strategies of Music Course ProjectBased Learning in Compulsory Education Zhishu Fang Wuhan Conservatory of Music, China Abstract Under teacher guidance, students embark on independent projects, spanning information collection, design, implementation, and final evaluation. This process cultivates a comprehensive understanding of project dynamics and requirements at each stage, which is known as project-based learning (PBL). PBL is characterized by its interdisciplinary integration, creating a situational and cooperative teaching atmosphere. This paper explores the transformative nature of PBL as a constructive teaching methodology, emphasizing its application in compulsory education. In the context of compulsory education, a case study delves into the implementation of PBL within the music curriculum, where this focused approach aims to enable students to appreciate the beauty of music through active engagement in projects. This paper underscores the contributions of PBL in reconstructing the educational landscape, introducing innovative teaching methods, and fostering real-world application of knowledge. Despite being in its infancy in China, the study asserts that PBL is rapidly becoming the trend of standard teaching approach in compulsory education. In conclusion, this research advocates for the integration of PBL to bridge the gap between theoretical knowledge and practical skills, showcasing its potential to redefine the educational paradigm in the compulsory education stage. Keywords: Project-based learning Compulsory Education Music Curriculum Practice 27 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition From Life Skills to Future Skills: Competencies that Nowadays‟ Children Will Need in Ten Years‟ Time Corinna Borer1, Wiltrud Weidinger2 Dr., Scientific associate, Centre for Teaching and Transcultural Learning, Zurich University of Teacher Education, Switzerland1 Prof. Dr., Head of Centre for Teaching and Transcultural Learning, Zurich University of Teacher Education, Switzerland2 Abstract During the past decade school systems have introduced life skills education in various forms in their curricula. Future challenges in society, global and regional, call for an adaptation of the concept of life skills education with a more future-oriented approach. These so-called future skills are subject of this article. In this respect theoretical frameworks of both approaches are presented and the shift from life skills education to future skills education is illustrated [1],[2]. In the light of different compilations of future skills or ―transformative competencies‖ [3] that have been developed by in the last five years the question is raised about which skills nowadays‘ school children will need in their future personal and professional lives [3], [4], [5], [6], [7]. Future skills as a concept are discussed from the perspective of teacher in- and pre-service education and its implementation in compulsory schooling. As a suggestion, driven by the experiences in international cooperation projects of the Zurich University of Teacher Education a set of characteristics for future skills learning programs is presented. The set includes hints on how to formulate learning goals and competencies, how to develop content and topics, which teaching and learning methods to apply, how to include reflection and assessment of learning processes as well as general remarks about a future skills-oriented mindset of teachers. Teachers have a central position in this development, as they must adapt their own understanding of their role in context-specific teaching practices to support learners so that they can acquire and effectively apply the knowledge, attitudes, and skills necessary in their future development and learning. It is therefore important to provide teachers with a professional development that enables them to accept the challenge in the interests of high-quality education. Teachers need to be equipped so that they are active as facilitators in practical project-based teaching processes, involving learners in decision-making processes, staying in dialog with each other to learn from each other (peerlearning) and preparing learners and themselves for current world events in a collaborative way. In transition countries, such as the Republic of Moldova, teacher training still emphasizes theory to an extent that is at the expense of practical relevance. A reform of the curricula at universities would be very welcome, as we are convinced that a solid reflection on everyday practice can lead to teachers being seen more as facilitators in the process of developing future skills than as mere lesson providers. Keywords: life skills, future skills, transformative competencies, learning program, teacher education, peerlearning, professional development 28 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Generating Zest and Blocking Zest Killers in the School Classroom George Kokolas ULS Systems, Ireland Express Publishing, United Kingdom Abstract Zest is one of the virtues under the Character Strength of Courage, as it appears in the framework defined by Peterson and Seligman. Zest is about living your life with high vitality levels and participating in it as fully as possible. Dweck also emphasizes zest as a pivotal driver for cultivating a growth mindset in an educational context, applicable to teachers and learners. Despite its significance, Niemec notes that zest is globally perceived as "the least endorsed of the character strengths," susceptible to inhibition by various factors in personal and educational settings. Again, according to Niemec, ―zest generation‖ looks like a binary unique process that requires spotting the tasks or activities that bring more enthusiasm to a person and also stopping any possible reasons that may be obstacles to maximizing zest. This paper aims to conceptualize the presence or absence of zest in a school setting, explore its impact on academic performance and enthusiasm for learning, and how this may affect school performance or even lack of enthusiasm for learning. The author will delineate several reasons students might lack zest during a class and propose positive interventions to create practical contexts conducive to fostering vitality for learning. Keywords: Zest, character strengths, positive education, love of learning 29 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Pharmacy Students' Expectations and Perceptions of Student-Active Learning Marcel Köhler1, Beata Godejord2 Faculty of Nursing and Health Sciences, Nord University, Norway1 Business School, Nord University, Norway2 Abstract The professional role of pharmacists is continuously changing due to the needs of the labor market. The new guidelines for health and social science education programs (RETHOS) in Norway address these changes [1] and have necessitated a change in the pharmacists' study programs. Recently issued regulations [2], [3] specify the requirements for both pharmaceutical and general competencies to better prepare graduates for their future professional roles. In this context, student-active forms of learning can be particularly valuable [4]. As part of a project in the pharmacy program at the Nord University in Norway, various student-active learning methods are being developed, tested, and evaluated in terms of their usability. The aim of this study was to investigate whether students' expectations of learning activities and notions about student-active learning are in line with the purpose of the project and its goals. A questionnaire was delivered to first- and second-year pharmacy students (N = 52) at Nord University. Participation in the study was voluntary and the data was collected anonymously. The interpretation of qualitative data obtained from students‘ answers to the open-ended questions was inspired by content analysis. Quantitative data obtained from the answers to close-ended questions were summarized descriptively. The analysis of data reveals that the students view active learning as a participatory approach with both social and individual components. Their learning is motivated by various factors and their motivation to learn is both intrinsically and extrinsically influenced. The findings of the study guide the development of instructional approaches towards addressing both the project goals and the students‘ voice in a synergistic alignment. Keywords: Student-active learning, pharmacy education 30 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition A Construction for the Transmission of Growth: On Metaphors in Education Pål Anders Opdal UiT – The Arctic University of Norway, Norway Abstract Metaphors are ubiquitous in education. In this paper an attempt is made to explore two questions that are thus pertinent: Why – and is this an unhappy state of affairs? Using the interaction-view of metaphor as analytical frame (Black 1954/55), a possible mechanism behind metaphor-generation in education is identified. According to the interaction view, metaphors function by a mechanism of inclusion/exclusion, i.e., by admitting certain associations whilst rejecting others. This mechanism, the paper argues, is vital in accounting for the prevalence of metaphor within the educational field. Three educational metaphors are then analyzed: construction, transmission, and growth, and an attempt is thereby made not only to demonstrate said mechanism, but also to consider some of the consequences that follow. Especially one result of the paper is notable: From the vantage point of the interaction view, conceptual formation in education presents itself in a new light. Keywords: Metaphor, constructivism, transmission, growth, education, educational science 31 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition STEAM Outdoor Education for Sustainability: A New Curriculum for Early Childhood Education Dorota Zdybel1, Mariana Fuentes2, Mónica Fernández Morilla3, Yvonne Crotty4, Sarah Waters5, Maria Cinque6, Martyna Szczotka7, Eleonora Pantò8 Ignatianum University in Cracow, Poland1,7 Universitat Internacional de Catalunya, Spain2,3 Dublin City University, Ireland4,5 Libera Università Maria Ss. Assunta, Italy6 Fondazione Politecnico Milano, Italy8 Abstract The "Kids Lab for Sustainability" project aligns with the European Commission's recommendations on "Key Competencies for Lifelong Learning" (2019) and the European Pillars of Social Rights (2020) by aiming to elevate the quality of Early Childhood Education and Care (ECEC) programmes. The project introduces an innovative curriculum entitled "STEAM Outdoor Education for Sustainability" which bridges the gap between sustainability as curriculum content and STEAM as a methodology for teaching and learning. STEAM, an acronym for Science, Technology, Engineering, Arts, and Mathematics, embodies a holistic, inquiry-based approach to learning, where children engage in solving real-life, interdisciplinary problems within meaningful contexts. This method not only fosters children's self-confidence and self-efficacy but also reshapes educators' perspectives, emphasising children's intellectual abilities over traditional academic achievements. The project worked to establish a collaboration between higher education institutions, preschools, and educational policymakers in different countries to support preschool teacher in acquiring new competences and improved the quality of ECEC pre-service training by integrating a "STEAM and Sustainability" module into university programmes, employing a blended learning approach to engage educators in hands-on experiences and online courses. Moreover, the project developed a lot of innovative didactic materials available in 5 languages (EN, PL, IT, SP, Catalan) offered as Open Educational Resources (OER) on the project website. The project aims to provide teacher trainers worldwide with validated manuals and guidelines that incorporate STEAM methodologies. This initiative seeks to cultivate sustainable attitudes toward life and nature amongst children. Keywords: Education for sustainability, STEAM, outdoor education, preschool curriculum, online course 32 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Design Education for Alternative Futures: Climate Disaster, Artificial Intelligence, and DEIBJ? Peter Scupelli Carnegie Mellon University, United States Abstract How engaged should design education be with the unfolding Climate Disasters, technology, and DEIBJ (diversity, equity, inclusion, belonging, and justice)? Is the next generation of designers prepared to lead zero-carbon lifestyle transitions? Second, what role might Artificial Intelligence (AI) play in design education? Thirdly, what does engaging with topics such as design for the pluriverse, ―decolonizing design,‖ and DEIBJ practically involve? I explore eight alternative futures in a 2x2x2 cube of possibilities with three axes: Climate Disaster engagement, technological change, and DEIBJ. Future 1 is the ―business as usual‖ of design education. (e.g., no meaningful engagement with AI or unfolding Climate Disasters). Future 2 is the ―high-tech status quo‖ (e.g., engagement with technology such as AI but not Climate Disasters). Future 3 is a ―Sustainable Luddite Design‖ (e.g., Engagement with Climate Disasters but ignoring AI and technology). Future 4 is ―AI for Climate Disasters,‖ using advanced technologies to engage with zero-carbon lifestyle transitions and social innovation. Futures 5-8 emerge, adding the DEIBJ to the four futures mentioned. In this paper, I describe a survey conducted with faculty, staff, and students at the School of Design at Carnegie Mellon University. The first set of questions probed the personal outlook on the future ten years out and the perceived agency on such futures. The second set of questions asked about interest and engagement with emerging topics. The third set of questions asked about the comfort and frequency of teaching emerging issues. Close to two-thirds of all participants thought they could impact the future in ten years (half of which thought the future would be worse, and the other half better). Close to one-third of participants said the future was worsening and they lacked agency. Most of the faculty said they were comfortable teaching emerging topics. Regarding the frequency of teaching, it was surprising to note that SDGs and zerocarbon lifestyle transitions were in the ―rarely ―and ―sometimes‖ taught range. DEIBJ frequency was between ―sometimes‖ and ―a good bit.‖ In contrast, ―decolonizing design‖ and ―design for the pluriverse‖ were in the ―sometimes‖ range, suggesting that university and college leadership motivate faculty teaching frequency. Keywords: design education, climate change, AI (artificial intelligence), DEIBJ (diversity, equity, inclusion, belonging, justice), technological change 33 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Navigating a Global Future: Charting Inclusive Paths and Digital Multiliteracies with DIGICOMPASS Sonia Rocca Lycée Français de New York, United States Abstract DIGICOMPASS is an innovative educational framework designed to navigate the complexities of global language education, preparing students to thrive in an interconnected world. This curriculum integrates core principles such as Digital Literacy, Inclusive Practices, Intercultural Competence, and Awareness of Social Strategies. It emphasizes a holistic approach to learning that incorporates digital multiliteracies, plurilingualism, and social responsibility, aiming to cultivate global citizens equipped with the skills to engage ethically and effectively across diverse cultural and digital landscapes. Through the strategic use of adaptive learning technologies, immersive digital tools, and a curriculum that promotes ethical global engagement, DIGICOMPASS sets a new standard in education. It prepares students not just to adapt to the globalized world, but to shape it, encouraging active participation and thoughtful leadership in addressing global challenges. This comprehensive educational model stands as a beacon for future educational practices, highlighting the importance of integrating digital proficiency with a deep understanding of cultural and social dynamics. Keywords: Digital Literacy, Global Citizenship, Intercultural Competence, Multiliteracies, Plurilingualism 34 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition E-Learning 35 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Development and Integration of a Digital Reflection Assistant as a Complement to Building Physics Education Ruth von Borstel1, Susanne Schwickert2 OWL University of Applied Sciences and Arts, Germany1,2 Abstract Tailored to the students of architecture and interior architecture at the OWL University of Applied Sciences and Arts in Detmold, the project focuses on developing and integrating a digital reflection assistant called ―As U know‖ to complement building physics education. The reflection assistant is introduced in an application-oriented module and brings together a diverse range of learning resources including sample exercises, glossaries, videos, tests, quizzes and more. Special focus is placed on interactive videos that are intended to support the development of problemspecific solutions for the complex requirements arising from the students' own designs. Many architecture and interior architecture students struggle with the challenge of harmonizing the learned principles of building physics with their individual creative design processes. As a result, faceto-face correction discussions offered are often used ineffectively or even avoided by students due to insecurity. To counteract this, "As U know" provides students individual support independent of time and location, helping them prepare effectively for correction discussions. In a survey conducted as part of the project, all users stated that the test version had supported or had rather supported them in applying the required building physics content. Forty six percent reported feeling less or tendentially less inhibited in taking advantage of the face-to-face corrections. Keywords: digital reflection assistant; blended learning; individual support; interactive video 36 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Do Remote Activities in Synchronous Mode Help to Improve the Students' Academic Performance? A Binary Logistic Regression Approach Giorgio Cecchi1, Sara Mori2 Università Telematica degli Studi IUL, Italy1 Istituto Nazionale Documentazione Innovazione Ricerca Educativa (INDIRE), Italy2 Abstract The Covid pandemic prompted a significant move to online training, even within universities. Telematic universities, skilled in emergency response, became valuable models for creating inventive and personalized curricula. Despite the lack of consistent use of online platforms in teaching, the urgency to address the crisis frequently hindered reflective methodologies. Notably, the IUL Telematic University had the chance to consider these aspects since its inception in the 2000s, when discussions on quality standards for telematic universities were prevalent. The teaching model introduced by IUL is grounded in the theoretical framework of the Community of Inquiry (CoI), embodying a collaborative-constructivist approach to learning. Community of Inquiry framework is one of the most widespread in the field of online teaching and emphasizes the importance of interaction between students and teachers during the learning process. It is not only a pedagogical tool, but also research one. The educational success of university students can be assessed in various ways, through grades in exams, through the educational credits obtained, the drop-out of studies, the time elapsed between the end of studies and obtaining the first job. This study takes place in IUL Telematic University on first-year students of the bachelor's degree program in psychology of the academic year 2020/2021 (n=127). The aim of this work is to verify which variables have the greatest influence on students' educational success. To this end, a multiple binary logistic regression model was used to relate the event to take the exam of General Psychology within the first year, which can be considered as an event that heralds a drop out, with some explanatory variables such as gender, age, number of activities carried out in synchronous and asynchronous mode. The aim of this study is to demonstrate the importance of interactive activities also within telematic contexts. The results are presented and discussed. Keywords: Community of Inquiry, Learning Analytics, Educational Success, Binary Logistic Regression. 37 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Critical Role of Subtitles and Audio Description in Enhancing eLearning Effectiveness Ann Marcus-Quinn University of Limerick, Ireland Abstract The integration of subtitles and Audio Description in eLearning materials has become increasingly significant in the realm of digital education. This article explores the multifaceted benefits and importance of subtitles in eLearning, emphasizing their role in promoting inclusivity, enhancing comprehension, and facilitating global reach. Subtitles play a crucial role in making eLearning accessible to a diverse audience, including individuals with hearing impairments and non-native speakers. The inclusion of subtitles and audio description ensures that all learners, regardless of their auditory capabilities or language proficiency, have equal access to educational content [1,2]. This aspect of inclusivity not only aligns with universal design principles in education but also adheres to legal standards in many regions, ensuring that educational resources are accessible to all [3]. Research suggests that subtitles significantly enhance comprehension and retention of information as they provide visual reinforcement of spoken words, aiding in better understanding and memory retention [4]. This is particularly beneficial in complex subjects where terminology and concepts might be challenging to grasp through audio alone. Finally, this paper also highlights how the integration of subtitles in eLearning is aligned with the trend towards mobile learning. With an increasing number of learners accessing educational content on mobile devices, subtitles and Audio Description ensure that content is comprehensible even in settings where audio playback might be inconvenient or impractical [5]. The incorporation of subtitles and Audio Description in digital education is not only a step towards inclusive education but also a strategic move to enhance the overall effectiveness and reach of eLearning content. This paper examines the key considerations involved in providing postgraduate students with an introduction to, and basic training in, subtitling and Audio Description. Keywords: Subtitles, Audio Description, e-Learning, Accessibility 38 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Digitization of Higher Education Institutions - A Factor for their Competitiveness in the Market of Educational Services Tsvetana Stoyanova1, Philip Stoyanov2 UNWE – Sofia, Department of Management, Bulgaria1,2 Abstract In the ever-evolving environment of higher education, institutions worldwide are facing unprecedented challenges and opportunities. The rapid advancement of technology has ushered in an era of digital transformation that is reshaping every aspect of our lives. Higher education, as a fundamental pillar of society, is no exception to this transformative wave. The digitalization of higher education institutions emerged as a pivotal factor, influencing their competitiveness in the dynamic market of educational services. In this age of information and innovation, the traditional model of brick-and-mortar education is gradually being replaced by digital alternatives that offer greater flexibility, accessibility, and personalized learning experiences. In this regard we will examine the various facets of this transformation, including the integration of cutting-edge technologies, the expansion of online learning, the customization of educational content, and the enhancement of administrative processes. These changes are not merely a response to current market dynamics but are essential for the long-term sustainability and relevance of higher education institutions. Keywords: Digitalization, Digitalisation of higher education, Distance Learning, Digital transformation, Competitiveness 39 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Metadata for Learning on Distributed Platforms Martin Christian1, Sonja Klante2, Carmen Biel3 German Institute for Adult Education, Germany1,2,3 Abstract For two decades, learning object metadata standards have facilitated the filtering, cataloguing, and creation of dependencies. Initially, cross-schema compatibility was limited, as learning content was primarily managed within individual systems. However, recent years have seen a shift towards greater interoperability, where the sharing of content across platforms has become crucial. In the light of the growing importance of interoperability, particularly in the context of competing or complementary content across various learning management systems (LMS), this paper will outline the most relevant metadata standards for the educational sector, as well as different scenarios of application. Finally, we present an insight into the TrainSpot2 project and the metadata solution developed for targeting interoperability amongst different platforms and providers in the ACE context. Keywords: Metadata, competence-oriented learning, learning on distributed platforms, interoperability, adult education 40 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Adapting to the Digital Classroom: Challenges and Creativity in Online Learning Amna Khaliq University of Fredericton, Canada Abstract This study focuses on the growth opportunities of online education by delving into the challenges and creative aspects identified by professors and students. This symbiotic relationship is vital to online learning, creating effective communication, emphasizing practical skills, and unlocking students' potential. The research paper employs a phenomenological qualitative research approach, interviewing eighteen faculty members in Canada who respond to the two interview questions. This is compared with recent literature reviews to comprehend the challenges and opportunities presented by online education during and after the post-COVID-19 pandemic. The paper suggests that active engagement, reviewing recorded lectures, adapting to mobile learning, minimizing multitasking, and increasing interactive assignments are necessary to foster students' academic and professional development. Keywords: Digital Classroom, Cellphone Learning, Online Education, Challenges, Canada, Interactive Assignments 41 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Optimising Student Internet Navigation: A Comparative Analysis of Machine Learning Algorithms for Action Prediction Omar Zammit, Serengul Smith, Clifford De Raffaele Middlesex University Faculty of Computer Science, London, United Kingdom Abstract Web-based learning has been promoted in education and students are required to retrieve online information to complete their assignments and study for exams. Research shows that challenges exist during information retrieval, especially with novice students. In this research, we aim to lessen these challenges by introducing a collaborative framework that gathers students searched keyphrases and analyses trends to predict the most effective subsequent keyphrase to search. The proposed solution encourages students to contribute by sharing their information retrieval trends while collectively benefiting from each other‘s searching strategies. In addition, novice students will enrich their domain knowledge since the prediction results contain keyphrases searched by students from previous cohorts. Next-word prediction is a well-known area of NLP that is used to forecast the next word given a sentence or predict trends based on time-series data. Word suggestions are popular in mobile devices and studies show that users rely on them while they are typing. The methodology involves the implementation of a framework designed to collect online browsing activity. Undergraduate students studying a BSc in Computer Science were engaged to participate in an experiment wherein they installed a Google Chrome extension capable of collecting data and predicting suitable content related to the researched domain. The collected data consisted of URLs containing keyphrases that students searched during their studies. A feature engineering process was performed to analyse and transform the data into a time-series sequence of actions and to ensure that it is fit for the intended purpose. A grid-search method was employed on various machine learning models to identify the most effective hyper-parameters that can predict the next best keyphrase. The results obtained during an in-class test show that students relying on the predictions generated by the machine learning models outperformed those who depended solely on the Internet. Keywords: Next best action prediction, Internet activity monitoring, Hyper-parameters tuning and Enhancing learning experience. 