ICER Call for Papers

Learning, Teaching and Pedagogy of Artificial Intelligence in STEM Education

 Mini Track Chair: Dr Adrian A. Adascalitei, ”Gh. Asachi” Technical University, Iasi, Romania

Artificial Intelligence (AI) is progressing at an unprecedented rate, with generative AI and related technologies leading this transformative shift. These advancements are set to reshape education in significant ways, offering novel opportunities to enhance both teaching and learning processes. At the same time, more ‘traditional’ AI techniques continue to be developed, bringing in new insights. AI is expanding the horizons of what is achievable in education, enabling the creation of personalised and dynamic learning experiences. As these technologies continue to evolve, they equip educators with powerful tools to gain deeper insights into student needs, tailor instruction and resources to individual learning paths, and promote greater student engagement. AI is no longer merely an auxiliary tool — it is fundamentally transforming the core of educational practices, making learning environments more adaptive, accessible, and impactful. This track aims to consider approaches to teaching, learning and evaluations of AIED systems and environments that relate to pedagogical techniques, learning processes, and outcomes. Learning targeted here refers to both formal and informal learning, including game-based learning;  digital collaborative/cooperative and group learning; social networks etc. Both quantitative (survey, correlational, comparative, experimental etc.) and qualitative (case study, ethnography, phenomenology, grounded theory, action research etc.) analysis, as well as mixed-methods approaches are welcome.

 Topics may include but are not limited to

• • AI-assisted tutoring and scaffolding;
  • Interactive pedagogical agents and learning companions;
  • Data-driven modeling (educational data mining, deep learning, machine learning,…);
  • Learning analytics and teaching support,
  • Learning with simulations;
  • Explainability of models for teaching and learning.

Education Research in Sustainable Development

Mini track Chair:  Dr Ockert R. Pretorius, Department of Urban and Regional Planning, University of Johannesburg

The aim of this mini track is to explore the role of education in fostering sustainable development in diverse contexts of research, policy, and practice. Guided by the transdisciplinarity required for the achievement of the Sustainable Development Goals, this track provides an opportunity for academics, policymakers, industry stakeholders, and students to collaborate and discuss current challenges, potential solutions, and opportunities to enhance the methods and approaches to knowledge transfer and learning that support sustainability transitions. Education approaches in the context of economic, social, and environmental disruptions must be change-orientated and focussed on catalysing transformation across policy, curriculum, theory, and practice. This is especially relevant in the dynamic settings of the built environment and in response to emerging social and environmental imperatives. Approaches that support knowledge co-creation and active student participation are central to achieving this aim. Research themes in this mini track are centred on pedagogical models to incorporate sustainability in the teaching and learning process; innovative teaching approaches; application of technology; curriculum transformation toward sustainability imperatives; and emerging trends in research and practice. This mini track seeks to broaden the debate on the role of Scholarship of Teaching and Learning in sustainable development and encourages the sharing of research findings, innovative solutions, and case studies toward this end.

• Innovative teaching approaches to engage students in aspects of sustainable development.
• Application of technology to enhance sustainability knowledge transfer.
• Curriculum transformation initiatives toward integrating aspects of sustainability within a transdisciplinary context.
• Emerging trends in sustainability education research and practice.
• Pedagogical models to incorporate sustainability in the teaching and learning process.