42 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Psycho-pedagogical Support in Online Education: Strategies and Benefits Maria de Fátima Goulão Universidade Aberta, Centro de Estudos Globais/Grupo Educação Global, Portugal Abstract The growing advance of technology has expanded the use of online learning. Many students may face challenges when making the transition to online learning, such as the lack of face-to-face interaction and the need for self-discipline. Psycho-pedagogical support can help students adapt to this new environment by offering guidance and resources to develop self-management and organisational skills. This article explores the importance of psycho-pedagogical support in online learning. Here we highlight the strategy we used to help students who were in the first year of an online degree course. To this end, a non-formal space was created where challenges were presented, through forums, with themes that were not only relevant to the development of study and adaptation strategies, but also promoted the socio-emotional development of the students who wanted to take part in this experience. Online learning can be isolating and emotionally challenging for some students. Psycho-pedagogical support provides a safe space for students to express their concerns, deal with academic stress and develop effective coping skills. In brief, by implementing effective psycho-pedagogical support strategies, students' well-being can be promoted and, as a result, their learning potential maximised. Keywords: Psych-pedagogical support; Online learning; Socio-emotional support; Adult students; Higher Education 43 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Empowering Faculty through Coaching: An Online Quality Assurance Strategy Kristen Kirkpatrick1, Carlos Morales2 Tarrant County College Connect Campus, Fort Worth, Texas, United States1,2 Abstract The purpose of this article is to highlight a tiered and iterative approach to faculty support within ELearning. Common professional development practices in higher education- particularly among community colleges with high percentages of adjunct instructors- fail to incorporate professional empowerment. This may cause division between faculty and leadership. The E-Faculty coaching program described in this text is framed by tenets of collaboration rather than evaluation. Coaches possess extensive education and work experience in three primary areas: online teaching, instructional design, and coaching. They do not currently teach for the institution, although they may adjunct for other institutions. The discipline they are credentialed to teach is not related to the discipline they provide coaching in. Notably, the members of the E-Faculty coaching team do not supervise faculty; this allows the program to remain collaborative. This model, now in its sixth year, produces constant quantitative and qualitative data to drive decisions and improvement at the online campus. Community Colleges across the United States are expected to demonstrate increasing measures of student success related to enrollment, grades, retention, engagement, persistence, work readiness, etc. It is generally accepted that faculty impact and affect those metrics. Empowering faculty in a non-threatening environment promotes faculty success which in turn promotes student success. Two notable and research-based shifts- professional development to professional empowerment and evaluation to collaboration- are reflected in the E-Faculty Coaching model. Each student, class, term, semester, and faculty member matters. Restructuring resources and support is key to success for all stakeholders in the online community college environment. An innovative learning modality deserves an innovative assessment program. Keywords: E-Learning, Quality Assurance, Faculty Support, Coaching, Collaboration, Continuous Improvement 44 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Charting the Future: Digital Technologies and the Transition of South Africa's Education System Lebogang Mosupye-Semenya Johannesburg Business School, South Africa Abstract This study aims to understand the transition of South Africa's online education system through an examination of niche digital technologies. While previous studies have mainly centered on Information and Communication Technologies for e-learning, this research explores emerging digital tools of the Fourth Industrial Revolution to understand how they are shaping education in the country, within the context of enhancing student engagement online. Using a Multi-level Perspective (MLP) framework, this study explores the dynamic interactions among various factors that contribute to shaping online education in South Africa. We evaluate the landscape developments taking place in the system, the existing socio-technical regime, and several digital technologies at the niche level. The findings indicate that at the regime level, there are various stakeholders, including schools and governmental regulatory bodies. The dominant technology in this system appears to be ICT. Externally, factors such as the COVID-19 pandemic and increased educational demands are pressuring the existing education system, while specifically concerning online education, factors such as the lack of student engagement and interaction further destabilize the system. This pressure and destabilization of the regime create opportunities for niche technologies such as the Metaverse, Holographic technologies, and XR to diffuse into the mainstream, enhancing student engagement and interaction. However, integrating these niche technologies faces challenges such as unequal internet access, privacy concerns, hardware and software requirements, and the existing digital divide. Recognizing how niche digital technologies can enhance students' engagement and cause a transition in the education system, educators and policymakers can adopt more deliberate strategies for their integration. This can lead to more interactive learning settings that meet the changing needs of students in today's digital world. The study introduces a conceptual framework for understanding the transition of the education system through the disruptive influence of niche technologies, adding unique insights to the existing literature. Keywords: E-learning, Digital technologies, Metaverse, Holographic technology, Education, Multi-Level Perspective 45 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Working During the Covid-19 Pandemic: Views of Customer Service Personnel and University Lecturers in the Republic of Bulgaria Martin Tsenov1, Margarita Bakracheva2, Ekaterina Sofronieva3 Sofia University St. Kliment Ohridski, Bulgaria1,2,3 Abstract Working conditions during the COVID-19 pandemic haдdifferent specifics, depending on the constraints in the different countries, as well as on the degree to which different employment sectors were affected. In the field of HR management, attention had been paid to some innovative strategies needed to manage and stimulate human capital to increase productivity in general, and in crisis conditions. Customer service personnel and educators are traditionally two of the occupations having higher rates of burnout. The purpose of this study was to account for the responses and views of customer service employees in the telecommunications sector and university lecturers on their work experience over the entire period of hardship related to the restrictions imposed during the COVID-19 pandemic. We conducted a cross-sectional study which comprised a randomized convenient sample of 945 volunteers and employed quantitative-qualitative design. Of all respondents, 237 people were telecommunications sector employees and 708 were university lecturers. The results revealed both differences and similarities in the responses of the two groups of respondents but in general, we can identify some common, universal needs. These common implications highlight some important issues concerning organizational measures promoting the work-life balance. Keywords: Burnout, perceived stress, remote work, COVID-19, work-life balance 46 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition BloomGPT: Using ChatGPT as Learning Assistant in Relation to Bloom‟s Taxonomy of Educational Objectives Apostolos Spanos University of Agder, Norway Abstract BloomGPT is a project combining ChatGPT to Bloom‘s taxonomy of educational objectives. We have developed a web application which might be used by the students of any subject, at primary, secondary and higher education. The use of the application is based on Bloom‘s six cognitive learning processes (remembering, understanding, applying, analysing, evaluating and creating) and the taxonomy‘s four types of knowledge (factual, conceptual, procedural and metacognitive). The application has been already pilot-tested in an undergraduate History course at the University of Agder. According to the students‘ feedback, using the application helped them prepare for the classes, be more active during interactive lectures and seminars, and improving their conceptual knowledge (by using ChatGPT as a discussion partner in Socratic dialogues we have designed), their procedural knowledge (as they can better understand how a historian or a history student operates), and their metacognitive knowledge (by reflecting on their own work by comparing it to the work of ChatGPT or by rethinking their own use of the application, individually and collectively). The paper discusses positive and challenging dimensions in using the application and presents our plans for improving it both as teaching and learning assistant. Our future plans include the integration of ChatGPT to assessments and the final exam of the relevant courses, as well as making prompt engineering an active element of learning. The paper functions as an invitation to colleagues and groups who would like to cooperate with us in co-creating an open-source platform that will combine a charge-free LLM to Bloom‘s taxonomy and other learning theories and methods. Keywords: ChatGPT, generative AI, Bloom‘s taxonomy, cognitive learning, metacognitive learning. 47 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Teaching the Sensory Nervous System through Research Methodology Alice Melo Ribeiro1, Lusmar Gomes de Oliveira dos Anjos2 University of Brasília, Brasília, Brazil1,2 Abstract The present work sought to associate a research-based teaching methodology with the theme of the constitution and functioning of the sensory nervous system. Research-based teaching was used to propose an alternative teaching methodology capable of arousing students' interest along with knowledge of the nervous system, which is often considered extensive and complex to understand. The research was developed with a qualitative approach and sought to analyze the development of students during an investigative didactic sequence on how the interpretation of the meaning of pain works by the nervous system. Initially, a questionnaire was proposed with the objective of collecting students' initial conceptions about research-based teaching in Biology classes, then an investigative didactic sequence was developed where problem questions were proposed to the students, who raised questions for these questions, subsequently, students carried out research to prove their hypotheses. At the end, students were asked to develop a form of dissemination of the entire process carried out by them during the research. The research data was collected through a logbook and the Bardin technique was used for analysis. It was observed that the possible didactic sequence using investigative teaching was successful in making students produce knowledge about the functioning of the feeling of pain, it was also possible to note that it is necessary for the education system to pay greater attention to this very important issue in the people's daily lives. Keywords: Sensory Nervous System, pain sensation, Biology teaching, research-based teaching, didactic sequence. 48 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Influence of Blockchain Technology Adoption on the Future of Education Diana-Cezara Toader1, Corina Michaela Rădulescu2, Grațiela Boca3, Rita Toader4, Diana Ighian5, Cezar Toader6 Technical University of Cluj-Napoca, Romania1,2,3,4,5,6 Abstract The emergence of blockchain technology, with its capacity to revolutionize traditional systems, has recently prompted the education sector to embark on exploring its adoption. This paper presents the characteristics of blockchain platforms within the educational sector, encompassing the secure storage, distribution, and validation of academic certificates, establishment of a secure and transparent repository for academic and professional accomplishments, and facilitation of streamlined processes for course registration, payments, and authentication. Leveraging blockchain technology holds the promise of substantially reshaping the future of education by increasing transparency, improving security measures, and enhancing operational efficiency in the management of educational data and the development of digital competencies. The main objective of this paper is to identify the determinants influencing performance improvement as a result of the adoption of blockchain technology in educational settings. A comprehensive review of extant literature concerning blockchain technology in education, its associated advantages, and prevailing applications is first presented. Subsequently, the proposed conceptual framework which identifies the factors underpinning prospective performance enhancement through blockchain adoption is presented. Also, the paper presents the methodology employed in this research, along with the conceptual model and subsequent analysis elucidating the impact of identified factors on performance augmentation facilitated by blockchain technology in education. Keywords: education, blockchain technology, adoption, future, performance 49 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Assessing the English Language Lecturers' Ability in Identifying Originality in Essay Writing Among Moroccan S2 Students Meryem Aherrahrou University Moulay Ismail, Morocco Abstract The review of recently published research studies on the use of Chat-GPT in writing academic essays showed that few empirical studies investigated English language lectures‘ ability to detect non-native speakers of English originality in writing narrative, descriptive, cause-and-effect, comparison-and contrast essays at the university level. Given this concern, the current study aims to assess Moroccan English language lecturers‘ ability to detect and identify semester 2 students‘ originality in writing different essays within the Department of English of Moulay Ismail University. To achieve the goal of this study, 25 English language lecturers from various Moroccan universities were selected to evaluate 1200 essays. Among these, 400 essays were fully generated using the free version of Chat-GPT4, 400 essays were produced by students with the assistance of Chat-GPT4 and Grammarly, and 400 essays were fully written by semester two students of the Department of Moulay Ismail without using either Chat-GPT4 and Grammarly. Obtained results showed that the scores of essays generated by Chat-GPT4 scored higher results compared to those essays generated by Chat-GPT4 and Grammarly as an assistance tool, and those essays that were purely produced by undergraduate students. The current study also found that many Moroccan English language lecturers from different Moroccan universities find it challenging to detect and identify students‘ originality in writing academic essays, especially in large size-classes. More research is required to explore the effectiveness of integrating A.I Chatbots in English Language Learning and Teaching in university settings. Keywords: Originality, essays, AI, S2 students, English Department, English Language lecturers 50 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Education and Healthcare 51 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Application Planned Behavior Theory in Determining Factors Conditioning Use of Active Transport in the Context of Sustainable Development Laima Gasiūnienė1, Brigita Miežienė2 Lithuanian Sports University, Lithuania1,2 Abstract Climate change has highlighted the importance of choosing sustainable behavior. The use of active transport models has multiple benefits to health and the environment. According to the World Health Organization, active transport helps achieve 14 of the 17 Sustainable Development Goals. The importance of active transport in achieving the goals of sustainable development is recognized [4], [20], but there is still a lack of research that analyzes the factors that help to explain a person's behavior related to the use of active transport. The theory of planned behavior [1] is one of the most applied theories that help to explain and predict people's pro-environmental and health-promoting behavior, and it is increasingly being applied to understand the factors that determine the use of active transport. The aim of this study is to determine the prevalence of active transport use and the individual factors that conditioning it among young Lithuanian adults using the theory of planned behavior. Methods: 250 respondents participated in the cross-sectional study. Theory of Planned Behavior-based questionnaire was used to identify behavior related to the use of active transport. Environmentally friendly attitudes were measured by the Sustainability Consciousness Questionnaire. Active transport prevalence was measured by item based on the Transtheoretical Model (Stages of Change) and identified the proportion of people in each of the stages of change in terms of active transport. Results: it was found that 26.4% of respondents use active transport when traveling to/from educational institutions/work, 10% when traveling to/from social events, 54.4% when traveling to/from shops. Significant relationships were found between greater involvement in active transport and attitudes favorable to active transport (r=.170, p<.05), attitudes favorable to environmental protection (r=.134; p<.05), subjective norms regarding active transport (r=.159; p<.05), perceived control (r=.351; p<.05) and intention to use active transport (r=.445; p<.05). Interpretation. The increasing awareness of the health and environmental benefits of active transport encourages people to replace motor vehicles with active transport. Conclusion. The use of active transport is associated with favorable attitudes towards sustainable development, subjective norms, perceived behavioral control and intention to use active transport. Keywords: sustainable development, active transportation, active transport, physical activity, sustainability, planned behavior theory 52 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Science in the Classroom: A Guide for Educators to Navigate Sex and Gender Education Materials Marie-Luise Vollbrecht Humboldt University, Berlin, Germany Abstract This paper introduces a comprehensive guide designed to assist educators in discerning highquality, scientifically accurate teaching materials for sex and gender education. In response to the challenge of navigating a wide array of educational content, the guide establishes clear criteria grounded in good scientific practice, enabling educators to effectively evaluate and select appropriate resources. The focus of the guide is two-fold: firstly, it outlines key characteristics of scientifically robust teaching materials, including accuracy, inclusivity, ageappropriateness, and alignment with current scientific understanding. Secondly, the paper identifies common pitfalls and erroneous concepts often present in substandard materials, providing educators with practical tools to recognize and avoid these flaws. By delineating these criteria and common errors, the guide aims to empower educational professionals to make informed choices in their instructional materials, ensuring that students receive factually correct, comprehensive, and respectful education in the areas of sex and gender. Keywords: Sex Education, Gender Studies; Educational Quality; Scientific Accuracy; Pedagogical Resources 53 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Education and Society 54 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Long-Term Impacts of COVID-19 on Education: A Focus on Students‟ Enrollment and Attainment Claudia-Nicoleta Paun ASE University, Romania Abstract The global COVID-19 pandemic caused wide disruptions in most sectors: health, aviation, retail, leisure, education, etc. This study will focus on the impact of the pandemic on the education system in Europe, in the long run. It will analyze, by comparison, the students‘ academic results before and after the lockdowns. The study examined how schools responded to an emergency and its aftermath by analyzing data from the Program for International Student Assessment (PISA) and Eurostat. The schooling system worldwide was transformed immediately from physical to digital learning. Students, teachers, and parents had to adapt to remote education using different tools and platforms to stop the spread of the virus. Moreover, the shift had happened in a time record, while some teachers were still trained in new pedagogical and digital skills. All stakeholders compromised with the hybrid learning format for more than two years. Now, after the official end of the pandemic, it is time to analyze the effectiveness of the method applied, the academic results of the students, and the impact in the long run. Unfortunately, studies proved that students have a deficit in mathematical skills, and not only. Significant relationships were also found in the analysis between the education attainment rates and other variables, such as early school leavers and enrolment rates at various educational levels The primary and elementary students appear to have suffered the most, compared to high school and college level students. Moreover, school closures significantly impacted enrolment rates, especially at the upper secondary and postsecondary levels. These results imply that additional effort should be made to help students catch up with the gaps to avoid negative long-term consequences for them and the future leaders of society. Keywords: COVID-19, education, impact, enrollment, attainment 55 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Key Competencies in Sustainability: Views of Greek Public Servants Christos Petsimeris1, Dionysios Koulougliotis2 Ionian University, Greece1,2 Abstract Sustainable Development (SD) is one of the most important challenges of our time. The research question examined in this study is related with the skills that a public servant/officer should possess in order to cope with an administration that has as goal and is oriented towards SD. Although in the relevant literature one finds many categories of people/groups whose attitudes, beliefs and knowledge towards SD have been investigated, the relevant issue has rarely been examined among public servants, despite the fact that the employees of the public sector are often called to participate in the implementation of government policies related to SD. The results that will be presented were extracted from context analysis of forty-four (44) interviews with active public servants in Greece of different educational levels and categories. The questions posed were related to their personal views on the competencies/skills required in order to successfully handle professional issues related to SD. For the categorization of the competencies, the theoretical framework presented by Redman & Wiek [Frontiers in Education 6: 785163] was employed. According to this categorization, there exists a set of eight key competencies in sustainability namely a) Systems-Thinking, b) Futures-Thinking, c) Values–Thinking, d) Strategies-Thinking, e) Implementation, f) Inter-personal, g) Intra-personal and h) Integration competencies. Data analysis showed that two key competencies, namely Values-Thinking (24 participants) and Inter-personal (13 participants), are the most prevalent among the interviewees. The intra-personal and implementation competencies are also recognized quite frequently (8 participants each). The Futures, Strategies and Systems Thinking competencies are brought out more rarely (6, 5 and 4 participants respectively) while the Integration competence is mentioned by solely one participant. A small, however non insignificant, number of interviewees (5), did not seem to be in a position to mention any competence. These results may provide the basis for follow up actions and planning of educational interventions for the empowerment of Greek public servants in the field of sustainable development. Keywords: sustainability, competencies, views, public servants, sustainable development, public sector 56 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Designing Learning Opportunities for the Universities of the Future. SAPs, Short Advanced Programmes in the RUN-EU Regional University Network Paula Tavares1, António Moreira2 Institute for Research in Design, Media and Culture, Polytechnic University of Cávado and Ave, Portugal1 2Ai Applied Artificial Intelligence Laboratory, Polytechnic University of Cávado and Ave, Portugal2 Abstract RUN-EU is a European University with one main objective – to support the development of the regions covered by its partner universities, through prepared and committed students who will shape the future. The mission of RUN-EU is to strive to secure the sustainable economic, social, cultural, and environmental progress of its regions and stakeholders. RUN-EU delivers this mission by identifying the future and advanced skills required by regional stakeholders to successfully meet the challenges of the future, engage in societal transformation, and promote active citizenship, thereby creating a new type of multinational interregional alliance, the European Zone for Interregional Development. RUN-EU has been carrying out training programmes that promote future and advanced skills for social transformation in the regions of the European Union. Through pedagogical innovation, the partner Higher Education Institutions have been jointly developing a diverse range of teaching and learning actions, offering students different international short-term programs and e-learning, and international cooperation projects in the field of research and development are also being implemented. In the case of IPCA, our home institution, we have been responsible for coordinating the design of the Short-Advanced Programmes SAPs; SAPs are short and small individual learning units based on transnational curricula focusing on the future advanced skills needs, enabling the promotion of flexible learning pathways, short-term international mobility, innovative pedagogies and blended learning. SAPs are means to increase the effectiveness and flexibility of Higher Education (HE) and to provide upskilling and reskilling opportunities to the labour force. At this conference, we present our pivotal role in pedagogical innovation through SAPs and 50+10 project. This work is financed by PIDDAC (national funds) through the Multiannual Financing of R&D Units 2020-2023, Portugal2020, under the project UIDB/04057/2020. Keywords: Pedagogical Innovation, Short Advanced Programmes, Skills, Students, European Universities. 57 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Measuring Sustainability Literacy: Adaptation and Factor Analysis of the Sustainability Consciousness Questionnaire among Greek Adults Christos Petsimeris1, Katerina Salta2, Dionysios Koulougliotis3 Ionian University, Greece1 National and Kapodistrian University of Athens, Greece2 Ionian University, Greece3 Abstract Sustainable Development (SD) is an important concept of the modern era whose accomplishment poses major challenges to policy makers worldwide. The holistic and complex nature of SD which is most usually thought as being deployed in three main dimensions (environmental, social and economic) and at the same time is expressed in both the cognitive and attitudinal/behavioral domains, poses severe difficulties with regard to the empirical evaluation of people‘s perceptions related to it. The Sustainability Consciousness Questionnaire (SCQ) is a recently developed and empirically validated instrument among Swedish young adults (18-19 years old) which aims at evaluating sustainability literacy by taking into account the holistic nature of SD via investigation of people‘s cognitive and affective views of the concept [Gericke et al. (2019). Sustainable Development 27, 3549]. In the current work, the SCQ was adapted in the Greek language and subsequently its reliability and structure were evaluated by statistical analysis of the responses provided by 631 adults serving in the Greek public sector. The Greek version of the instrument (SCQ-GR) showed an overall excellent reliability by maintaining all 50 items of the original instrument (Cronbach‘s α = 0.970). Factor analysis after applying Varimax rotation with Kaiser normalization led to the extraction of four main components (with individual Cronbach‘s α values ranging between 0.807 and 0.974) which account in total for 65.84% of the whole sample variability. Detailed examination of the individual items of each component led to the following assignments regarding the nature of the assessment provided by the SCQ-GR: Component 1 is comprised of 23 items which refer collectively to ―attitudes and behavior‖ towards SD. Component 2 is comprised of 18 items which refer to ―knowledge‖ regarding SD. Component 3 is comprised of 4 items which refer to ―social-environmental activism‖, and finally Component 4 is comprised of the remaining 5 items which refer to the feeling of ―detachment‖ from the notion of sustainability. The good psychometric qualities of SCQ-GR provide strong evidence for the valid use of the instrument for assessing sustainability literacy among adults of a wide age range within the Greek cultural context. Keywords: sustainability consciousness, sustainable development, questionnaire instrument, Greek adults 58 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Exceptionally Gifted Females: Multiple Facets of Diversity and Gender Equity Diane Boothe Boise State University, United States Abstract The objective of this study is to provide an overview of challenges facing gifted and talented females, explore gender differences among intellectually gifted students, and examine the literature and research addressing gender in a variety of dimensions of cognitive giftedness. The unique and often frustrating experiences that gifted and talented females encounter will be explored to understand gender stereotypes. The findings are centered on the benefits, predicaments, and determination of gifted and talented females as we embrace multiple facets of diversity and gender equity. There are a wide variety of perspectives on gender and high ability or highly talented females and academic achievement. Gender has often been a critical factor when identifying multidimensional perspectives of giftedness. The combined results from 130 studies published between 1975 and 2011 indicated that boys were 1.19 times more likely than girls to be identified as gifted and included in gifted programs [1]. The early literature on giftedness, dominated by male authors, focused largely on mathematical and scientific manifestations of giftedness, and had a highly misogynistic character. Subsequent research and expanded definitions of giftedness have made significant changes in these views and encouraged a more diverse population that will enrich others and allow gifted females to excel and reach their full potential. Even though most people have some degree of emotional intelligence (EI), EI studies have shown that females demonstrate a higher degree of EI than males do [2]. Barriers to gifted women achieving their full potential are both external and internal— societal and psychological. Recent literature features significant studies by female gifted education specialists, and has been valuable in its stress on leadership, learning, and providing professional insight in narrowing the gender gap and facilitating a stronger female presence [3]. The goal of the present study is to synthesize data on gender differences in gifted identification and programs. The research reviewed addressed males and females in a variety of dimensions of cognitive giftedness, but most frequently those related to manifesting quantitative gifts. Recommendations for reducing gender bias include encouraging girls to participate in gifted programs, mentoring, and using multiple assessment criteria to identify gifted students. Keywords: Intellectually gifted and talented education females 59 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Social Problems in Non-formal Physical Education Gintarė Jaciūnė1, Vilija Bitė Fominienė2 Lithuanian Sports University, Kaunas, Lithuania1,2 Abstract Physical education is an important activity of youth employment, bringing together many children and young people, most often associated with the well-being of young people, where various social problems of society are also highlighted, which are also found in the life of society [3]. Such problems can be understood as social states that a certain part of society considers harmful to its members and that need to be corrected [1]. And they come to the fore when a social entity (a group of social change, the media or influential politicians, etc.) begins to pay attention to the state or behavior prevailing in society, which is considered undesirable and must be corrected [2]. The research problem is raised by the question of what types of expression of social problems are distinguished in non-formal physical / sports education? The purpose of the study is to identify the trends of analysis of social problems in non-formal physical / sports education observed in scientific studies, to distinguish the types of social problems. Research method - systematic analysis and synthesis of scientific literature. For systematic analysis, the authors used databases and collected literary sources on the chosen topic. The search was carried out in the EBSCO and Google Scholar databases. Keywords related to the topics of social problems in physical education were used to conduct the search. Scientific sources met the selection criteria if the sources were published in Lithuanian and English and not older than 10 years, the content of the sources corresponded to the keywords of the topic under consideration. When the content of the summary corresponded to the topic, full-text publications were analyzed. Results and conclusions: in the scientific literature in various contexts, the most often distinguished types of expression of social problems are no exception and in non-formal physical education. These problems can be identified as Bullying, Harassment and coercion, Violence, Antisocial behavior, Victimization, Gender inequality, Prejudice against, LGBT-related social problems. Originality/value. A systematic review of the literature synthesizes empirical research on the types of social problems that manifest themselves in non-formal physical education and complements scientific information, useful for participants in non-formal physical education when making decisions to eliminate social problems and creating a safe environment for physical and non-formal physical education. Keywords: physical education, non-formal physical education, sports activities, social problems 60 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Education for Sustainable Development Goals: Qualitative Review of Emerging Concepts and Opportunities for HEI Lonah Mbhalati1, Kgabo Masehela2 Department of Commercial Accounting, University of Johannesburg, Republic of South Africa1,2 Abstract Integrating Education for Sustainable Development Goals (ESDG) into higher education institutions (HEIs) is increasingly crucial for addressing global sustainability issues. The United Nations' Sustainable Development Goals (SDGs) provide a simplified roadmap for a sustainable future. HEIs are essential to nurturing the expertise, skills, and values needed for sustainable development. Achieving the SDGs depends on leveraging research, fostering innovation, and promoting sustainable education. This paper offers a qualitative analysis of the changes in HEIs related to Education for the Sustainable Development Goals (ESDG). The research identifies critical emerging concepts and innovative practices reshaping educational approaches to align with the SDGs by reviewing recent literature. It also examines the opportunities that HEIs face in implementing the ESDGs, emphasizing the importance of innovation, curriculum revision, and institutional collaborations. The study uses a systematic qualitative academic literature review to explore emerging concepts and opportunities in Education for Sustainable Development Goals (ESDG) in HEIs from 2020 to 2024. Data will be collected from academic databases such as Scopus, springer, and Google Scholar and systematically analysed using Atlas.ti to identify key themes related to institutional strategies, technology integration, challenges, and opportunities in ESDG. The literature reviewed highlights the importance of collaborative partnerships, technological advancement, and innovation, as well as implementing technological programs within HEIs to integrate ESDG efficiently and effectively. This paper significantly adds to the current understanding of sustainable development in education by thoroughly examining the recent advancements in ESDG. Furthermore, the study offers actionable suggestions for Higher Education Institutions (HEIs) to improve their sustainable education programs. Keywords: Sustainable Development Goals, Education, Higher Education Institutions 61 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition “Deus ex Machina” The Introduction of AI to Furniture Design Thorsten Lomker1, Katharina Richter2 Zayed University, United Arab Emirates1,2 Abstract In Spring 2023, students in our Furniture Design class were asked to design two desks for a small office space in an existing building. Unfortunately, none of the students produced a feasible design solution. The reasons we identified were deficiencies in design history, English, math, and general problem-solving, but mainly a lack of elementary skills in sketching. Students failed to use the right tools and techniques, which hindered them from finding proper answers to the design problem. Therefore, we opted for a dramatic change in our teaching methodology. As a fortunate coincidence, it happened that at this time the deus ex machina emerged, and ―a seemingly unsolvable problem ... was suddenly ... resolved by an unexpected and unlikely occurrence‖ [1]. Exactly 68 years after the Dartmouth workshop [2], Artificial Intelligence (AI) tools became available to the profession with the capacity to not only challenge our understanding of how the design process works but also the power to make up for skills our students failed to acquire. But rather than asking if it is the machine or the human who designs in these new scenarios, we merely focused on the question of how we can use AI to assist our students to mature in their design disciplines. Reference objects [3] played an important role in this endeavor. But instead of photos of real objects, we used Midjourney - an AI image generator - to create images of objects that did not exist beforehand but were concrete answers to the design problem. Through a critical discussion of the pros and cons of the AI-generated output, our students formed an understanding of these objects, which then became cases, ―... a contextualized piece of knowledge, an interpreted representation of a real experience….‖ [4]. Students then used these cases to develop the solutions further. The attempt to enable these students to develop feasible solutions using AI-software in conjunction with traditional tools and techniques was extremely successful. And in this regard, it is indeed fair to say that we can be rest assured that no student who used these tools once, will revert to traditional methods in the foreseeable future. Keywords: Artificial Intelligence, Midjourney, Design Education 62 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Combining Content and Languages in Professional Foreign Language Courses at EASS Tiina Meos1, Jelena Kapura2, Marju Taukar3 Estonian Academy of Security Sciences, Estonia1,2,3 Abstract As an academy dedicated to training professionals who require some level of knowledge in a foreign language for their respective roles, the language teaching model at the Estonian Academy of Security Sciences (EASS) employs diverse foreign language instruction approaches such as English as a Medium of Instruction (EMI), Language for Specific Purposes (LSP), and Integrated Content and Language in Higher Education (ICLHE). Language teaching at EASS is mostly coordinated and implemented by the EASS Language Centre, but some colleges also have a fixed language instructor position. In our presentation, we share the best practices from our extensive experience and demonstrate how our language instruction system works. We provide examples from our integrated content and language lessons e.g., cases concerning breach of the peace, traffic stops, customs control, phone calls to emergency response centre. Feedback from internship experience shows that students perceive ICLHE classes as highly beneficial and see their efficiency and potential in actual work situations. As students cannot be easily assessed by instructors during single ICLHE classes, their progress becoming rather intrinsically evident during their internship period is the most valuable feedback for such courses. In reality, it is the whole LSP agenda, and not only the ICLHE lessons that support students‘ ability to be involved in professional discourse in a professional way (Lasagabaster 2023). The language learning model at the EASS is enhanced by these diverse language instruction methods, and also by content instructors and language professionals working in close collaboration. Such collaboration may initially pose challenges either because of differences in knowledge areas (Kletzebauer et al 2022), or poor communication. Feedback and experience from working with the different colleges (Police and Border Guard College, Rescue College, and Financial College) reveals that, similarly to students, professionals, in general, support ICLHE ideas and principles. There are misunderstandings and doubts, as have been expressed elsewhere were CLIL (content and language integrated lessons) systems have been used (Arno-Maciá, Elisabet and Guzman Mancho-Barés 2015) but overcoming them eventually improves the whole language learning system. Keywords: CLIL, LSP, ICLHE, EMI, feedback 63 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Sustainable Learning through Outdoor Activities Nikolaos Giannakopoulos1, Emmanouil Petrakis2, Olga Stavroulopoulou3, Anastasios Psinas4, Nikolia Iliopoulou5, Ilias Karadimas6, Andreas Giannakopoulos7 Arsakeio Lyceum of Patras, Greece1,2,3,4,5,6,7 Abstract In Arsakeio Lyceum of Patras, a school that is part of a wider educational organization, the most historic in Greece (The Society for Promoting Education and Learning) we are constantly trying to enrich the educational process with innovative teaching methods such as flipped classroom and digital platforms but also, we try to carry out outdoor activities that bring students closer to the environment and also cultivate co-educational methods of learning. Thus, our partnership with University of Patras and its departments provided us with environmental suggestions and gave us a motivation to create an open area sustainability park including three outdoor learning classes (Biology, Geology and Physics) and a small green house for Agriculture and more exhibits that we describe to the full paper. Moreover, other institutes from our country help us establish in our school a meteorological station and a seismograph that now are been connected with the national meteorological network as well as with the national geodynamic institute of Greece. The basic aspect of that paper is to share with the delegates of the conference our experience of the impact of the new approach of learning ―by doing‖ to our students and investigate ways of developing the sustainable park with new exhibits or activities that combine sports activities, science teaching and more Keywords: Sustainability, natural sciences, alternative learning methods, intersubjectivity, interdisciplinarity, outdoor classroom activities 64 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Using „Inclusive Practices for Neurodevelopmental Research‟ (Fletcher-Watson et al., 2021) as an Ethical Framework for Eliciting the School Experiences of Autistic Girls Aoife Munroe Mary Immaculate College, Limerick, Ireland Abstract Traditionally, research on the topic of autism was primarily carried out on, about or for autistic individuals (Chown et al., 2017). However, there has been a gradual shift away from this approach in recent times with momentum for inclusive and neurodiversity affirming research growing (Pellicano and Stears, 2011). Encouraging steps have been made in autism research in terms of establishing research priorities and engaging autistic people and their families in research. Despite this, research with autistic young people remains scant (Eilis, 2017). Inclusive research must take place with members of the relevant community (Fletcher-Watson et al., 2021). Furthermore, thorough reflection on the ethical considerations is required when working with vulnerable populations to ensure inclusive research practice. The current study aimed to amplify the voices of autistic girls and provide them with the opportunity to share their experiences of mainstream education provision. Participatory research has been identified as a transformative approach to truly ethical and inclusive research, however, Pickard et al. (2022) highlight that early career researchers are often limited in their capacity to facilitate truly participatory research practices, as a result of time, funding and support. This paper details how the researcher adopted the Inclusive Practices for Neurodevelopmental Research model as a framework to attend to the ethical considerations for including autistic girls in the current study. Fletcher-Watson et al. (2021) appreciate different degrees of inclusion depending on the resources available, the scale of the research and the probable impact. Six key pillars are identified as essential in the delivery of inclusive research within this model. Each of the six pillars will be introduced and detail provided on how the researcher responded to the pillar in terms of its practical implementation. This paper will have implications for future researchers in terms of learning from the actions of the current project and continuing to improve practice when engaging with inclusive research. Keywords: Inclusive Research, Ethics, Ethical Practice, Autism, Neurodiversity, Participation 65 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Learning about Social Diversity in a Community-Based Research Service-Learning Project: Changing Students‟ Conceptions and the Impact on Individual Behaviour Janine Bittner1, Janina Kempchen2 Ruhr University Bochum, Germany1 Westphalia-Lippe Association of Statutory Health Insurance Physicians, Germany2 Abstract Diversity learning experiences of students occurring in experiential learning settings in higher education are regarded as very valuable to enhance moral development and support students to be or become active citizens in an increasingly diverse society. While the general impact of service-learning and community-based research and the positive influence on students‘ skill acquisition has been extensively studied, there are limited empirical studies that focus specifically on diversity aspects. The aim of our investigation was to expand this empirical basis. Our qualitative interview study was conceived as an accompanying research of a community-based service-learning project dealing with social inequality, poverty and homelessness in the Ruhr area. We described the course participants‘ conceptions of social diversity, investigated students‘ experiences with social diversity during coursework, asked how the understanding changed or was expanded and what relevance this had for students‘ behaviour. We examined these questions by conducting qualitative online interviews (N=13) via Zoom with the course participants. The audio data were coded by qualitative content analysis using inductive and deductive approaches to answer our research questions. Keywords: learning diversity, student conceptions, higher education, experiential learning, community-based research, service-learning 66 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition School and Social Encounters: Refugee Youth Vulnerabilities, Resistance and Resilience Leila Kajee University of Johannesburg, South Africa Abstract There are more than 117 million people worldwide who are forcibly displaced or stateless (United Nations High Commissioner for Refugees, 2023). The refugee crisis has placed many countries worldwide under considerable pressure to accommodate and integrate large numbers of refugees. This is a contemporary reality, and South Africa is no exception. Refugee youth are a predominantly vulnerable group because of forced displacement. Their educational needs are not always met by already overburdened educational systems, which hinder the potential for integration and success. It is unquestionable that refugees experience emotional stress, inadequate social support, and trauma. Children are likely treated as a homogenous group, despite their diverse national, cultural, linguistic, ethnic, and racial backgrounds and circumstances (Taylor & Sidhu, 2012). They will respond to school differently, dependent on all these individual and contextual factors. Yet, they are undeniably resilient. There is increasing need for teachers who are reflexive, responsive, and who practice pedagogies of humanisation and love. In this paper I focus on how refugee youth encounter school and social spaces and how we may address teaching diverse student bodies through theories of resilience and humanisation. To examine these concerns, I report on interviews conducted with refugee youth in Johannesburg, South Africa. Keywords: Refugee students, resilience, humanising pedagogy, teaching as an act of love 67 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Slow Movement to Enhance the Development of Empathy in Education Julia Huisman NHL Stenden University of Applied Sciences, The Netherlands Abstract We live in a world that changes rapidly, and both body and soul remind us of the uncontrolled and dizzy times; the price we pay to comply to the demands of nowadays rapid time management is very high. This paper explores the challenges to develop empathy in this accelerated culture that we have created in general and specifically in Education. The philosophy of the Slow movement, could be defined in one word ―Equilibrium‖. Individuals discover energy and efficiency just by doing things in a slow and mindful manner. The use of Social-Media has a negative impact on our ability to empathize with others due to the constant exposure to rapidly changing content, which demands a large amount of our time; time that fosters feelings of detachment from the real world and causes constant erosion of empathy. The slow movement advocates to reclaim our attention and highlights the importance of diminishing digital stimuli in education; practicing mindfulness and setting boundaries to create space for reflection and meaningful connections are key to develop consistently empathy in individuals. The main dogma of the Slow Movement is to take time to carry out our daily activities, and consequently enjoy them; The ―Slow Movement‖ impacts on various aspects of our lives; mental health, environment, communities, personal relationships, educational structure, and above all to free ourselves from the sensation of constant lack of time. Deaccelerate our lives will demand to change the rules by which we live, which will require some persuasion to change legislations and international consensus; which will be a challenge but it is essential for the change. The author argues in this paper that adapting our lives to a less accelerated time management in aspects such as education, workplace, urban design, medicine and exposure to social media, would foster emotional intelligence and empathy in particular. Keywords: slow education, empathy, emotional intelligence, new ways of teaching 68 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Education in a Perilous Age: A Case for Media Education as Foundational Learning Martin Laba Simon Fraser University, Canada Abstract Educational curricular design, content, and delivery must always address broader political, economic, and sociocultural currents of the time. Education must constantly vitalize ideas and projects of social change, and nourish students who above all, want to understand and commit to the idea that their studies are consequential in real world terms. Education‘s fundamental application and one of the most critical metrics of its efficacy and success is the quality and degree to which our students become civically engaged, to actualize the skills of citizenship they have acquired, and ultimately recognize themselves as ―protagonists‖ in the culture of their own times. (Berman, 1988) [1] The achievement and sustainment of such ennobling goals are challenged mightily in the perilousness of the times--a perilousness captured in the abundant evidence presented in the annual Edelman Trust Barometer, 2023: ―Navigating a Polarized World‖. (Edelman, 2023) [2] The report analyzes the erosion of trust in societal institutions, especially among the young, and compelling issues identified, include the collapse of economic optimism, prevailing anxieties (joblessness, inflation, and existential concerns around climate change, war, and food security), a media environment dominated by echo chambers, the instability of ―truth‖, the troubling rise of autocrats, and more. It comes as a considerable revelation in the profile of trust that not government, not media, not non-government institutions, but business is the most trusted sector. A substantial global majority in the survey responded that they buy or advocate for brands based on beliefs and values, that brands have the power to create shared identity, and that business has a critical role to play in the information ecosystem. This is more than an invitation for media education—this is the imperative of media education. As branding and social purpose marketing/advertising have come to dominate the media universe of the young, and as young demographics seek definition of and solution to gripping social problems through brand identities, our ability to achieve the goals of an educational philosophy that prioritizes citizenship and works to renew trust in perilous times depends on our capacities to design and conduct comprehensive programs of media education. To this end, this paper maps the urgencies, the substance, and the directions of media education. Keywords: media education; social change 69 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Provision of Afterschool Programs: A Response to the Educational Needs and Outcomes of Newcomer Students in Canada Edward Shizha1, Edward Makwarimba2 Wilfrid Laurier University Brantford Campus, Canada1 University of Alberta Retiree, Canada2 Abstract Newcomer students (both immigrants and refugees), in Canada, feel excluded in the education system, which does not fully support their learning needs. Although Canada is considered a safe country for immigrants, newcomer students often face challenges integrating into their new school environment. This raises the question of the future for these students‘ educational outcomes and assistance programs or strategies that should be developed to assist them? The objective of this study was to build knowledge and understanding of the educational needs and experiences of these newcomer students and identify the availability and nature of afterschool programs (ASPs) and how they could be effectively used to support newcomer students‘ learning and academic outcomes. Data were collected through a literature review and an internet environmental scan of provincial and territorial service provider organizations (SPOs) to inform our analysis. The scan revealed that there are available ASPs for newcomer students in Canada. The study found a significant combination of ASPs that are provided by SPOs that include scholarships, homework clubs, tutoring, and language programs that help newcomer students develop self-confidence and resilience for academic success. The study concludes that appropriate ASPs for newcomer students are an educational strategy that improves their academic outcomes. Keywords: afterschool programs, educational outcomes, newcomer students, resilience, service provider organizations, strengths-based approach 70 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Educational Leadership and the Impact of AI in the Post-Covid Era in Catalonia Maria-Antonia Guardiola UOC, Open University of Catalonia, Spain Abstract Educational leadership in Catalonia faces unprecedented challenges and opportunities in the postCovid era, marked by the disruptive impact of the pandemic and the transformative potential of AI technologies. This paper examines the intersection of these forces and proposes strategies to enhance leadership effectiveness in Catalonia's educational system. Drawing upon insights from scholarly literature and best practices, the paper explores the impact of the Covid-19 pandemic on educational leadership practices, the role of AI in education, and strategies for enhancing leadership effectiveness. Through a comprehensive analysis, this paper aims to provide insights and guidance for educational leaders in Catalonia as they navigate the challenges and opportunities of the contemporary educational landscape. Educational leadership in Catalonia plays a critical role in navigating the complexities of the contemporary educational landscape. The challenges posed by the Covid-19 pandemic and the opportunities presented by AI integration have reshaped the expectations and demands placed on educational leaders in Catalonia. The Covid-19 pandemic disrupted traditional educational practices, forcing schools in Catalonia to rapidly adapt to remote learning, implement safety protocols, and navigate unprecedented levels of uncertainty. Educational leaders found themselves thrust into crisis management roles, tasked with ensuring the continuity of education while prioritizing the health and well-being of students, educators, and staff. Concurrently, the integration of AI technologies into education offers promising avenues for enhancing teaching and learning experiences. In Catalonia, educational leaders are exploring the transformative potential of AI integration, seeking innovative solutions to improve educational outcomes and address persistent challenges in education. Amidst these transformative forces, effective educational leadership becomes more critical than ever. Educational leaders in Catalonia must demonstrate agility, foresight, and resilience as they navigate the complexities of the post-Covid era and harness the transformative potential of AI technologies. By examining the intersection of these transformative forces and proposing strategies to enhance leadership effectiveness, this paper outlines a comprehensive overview of leadership in Catalan education Keywords: Leadership; Change; Pandemic; Artificial Intelligence; Policy; Transformative Potential 71 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Indigenous Schools in Amazonia, Brasil: Intercultural Practices and Sustainability Giovanna Campani Comparative Cultural Studies, Spain Abstract The paper presents the institutional framework of the Indigenous Schools in Brazil, it raises the issues represented by the relationship between the school as institution and the transmission of Indigenous culture, considering the complexity of the structure of the Indigenous population in Brazil, divided in more than 306 ethnic groups, and given the intercultural relations established with the European colonizers. It also presents the field work related to a specific Indigenous school in the community of Nova Esperança, predominantly made up of the Baré ethnic group and located on the Cuieiras River – a tributary of the Rio Negro – 80 kilometers (km) from Manaus, in Amazonia. Nova Esperança is ―Pisasú Sarusawa‖ in Nheengatu, Ñe'engatu o Ñeengatú also known as the general language of the Amazon. The interview with the school director develops the topic how indigenous education can be useful in the passage from school to work, promoting at the same time community development, employment and sustainability in respect to the environment. This is facilitated by the fact that the Baré community is located within the Puranga Conquista Sustainable Development Reserve (RDS), managed by the government of the State of Amazonas. Indigenous education represents a tool for assuring a successful passage from school to work to the new generations of Bare. l fitting into the projects of sustainable development that are foreseen for the area, thanks also to the location in the Sustainable Development Reserve (RDS) Puranga Conquista. However, as the school director points out, sustainability is nowadays a global issue: the experience of Nova Esperança is consequently at the same time local and part of a global trend. The Indigenous schools represent a great potential to develop original pedagogical practices in the field of intercultural education that can impact as well the transition from school to work not only in Brazil but in different contexts where Indigenous people live. The case of the community of Nova Esperança is an example going in this direction. Keywords: Indigenous, intercultural, community education and sustainability 72 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Enhancing Student Engagement 73 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Enhancing Student Quality at South India‟s First Private University: Initiatives to Improve Overall Student Engagement, Diversity and Industry Readiness Avinash Rao University of Manchester, United Kingdom Abstract Alliance University is South India‘s First Private University established in Karnataka State in the Year 2010 and is recognized by the University Grants Commission (UGC), New Delhi, India. The University has been consistently ranked high both by national and international bodies, a pioneer in academic digitization during the pandemic, becoming a case study at Coursera in terms of adaptability to change, a founding member of PACT 2030, an SDG initiative by QS I-Gauge, promoting HEIs to come together to fulfil the UN‘s SDGs. In the year 2023, the University entered the league of QS World University Rankings – Asia, and the National Institutional Ranking Framework, a ranking methodology adopted by the Ministry of Education, Government of India ranked its constituent units, the School of Business as 87th Best Management Institution in the Country and the School of Law as the 25th Best Law Institution in the Country. QS I-Gauge rated Alliance University with an overall ‗Diamond‘ rating in 2023, and the University has over 30,000+ global alumni, 300+ world-class faculty, 80+ international partner universities, and has 11+ schools and departments across 4 faculty groups. India, a growing liberal nation in all aspects, including educational reforms has more than 950 universities and approximately 40,000 higher education institutions, reflecting the high fragmented state of higher education in the country. The NEP 2020 proposed several reforms through policies and the salient aspects include a student centric model, competency based continuous evaluation system, enhanced focus to research and innovation, improved STEM model of higher education controlling, faculty productivity based on research output, autonomy at all levels, merit-based student enrolments, faculty selection and promotions, boost to online training, integrated controlling and monitoring systems, increase gross enrolment ratio (GER) in sync with the United Nations SDGs – Quality Education that promotes access and enhances overall academic quality. Improving the GER, providing better access to the marginalized, technology adoption, and preparing graduates for future jobs through industry-led curricula and experiential learning are imperative to strengthen graduate outcomes. The paper will encapsulate key initiatives undertaken by Alliance University to promote overall student engagement, diversity, and industry readiness, preparing graduates to be future ready. Keywords: Student Quality, Student Diversity, Graduate Outcomes, Industry Readiness 74 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition EduMagic, a Creative Teaching Community Irina-Ana Drobot Technical University of Civil Engineering Bucharest, Romania Abstract The purpose of the present paper is to make an analysis, from a netnographic approach, of the online community EduMagic in Romania. This is a site offering teachers in Romania from all teaching levels courses, webinars and conferences based on teaching in a creative and motivational manner. They resort to this as if in response to the latest years‘ raising awareness about the way that the Romanian education system needs to be strongly adapted to the current needs and to the current society. Society changes and, with it, teaching and learning should also change, or, otherwise, the result would be that the students would enter an old, and unfamiliar world. Since the author of the present paper is also a member of this site and has finished several courses and taken part in conferences, she can use participatory observation from the netnographic approach to analyse this community. The teachers of the community show a very passionate attitude towards teaching, and they are determined to make the school environment one that promotes creativity, enjoyment, well-being, motivation, and efficiency in learning. They borrow presentation techniques from online social media influencers, and they rely in their lessons on platforms where they can set up visuals for the lesson, including animations, such as Canva, Mozabook, Genially, Wordwall. Mindfulness techniques and motivational techniques present in popular psychology are also used. Technology is regarded as an essential part of both students‘ and teachers‘ lives. Active participation of the students is considered a measure of the success of the lessons‘ creation. Notions of psychology, such as those relating to relationships between students, between teachers and students, as well as between parents and teachers are also considered essential to ensuring a harmonious learning environment in schools. Bullying and its prevention is also a treated topic. The EduMagic platform and community, through their activity, are willing to offer solutions to all that has gone wrong in the Romanian schools over the years. Keywords: Active learning, teaching with technology, netnography, motivation 75 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Positive Interactions and Supportive Learning Environments: Keys to Enhanced Student Engagement Arnfrid Farbu Pinto1, Duarte Nuno Farbu Pinto2, Odd Morten Mjøen3 Nina Petersen Reed4 Norwegian University of Science and Technology, Norway1,3,4 Nord University, Norway2 Abstract This project, based on alarming statistics about mental health among young people and students from both national and international studies, aims to investigate how a supportive learning environment can improve the mental well-being and quality of life for students facing challenges. We aim to examine how social rituals and interactions affect student engagement and well-being in the university context, primarily through the lens of Randall Collins‘ interaction ritual theory. Furthermore, we aim to integrate concepts from Carl Rogers‘ theory of personal development, focusing on his perspectives on the social aspects of learning, to enhance our understanding of factors contributing to student well-being. In this study, we base our research on the premise that students who are doing well tend to be more engaged, and conversely, those who are engaged often experience better well-being. Drawing on narratives from the Norwegian University of Science and Technology (NTNU), as part of the ―In My Experience‖ project, this study focuses on student narratives that describe the teacher‘s role in facilitating well-being. Based on a small number of informants, we have conducted a preliminary study that will lay the groundwork for a more comprehensive study in the future. The preliminary findings suggest that social rituals, cultivated within the learning environment, can act as catalysts for fostering strong bonds and a sense of community among students. These rituals, reflecting Collins' framework, appear to have a notable impact on students' well-being, although these conclusions are still tentative. Furthermore, the initial results indicate that these rituals could contribute to identity development, which seems to resonate with Rogers' views on learning as social processes. These early outcomes hint at the possibility that focusing on interaction rituals in university strategies could promote student engagement and play a key role in supporting students' overall well-being. Keywords: Student Engagement, Social Rituals, Interaction Dynamics, Personal Development 76 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Building Future Skills in Higher Education: An International Blended Project Seminar on Sustainable Development Patricia Arnold1, Jeannet Davids2, Meret Reiser3 HM Hochschule München University of Applied Sciences, Germany1 Hanse University of Applied Sciences Groningen, Netherlands2 Zurich University of Applied Sciences, Switzerland3 Abstract In the 21st century, higher education faces a multitude of challenges. Study programs need to contribute to solving the complex issues around sustainable development our societies urgently need to deal with on a global scale. On the one hand, this implies that study programs should integrate Education for Sustainable Development into their teaching whatever the core domain of the program may be. On the other hand, study programs should enable students to acquire so called Future Skills. These skills include, amongst others, skills such as self-initiative, autonomous learning competence, creativity, digital literacy, coping with uncertainty as well as cooperation and communications skills. At the same time, higher education needs to capitalize on new learning and teaching formats, brought about by widespread digitalization. These formats enhance flexibility of time and location and thus cater to broader target groups than the traditional student groups. Yet another desideratum for higher education is internationalization so that students adopt an international global citizen perspective on their specific domains. Against this backdrop, in this paper we describe and analyse an innovative educational design of an international seminar on the Sustainable Development Goals as a case study. Key element of the educational design is students‘ work on project tasks in international multidisciplinary teams. Students collaborate first online and then share their work on-site, amongst other activities. This educational design strives to contribute to all goals mentioned above. The results of this paper can inform higher education decision-makers and educational designers alike. Keywords: Future skills, higher education, education for sustainable development, educational designs, blended learning 77 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Psychological Contract in School Trond Lekang1, Njål Vidar Traavik2, Gisle Heimly3 Nord University, Norway Abstract In this article, we present how a common psychological contract was negotiated between teachers and students at three high schools in a region in Norway. Traditionally, it can be argued that the student-teacher role is characterized by one-way communication where students are passive recipients of knowledge, and the teacher is the conveyer of knowledge. Teachers face various expectations related to the quality of the students' learning environment. The teachers' intention is to establish a good dialogue and a relationship that aims to clarify goals and expectations, define each student's role in the academic learning community, and create appropriate rules in a democratic school day where students expect structure and predictability in the teaching. The findings show that the students have a high degree of relational expectations of their teachers. Furthermore, it seems that the relationship is strengthened when the students participate in the design of mutual expectations between teacher and students. Findings also suggest that the contract helps to analyze relational concepts and, in this way, clarify expectations and regulate behavior, thus shaping the learning environment in the classroom. Keywords: Psychological contract, An exchange agreement, Relationship quality 78 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Integrating AI Tools into Teaching Practice: Unleash the Potential of Your AI Co-pilot Chaonan Xu Xi‟an Jiaotong-Liverpool University, China Abstract In the rapidly evolving landscape of education, the integration of artificial intelligence (AI) tools has become increasingly significant. The teacher, who resembles the captain, possesses expertise, experience, and strategies in guiding learners through their educational journey. Meanwhile, the AI, serving as the co-pilot, provides valuable support, assists in navigating through teaching practice, and enhances the overall efficiency and effectiveness of the teaching and learning process. Similar to how a captain and co-pilot work in tandem to ensure a swift and steady flight, the collaboration between teacher and AI enables a synergistic approach to education, ultimately propelling learning to new heights. By effectively utilizing AI tools, teachers can unlock new dimensions of teaching and learning, enabling a more flexible, interactive, and impactful educational experience for students, therefore enhancing learning outcomes. This study will delve into the possibilities and benefits of incorporating various AI tools (e.g., ERNIE Bot, ElevenLabs, ClassPoint) into classroom practice, assisting teachers in the journey of language teaching and learning in diverse and innovative ways. Through a combination of authentic examples and practical strategies, this study will provide insights into unleashing the potential of AI tools to optimize teaching practice, facilitate language acquisition, foster student interaction and collaboration, and empower education into the future. Keywords: AI, learning and teaching, efficiency and effectiveness, interaction and collaboration 79 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Building High Quality, Student-Driven Discourse through the Use of Culturally and Linguistically Relevant Texts Leticia Romero Grimaldo1, Shannon Giroir2 University of Texas at Austin, United States1,2 Abstract Through a nationally funded grant, a research collaboration with practicing educators aimed at developing effective educators who skillfully implement high quality instruction for multilingual learners through a job-embedded professional learning approach. Researchers work collaboratively with educators to develop, implement, and refine an instructional model for enhancing student discourse and expressive language development for multilingual learners utilizing culturally and linguistically responsive texts. Researchers share implementation experiences and findings implementing target practices, along with sharing practitioner and student tools. Findings suggest students are more engaged in reading and literature while developing positive academic identities, as well as autonomy for their own learning. Keywords: Culturally Responsive Practices, Culturally and Linguistically Relevant Texts, Student Discourse, Multilingual Learners, Student Engagement, Language Development, Literacy 80 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Meet the Demands of the Future Today With Universal Design for Learning (UDL) Kamilla Klonowska1, Eric Zhi Chen2 Kristianstad University, Sweden1,2 Abstract The students‘ needs of support during their study years are changing, which is why the practices as educational developers and teachers are also changing. This article presents how Kristianstad University, Sweden, aligns with the European and Swedish regulations on broad recruitment. Furthermore, it shows the action taken by the Department of Computer Science to meet these demands and presents implementation of Universal Design for Learning (UDL) in two courses within the Software Development programme. Keywords: Universal Design for Learning, Computer Science, Higher Education, Student-Centred Learning, Active learning, Student Engagement 81 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Second Language Learning Motivation and Cooperative Learning: Does it Enhance ESL Chinese Students Critical Thinking? Leah Li V. Echiverri Wenzhou Kean University, China Abstract A descriptive-correlational study examined the influence of second language (L2) learning motivation and cooperative learning on enhancing critical thinking skills among Chinese ESL students in Wenzhou and Ningbo. Using convenience and snowball sampling, a cross-sectional study obtained an overall representation of the 400 respondents' perspectives: 203 students from Sino-foreign universities and 197 from Chinese traditional institutions. A quantitative approach was used to analyze the data. L2 learning motivation and critical thinking were found to be strongly positively correlated. Chinese ESL students who are integratively motivated, aspiring to travel, build friendships, and connect with English-speaking people demonstrate high self-regulation skills in critical thinking. They can selfconsciously monitor their cognitive activities, the components involved, and the results obtained. Similarly, Chinese ESL students who are instrumentally motivated, aiming to fulfill university learning requirements and gain a competitive advantage in their career prospects through English proficiency, tend to have a highly open mindset and systematic approach. They continually seek out information relevant to problem-solving and use a collection of data that has been systematically organized. Cooperative learning and critical thinking were found to be strongly positively correlated. Students who are good at group dynamics and possess the ability to identify which behaviors to maintain or modify conducive to goal achievement and foster effective working relationships tend to demonstrate high evaluation abilities. They utilize supportive evidence, including references, and engage in reevaluation to draw logical conclusions. Furthermore, students who are good at recognizing individual performance and accountability in creating cooperative learning tasks and reward structures also tend to have a high disposition toward fairness and objectivity. They are willing to accept proven truths even if they hold different perspectives during their thinking process. Keywords: Language Learning Motivation, Cooperative Learning, Critical Thinking (CT), CT Cognitive Skills, CT Disposition 82 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Peer Assessment as Learning Experience Beata Godejord1, Elisabeth Moen Rørvik2, Marcel Köhler3 Business School, Nord University, Norway1 Faculty of Nursing and Health Sciences, Nord University, Norway2,3 Abstract This paper presents work related to the realization of the project Staying Connected Through Connecting: Peer Learning and Peer Assessment in Pharmacy Education. The project is supported by The Norwegian Directorate for Higher Education and Skills and aims at strengthening students‘ learning outcomes through active and collaborative methods of learning and parallelly, at advancing pedagogical competence of the teachers. Learning activities developed during project work are being implemented in the study program Bachelor of Pharmacy, Nord University, Norway. The objective of the paper is to document students‘ perceptions of peer assessment provided through feedback technique ―Two Stars and a Wish‖. The activity was conducted with the first-year students as an introduction to student feedback strategies. Numerous studies conducted over the last three decades evidenced positive impact of peer assessment on learners‘ performance [1]. The goal of the presented enquiry was to find out how students respond to learning activity involving assessment of their costudents‘ work. Perceptual data collected through questionnaire indicate positive evaluation of peer assessment as a learning experience. The answers to both: close-ended questions (quantitative data), and open-ended questions (qualitative data) were prevailingly favorable and affirmative. These results encourage further work with peer feedback as a practice that can benefit not only students‘ engagement in learning but also teachers‘ professional development. Keywords: Active Learning, Peer Assessment, Pharmacy Education 83 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition STEAM in Computer Science Studies Dalia Čalnerytė1, Vida Drąsutė2, Andrius Kriščiūnas3, Spiros Sirmakessis4 Kaunas University of Technology, Lithuania1,2,3 University of Peloponnese, Greece4 Abstract STEAM (Science, Technology, Engineering, Arts, Mathematics) is defined as an active learning approach which integrates multiple disciplines from the acronym [1] and employs problem-based learning to solve real-world problems using technologies [2]. It aims to develop creativity, critical thinking, collaboration, communication skills, and therefore, better prepare students to meet labor market needs. Classified as a student-centered learning approach, STEAM facilitates students‘ engagement in the learning activities. However, there is lack of reusable and easily modified STEAMbased teaching tools at the university level. Thus, the STEAM-Active project [3], which is developed under the Erasmus+ programme, provides university teachers with e-learning course on STEAM methodological approaches, bibliographic review, protocol for designing teaching-learning sequences (TLS), collection of TLSs for socio-scientific-technological problems. Two TLSs ―Cycling Tour and Tourism‖ and ―Enjoy Sailing in Greek Islands‖ were piloted at Kaunas University of Technology, Lithuania during the 2023 fall semester. After adapting the TLSs to meet the course learning outcomes, time limitations, and students‘ prior knowledge, they were implemented as group projects of the master level course ―Artificial Intelligence and Decision Making‖. 5 groups of international students developed mobile or web applications taking into account sustainability, circular economy, specific environment, and customers‘ needs. In order to meet the learning outcomes of the course, all the applications included artificial intelligence-based solutions for either data analysis, route optimization, or providing recommendation. Students faced the challenges of working in groups, choosing the proper technologies, and creating strategies to increase users‘ engagement. A clear perspective of the application possibilities helped students to gain skills for practical problem solving. Keywords: STEAM, problem-based learning (PBL), teaching-learning sequences (TLS) 84 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Exploring the Importance of Self-Study Time. A Design-Based Research on Students Group Work Johanna Schnurr Technische Hochschule Lübeck, Germany Abstract Group work and social learning are important aspects in instructional design of higher education. They are expected to promote students' activity, increase their motivation, or provide further subject-based learning outcomes. Additionally, students should develop their ability to cooperate and collaborate, which is expected by employers, among others. In practice, it seems that these hopes are often not realized: the quality of outcomes and group processes falls short of expectations on both sides, teachers and students. This article explores how lecture and self-study phases of a STEM course could be linked in a way to promote students' group work skills. To address this problem not only theoretically but also with perspectives on educational practice, a design-based approach was chosen. Based on the existing subject-teaching concept, a learning path for group work skills was designed and implemented, including a Moodle learning space. Continuous reflection on group dynamics and further assignments had to be submitted according to an underlying team development process. Keywords: Group work, social learning, collaborative learning, design-based research, higher education 85 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Something Old, Something New, Something Borrowed, Something Blue Patrick Murphy Nord University, Norway Abstract The recent amalgamation of traditional teacher training colleges into universities as seen in Norway has caused a clash of interests between the profession-based approach of the teacher training staff and that of traditional academical approach of university traditions. Differing views on e.g., the importance of canonical literature for teacher training students have led to a partly compartmentalized teaching of classic and canonical literature on the one hand, and subject pedagogy on the other. This article is based on action research in the classroom and shows how one may blend classic literature into the world of the teacher training student within the concepts of the extended classroom and indepth learning. Here it is not merely a matter of scaling boundaries of compartmentalized university subjects, but also the mental barriers between traditional classroom teaching and the sensibility of the individual‘s world beyond the classroom walls. This paper shows how Alfred, Lord Tennyson‘s poem The Lady of Shalott [1] is the backdrop for not only a reader-response approach to literature, but also a creative approach that leads the readers to understanding through triggering the interests and experiences of their world of audio and visual impressions and experiences. As the Lady of Shalott breaks the curse and leaves her world enclosed by four walls, so will this session break a few barriers and conventions leading to a student active learning session where it is not a question of being served a traditionally accepted interpretation of the poem, but rather one of triggering personal experiences and preferences. This paper is intended to give the language teacher a little input in creatively accommodating teaching and learning literature through a hands-on session. Not only by seeing - but also making - the connections between various subjects and concepts the learner may gain a greater understanding of classic literature within the often-fragmented world of higher education. This paper focuses on the learner creating an understanding as a contrast to in traditional literary analysis being served an understanding. This is the journey of The Lady of Shalott breaking the fourth wall and taking the learner along with the flow. Keywords: student activity, teaching literature, breaking barriers 86 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Teaching Critical Thinking with Flipped Classroom István Zsigmond1, Otilia Ármeán1, Barna Kovács1, Anna Mróz2 Sapientia – Hungarian University of Transylvania, Romania1 University of the National Education Commission, Krakow, Poland2 Abstract The emergence of ICT tools in education gives new opportunities for using Flipped Classroom (FC) methods in education. Although the use of FC methods presents numerous benefits, its widespread use is hindered by factors like the necessary increased efforts for preparing FC activities or lack of recognition and/or support in using this method. FC methods are prone to be used for developing transversal competences like self-regulated learning [1], communication skills [2] and critical thinking skills [3]. Critical thinking is listed among the information competency standards and is often cited as one of the most meaningful learning outcomes in many information literacy plans and activities. In the ―Critical thinking in the information society (CTIS)‖ project educational materials were elaborated for teaching an introductory course in Critical Thinking and Media Literacy. Videos and tests for teaching 20 subjects in these topics were developed in collaboration of five universities from Romania, Greece, Poland, Lithuania and Bulgaria. The developed materials were tested in classroom settings. In this paper we present the results of student satisfaction and teacher experiences when applying the developed materials at Sapientia University (Romania). As compared to the control group, preliminary results indicate higher level of student engagement and increased student satisfaction when learning with flipped methods. Keywords: critical thinking, flipped learning, media literacy 87 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition From Learners to Researchers: Co-Creation of Knowledge in Project-Based Learning Tobias Schmohl1, Meike Clausen2, Jennifer Niggemann3 OWL Technical University of Applied Sciences and Arts, Germany1,2,3 Abstract This article presents an educational design for a student research project. We explore the educational impact of an innovative project-based learning approach that integrates ethnographic research and interactive storytelling. Through the creation and analysis of a three-part web series, students examine the concept of personal freedom among adolescents in rural and urban settings. The study employs a research-based learning (RBL) framework, combining inquiry-based, project-based, problem-based, and experiential learning methodologies. Students actively participate as co-creators in all stages, from literature review to field research and data analysis, using qualitative social research methods such as participant observation, interviews, and focus groups. The use of smart glasses to capture first-person perspectives enriches the ethnographic data. Via social media platforms like YouTube, TikTok, and Instagram we enhance engagement with the web series‘ target group by allowing viewers to interact and make decisions. The educational goal of this project is to promote civic engagement and to deepen students' understanding of societal issues. Keywords: Project-based learning, ethnographic research, interactive storytelling, qualitative social research, civic engagement, educational innovation 88 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Rethinking Education for the Modern Generation: Embracing Innovation in Pedagogy Roza Tulyaganova1, Jeanette Fontaine2 Mississippi State University, United States1,2 Abstract In today's rapidly changing world, it is clear that our traditional educational methods need to evolve. The gap between generations is widening, exacerbated by the lightning speed of technological and global change. The outdated lecture model of teaching is losing its effectiveness in engaging modern students, who are increasingly disinterested in traditional reading assignments and passive listening. What innovative ideas can we implement to make teaching more relatable and effective for the new generation? 1. Demonstrate Applicability: One key approach is to focus on making learning applicable to real-life situations. This could involve case studies, simulations, or project-based learning that mirrors realworld scenarios. 2. Implement Hands-on Learning: Active participation is crucial for student engagement. Incorporating hands-on activities, experiments, and interactive demonstrations not only makes learning more enjoyable but also deepens understanding and retention of concepts. 3. Invite Guest Professionals: Bringing in guest speakers and industry professionals adds real-world context to classroom learning. Through guest presentations, panel discussions, or mentorship programs, these experts can share their experiences, insights, and career pathways, inspiring students and providing valuable networking opportunities. 4. Exclude Unnecessary Memorization: In today's digital age, instead of rote memorization of endless facts and figures, emphasis should be placed on critical thinking, problem-solving, and information synthesis. Students should be taught how to access and evaluate information, discerning what is relevant and applying it effectively. 5. Offer Options for Assignments and Projects: Students are more engaged when they feel that they have choices in the learning process. Offering to the students a choice of topic, type of project, or presentation style encourages them to participate creatively. By embracing these innovative approaches to pedagogy, educators can create learning environments that are not only more engaging and relatable but also better equipped to prepare students for success in the ever-evolving world. It is time to move beyond the traditional lecture format and harness the power of technology, experiential learning, and real-world connections to inspire and empower the next generation of learners. Keywords: Education, music, innovative pedagogy 89 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Flipped Classroom Approach to Developing Digital Skills for Critical Thinking and Media Literacy Mariya Aleksieva1, Milen Baltov2, Krasimira Mineva3, Zlatina Dimitrova4, Veselina Zhecheva5, Kamelia Staneva6, Gergana Kirova7 Burgas Free University, Bulgaria1,2,3,4,5,6,7 Abstract The flipped classroom is an innovative pedagogical approach that "flips" the traditional learning model, shifting the emphasis from teacher-led instruction to active student engagement. This approach not only promotes self-directed learning but also fosters the development of digital skills, critical thinking, and media literacy. Through the flipped classroom, learners have the opportunity to engage with educational materials at their own pace, stimulating their activity and involvement. This process typically involves the use of various digital tools and resources, such as video lessons, interactive websites, software applications and more. The flipped classroom approach is a well-suited method for cultivating digital skills, critical thinking and media literacy among students. By actively involving students in the learning process and utilizing diverse digital tools, this approach prepares young individuals to effectively navigate the challenges of the modern world, where digital technologies and the media landscape play an increasingly significant role. This publication presents an analysis of the work of a research team at Burgas Free University in testing intellectual products related to developing critical thinking and media literacy in the information society. Within the framework of the research, video lessons on eight topics were developed using specialized software, through which learners develop the components of digital competence. The educational materials were tested with students of Pedagogy and Psychology at Burgas Free University. The study presents the results of an anonymous and voluntary survey on the satisfaction of students with the tested interactive training. The aim was to determine the level of student satisfaction with the "Flipped Classroom" method, as well as their attitude towards this innovative educational approach. The results of the empirical study confirm the thesis that the "flipped classroom" method is effective and preferred by both learners and teachers. It provides for better knowledge acquisition, develops information processing skills and encourages active learning. The flipped classroom emerges as a transformative educational approach that fosters student autonomy, enhances digital literacy and cultivates critical thinking skills, preparing learners for success in the digital era. Further research and implementation of this innovative pedagogy are guaranteed to fully realize its potential in shaping future-ready learners. Keywords: Digital skills, digital transformation, critical thinking, media literacy, approach, flipped classroom, digital tools 90 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Making the Case for New Paradigm Breaking Schools Designed for the Distracted Generation Laurence Peters1, Himanshi Sharma2 Johns Hopkins University, United States1,2 Abstract The Covid-19 pandemic has sparked a renewed debate about the relevance of traditional school models for 21st-century students. With increasing attention deficit syndromes and widespread student disengagement, it is timely to question the adequacy of these models. The paper posits that mere reforms to the existing system are insufficient for the significant progress needed. Instead, it highlights the innovative approaches of over a dozen visionary founders who have established schools based on Sugata Mitra's 'self-organized learning environments' (SOLE). These new paradigm schools prioritize questions beyond standardized test performance, focusing on equipping students for lifelong learning and fostering skills like empathy, creativity, and problem-solving. This project seeks to understand these schools' success by evaluating them with new metrics, aiming to support and expand this innovative educational paradigm globally. Keywords: Self Organized Learning Environments, Paradigm 91 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Exploring the Intersection of Memes, Literature, and Ethics in Teaching. A Case-Study Roxana Rogobete West University of Timișoara, Romania Abstract This study delves into the integration of internet memes into academic settings, particularly within literature courses and ethics classes, aiming to analyze their cultural significance and pedagogical potential. Drawing upon a survey administered to undergraduate students enrolled in RomanianEnglish programs, this research investigates the impact of memes on the study of canonical authors in literature courses and the analysis of behaviors in ethics classes. Employing both sentiment analysis and content analysis, the paper explores potential categorizations of memes [1]; [2]; [3], considering their societal impact and their ability to simplify complex concepts [4] while promoting critical thinking skills [4]; [5]. Additionally, it discusses memes as a distinct genre [6] and their role as a ―fundamental unit of cultural transmission‖ [7]. Keywords: Internet memes, literature, ethics, critical thinking, humour, teaching 92 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Camp CryptoBot: A Method for Taking Risks and Motivating High School Girls to Pursue a Career in Cybersecurity Pauline Mosley1, Lisa Ellrodt2, Doris Ulysse3 Pace University, Seidenberg School of Computer Science and Information Technology, United States1,2,3 Abstract Why aren‘t female students majoring in cybersecurity when this is the fastest growing field?[1] How come only 24 percent of the U.S. workforce in cybersecurity is female? [2,6] This gender disparity is concerning, and the challenges women face in the cybersecurity sector are puzzling. These challenges either prevent them from entering or force them to leave. The gender imbalance has potential consequences for this nation‘s security, so it is imperative that we understand why women are not being attracted to this field. One study suggests that this shortage is because women believe that they will not succeed at STEM courses. They have a ―perceived risk of failing‖. Perceived Risk of Failing refers to high school students‘ perception that they are incapable of understanding STEM subjects and will fail if they pursue STEM courses. NSF data revealed that in 2010 only 7.5 percent of engineering or computer science technicians were African American or Hispanic. [3] It is recognized that women have made strides in closing that gap we still have a substantial way to go. [4] According to a recent survey by Women in Tech ―28% of C-suite leaders are women and 5% represent racial minority‖. Camp CryptoBot utilizes SeaPerch (underwater robot) and Sphero (round robotic ball) as the platform for teaching cryptography and cybersecurity concepts using various pedagogical approaches, including storytelling, hands-on labs, and problem-solving missions. In our paper we will share our methodologies for increasing female interest in cybersecurity and which methodologies were effective on reducing their fear of failure thereby increasing their self-efficacy. Keywords: cybersecurity, gender gap, retention, sphero, SeaPerch, STEM 93 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Students‟ Characteristics and Motives for Enrolment in a Community-Based Research Service Learning Project: A Qualitative Investigation Janine Bittner1, Janina Kempchen2 Ruhr University Bochum, Germany1 Westphalia-Lippe Association of Statutory Health Insurance Physicians, Germany2 Abstract The first purpose of this qualitative research study was to explore the reasons why geography students decided to enroll in a community-based service-learning course. The course design, which combined different elements of service-learning as well as research-based teaching and learning, was newly developed and, for the first time, implemented at the Institute of Geography at the Ruhr University Bochum. The course tackled the issue of social inequality, poverty and homelessness in the old industrialised Ruhr region. The development and implementation of the course design were supported by a teaching grant from the university. The bachelor students could choose between different study project courses that differed in terms of the topic, the lecturer, and the teaching concept. Our investigation‘s second goal was to get more in-depth information about students‘ personality, fundamental personality traits, values and skills. With our work, we aimed to expand on the results of previous studies that focus on students‘ motives for participation and participant characteristics. We designed a qualitative interview study and conducted online interviews with the course participants at the end of the course. MAXQDA, a computer-aided text analysis software was used to code and analyse the transcribed interview data by qualitative content analysis, using inductive and deductive approaches. Keywords: motives for enrolment, personality traits, values, experiential learning, community-based research, service-learning 94 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Games and Media in Education 95 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Designing Gamified Educational Interfaces: Analysing Pedagogical Strategies for Teaching Portuguese Madalena Gomes1, Ana Catarina Silva2 lnstitute for Research in Design, Media and Culture ID +, Barcelos, Portugal Polytechnic University of Cávado and Ave, Design School, Barcelos, Portugal1,2 Abstract In today's society, education faces several challenges in terms of motivating and engaging students with learning content [4]. Specifically in the field of reading and literary education, studies in Portugal show a progressive decline in reading habits and interests among young people throughout adolescence [5]. Considering not only the technological advances of recent years but also the current post-pandemic context which has recently led to drastic changes in teaching methods and resources, this study aimed to understand the current pedagogical challenges and strategies in the teaching of school literature. Particularly, it was intended to identify and understand the existing methods and resources used to teach Portuguese literature, in order to reflect on the possibilities of designing gamified educational interfaces to promote reading practices and habits. For this purpose, a qualitative methodology was used, in which semi-structured interviews were carried out with Portuguese language teachers from grades 7th to 9th, selected from schools with different socio-economic contexts. The aim of this approach was to achieve a more heterogeneous sample. Subsequently, the interview material was analyzed using the method of Content Analysis [1] and it was possible to draw conclusions regarding: a) students' attitudes and motivations towards reading; b) learning objectives; c) students‘ main difficulties; d) techniques and resources used by teachers; and e) considerations in the design of complementary resources for reading and literary education. This research proves to be relevant as it allows to collect useful considerations for the design of future learning solutions that complement traditional teaching methods and promote a literary education that is better suited to contemporary challenges. Keywords: Literary education, Portuguese literature, educational interface design, reading. 96 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Mario from Super Mario in Kindergarten Anne Lise Wie Nord University, Norway Abstract Visiting a kindergarten, the author seeks to learn more about the daily activities with a focus on early literacy. Literacy is a composite competence «involving skills to create understanding by help of various signs and modalities» [author‘s own translation] [1]. A multi modal text includes at least two modalities, and in this case study Peder delivers by combining drawing and oral presentation. Meet Peder: He is 5 ½ years old and attends a kindergarten where the children love to draw and convey what they draw. Peder has drawn the digital game Super Mario where there are numerous tasks and challenges Mario needs to navigate to get to the next level. Media and digital games have become a large part of the lives of numerous children, and a number of studies have been carried out looking into how they are affected [2]. To Peder, his drawing was near equal to playing the game itself, spending a long time both drawing and telling what he had drawn. «You may keep the drawing and take it home with you and learn more, and also play‖, he said [3]. Peder shows his conveying competence through images and symbols when he interprets his own drawing, and anticipates his visitor will be able to decode the multimodal text in line with his intentions. The context for this case study is a socio-cultural view of learning where «knowledge is constructed through interaction with others in various social contexts». [author‘s own translation] [4]. The aim of this study is to learn more about children‘s literacy through Peder‘s multi modal text about Mario; how a child‘s digital play may be an entry to literacy. Keywords: kindergarten, multimodal texts, digital games, early literacy 97 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition External and Model Validity in a Systematic Review of GameBased Interventions Franz Coelho1,2, Daniel Gonçalves3, Ana Maria Abreu1,4 Universidade Católica Portuguesa, Centro de Investigação Interdisciplinar em Saúde (CIIS), Portugal1 Universidade Católica Portuguesa, Faculdade de Ciências da Saúde e Enfermagem (FCSE), Portugal2 INESC-ID and Instituto Superior Técnico, University of Lisbon, Portugal3 Forward College, Portugal4 Abstract Game-based learning, training, exercises, serious games, and gamification represent distinct approaches, integrating games into diverse contexts. Lately, interventions based on these approaches have gained popularity due to their potential to enhance cognitive outcomes. The term game-based intervention (GBI) was adopted to describe the use of all these playful processes with the goals of cognition and behavior promotion. Here, we present complementary research originating from a comprehensive systematic review examining the influence of GBI on adult cognition. This additional research evaluates the external and model validity of the original studies included in a systematic review, adhering to a registered PROSPERO protocol and PRISMA guidelines. Our systematic methodology covered various databases, resulting in 1398 articles. Following examination, 42 studies (26 randomized control trials and 16 non-randomized control trials) were selected. External and model validity were assessed using the External Validity Assessment Tool (EVAT©). Half of the studies inadequately described recruitment (48%), and most poorly outlined participation (71%) in terms of external validity, obscuring the results' generalizability. However, most studies adequately described model validity (88%), clarifying the comprehension of staff, places, and facilities used. While the systematic review showcased encouraging results regarding the impact of GBI on adult cognition, the evaluation of external and model validity conducted here revealed challenges in generalizing these findings to real-world settings and other populations beyond the laboratory context. However, it underscored that the contextual environment and operational procedures are conducive to replicability. Keywords: Games, Technology, Digital, Education, Learning, Cognition 1. Introduction 98 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Sustainability and Creativity: Growing Mindsets for a Greener Tomorrow through STEAM Lisa Gjedde Aalborg University, Dept. of Culture and Learning, Denmark Abstract The presentation explores R&D designs for fostering sustainability mindsets among youth through the integration of arts and science (STEAM) as a transformative approach in education and discusses the implications. By emphasizing the creation of learner-produced videos and animations, this study demonstrates how learners, through engagement with the arts and media, can catalyze environmental awareness and proactive attitudes toward sustainability. The research relies on the premise that creative expression and use of interactive media and games, may enhance understanding of complex STEAM concepts as well as encourage a deeper reflection on sustainability and environmental stewardship. The methodology utilized a mixed-methods approach, combining qualitative insights from student-led media projects with quantitative surveys. The study explored how the process of creating digital content—ranging from educational animations to documentary-style videos—may catalyze the integration of sustainable practices into daily life as well as a broader sustainability mindset, thus promoting a holistic understanding of STEAM subjects. Key preliminary findings suggest that learners who engage in arts and games develop a more nuanced understanding of sustainability issues, demonstrating increased empathy and a greater sense of agency in addressing environmental challenges. Moreover, the research also underscores the role of the arts in STEAM education as a vehicle for critical thinking and innovative problem-solving, enabling students to visualize and communicate complex ideas effectively. In conclusion, this study contributes to the growing body of literature on the importance of interdisciplinary approaches to education. This also highlights the potential of STEAM as a pathway to cultivating sustainability mindsets. By integrating the arts and encouraging the production of learnergenerated media as well as games, educators can unlock new avenues for engaging youth in meaningful discussions about sustainability, thereby paving the way for a more environmentally conscious and creative generation. Keywords: Sustainability, media-production, creative learning, STEAM 99 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Game-Based Learning to Enhance the Awareness on Raw Materials Necessary for the Energy Transition Giacomo Bianchin1,2, Armida Torreggiani1, Lorenzo Forini3, Roberto Braga2, Alberto Zanelli1 National Research Council (CNR), Institute for Organic Synthesis and Photoreactivity (ISOF) Italy1 University of Bologna, Department of Biological, Geological and Environmental Science, Italy2 Video maker and game designer, Italy3 Abstract The European Union is setting the transition to the circular economy that aims to give a use-life as long as possible to goods, in order to reduce the use of fossil fuels and primary raw materials (RMs). This change needs citizens to be aware of the importance of RMs for the transition to renewable energies. To trigger the students‘ interest in RMs (10-18 age range), the game-based learning methodology has been chosen and a duel card game titled "Raw Materials Fight" has been developed. The latter is inspired by other duel card games very popular among the selected target age (e.g. YuGi-Oh!, Magic, Pokemon, etc.) but with the aim to teach the importance of many RMs in connection to the transition from fossil fuels to renewable energies. In this game each card represents a RM or an action toward the green energy transition and contains a short paragraph explaining to the players the main use of the element in the field of renewable energies or the advantages of technologies. The players act to remove the RMs from their opponent's supply, represented from the cards in their own decks, or to nullify the opponent's "life points" that represent the capability to work with RMs. In addition, "energy units" special cards have been inserted to strengthen the link with the technological value chain reality. In order to reinforce the learning, three question-times have been foreseen along the game on some scientific information reported in the cards. This mechanism fosters the motivation in reading the scientific texts because, if the answer is correct, a reward system for the player is activated and it makes it easier to win. The game has been tested in some non-formal learning settings and the feedback collected was very positive. In conclusion, this serious game is a very promising learning tool that can be used for fostering the acquisition of tackling awareness of the RM relevance in the transition to renewable energies in an enjoyable and self-explanatory way. Keywords: raw materials, gamification, energy transition, middle school, cross-curricular learning, serious game 100 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition ICT in Education 101 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition ChatGPT in Classrooms: Transforming Challenges into Opportunities in Education Harris Bin Munawar1, Nikolaos Misirlis2 HAN University of Applied Sciences, The Netherlands1,2 Abstract In the era of exponential technology growth, one unexpected guest has claimed a seat in classrooms worldwide: Artificial Intelligence. Generative AI, such as ChatGPT, promises a revolution in education, yet it arrives with a double-edged sword. Its potential for personalized learning is offset by issues of cheating, inaccuracies, and educators struggling to incorporate it effectively into their lesson design. We‘re standing on the brink of this educational frontier, and it is clear that we need to navigate this terrain with a lot of care. This is a major challenge that could undermine the integrity and value of our educational process. So, how can we turn these challenges into opportunities? When used inappropriately, AI tools can become the perfect tool for the 'cut-copy-paste' mentality, and quickly begin to corrode critical thinking, creativity, and deep understanding – the most important skills in our rapidly changing world. Teachers feel that they are not equipped to leverage this technology, widening the digital divide among educators and institutions. Addressing these concerns calls for an in-depth research approach. We will employ empirical research, drawing on the Technology Acceptance Model, to assess the attitudes towards generative AI among educators and students. Understanding their perceptions, usage patterns, and hurdles is the first crucial step in creating an effective solution. The present study will be used as a process-manual for future researchers to apply, running their own data, based on the steps explained in here Keywords: Artificial intelligence, Personalized learning, Technology Acceptance Model, ChatGPT, Generative AI 102 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Technology Use in Schools – A Study of Teachers‟ Digital Didactical Design Bente Forsbakk1, Atle Kristensen2 Nord University, Norway1,2 Abstract McLoughlin and Lee [13] describe that in a society increasingly using a variety of high-speed technologies, teachers have access to more ideas, resources, and communities to support the development of their didactic design in a technology-rich learning environment. A teacher's didactic design includes both planning and the teacher's actions in learning processes, encompassing both a planned part and an operational component [7]. Teachers must understand how technology can support communication, creativity, and innovation. Additionally, they should be aware of the opportunities, limitations, effects, and risks associated with the use of technology [3] The selection of learning resources is based on teachers' understanding of technology as part of students' learning environments, along with understanding of how digital technology can add value to students' learning. Teachers should have knowledge of how technology changes and expands the content of the subject, pedagogical methods, and have an overview of how technology can add value in students' learning environments [9]. This qualitative interview study is placed within the social constructivist tradition, where knowledge, and thus all meaningful reality, is based on interactions between people in a context [1] The purpose of the study was to investigate the didactic designs of nineteen experienced teachers in a technology-rich learning environment. Qualitative data was collected from focus group interviews and written reflection notes. The results are focused on developing knowledge in two areas: (1) Knowledge about teachers' narrow didactic design. Specifically, we expect the study to construct knowledge about teachers' conscious choices and practices concerning mastering technology. (2) Knowledge about teachers' broad didactic designs, which involve the selection and use of digital resources to create added value in a flexible, personalized, and inclusive learning environment. A broad understanding also encompasses digital judgment and formation for the future society. Knowledge from this study can contribute to developing awareness among teachers about working with their own narrow and broad didactic designs in context. Keywords: Broad didactic design – technology-rich learning environments – technology's added value 103 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Developing Financial Literacy in Pupils Teemu Patala1, Alan Bruce2 Context Learning Finland, Finland1 Universal Learning Systems, Ireland2 Abstract Research indicates a growing focus on enhancing financial literacy awareness globally, yet current efforts are in early stages. Existing attempts to integrate financial education into curricula lack a holistic approach, emphasizing "money and transactions" over crucial topics like "planning and managing financial situations," "risk and reward," and "financial outlook." OECD and the European Commission have repeatedly emphasized the importance of financial literacy skills among youth and the need to integrate these skills in school curricula. This includes the publishing of two core competence frameworks to assist schools in the application of financial literacy in their teaching. This paper focuses on the findings and outcomes of ―Financial Literacy for the Economic Development of Society‖ project funded by the EU´s Cooperation partnerships in school education action (KA220SCH) and led by Varna Free University in Bulgaria. Through the contributions of 7 organizations from Bulgaria, Finland, Greece, Ireland and Turkey, the project has developed financial literacy initiatives among secondary school students, acknowledging the critical role this plays in navigating the complexities of the modern financial landscape. Recognizing the need for regulatory measures to address these gaps, our project is developing a comprehensive secondary school financial literacy curriculum. The curriculum, and its associated content, will be digitized and accessible through a dedicated portal. This allows students and teachers to engage in virtual financial transactions, practice calculations, and manage finances in a simulated environment. The innovation lies in how it applies the given frameworks in practice by seamlessly integrating high-quality learning content and a highly accessible online learning interface for a more impactful financial literacy program of benefit to students. Keywords: financial literacy, curriculum, online learning, e-learning 104 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Quantum Computing as Uprising Topic for Business Students in Higher Educational Institutions Franka Ebob Enow Ebai1, Bettina Schneider2, Adina Bächli3, Richard Elsasser4, Sven Peier5, Stefan Stanic6 University of Applied Sciences North Western Switzerland1,2,3,4,5,6 Abstract Quantum computing (QC) has recently seen significant developments, and its market is expected to reach $125 billion by 2030 [1]. In today's rapidly evolving world with vast and complex data, QC technology is increasingly becoming essential [2]. Despite its widespread applications in sectors such as financial services or life sciences, a noticeable gap exists in educational offerings tailored for a business audience. The integration of this critical subject into the business programs of Higher Educational Institutions (HEIs) remains an underexplored area, demanding more attention. We adopt a structured literature review approach to provide an overview of existing and potential applications of QC in selected business fields. We also explore existing educational offerings of QC for business students. Based on a small-scale survey conducted at the University of Applied Sciences and Arts Northwestern Switzerland FHNW, we provide preliminary insights into the interests of business students in the topic of QC. Finally, we provide recommendations for HEIs regarding teaching QC to business students. Our findings and recommendations serve as valuable guidelines for educators in HEIs seeking to integrate QC into their business programs. Keywords: Quantum Computing, Quantum Computing Education, Higher Educational Institutions, Quantum Computing for Business. 105 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The PreEdTech Project: Shaping the Future of Early Learning Irina Gheorghiu1, Alexandra Hanu2, Marinica Maftei3, Giorgiana Maxineanu4, Claudia Elena Dinu5, Stefan Colibaba6 Albert-Ludwigs University Freiburg, Germany1 EuroEd School Iasi, Romania2,3,4 Grigore T.Popa University Iasi, Romania5 Al.I.Cuza University Iasi, Romania6 Abstract The paper is a study of the PreEdTech project, which stems from the COVID-19 pandemic institutional approach implemented by the EuroED kindergarten and primary school, Iasi, Romania, and completed by other experiences and challenges undergone by kindergarten educators from several European countries: Romania (EuroEd and Sfantul Sava), Lithuania (Sviesa) and Turkey (Anafartalar) as well as three non-profit associations with a focus on education from Lithuania (Emundus), Spain (XANO), Italy (Pixel) and a private tech company from Italy (Connectis). When classes were suddenly transferred online, nobody was ready. Worldwide, educational institutions and authorities responded to the COVID19 pandemic in diverse ways. This left few options available to children, parents, and educators, depending on the expertise or experience of the teachers as well as on the available community resources. One of the main problems, though, was that children in kindergarten were left behind as students aged seven and higher were the intended audience for the educational process supported by the education authorities. The project aims to strengthen the profiles of kindergarten educators, empower and equip them with digital and pedagogical skills, as well as provide them with essential and logically structured open educational resources (OER), which given the current challenges of distance and digital teaching and learning are necessary for the developmental needs of preschool children. The project assists teachers in implementing cutting-edge instructional techniques that are relevant to the digital transformation of school culture The paper focuses on one of the project‘s results – the lesson plans addressing teachers teaching English as a foreign language to very young learners. Keywords: online teaching, kindergarten teachers, children, lesson plans 106 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Implementing a Raspberry Pi Based Digital Measurement System to Foster STEM Education Marinela Wong1, Günter Quast2 Heinrich-Wieland-Schule, Pforzheim, Germany1 Karlsruhe Institute of Technology, Germany2 Abstract This paper reports on our achievements in promoting STEM education in upper secondary school by implementing a Digital Measurement System consisting of Raspberry Pi as a low-cost single-board computing device along with a wide range of high-accuracy yet inexpensive sensors for conducting STEM activities [1]. We investigate on both hardware and software capabilities to enable the integration of STEM disciplines through active learning approaches in authentic learning environments so as to meet the requirements of key characteristics of integrated STEM [2]. As technology integrator, the Digital Measurement System based on Raspberry Pi (DMSRP) provides students with a rich learning environment including a variety of scientific and engineering practices that encompass designing and building real electric circuits, configurating the corresponding open-source software PhyPiDAQ-package [3] for the purpose of solving real-problems, and collect, display and store the measured quantities from sensors. Moreover, the features offered by DMSRP promote content and context STEM integration making it possible to generate multiple graphical representations, including real-time visualisations in which students can analyse and apply the measurements in different forms and use them as vectors for models and modelling processes. As an example, we show how DMSRP supports integrated STEM instructions to investigate the Fraunhofer diffraction at a single slit. Within a Project-Based Learning context, engineering design approaches are adopted aiming at supporting students to create their own inexpensive diffraction scanner. They conduct real-time graphing of the diffraction pattern, record the intensity of diffraction fringes while manipulating the apparatus, and employ various mathematical concepts and methods to model mathematically physical processes based on the recorded data. In addition, we investigate different inter- and multi-disciplinary approaches to integrate STEM contents and contexts in DMSRP based environment that support collaborative learning and meaningful communication leading to a continuous growth in students‘ intrinsic motivation. Keywords: STEM, Digital Measurement System, Raspberry Pi, Project-Based Learning 107 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Integration of Chatbots for Generating Code Into Introductory Programming Courses Olaf Herden Cooperative State University Baden-Wuerttemberg, Germany Abstract Recently, generative artificial intelligence made a great stir. These systems have the ability to generate text, images or other data using generative models. They will influence all kind of knowledge work, especially the way of writing computer programs. For software developers the way of working will change by using these systems. Therefore, it is necessary to show students the use, possibilities and limitations of these techniques. In this contribution we report about an experience, where we have used the chatbot ChatGPT 3.5 for lab exercises in the introductory programming course. The chatbot was used e.g. for generating, explaining and simplifying code. Beside predefined exercises the students also defined programming problems on their own. Based on these tasks the students generated prompts and sent them to ChatGPT. The results were critically checked, evaluated and annotated. In summary, the quality of generated code or explaining code was surprisingly good, especially for small and common problems. It is obviously, that developers will delegate simple and repeating coding tasks to chatbots or other generative artificial intelligence systems in the future. For these reasons it is important to integrate working with generative artificial intelligence systems into introductory programming courses. The advantages and drawbacks of this approach should be imparted to students and they should get an impression about future software development. Keywords: higher education, computer science, programming, generative artificial intelligence, chatbot 108 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Legal and Ethical Challenges from Copyright Perspective of Implementing Artificial Intelligence in Education Martin Zahariev University of Library Studies and Information Technologies, Bulgaria Abstract In the information society of today, all sectors are exploring the possibilities to implement technological innovations to improve their processes. Education is no exception. The present paper aims to analyze, from a copyright perspective, the legal and ethical challenges when implementing artificial intelligence (AI) – one of the most trending technologies – into education. Among the problems that shall be explored in the analysis are whether any authorship could arise over content generated by AI in the light of the modern European copyright laws. This is especially relevant, considering the fact that most of the legal systems require as a prerequisite for copyright protection the presence of originality, understood as a creative activity result of free and creative choices of the author to produce a work that reflects their personality which is inherent to humans only. Further, it should be explored whether it is possible to name AI as co-author or quote it as a scientific source. The paper also examines how certain anti-plagiarism systems applied in Bulgaria detect also potential texts generated by AI and what guidance the Bulgarian Ministry of Education has issued for usage of AI in the educational system. Finally, the present analysis clarifies under what circumstances research organizations and cultural heritage institutions may rely on the text and data mining exception under the EUCD Directive (Article 3) – to train AI for the purposes of scientific research, as text and data mining is an important tool for the development of AI applications. Although focusing on part of the said issues from Bulgarian perspective, the paper may have practical implications and serve as a basis for future research in all EU countries, as some of the problems are based on the common EU legal framework. Keywords: AI, education, law, ethics, challenges 109 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Navigating the Integration of IT in Accounting Education: A South African University Case Study Nadia Rhodes1, Adriaan Taylor2 University of Johannesburg, South Africa1 Central University of Technology, Free State, South Africa2 Abstract This paper reports on the processes and strategies followed to integrate information technologies (IT) into the accounting curriculum at a university in South Africa. The academic department implemented a new accountancy programme in 2020 that was developed to embed IT, as a key differentiating characteristic from other similar programmes on offer in South Africa. The IT integration was focused on software technologies relevant to the accounting profession and not on educational technologies. The design of this new programme was in response to the need for accounting education to adapt to ensure that workers are prepared for the workplaces of the future. The beneficial outcomes for accounting graduates that had an IT integrated course was attested to in a 2019 impact study of the integration of IT and accounting education. The first cohort of students exited the academic programme at the end of 2023, and a critical analysis will be undertaken to determine the effectiveness of the processes followed. Due to COVID-19, digital disruptions and challenges were encountered. This paper will highlight the insights and perceptions of the processes followed, to reach new heights in the integration of IT. A convergent parallel mixed method research design will be employed. Quantitative and qualitative data will be collected from lecturers as they were tasked with implementing IT in their respective subjects. The findings from the interviews of the lecturers will be presented in this paper. Lessons learnt from this critical analysis are set to enhance the effectiveness of the integration of IT, thereby ensuring that the knowledge and skills of the accounting graduates keep pace with the dynamics of the finance workplace. It is imperative that digital disruptions be overcome to continue to add value to the graduate employability attributes. Keywords: Accounting education, information technology, accounting curriculum, graduate employability attributes 110 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Integrating Adaptive Learning and Classroom Learning: A Single Case Study on Technology Onboarding Cindy Ong University of Oxford, United Kingdom Abstract The burgeoning interest in Artificial Intelligence for education (AIED) has manifested in multiple forms across different education systems in various parts of the world. This can range from use of data analytics, automated assessment, and adaptive learning platforms to the adoption of ChatGPT by teachers and students. This research presentation takes a deep dive into a Singaporean classroom to closely examine a teacher‘s attempt to integrate an adaptive learning platform in his English Language classroom, focusing on his efforts at technology onboarding. Students‘ responses to both the adaptive learning platform and their teacher‘s onboarding efforts will also be discussed. This research is motivated by a real-world concern of the increasing dollar investment on adaptive learning platforms despite the lack of a conclusive evidence base [1]. It is also in response to a gap in current understanding on how to introduce and integrate adaptive learning platforms with classroom learning. Preliminary results show that a teacher‘s best onboarding effort is a necessary but insufficient condition for sustaining students‘ use of adaptive learning platforms. Systemic factors such as school learning culture and home environment also exert a strong influence in shaping students‘ learning choices and behaviours. Furthermore, this case study provides a snapshot of students‘ learning outside of school and offers a glimpse of possible factors that shape students‘ attitudes and use of an adaptive learning platform. This study marks a critical first step in expanding current discourse on adaptive learning, which appears to focus on the development as opposed to the use effective adaptive learning platforms [2]. It seeks to invite critical discussion on the optimal integration of such platforms with current school systems and the development of effective pedagogies that support the use of these platforms for classroom learning. Keywords: Artificial Intelligence in Education, Adaptive Learning, Technology Integration, Teacher Learning, Student Agency 111 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Artificial Intelligence in Education: Perceptions and Uses of ChatGPT by Higher Education Teachers in Portugal Rogério Costa1, Adriana Lage Costa2 Polytechnic Institute of Leiria, Portugal1 Polytechnic Institute of Leiria, CEAD, Faro, Portugal2 Abstract Since it became publicly accessible in November 2022, ChatGPT, developed by OpenAI, has put artificial intelligence at the centre of discussions in all areas of society. As far as education is concerned, at first, we saw a radicalisation of extreme positions between a ban on its use in school contexts, dazzle and optimism, sometimes also exaggerated, about its potential and the fear shown by some teachers about the end of the profession. ChatGPT, and any other artificial intelligence tool, is freely accessible on the internet, making it a democratic tool that both teachers and students can use without the need for teachers to have any pedagogical intentions when using it. Costa et al. (2024) in a study on the use of ChatGPT by master's and doctoral students at Portuguese universities in an academic context, concluded that only 9% of students used it at the request of their teachers and as part of their teaching activity. However, it is already widely used by students, namely, to search for information, to find initial ideas for tackling a topic/concept and as a tool to help with academic work and assessment. It is therefore important to understand how teachers perceive the use of ChatGPT and how they are implementing its use in the teaching and learning process. Using a qualitative methodology, based on semi-structured interviews with higher education teachers at a public university in Portugal, this work presents the perceptions and uses that teachers have of ChatGPT and other artificial intelligence tools. Keywords: Generative Artificial Intelligence, Education, ChatGPT, Teachers 112 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Language Learning 113 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Impact of Biliteracy on Academic Achievement: Transforming Schools with Dual Immersion - A Pathway to Academic Excellence Bettina Staudt Chesterfield County Public Schools, Virginia Dual Language Educator Network, Executive Board, United States Abstract The process of transforming schools into learning communities that provide high-quality instructional experiences for all students requires school administrators to be instructional leaders with the skills and dispositions to nurture and grow accessibility, equity, and excellence in teaching and learning. Meeting the needs of all students is paramount in an increasingly interconnected world and is more critical than ever. Implementing Dual Language Immersion (DLI) programs has a transformative impact on learning and is designed to provide students with instruction of content in two languages. It has gained momentum as a powerful tool for fostering linguistic proficiency, and cultural understanding, while achieving academic excellence in math, reading, and other content areas. Research consistently indicates that DLI programs not only enhance language skills, but also contribute to cognitive flexibility, problem-solving abilities, and overall academic achievement. However, the positive outcomes of DLI extend beyond academic realms, addressing the imperative need for socio-cultural competence in today's globalized society. DLI fosters an appreciation for diverse cultures and perspectives, nurturing a generation of individuals who can navigate and contribute to a multicultural world with ease. It also validates and empowers the most marginalized students by offering an inclusive learning environment, where students can thrive. Successful DLI implementation relies on a collaborative approach among educators, administrators, parents, and the community. Sustainable implementation requires key considerations and best practices involved in transforming schools with DLI. Examples of successful programs serve as models for institutions seeking to implement or enhance their DLI initiatives. Keywords: Biliteracy, High Academic Achievement, Socio-cultural competence, Inclusion, Global Competence, Language Acquisition 114 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Self-Questioning and Planning of Projects Integrating Oral Literacy at Primary Level Sylvie Viola1, Audrey G-Héon2 Department of Didactics, University of Quebec in Montreal, Canada1,2 Abstract As part of a research project on oral literacy integrated with project-based learning, we accompanied ten primary school teachers in planning projects for their students. Our research objectives were to encourage teachers to question themselves when planning projects, and to use different tools to develop oral literacy within these projects. Before and after a twelve-week coaching period, we conducted interviews to paint a picture of the changes perceived by teachers regarding oral literacy, project-based learning, their ability to self-question when planning projects and to observe the evolution of oral literacy in their students. In this article, we present the problem, the theoretical framework, the support system, and some research results based on the analysis of our interviews. Keywords: Self-questioning strategy, Project-based learning, oral literacy, planning] 115 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Enlightenment of Second Language Acquisition Theory on Exam-oriented English Spoken Teaching Yinan Shen Business School, University of Nottingham, Nottingham, United Kingdom Abstract The development of the Second Language Acquisition Theory is significance to the improvement on efficiency of English teaching. With the increasing development of globalization, the requirements of students‘ English ability in China have also been increasing. Of all items, the improvement of oral expression is particularly urgent, not only for the demand of daily spoken communication, but also for some students to achieve specific speaking ability through standardized tests. Traditional teaching methods that attach importance to grammatical functions and language structures cannot meet the students' scoring needs in English spoken test. Therefore, through the research on the second language acquisition mechanism, the problems and schemes of exam-oriented English spoken teaching have been improved, and the methods to enhance exam-oriented spoken English teaching have been summarized as follows. First, teachers should pay attention to students' emotional motivation and create an environment conducive spoken learning in classrooms. Second, teachers should optimize the appropriateness of contents and the flexibility of presentation of language materials for students. Third, teachers should give students time to digest the knowledge explained in class. Keywords: Second Language Acquisition, Teaching Methods, English Spoken Test 116 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition ELF as the Main Medium of Communication in the Albanian Tourist Industry Irena Skendo University “Ismail Qemali”, Albania Abstract The growth of the tourism industry in Albania has been accompanied by an increase of interest in the English language. As the numbers of tourists visiting Albania continue to rise, it was deemed crucial to adopt and adapt English as a common means of communication, which would facilitate: a) understanding among foreigners and locals; b) the provision of services by the hospitality industry c) travel agencies or purveyors of food. ELF is now the main medium of communication in the Albanian tourist industry. In addition, the hospitality industry has also increased throughout the whole country to the construction of new hotels, guesthouses, summer apartments and holiday homes. Those who run this business are now either hiring qualified people with English skills, or are trying to acquire a basic English competence themselves. The questionnaire survey conducted among hotels in the city of Vlore to investigate the use of English in their work confirmed that English was the only language in which they communicated with their customers. Keywords: English, ELF, communication, tourism, accommodation. 117 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition English Grammar Learning Effect of Second Language Early Learners and Late Learners in Chinese High Schools: A Test of the Influence of the Critical Period Hypothesis (CPH) Weijia Liu Chengdu Jincheng College, China Abstract The Critical Period Hypothesis (CPH) has sparked a long-running dispute in linguistics and language acquisition over how physiologically tied language learning is to age [1]. The Critical Period Hypothesis (CPH) states that the age of onset influences a learner's final achievement of a second/foreign language and the importance of age as a criterion for second language acquisition (SLA) [2]. In Second Language (SL) and Foreign Language (FL) contexts, under the hypothesis of Critical Period Hypothesis (CPH), age is the most important variable to investigate in many studies, especially in the aspect of grammar learning [3][4]. However, current studies still lack wider examinations of the reliability of CPH and discussions of potential factors, such as uncertain factors, individual differences, context, and accurate age. Therefore, this paper aims to investigate whether other factors will influence Chinese high school students‘ grammar learning and to arouse people‘s attention to what age is more appropriate to learn English grammar in the context of Chinese high school. Based on questionnaires and semi-structured interviews, the results show that age does not always influence grammar performance as predicted. There are internal and external disruptions, like learning interests, learning duration, and living environment. In terms of the suitable age for learning grammar, through data analysis, results manifested that there was no obvious polarization for those late learners (12 or more). However, early learners‘ score differences are up to 60 points unexpectedly. Thus, these imply that when teaching language learners, instructions should also take other factors into account not only age. Meanwhile, according to data feedback, the age for learning grammar can be later than 12 which may be more effective. This paper hoped to have practical significance, encourage future researchers to verify CPH from multiple perspectives, and supply conducive suggestions for future grammar curriculum settings. Keywords: Critical Period Hypothesis; Second Language Acquisition; Language Learning; Grammar; Curriculum Development 118 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition AI-simplification of Mark Twain‟s The Adventures of Tom Sawyer: Assessment and Considerations Adela Chindris1, Madalina Chitez2 West University of Timisoara, Romania1,2 Abstract Text simplification, a linguistic concept dedicated to enhancing the understanding of written texts, is very important within educational contexts. The improvement of text understanding can be achieved through various strategies, such as grammatical, lexical or topical simplification. Presently, digital platforms, like ChatGPT, offer automatic text simplification, yet the efficacy of these simplifications remains untested. This paper aims to investigate the effectiveness of AI-generated text simplifications of some excerpts taken from Mark Twain‘s ―The Adventures of Tom Sawyer‖ across multiple criteria, including readability scores and vocabulary complexity. The study uses widely accepted readability scores, such as Flesch-Kincaid and Coleman-Liau, and the online tool Coh-Metrix to assess the impact of simplification on text comprehension. Simplifications will be analyzed from the angles of syntactic complexity and lexical complexity. The study also includes an applied section featuring a questionnaire addressed to primary and middle schoolers, with the intent to assess the effectiveness of the simplifications. Keywords: ChatGPT, Mark Twain, natural language processing (NLP), readability, text simplification 119 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Exploring Language Ideologies: Integrating Digital and Computational Literacies in Bilingual Teacher Education Veronica Paredes1, Jessica Velez Tello2 City University of New York - The Graduate Center, United States1 City University of New York, United States2 Abstract This research takes place in a graduate online course, part of a teacher education program leading to bilingual certification in the United States. As teacher educators, the authors noticed that bilingual teachers are seldom given the time to deeply reflect on themselves and how their identities and lived experiences may affect their instructional pedagogy for linguistically diverse students. To provide students with the digital space to rethink their design choices before moving to instructional practice, the authors intentionally used collaborative methodology to guide course design to 1) weave content knowledge with computational and digital literacies and 2) explore the intersections of identity, bilingual education, and linguistic ideologies to guide and inform students‘ curricular design processes in culturally responsive-sustaining ways. This work showcases the authors‘ design processes and how they integrate digital and computational literacies [22] in bilingual education through critical lenses such as translanguaging and raciolinguistic ideologies [8,16] and culturally responsive and sustaining pedagogies [1,10]. The authors argue that collaborative intentional design offers a moment of critical praxis, where students have opportunities to explore emerging conceptualizations about language and design, which can lead to mindful instructional and pedagogical practices in P-12 bilingual settings. The authors also posit that digital literacies have to be purposefully integrated in curriculum design to foster a critical computational literacy [11] through which students can question and identify oppressive ideologies to create new educational possibilities and stances that adequately support linguistically diverse students. Keywords: bilingual education, collaboration, design, language ideologies, computational and digital literacies 120 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Technology-Integrated Approach for Growing Read-Aloud Skills Anna P. Gudauskas St. Pauls High School, NC, United States Abstract Effective communication relies on understanding and being understood, a challenge faced by newly enrolled high school students learning English. These students must develop basic interpersonal communication skills (BICS) for everyday interactions and cognitive academic language proficiency (CALP) for academic success. While BICS can take up to three years to develop, CALP may require four to ten years. The integration of technology, such as the Reading Coach feature in Flip.com, offers personalized feedback and supports various proficiency levels, thus enhancing pronunciation practice and boosting confidence in speaking. This innovative tool helps students improve their readaloud skills, contributing to overall language proficiency and public speaking capabilities. Knowing another language is a great skill to have. For some, it offers a way to comfortably explore the world and expand their appreciation of diverse cultures. For others, it is a critical necessity for survival, belonging, and self-esteem. Therefore, the efficiency of the language acquisition process is crucial for these individuals. Just as with any new skill, practice is essential for language learning. So, what technology-integrated approach can we use to maximize our efforts and effectively learn a new language? Keywords: read-aloud, technology, differentiation, language development 121 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Exploring Translation Mistakes in Tourism Messages Through Human and AI Perspective Asta Pukiene1, Ieva Brazauskaite-Zubaviciene1, Marijana Prodanovic2, Marit Piirman3, Karit Jäärats3 Kauno Kolegija HEI, Lithuania1 Sinergija University, Bosnia and Herzegovina2 University of Tartu Pärnu College, Estonia3 Abstract The phenomenon of globalization has transformed our world into a tightly connected community where different cultures and nations have become closer to each other than ever before. Within this global tendency, effective communication is vital for smooth interactions between travellers and their destinations. However, the language variation within the tourism industry requires accurate translation to overcome language barriers and correctly perceive information. Translation errors can lead to misunderstandings, affecting the traveller‘s expectations and diminishing the quality of their experience. The current research aims to analyse the patterns and significance of language mistakes found in the English translations of tourism messages across various European countries and determine the best ways to avoid them. The comparative analysis of human and AI capabilities tries to reveal who is more adept at recognizing and interpreting these errors. The practical implications of the research findings offer language learners and language professionals ways to refine their translation skills and integrate these insights into their translation practices. Keywords: Tourism messages, translation mistakes, Artificial Intelligence (AI) 122 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Education is Going to the (Therapy) Dogs Terri Hlava Arizona State University, United States Abstract School can be challenging for students who struggle with reading, and when those students are learning English as a second language, these challenges can seem insurmountable. Efforts to assist young or struggling readers commonly include the use of flash cards and repetition to teach sight words, as they are building blocks of students‘ early reading experience. The present research investigated whether activating children‘s funds of identity through the ―teaching‖ of flash card words to a therapy dog could shift children‘s funds of identity to impact Developmental Reading Assessment (DRA) scores for sight word recognition among two classes of 7-8-year-olds learning English in the southwest United States. Each classroom teacher had more than 25 years of experience working with preemergent bilingual students. Teachers administered the DRA pre and post intervention, and these scores served as the dependent variable. We hypothesized that asking the children to teach their sight words to a therapy dog would increase sight word acquisition by honoring children‘s funds of knowledge and identity. Funds of knowledge refer to the information and strategies that children carry into any situation (Llopart & Esteban-Guitart, 2017, 2018; t‘ Gilde & Volman, 2021). Funds of identity refer to the ways that children envision themselves in a situation (Hogg & Volman, 2020). These funds are key to academic and socioemotional outcomes (Hogg & Volman, 2020; t‘ Gilde & Volman, 2021). Over the course of the school year, both classes improved their test scores. However, the experimental group (who started with substantially lower means) increased their scores significantly more than the control group. Results suggest the value of taking therapy dog interactions beyond the bounds of student motivation and into the realm of curriculum development, particularly for increasing literacy skills among young students becoming bilingual. Keywords: Second language learning, Therapy dogs in schools, Reading with dogs, Sight word acquisition strategies, Supporting multicultural readers, Funds of knowledge and identity 123 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Life Sciences Education 124 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Promotion of Plant Awareness within the Project faNutec Nicklas Müller1, Doris Elster2 Institute for Science Education, University of Bremen, Germany1,2 Abstract The great challenges of our age incorporate issues directly and indirectly connected to the environment. Examples of direct challenges are environmental quality and biodiversity changes. Other problems include individual‘s lack of awareness regarding agriculture, nutrition and global hunger [1]. Green school movements seem to be an educational transformative anchor to sensitize and education children and adolescents for these global challenges [2]. The project faNutec (pupils farm using the latest technical possibilities) is a cooperative project of the Waldschule Hagen in Lower Saxony (subject connection Biology and Robotics) and the Institute for Science Education – Biology at the University of Bremen in Germany. The project is based on the Farm.Bot (https://farm.bot). This is a robot operating on a 3D rail system with programmable control technology for autonomous management of small areas. This enables secondary school pupils to try out technical possibilities of agriculture. With this new methodological approach, great potential is seen in creating the basis for the development of sustainability awareness among the students. In the 2023 pilot study, a questionnaire was used to measure the PAD index (Plant Awareness Disparity; 25 items) [3] in a sixth grade (N = 27). In addition, the questionnaire contained further 56 items to measure interest in botanical content, biology lessons, and interest in technical equipment and the Farm.Bot. After evaluating the questionnaires, 11 students were selected to conduct guided interviews. The aim was to interview students who achieved a particularly high or low PAD index in order to find out possible reasons for the PAD index. The maximum PAD index is 100 and the minimum is 25. The larger the index, the lower the plant awareness disparity. The evaluation of the questionnaire has shown that there are large differences in the PAD index achieved among sixthgrade students. The lowest index is 45 (subject KA11EL), the highest is 84 (subject TA09AN). The mean value of the indices is 65.1 (SD = 9.4). The evaluation of the interviews has not yet been completed. Keywords: Biology Education, Technology Education, Plant Awareness 125 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Evidencing the Involvement of Physical Mechanisms in Urban Ecology Dynamics for a Meaningful Learning Radu Todoran1, Daniela Todoran2 Technical University of Cluj-Napoca, North University Centre in Baia Mare, Romania1,2 Abstract Modern learning emphasizes first of all the creation of meanings, it is a learning focused on understanding and comprehension rather than rote memorization or surface-level understanding. Educational, learners aim to make connections between new information and their existing knowledge, thus deepening their understanding and ability to apply what they've learned in various contexts. It is the case of educational programs aimed at conserving biodiversity and forming pro-environmental attitudes for urban ecology; their operationalization requires transdisciplinary syntheses and overcoming the monodisciplinary level of biology, chemistry, physics, economy, etc. The present study, circumscribed by these trends, aims to evaluate to what extent the students understand and integrate the mechanisms of physics in an ecological context. On 7-point Likert scales, 90 students of scientific, technical and humanities specializations are asked to evaluate the degree to which some mechanisms, physical in their essence – e.g., the change in the permeability of the soil caused by asphalting, soil erosion, the quality of electric lighting, the absorption of sounds, dust sedimentation, etc. - are involved in the dynamics of conservation and urban ecology. The results obtained are heterogeneous - different specializations perceive in different ways the existing connections between the biological layer and the laws that govern the physical world. Some mechanisms are perceived and evaluated only by the aesthetic benefits and not by the effects they produce on the urban ecology. The practical utility of these results consists in updating the urban ecology curriculum by introducing some elements that allow deepening the meaning and causalities of the studied mechanisms, through informational bridges from the field of physics. Keywords: physical mechanisms, meaningful learning, making sense, urban ecology 126 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Building Observational Skills - Secondary Benefit of Environmental Education Claudia Marian Cluj Napoca Technical University, Romania Abstract Attentional processes are important factors in the functioning of cognitive capacity and influence learning performance Attention develops gradually through exercise, becomes more and more organized, more flexible and more independent from the context (more autonomous); high attentional efficiency, synonymous with observational skills, allow the conscious and quick selection of relevant information, the easy manipulation of mental representations during the performance of certain tasks until their completion, the inhibition of distracting stimuli, etc. Due to their importance, the formation of observational skills should become explicit educational objectives. As a starting premise, different study disciplines participate in a differentiated way in the crystallization of observational skills, and biology and environmental education, through specific activities, ensure an increased yield in this sense. The present study aims to evaluate teachers' perceptions regarding the general level of students' attentional functioning, the general level of development of their observational skills, to carry out an analysis of the formative values of the various disciplines on the development of observational capacity. In parallel, it is proposed to evaluation of specific types of activities carried out within environmental education through the prism of the training potential for observation skills. The possibility of transferring attention skills acquired from one field to another is also of great interest. The instruments used in the study are the 10-point Likert scales and the results obtained indicate the opportunity to use environmental education, and not only them, as forms of exercise, flexibility and autonomous functioning of the attentional capacity and the development of observational skills Keywords: observational skills, attention, environmental education 127 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Mathematical Sciences 128 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Enhancing Conceptual Understanding of Fractions with New Methodological Tools (MERLO) Marien Alet Graham1, Lydia Omowunmi Adesanya2 Department of Early Childhood Education, University of Pretoria, South Africa1 Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa2 Abstract In the South African context, the state of mathematics education is a pressing concern, with both national and international assessments indicating significant underperformance among South African learners [1]. Recognising this challenge, Adesanya and Graham [2-4] pioneered the introduction of a novel tool called Meaning Equivalence Reusable Learning Objects (MERLO) to enhance the teaching and learning of mathematical concepts. Prior to our intervention, MERLO had only been implemented in countries such as Australia, Canada, Israel, Italy, Russia, and the Netherlands. Our initiative marked the first integration of MERLO into African schools, with the conviction that our educational system stands to benefit significantly, given the positive outcomes observed in other nations. This particular study focuses on addressing the issue of understanding fractions, which has been identified as a significant hurdle in mathematics education. The aim was to demonstrate to South African educators how MERLO could be effectively utilised to improve students‘ grasp of fractions. Conducted in Grade 8 and 9 classrooms within Tshwane South Gauteng public schools, the research drew upon the Theory of Didactic Transposition to analyse the transformation of mathematical content into pedagogical practices. This paper is part of a broader study that adopted participatory action research and employed qualitative data collection methods. This study showcased the efficacy of integrating MERLO assessment items as pedagogical tools, enabling teachers to strategically plan and pose questions throughout their lessons on fractions. Moreover, the study highlighted how these assessment items were instrumental in gauging learners' depth of understanding of quantitative concepts, particularly fractions, thereby facilitating their learning process. However, it‘s important to note that the research faced challenges due to the impact of COVID-19, leading to a reduced number of participating teachers, with only five remaining by the study's conclusion. Future endeavours in this line of inquiry should aim to involve a larger cohort of teachers to ensure broader insights and more robust conclusions. Keywords: mathematics education, assessment, fractions 129 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Multiculturalism and Social Inclusion 130 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Perspectives and Experiences of Emergent Bilingual Parents Concerning Their Engagement with Their Child‟s Teachers and School Jordan Roberts1, Alessandro Rosborough2, Juan Freire3, Jennifer Wimmer4 Brigham Young University, United States1,2,3,4 Abstract Emergent bilinguals (EBs) represent the fastest-growing population in U.S. public schools (Tarasawa & Waggoner, 2015), and this growth includes EB parents as well. This qualitative study analyzes emergent bilingual (English learner) parents' perspectives of their child‘s teachers and school. Many educators and EB parents face linguistic or cultural barriers when engaging with each other, leaving parents feeling excluded. EB parents can be left out of their students‘ classrooms because of their English learner status. Vygotsky‘s sociocultural theory and Freire‘s critical theory were used in this study to critically view EB parent engagement perspectives and practices. Data were collected through a focus group and interviews, and then was analyzed using discourse analysis (Scollon & Scollon, 2006) for themes of inclusion and identity. Methods were based on Creswell & Creswell‘s (2018) research addressing the use of focus groups and interviews to gain more information from participants and allow the researcher to guide the kind of questions that are asked. Findings revealed practices where emergent bilingual parents felt both included and sometimes excluded in their child‘s education and school. This included mixed feelings about whether their language and culture were valued at the school. These findings show how consequential it is for educators to build relationships with emergent bilingual parents and demonstrate ways educators can involve them in their child‘s education. Additionally, from the EB parents‘ responses, it was not clear that teachers or schools were ready to make changes according to these parents' expectations but instead, showed that EB parents were appreciative of outreach towards them. The aim of this study is to promote more awareness and positive affect concerning teacher engagement with EB parents at this particular site. Implications include the possibility that other sites may learn and implement new ideas towards furthering communication between these minority groups. It is projected that from such implications, the common mindset of ―us‖ versus ―them‖ perspective can shift between teachers and EB parents to a united ―us‖ in supporting children‘s education (Chavez-Reyes, 2010). Keywords: Parent Engagement, Emergent Bilingual, Inclusion 131 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Digital Design as a Tool to Address Awareness about School Bullying – the Nook Prototype as a Contextual Case Study Beatriz Guimarães1, Jorge Brandão Pereira2* Institute for Research in Design, Media and Culture ID*; Polytechnic University of Cávado and Ave, Design School, Barcelos, Portugal1,2 Abstract In the context of globalization, social change, and the ever-increasing role of digital and online media in peer relationships, the practice of bullying and cyberbullying has increased and become more prevalent in our society. The following paper describes the research journey of an applied project that aims at contributing to the analysis of the interventional possibilities of digital media in the fight against bullying and cyberbullying in the school environment, to develop a digital platform in digital format, instigating a safe environment and the search for help and emotional support, before the institution's psychologist, on the part of victims and whistleblowers. To develop the theoretical framework for the applied project, a literature review was conducted to understand the current situation of these phenomena in society, the digital impact and its role in social problems and the behavior of online users. Simultaneously, the research included the deepening of understanding the principles of UX/UI Design and Design Thinking methodologies, that bridge to the practical implementation of the research. After participant observation, in which there was direct communication with the school and other entities, the platform, branded Nook, was developed using various methodologies, including the construction of personas, information architecture, visual identity, wireframes/workflows, prototyping, usability tests based on the adapted SUS methodology and, finally, analysis of the results obtained. With the development of this platform, prioritizing user-centered design, the aim was to enable an intervention and prevention option for victims of this type of violence in the current Portuguese education system, through constant evolution of the platform, considering user feedback and suggestions for improvement. Keywords: bullying; cyberbullyng; digital communication; digital design 132 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Creating an Inclusive Learning Environment for Italian Students Attending an Irish Third Level Institute Emer Connolly Technological University of the Shannon (TUS), Ireland Abstract Teaching to ensure diversity and inclusion, to include all learners, is a key focus at TUS (Technological University of the Shannon: Midlands). Globally, internationalising education is a priority for higher education institutes. ―Educators are challenged with balancing the business model that prioritises growing international student numbers, with providing quality learning experiences for all students‖ (Markey et al. 2023, p.1). TUS hosts international students on Erasmus and various other exchange programmes annually and there is an onus on faculty to play a role in creating an inclusive environment for learners (Knox et al., 2019). Forty-nine students from Politecnico di Torino in Italy are on transfer to Business programmes in the Faculty of Business and Hospitality, TUS, in the current academic year (2023/2024). They are studying a range of modules. One of those modules is Business Law, which is open to students in Year 2 of the Higher Certificate in Business. The module introduces students to the sources of law, the structure and practice of the administration of law in Ireland. Bailey (2006) argues that low levels of English can be challenging in lecture theatres and in this module students attend three one-hour lectures each week in large lecture halls. There are 77 students taking the module, including 38 from the Politecnico di Torino. There are no tutorials and the class is not broken into smaller groups at any stage. I argue that the large group environment – and the limited scope to interact and ask questions – is a challenge for some students whose primary language is not English. While students are generally positive in their views on the module, a substantial challenge for the Italian students is lack of familiarity with the Irish legal system. Through lecturer observations and informal class discussions with learners, two main recommendations are made, based on the findings, which focus on inclusivity: 1. A supplementary resource (and not a replacement for live delivery of lectures) in the form of audio content should be made available on the virtual learning environment Moodle and 2. Weekly tutorials for small group learning should be scheduled, in an effort to cultivate a greater understanding of the Irish legal system. Such recommendations will be made to Faculty management. Keywords: Inclusivity; diversity; international students; additional learning resources; TUS (Midlands) 133 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Primary Education 134 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Evaluating the Accessibility of Online Informational Texts to Support Elementary School Students‟ Content Knowledge Development in History/Social Sciences and Science Shelley Xu California State University, Unites States Abstract Online informational texts are valuable resources for content learning. Various studies have highlighted the benefits of engaging elementary school students in reading online informational texts for developing their content knowledge [1]. Students‘ comprehension of online texts in various subjects contributes to their academic success [2]. However, little is known about the accessibility of online informational texts in history/social sciences and science that would affect students‘ comprehension of these texts. This exploratory study aims to identify areas that are related to online informational texts‘ accessibility. A content analysis [3] was conducted with 100 online informational texts, which were identified based on content specified in the California state standards for history/social sciences and for science. Twenty texts were selected for each grade level; 10 texts focused on history/social sciences and 10 texts were related to science. After multiple readings of each text, the researcher identified three main areas that affected accessibility of these texts: language, content, and text layout. The language area includes types and levels of academic vocabulary, varied sentence structures (e.g., complex sentences vs. simple sentences), and varied text structures (e.g., sequencing, description, and problem-solution as well as a combination of several text structures). The content area focuses on the degree of content familiarity to students (e.g., having adequate prior knowledge vs. reading completely new content). The text layout area is related to how an online text is presented to students (e.g., a whole text on one screen; videos and images as additional support for comprehension). Additionally, the interplay of these three main areas may affect accessibility. In selecting online texts for developing students‘ content knowledge of history/social science and science, teachers must consider the accessibility of online informational texts to maximize students‘ opportunities to read, comprehend, and learn content knowledge. Keywords: online informational texts, accessibility, content knowledge, elementary school children, comprehension, reading instruction 135 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Where are the Blocks? A Case for Blocks in Primary and Elementary Classrooms. Eugene Geist Louisiana State University, United States Abstract Block play should be an integral part of primary and elementary education, providing children with opportunities to develop key competencies. It fosters the development of critical thinking and problem-solving skills. Children are challenged to construct and design structures, which requires them to think critically and solve problems. Block play promotes creativity and imagination as children can create different structures and designs using blocks. It also enhances spatial awareness and hand-eye coordination. Block play promotes social skills such as cooperation, sharing, and communication as children work together to build structures. Above all, block play can promote an understanding of STEM concepts and principles such as geometry, balance, stability, and loadbearing structures just to name a very few. While the research and literature on the importance of having blocks in all Preschool, Kindergarten is clear, there is little to no literature of the benefits to block play in primary and elementary classrooms. Yet is obvious from related research that blocks in those classrooms would be of great benefit. Keywords: Mathematics, STEM, Science, Primary, Elementary 136 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Going to Big School: The Transition for Young Children Imelda Graham Ireland Abstract Moving from preschool to primary school, or going to ‗Big School‘, is an important milestone for young children. It means new faces, new environments, new routines, and a lot of other changes. It may take some children a few months to settle in, while others will settle in quickly. It is crucial to manage this step in a manner that serves the child well and supports them in settling into this new phase of their lives. This support will help them to settle in happily and securely, and will support them in developing a positive disposition to learning from the opportunities that will arise for them on their journey through their school years. The Erasmus+ Project, Preschool to Primary School (PSPS), on this transition has been successfully completed, and is now making the main outcome of the project, the online Transition Toolkit, available. The Toolkit was developed following extensive research by the project partners, with research and findings from The Marie Curie Centre, Bulgaria; PEIN, Ireland; the EPA (through Estonia and Serbia), with some contribution from the Leeds Beckett Carneige Centre UK. The results of the research led to development of the handbook in a number of units, including: The Child at the Centre, Supporting Social and Emotional Development, Physical Development, Language and Disabilities, Environments. The units are all inter-connected and can be used together or as stand-alone pieces. The handbook is targeted at Primary Schools, Parents and Early Years Settings. This presentation will outline the research results, the resultant handbook development and ideas and suggestions for use. Children will make many transitions throughout their lives, so supporting them through this milestone will influence how they manage change for many years to come. Keywords: Young children; Transitions; Primary School; Early Years; Parents. 137 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Pedagogical Strategies in the Construction of Historical Knowledge for the 2nd Cycle of Primary School Adriana Lage Costa1, Adriana Crespo2, Celeste Machado3, Inês Gomes4, Maria Neves5, Sandra Bastos6 Polytechnic Institute of Leiria, Portugal1,2,3,4,5,6 Abstract History teaching plays a crucial role in the civic, cultural and critical education of students, enabling them to understand the world around them and the roots of contemporary societies. However, in European schools there are several challenges that affect the quality and relevance of this subject. The latest general report produced by the Council of Europe Observatory [1] on the teaching of history revealed that teachers often resort to one-way teaching, highlighting the lack of more participatory and interactive methods, such as project-based learning. This traditional approach is often justified by the time demands imposed by overloaded curricula, textbooks and exams. Additionally, this report states that the educational resources most used by teachers include textbooks, teachers' notes and websites and databases with historical content approved by the education authorities. This dependence on these resources can limit the diversity and updating of teaching materials, affecting the dynamics and effectiveness of the teaching-learning process. Furthermore, there is a clear need for professional development opportunities for educators, with a focus on collaborative and multidirectional pedagogies. This scenario raises questions about declining interest and government investment in the area, contributing to the weakening of the discipline and the need for more effective pedagogical strategies that provide a solid foundation for higher-order thinking, which is fundamental to the development of critical thinking. In this paper, we will explore the complexities associated with the development of pedagogical strategies for history lessons in secondary schools carried out by students on the master‘s degree in 1st and 2nd cycle of Primary School Teaching (Portuguese Language, Portuguese History and Geography) in the context of pedagogical practice. . Keywords: History Teaching, Pedagogical Strategies, Active Methodologies, Teacher Training 138 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Construction of Historical Knowledge through Didactic Games: An Experience in the Study of the Social Environment with Third Year Primary School Students in Portugal Adriana Lage Costa1, Raquel Fernandes2, Sofia Rodrigues3 Polytechnic Institute of Leiria, Portugal1,2,3 Abstract This article describes a pedagogical intervention carried out with 3rd year primary school students in Portugal, as part of the Study of the Social Environment. The main objective was to promote the construction of historical knowledge through a multi-perspectival approach, using didactic games and the use of written and oral sources. The data was collected through individual and group activities and questionnaires, carried out during teaching practice by Master's students in Portuguese language, History and Geography of Portugal. The results indicate that the didactic games, combined with the other teaching strategies used in the classroom, proved to be effective in assimilating historical concepts, understanding local memory and history, feeling a sense of belonging and promoting critical and analytical thinking in the students. Keywords: Historical knowledge, Didactic games, Social environment study 139 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Special Needs 140 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Planning For Me? Planning With Me. Placing Lundy's Model of Child Participation at the Heart of Individual Education Plans Claire P. Griffin Mary Immaculate College, Limerick, Ireland Abstract Recent years have seen a strong focus on the rights of children and young people, particularly in relation to hearing their voices. In this regard, a plethora of international legislative and policy documents have outlined that children and young people have a right to express their views freely on all matters affecting them. From an educational viewpoint, research highlights the positive effect on both students and teachers when learner voice is engaged. Examples include fostering a sense of empowerment and agency in the learner, supporting the learner's leadership potential, and positively impacting student-teacher relationships. Although many international education systems have made significant progress in relation to inclusive education and individualised student planning, a review of the literature shows that student voice is typically under-valued and under-utilised in practice. In light of this, this paper seeks to critically reflect on the importance of giving due weight to student voice when planning for and with students with special or additional needs. In this regard, Laura Lundy's [1] Model of Child Participation is positioned as a central framework for guiding this process, with reference to the four key elements of space, voice, audience and influence. Additionally, the author draws on a range of child-friendly strategies for eliciting student voice, with reference to 'Personal Construct Psychology' [2]. Acknowledging the complexity of eliciting student voice and acting on it meaningfully, the need for careful planning and related training/expertise is emphasised across educational contexts. Ultimately, this paper argues that to ensure all students reach their full potential across both the formal and informal curriculum, all individual education plans and resultant practices require significantly more than a tokenistic nod to child participation. Keywords: individual education plans; student voice; voice of the child; Lundy's Model of Participation; Personal Construct Psychology 141 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Creativity, Innovation and Inclusion Mythology: Voices from Special Education Ghetto Alan Bruce Universal Learning Systems, Ireland Abstract The question of creativity, its origins and nature, and how this relates to innovation in learning, theoretical and applied, has been at the centre of European discourse for a number of decades. The innovation imperative has been widely described either as a mechanism to secure Europe‘s place in the future of global socio-economic relations or as the cornerstone of the creativity which will preserve a uniquely European perspective on human development and transformative capacity. It is necessary to consider and compare different types of organizational structures that contribute to creativity learning and innovation. It should be possible to identify different forms of organizational structures from evaluations of practice and to investigate how different methods for developing innovation and creativity work in different systems or organizations. Special education emerged in the 19th century to provide instruction specifically tailored to meet individualized needs, making education available to students who otherwise would have limited access to education. By the end of the nineteenth century the size of institutions had increased so dramatically that the goal of rehabilitation or inclusion was no longer possible. Institutions became instruments for permanent segregation. Many special education professionals became critics of institutions. Yet from this milieu many vital and important educational approaches and integrative methods emerged with a strong emancipatory direction. This paper explores those issues, trajectories and themes and the implications for contemporary approaches to inclusion. Keywords: Creativity; disability; special needs; segregation; inclusion 142 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Exploring Schooling Experiences of Students with Visual Impairments in Pakistan: A Qualitative Inquiry Khansa Maria Department of Education, University of Oxford, United Kingdom Abstract This qualitative study delves into the diverse schooling experiences of students with visual impairments in Pakistan, offering a comprehensive analysis within various educational contexts. Through semi-structured interviews and observations, the research investigates the accessibility and inclusivity of different types of schools available to these students. Five key dimensions are explored: (A) the range of schools accessible to students with visual impairments, (B) perceptions of teachers towards visually impaired students, (C) interactions and treatment of visually impaired students by their peers, (D) attitudes and behaviours of teachers towards visually impaired students, and (E) the adequacy of resources and accommodations in addressing their needs. Furthermore, the study delves into how enrolment in these diverse schooling environments shapes the cultural capital of visually impaired students. Educational settings examined include state-sponsored public schools, private institutions, religious academies, home-based education, and segregated schools catering specifically to students with disabilities. By scrutinizing these dimensions across varied contexts, this research contributes to a deeper understanding of the educational landscape for visually impaired students in Pakistan and offers insights for policy and practice to enhance inclusivity and support. Keywords: Disability, Inclusion, Special Needs, Equity, Inclusive Education. 143 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Sudent Assessment 144 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Student‟s Assessment of Digital Education in Economics at UNWE Maria Markova University of National and World Economy, Sofia, Bulgaria Abstract The purpose of this paper is to present the results of studies conducted through surveys among the economics students of UNWE under the project 06 - 45/7 entitled "DIGITALIZATION, ON THE LEARNING PROCESS IN HIGHER EDUCATION - A MODEL FOR IDENTIFICATION AND MANAGEMENT", financed by the Scientific Research Fund (SRF). The questions answered by economics students‘ groups of specialty ‗‘Intellectual property‘‘ and ‗‘Creative industries and business‘‘ of UNWE are the following: advantages, disadvantages, overall assessment and academic suggestions. The answers presented by students in Economics allow the following generalizations: - advantages: accessibility from any geographical point; great convenience in implementation, receiving by tutors‘ lectures and training materials online; - disadvantages: absence of collegial communication in an academic environment; impossibility of using educational literature on paper difficulty or impossibility to implement/ complete collective tasks, studies and other academic forms. The general assessment of students in Economics /more than 70% of the surveyed students/ is a preference to a hybrid form, combining the advantages of both forms: on-site at a university and online. The recommendations they give are oriented in a direction into taking into account the individual interests and opportunities of the students, to realize a hybrid education in economics. These results are presented in the final stage of project implementation. Keywords: higher education, digital education 145 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Critical and Creative Thinking in Elementary Science Classes: Assessment for Learning* Maria Celina C. Tenreiro-Vieira1 Rui Marques Vieira2 Centro de Investigação em Didática e Tecnologia na Formação de Formadores (CIDTFF), Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal1,2 Abstract Life contexts, today, strongly marked by uncertainty, justify a science education that helps individuals to deal effectively and productively with socially relevant issues involving science and technology. This requires an emphasis on the development of Critical and Creative Thinking (CCT), as they are fundamental to achieving maximum effectiveness in decision-making and problem-solving, within a framework of personal fulfillment and sustainable development. The concern with explicitly and foundationally developing students' CCT potential should be accompanied by an assessment for learning that also integrates and considers the mobilization of thinking skills involved in critical and creative thinking. This implies, deliberately and explicitly, articulating frameworks that support congruent actions in terms of promoting and assessing student learning while integrating CCT. Additionally, assessment for learning should be associated with the diversification of activities and instruments and quality feedback mechanisms that encourage improvement. From this perspective, feedback can (and should) also foster awareness and collaboration and active student involvement in the (self)regulation of their learning processes. In this framework, associated with the diversification of assessment instruments and activities for learning, in conjunction with the implementation of feedback mechanisms for improvement and the development of science learning and competence areas involving CCT, the use of technologies and digital tools, as proposed in the European Framework for Digital Competence for Educators, is noteworthy to enhance learning and assessment for learning. This presentation outlines theoretical frameworks and focuses on excerpts of science activities, oriented towards CCT, integrating assessment for learning. Keywords: Critical and Creative Thinking, Science education, Assessment for learning, Feedback, Digital tools 146 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Teacher Professional Development 147 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Amplifying Teacher Impact and Leveraging Collective Expertise through Professional Learning Communities Beatrix Preusse-Burr1, Bettina Staudt2, Giuliana Brink3 Fairfax County Public Schools, Virginia Dual Language Educator Network, Executive Board, United States1 Chesterfield County Public Schools, Virginia Dual Language Educator Network, Executive Board, United States2,3 Abstract Education research consistently highlights the correlation between teacher collaboration and student achievement. Professional Learning Communities (PLCs), defined as collaborative groups of educators working interdependently to achieve common goals, offer a structured framework for this collaboration. By leveraging the collective expertise within schools, teachers can share best practices and collaboratively address challenges. PLCs emerged as a transformative vehicle for teacher development and collaboration, fostering a culture of continuous learning and improvement. Facilitating a culture of continuous professional development, where teachers engage in incorporating research-based strategies into their instructional practices guides data-informed decision-making. It empowers teachers with the skills to analyze student data collaboratively, allowing for targeted interventions and personalized instruction. Through shared experiences and knowledge exchange, PLCs aim to boost teacher efficacy, enhancing job satisfaction and commitment. A systematic approach to forming PLCs, considering grade levels, subject areas, and common instructional goals, supported by professional development workshops facilitates implementation. It is essential to provide continuous support through coaching, resource sharing, and regular PLC meetings to ensure sustained engagement and effectiveness. Supporting PLCs with fidelity will lead to improved student outcomes, by leveraging the collective expertise of teachers and fostering a learning organization where educators embrace a growth mindset, adapting to new pedagogical approaches. Generating a positive school culture, promoting a sense of shared responsibility and accomplishment, and amplifying teacher impact through PLCs is a strategic investment in the professional growth of educators, ultimately benefiting student learning outcomes. In this data-informed educational environment, schools can harness the collective wisdom of their teaching staff, creating a dynamic and adaptive educational community. Keywords: Teacher collaboration, Professional Learning Communities (PLCs), Continuous Professional Development, Data-Informed Decision Making, Teacher Efficacy, School Culture 148 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Physically Active Learning in Practice: Paths to Implementation and Reception of Physically Active Learning in Schools Duarte Nuno Farbu Pinto1, Inger Lise Valstad2, Andrine Granheim3, Arnfrid Farbu Pinto4 Nord University, Norway1,2,3 Norwegian University of Science and Technology, Norway4 Abstract This article aims to provide knowledge on how school management and teachers respond to and adapt to the implementation of Physically Active Learning (PAL), with a special focus on identifying the barriers and driving forces that affect this process [1]. Through the collection and analysis of qualitative data, focus group interviews of school management and teachers, the article seeks to uncover and promote strategies for integrating PAL into daily teaching, making it a natural part of the school curriculum. It places special emphasis on teachers' attitudes and experiences, arguing that their engagement is essential for successful implementation. The article also explores the role of supportive leadership as a key factor for the success of PAL initiatives. It analyzes how the structural elements of school practice can be addressed and challenged and proposes strategic approaches for policy development and realization of PAL [2]. By highlighting the participants‘ experiences, the article provides insight that contributes to a more comprehensive understanding of the implementation methods for PAL. Keywords: Implementation of Physically Active Learning (PAL), School management, Educational Adaptation Strategies, Teacher Engagement in PAL. 149 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Reflective Practice to Systematic Inquiry: My Journey as a Teacher Researcher and a Research Mentor Sonia Rocca Lycée Français de New York, United States Abstract This paper explores the transformative journey from reflective practice to systematic inquiry in language education through teacher research. It highlights the shift towards learner-centric approaches and the dialectic relationship between teaching and learning, where both teachers and students grow together. Through personal narratives and professional experiences, the paper indicates how teacher research fosters pedagogical innovation, enhances teacher identity, agency, and voice, and redefines classroom interactions. Emphasizing the critical role of mentorship, the paper discusses how effective mentorship empowers educators to integrate research into their teaching practices. It also delves into the importance of engaging with ingrained habits through reflective practice to enhance educational methodologies. The paper concludes by advocating for a future where teacher research drives innovation, collaboration, and excellence, positioning educators as change agents in the ever-changing field of education. Keywords: Participant Observation, Reflective Practice, Research Mentorship, Systematic Inquiry, Teacher Research 150 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition NOS Teacher Identity: A Case Study of Secondary Education Novice Science Teachers Jorge Luque-Jiménez,1 Cristina García-Ruiz2 Science Education, Universidad de Málaga, Spain1,2 Abstract The understanding of the Nature of Science (NOS) is crucial in developing scientific literacy, a fundamental goal of science education. Scientific literacy extends beyond mere knowledge; it encompasses an understanding of science's methodologies, cultural and social influences, and the evolving nature of scientific knowledge. In this context, the professional identity of teachers, who not only grasp NOS concepts but can also effectively impart this understanding, becomes critical. This study explores the interplay between science teacher identity and their understanding of NOS, emphasizing the importance of targeted NOS instruction in teacher education programs. We conducted a qualitative case study with five novice teachers, each with less than five years of professional experience, using a questionnaire based on NSTA recommendations related to NOS. Employing Atlas.ti software (v 23.3.0) for analysis, we identified 26 codes related to aspects such as the reliability and changeability of scientific knowledge (e.g., theory revision and adaptation, predictive nature of theories) and the naturalistic methods and explanations in science (e.g., explanation of natural phenomena, interrelation of facts, laws, and theories). The results reveal a robust foundation in key NOS aspects, particularly in recognizing the empirical nature of science and its human dimensions. However, a lesser emphasis on the adaptability and revisability of scientific knowledge was observed. This suggests a need for deeper engagement with the concept of the dynamic nature of scientific understanding. Enhancing the novice teachers' grasp of areas such as the evolving nature of scientific knowledge and critical analysis will further solidify their NOS teacher identity, equipping them to deliver a more comprehensive and nuanced science education. Keywords: teacher identity, NOS identity, scientific literacy, qualitative analysis 151 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Using a Teacher Self-Reflection Model to Enhance Language and Literacy Instruction for Multilingual Learners Shannon Giroir1, Leticia Romero Grimaldo2 University of Texas at Austin, United States1,2 Abstract Approaches to teacher professional learning (PL) have evolved considerably over the past two decades with the goal of more effectively engaging educators in the type of learning needed to meaningfully impact student achievement. Although traditional, or one-shot, approaches to PL are still used in schools, they rarely result in meaningful changes in teaching behaviors. Research has shown educators benefit from PL that is ongoing and job-embedded, and actively involves teachers‘ collective participation [9][22]. Additionally, self-captured video-reflection represents a transformative tool for enhancing teachers‘ practice [19][30] with the potential to improve teachers‘ ability to notice, evaluate, and shift their behaviors to better meet the needs of their students. As part of a nationally funded initiative aimed at improving teaching for multilingual learners (MLs), we developed professional learning community model that emphasized teachers‘ critical self-reflection and collective actionplanning to improve instruction for MLs. Participation in the year-long cycle involved educators‘ use of guided reflection protocols and collaborative problem-solving meetings to engage in reflection-action cycles. The researchers describe implementation examples and findings regarding the model‘s feasibility, value, and usefulness to participating teachers. Data sources include surveys, focus group interviews, formal classroom observations, and teacher learning artifacts (i.e., written self-reflections). Findings suggest that self-reflective components of the model were perceived positively and were highly beneficial in promoting teacher change to better meet the needs of MLs. Keywords: Teacher Professional Development; Multilingual Learners (MLs); Self-Video Reflection; Literacy; Professional Learning Communities 152 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Integrating the Funds of Knowledge Approach into ESOL Teacher Preparation Brian Hibbs Dalton State College, United States Abstract Cho et al. (2019) explain that culturally and linguistically diverse students are ―learners who are part of an ethnic and/or language group considered to be different from that of the majority population‖ (p. 54). Numerous scholars have commented on the fact that public school classrooms are becoming increasingly diverse for a myriad of education, social, and/or political reasons and that, as a result, teachers must necessarily be prepared to teach students coming from a variety of linguistic and cultural backgrounds. These learners have traditionally been viewed from a deficit perspective (Valenzuela, 1999) in that their previous cultural and linguistic experiences were not identified, understood, or valued; more recently, however, these pupils are progressively being considered from an asset-based perspective (Bartlett & García, 2011) in which their linguistic and cultural identities are supported and advanced through a variety of means. One such procedure which has gained certain notoriety in recent years is the funds of knowledge approach, defined by González et al. (2005) as ―historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being‖ (p. 72). Consequently, this paper will outline an exploratory study designed to equip ESOL pre-service teachers with the skills and strategies needed to effectively instruct these learners via the funds of knowledge approach. The paper begins with an overview of a course unit on the funds of knowledge approach integrated within an ESOL culture and education course for teacher candidates enrolled in an elementary-education program at a small liberal arts college in the southeastern United States. Next, the paper outlines the logistics of the course unit along with the readings, corresponding activities, and assignments that constituted the unit. The paper then reviews the structure and organization of an investigation conducted to document students‘ perspectives concerning the strengths and weaknesses of the course unit via a mixedmethods post-course questionnaire. Finally, the paper presents preliminary findings obtained from the study suggesting that the course unit successfully familiarized participants with both the theoretical underpinnings and specific techniques for recognizing and validating English learners‘ cultural and linguistic assets. Keywords: Culturally and linguistically diverse learners, Educator preparation, ESL, ESOL, Funds of knowledge, Teacher education 153 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Mobility Opportunities in Teacher Education at the University of Cologne: Possibilities for Future Teachers to Go Abroad during Their Studies Inna Enns1, Dagmar M. Benincasa2, Christian Rabl3, Jan Springob4 University of Cologne, Germany1,2,3,4 Abstract Teacher education programmes have long been marked by relatively low mobility rates, especially in comparison to other study programmes [1]. This is due to, among other factors, an inherent focus on national and/or regional curricula, and the complex and often rigid structure of the study programmes in teacher education [2][3][4]. The University of Cologne (UoC) has been accommodating the needs and interests of this heterogeneous student group by offering a broad range of mobility opportunities and lowering the barriers for going abroad for many years now. The article will draw on different internationalisation projects and programmes that have been implemented by the Centre for Teacher Education at UoC, in cooperation with internal and external partners. The (perceived) benefits of staying abroad with different programmes will be presented, and challenges and lessons learned with regard to the implementation of internationalisation programmes in teacher education will be addressed. Voices from outgoing students as well as from colleagues responsible for mobility programs will be included to highlight and underline the corresponding points. Based on the presentation of the implemented projects and programmes, the mobility options are discussed in a critical outlook. Keywords: Teacher education, internationalisation, professionalisation, short-term and long-term mobility 154 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Improving Pre-Service Mathematics Teachers‟ Skills about Preparation for the Instruction: The Case of Online Microteaching Vildan Katmer Maltepe University, Turkey Abstract In this research, which was conducted using the case study design, it was aimed to improve preservice mathematics teachers‘ skills about preparation for the instruction with the online microteaching technique. The first three events of Gagne's (1985) nine events of instruction (gaining attention, informing learner of lesson objective, stimulating recall of prior learning) were used as preparation events for the instruction. The participants of the research consist of 11 senior pre-service mathematics teachers. In the research, two online microteaching video recordings of each participant, open-ended peer review forms about microteachings, and a semi-structured interview form were used as data collection tools. First of all, Gagne‘s first three events were introduced practically online by the researcher. Afterwards, each participant carried out online microteaching on a different mathematics subject using Gagne‘s first three events, lasting between 5-10 minutes, in line with the achievements determined from the secondary school mathematics curriculum. Each microteaching was reviewed by other participants and the researcher, both during the online microteaching and later from the recordings, and was delivered to the participant with the help of a peer review form. Two weeks later, each participant performed the second microteaching in line with the criticisms received in the peer review forms and during the first online microteaching. Following the completion of the two microteaching process, individual semi-structured interviews were conducted with each participant by the researcher to take their opinion about this process. As a result of the research, it was seen that there were deficiencies in some of the preparation events of the introduction in the first micro teachings, and some events were not observed at all. In the second microteachings, it was observed that the deficiencies in the first microteachings were eliminated. In addition, in individual interviews with the participants, all of the participants stated that applying this process positively affected their acquisition of skills about preparation of the instruction. Keywords: Pre-service mathematics teacher, online microteaching, Gagne‘s events of instruction 155 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Development of a New Generation of Teachers in the ICT Field Aušra Gadeikytė1, Karolis Tarutis2, Lukas Paulauskas3, Kęstutis Jankauskas4 Department of Applied Informatics, Faculty of Informatics, Kaunas University of Technology, Lithuania1 Faculty of Informatics, Kaunas University of Technology, Lithuania2 Department of Software Engineering, Faculty of Informatics, Kaunas University of Technology, Lithuania3 Department of Multimedia Engineering, Faculty of Informatics, Kaunas University of Technology, Lithuania4 Abstract Nowadays, finding young and motivated lecturers in the field of Information and Communications Technology (ICT) becomes challenging. This necessity of teachers raises a question of how to engage more students to become future teachers in the field of ICT. For this reason, the Kaunas University of Technology Faculty of Informatics has started the initiative ―The Development of New Generation of Teachers (DONGOT)‖ in 2023. This initiative is based on learning from mentors (lecturers). This pilot study presents students' and mentors' motivation, attitudes, and experiences throughout the DONGOT initiative. The investigation was conducted through questionnaire surveys. In conclusion, this pilot study facilitates the identification and development of techniques for how to involve students to become future educators. It was found that this initiative had a positive impact on participants. Keywords: Academic career, learning from mentors, teaching experience 156 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Nurturing Teachers Excellence in Gifted Education - Results, Experiences and Challenges Vida Drąsutė1, Rūta Kuodienė2 VšĮ “eMundus”, Lithuania1 Academy "Alfa kids", Lithuania 2 Abstract Ensuring the realization of the full potential of every student in alignment with their individual abilities is imperative for the sustainable development of any society. As per the education policy framework of the European Union (ET 2020), a paramount objective is to establish effective educational methodologies to enhance productivity and foster ongoing innovation. The education of gifted and talented students is particularly vital, as they have the potential to emerge as groundbreaking innovators in the future (Subotnik & Rickoff, 2009). Various factors contribute to potential underachievement and the presence of psychological, social, or not diagnosed learning difficulties. In response to these challenges and issues observed in 2021, the project "GATE: Teachers Training Programme to Support Gifted and Talented Students" was initiated under Erasmus + programme. This initiative brought together partners and experts focused on the education of gifted pupils, STEAM education for advanced students, and special needs education as gifted pupils education in classroom should be supported by additional experts and assistance. This article presents the results, experience and challenges in GATE project, underlying cultural particularities while adapting gifted pupils testing, education and good practices gained from Israel partners. For two years now, there has been an intensive international exchange of information and methodologies, training, practical adaptation and dissemination of good practice in all four countries. A teacher training programme for gifted education is being finalized, as well as extensive methodological material for gifted pupils teachers that will be translated into four languages. The article presents how the project has helped to broaden and deepen the debate on gifted education from family, school and education system level. Keywords: Gifted children, talented, education, teachers training, training programme for gifted 157 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition The Lady of Shalott Breaks the Fourth Wall and Goes with the Flow Patrick Murphy Nord University, Norway Abstract Literary canon, a concept where merely the term invokes respect and a sense of something dignified and solid, serves as a stronghold and representative of the time in which it was written. Traditional literary analysis in the scholarly university traditions may for many also serve as precisely a bastion of four grey, towered walls holding its own in a flow of change; a tradition to be upheld and compartmentalized in a time capsule of the mind. This paper shows an example of how contemporary - though not necessarily new - pedagogical approaches may break this mould. This paper is not to be seen as a criticism of traditional literary analysis, but rather as serving the function and purpose of supplementing tradition by demonstrating a possible meeting between canonical literature and more contemporary trends and approaches in working with literature, especially within teacher training. Here the university teacher should be a role model to his or her teacher trainees by accommodating differentiated learning and seeing the connection between not only other school subjects, but also to trigger the existing knowledge and experience of the individual learner beyond the confines of the classroom walls. This meeting between literary canon and pedagogical trends is exemplified by Alfred, Lord Tennyson‘s poem The Lady of Shalott [1] as seen through the concepts of breaking the fourth wall [2], flow theory [3], location-based learning, and in-depth learning. Placing The Lady of Shalott within the context of the bespoke pedagogical approaches may lay the foundation for a studentcentred reader-response approach; a response that is well rooted in the students‘ world beyond the confines and spells of the traditional university lecture hall. This paper points to how the poem may be seen in light of different approaches, and though the author does not provide ready-made teaching methods, he hopefully signs out with the proverbial door ajar. Keywords: Canonical literature, Fourth Wall, flow theory, location-based learning, in-depth learning 158 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Keep a Beat! Teachers Using Music to Promote Infant Self-Regulation and InfantTeacher Social-Emotional Competence Kamile Geist Louisiana State University, United States Abstract According to the Centers for Disease Control, Louisiana ranks 2nd in the nation for babies born to single mothers and has one of the highest infant mortality rates in the United States. Infants have critical developmental milestones, including needing sustained positive interactions with one or more primary caregivers. If a parent of an infant does not have the resources to provide the nurturing and healthy interactions needed, such as is the case with many Louisiana families, the infant may be at risk for attachment disorders and long-term emotional and behavioral problems. As economic and emotional stressors of home life increase for families in Louisiana, the responsibility of infant nurturing and bonding with a significant caregiver often becomes the responsibility of an early childhood care center infant teacher. Music used as a developmentally appropriate interactive strategy, specifically when primary caregivers provide familiar and live musical with rhythmic interactions with infants, is supported in the literature that infants need these music interactions for attention, arousal, social cognition, physical growth, and emotional behavior competence. The Keep a Beat (KaB) infant classroom curriculum described in this article is theoretically grounded in child-centered music development and was created in collaboration across academic disciplines and community-based sites. Once scaled, KaB has the potential to transform how early childhood teachers in Louisiana and across the United States by supporting infant social-emotional competence, communication, motor skills, and cognition with an evidence-based and developmentally appropriate music curriculum. Keywords: Early childhood, infants, parents, teachers, music, stress, self-regulation, social-emotional competence 159 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition ChatGPT in Higher Education Pedagogy: A Case Study of an Innovative Webinar for Professional Development Verónica Vasconcelos1,2, Lúcia Simões Costa1, Sofia Sá3, Isabel Pedrosa1,4 Polytechnic University of Coimbra, Rua da Misericórdia, Lagar dos Cortiços, S. Martinho do Bispo, 3045-093 Coimbra, Portugal1 INESC TEC2 Independent Researcher, Portugal3 CEOS.PP - Coimbra, ISTAR – IUL4 Abstract This study outlines the organization of a professional development webinar on the pedagogical use of ChatGPT, sparked by the interest of the Polytechnic Institute of Coimbra faculty. Webinars are pivotal in modern educational paradigms, offering location flexibility [2]. However, there is still room for research into the use of webinars in professional development [7]. Fadlelmola et al. suggest ten principles for effective webinars, including strategies to overcome the challenges of virtual settings, such as participant attention [4]. The webinar was organized by the Professional Development and Pedagogical Innovation Office, and all choices were strategic. The speaker, Professor António Dias Figueiredo, is a distinguished figure in technology and pedagogy in higher education. The webinar, titled "Pedagogy and ChatGPT: Pointblank Questions and Answers" was promoted via email, social media, and the institute's website, leading to 328 registrations. Upon registration, were prompted to submit two questions for the speaker and three words that they associated with the topic. This approach ensured the content was directly relevant and fostered participant involvement from the start. This process yielded a total of 548 questions and 945 words related to ChatGPT's use in Higher Education. Analysis of the questions led to the consolidation of the 12 categories suggested by ChatGPT4 into 9, of which the following stand out: Pedagogical Methods, Assessment, Critical Thinking, and Academic Integrity. The most mentioned words were Innovation, Curiosity, Challenge, Future, and Opportunity, guiding the webinar's focus. During the webinar, the 23 selected questions were asked alternately by two professors from the institution to increase interaction. The speaker had no prior knowledge of the questions, adding a layer of spontaneity. The event's high engagement was evidenced by 75% of the 236 attendees staying for the entire 90 minutes. The aftermath saw the webinar's recording achieve significant traction on social media. A post-event survey, although garnering only 22 responses, revealed that 83% of participants were "Very satisfied," and 18% were "Satisfied". The positive feedback and high engagement levels indicate the webinar successfully met its aims and that the methodology resonated well with the audience. It also offers insights into best practices for professional development webinars, indicating ways to enhance their appeal and effectiveness. Keywords: Professional development, Higher education pedagogy, ChatGPT, Webinars 160 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Professional Digital Development among Teachers in 1:1 Schools – Skills, Collaboration and Needs Siw Olsen Fjørtoft SINTEF Digital, Norway Abstract In recent years, most municipalities in Norway have implemented one digital device per student (1:1) in their public schools. Consequently, teachers must deal with using digital learning technologies in teaching to a far greater extent and more frequently, as the devices are readily available in the classroom. Also, the use of digital tools and teaching practices has accelerated due to periods of homeschooling during the COVID-19 pandemic and has continued in the years after [1]. Teachers must constantly deal with societal developments and new things that are appearing. This paper addresses different perspectives on professional digital development among teachers in primary and secondary schools and is based on a survey conducted in a mid-size Norwegian municipality where all students have a personal digital device. The questions investigated are: How do teachers in 1:1 schools develop their professional digital competence? Which digital activities do they master, and in which areas do they want more expertise? Findings indicate that teachers‘ personal competence development is done by ―trial and error‖ approaches rather than attending external courses or further education. Nevertheless, the teachers master digital activities such as creating presentations, recording videos, and using collaborative writing tools. While there are fewer that master spreadsheets and tools for block programming. A vast majority express a need for further competence development in topics such as artificial intelligence and programming. Keywords: Professional digital development, Digital skills, 1:1 Classrooms. 161 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Mindfulness as Mediator of the Effects of Learned Helplessness and Self-Handicapping on Flourishing Margarita Bakracheva Sofia University St. Kliment Ohridski, Bulgaria Abstract Learned helplessness and self-handicapping are described as ineffective strategies in the course of self-regulation and in relation to academic and overall performance. At the same time positive psychology focusses on the multiple benefits of well-being and flourishing for the optimal development in long-term. Numerous evidence-based examples for promotion of mindful mindset report positive effects on flourishing. The direct and indirect effects of learned helplessness and self-handicapping on flourishing, and the mediating role of mindfulness are measured in a convenient sample of 225 preservice and in-service teachers. Results confirm that learned helplessness and self-handicapping are negatively related to flourishing and mindfulness. Mindfulness has full mediating effect for the relation of learned helplessness and flourishing and partial mediating effect for the relation of selfhandicapping and flourishing. These effects are considered pathways to learning how to flourish. In situations of insecurity, unpredictability, and perceived lack of control that usually provoke learned helplessness and self-handicapping promotion of mindful mindset and proactive attitude can foster flourishing. Flourishing on its turn underlies better performance of teachers and students in long-term. This suggests possible strategies for integration and implementation of mindfulness in educational setting. Keywords: flourishing, mindfulness, self-handicapping, learned helplessness 162 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Teachers Professional Development Framework: Challenges and Achievements Implementing E-Learning Course for STEAM Ligita Zailskaitė-Jakštė1, Robertas Damaševičius2, Renata Burbaitė3 Kaunas University of Technology, Lithuania1,3 Vytautas Magnus University, Lithuania2 Abstract The study aims to present the main challenges and achievements, which we faced seeking to implement teachers' professional development framework for the STEAM with educational robotics integration in MOOCs. The Erasmus+ project ―Fostering STEAM Education in Schools (EDUSIMSTEAM)‖ WP2 conceptual and empirical results were used in this research. The study consists of three stages: at first, a comprehensive framework for teachers‘ professional development in STEAM was designed; second, an e-learning environment together with the curriculum for e-learning course was prepared; third, piloting of e-learning course, evaluation, and improvement was conducted in MOOCs. Following the comprehensive literature review, we were able to identify 13 components that are crucial for STEAM teacher professional development: six main components and seven supporting components. The curriculum was developed: Unit 1. Introduction to integrated STE(Α)M teaching & relevant teaching methods; Unit 2. STEAM subjects and how STEM careers are contextualized at school; Unit 3. Subject-specific details for teachers; Unit 4. Robotics. Although 466 K12 teachers from Spain and Turkey expressed interest in attending this e-learning course, but only 129 trainees were awarded certificates. For the course evaluation we used qualitative and quantitate methods. The piloting was conducted in Spain and Turkey. In this study was used systemic and comparative literature analysis; for the piloting of the e-learning course evaluation were used qualitative and quantitative methods. The main challenges of this study are related to a holistic approach for the teachers‘ professional development seeking to reflect the 21st-century needs implementation. As the biggest achievement, we can emphasize the conceptual framework implementation in the STEAM for educational robotics in e-learning course. Keywords: Teacher Professional Development, E-Learning, Curriculum Development, MOOCs, STEAM, Educational Robotics. 163 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition Critical Thinking with Online Communities of Practice and Learning in Teacher Education* Rui Vieira1, Celina Tenreiro-Vieira2 Centro de Investigação em Didática e Tecnologia na Formação de Formadores (CIDTFF), Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal1,2 Abstract Communities of Practice and Learning (CPL), particularly those online, have been assuming a relevant role in teacher education [1,2]. Within this scope, one of the emerging purposes revolves around promoting the potential for critical thinking (CT) among future teachers, notably as a fundamental component for the development of scientifically and technologically literate citizens [3]. This is crucial, as teachers who themselves are critical thinkers tend to develop practices that encourage CT, creating multiple opportunities for students to mobilize critical thinking skills and valuing the development of critical thinking. Within this framework, over the past 14 years, an online CPL has been developed in various contexts, specifically within the curriculum of Science Didactics for Portuguese Elementary Education. The purpose of this proposal is to present the contributions of the online CPL in promoting CT. Methodologically, a description of this community and how it was fostered will be provided, aiming particularly to appeal to the CT abilities of graduate students. This is a mixed-method study. The data collected, for example, in interactions in different situations and contexts, such as discussion forums and autonomous work tasks proposed, including assessment, were subjected to content analysis. The results of the Cornell Critical Thinking Test (level X) were subjected to descriptive and inferential statistical analyses. Overall, the results consistently indicate improvement in the CT skills of future teachers. CPLs appear, therefore, in the context of Science Didactics education, as a facilitating pathway for promoting CT among future teachers of Elementary Education. Keywords: Online Communities of Practice and Learning (CPL); Critical Thinking; Teacher Education [Arial, 9point, italics] 164 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition ISSN 2384-9509 ISBN 979-12-80225-60-3 DOI: 10.26352/I620_2384-9509 165 © Filodiritto Editore – 14th International Conference The Future of Education – Hybrid Edition 1 ©Filodiritto Editore – 12th Inter national Conferen ce the Future of E ducation – Hybrid E dition