July 14–17, 2022 | UCL, Institute of Education, London, UK

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  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Birgit Phillips
    Birgit Phillips
    University of Applied Sciences FH Burgenland, Austria
  • Nick Tyler
    Nick Tyler
    University College London, United Kingdom

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  • Building Capacity through Socially Responsible, Community-engaged Higher Education
    Building Capacity through Socially Responsible, Community-engaged Higher Education
    Keynote Presentation: Birgit Phillips
  • Transdisciplinarity in Education
    Transdisciplinarity in Education
    Keynote Presentation: Nick Tyler
  • Fighting Deficit Views of English Foreign Language Learners and Users
    Fighting Deficit Views of English Foreign Language Learners and Users
    Keynote Presentation: Jean-Marc Dewaele

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Organising Committee

The Organising Committee of The 11th European Conference on Education (ECE) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Kwame Akyeampong
    Kwame Akyeampong
    University of Sussex, UK
  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Steve Cornwell (1956-2022)
    Steve Cornwell (1956-2022)
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Jo Van Herwegen
    Jo Van Herwegen
    UCL, UK
  • Tamsin Hinton-Smith
    Tamsin Hinton-Smith
    University of Sussex, UK
  • Christian Klinke
    Christian Klinke
    UCL Institute of Education, UK & The OSIPP IAFOR Research Centre, Osaka University, Japan
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA

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IAFOR Research Centre (IRC) – “Innovation and Value Initiative”

The IAFOR Research Centre (IRC) is housed within Osaka University’s School of International Public Policy (OSIPP), and in June 2018 the IRC began an ambitious new “Innovation and Value Initiative”. Officially launched at the United Nations in a special UN-IAFOR Collaborative Session, the initiative seeks to bring together the best in interdisciplinary research around the concept of value, on how value can be recognised, and measured, and how this can help us address issues and solve problems, from the local to the global.

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ECE2022 Review Committee

  • Dr Akeem Adekunle, University of Lagos, Nigeria
  • Dr Yahya Alghamdi, Ministry of Education, Saudi Arabia
  • Dr Mohammed Nihad Ahmed, University of Mosul, Iraq
  • Dr Ijaz Ahmad, University of Education, Pakistan
  • Dr Rachmie Sari Baso, Akademi Bahasa Asing Balikpapan, Indonesia
  • Dr Albert Bulawat, Nueva Ecija University of Science And Technology Papaya Off-Campus Program, Philippines
  • Dr Cecilia Chinyere, Michael Okpara University of Agriculture, Umudike, Nigeria
  • Dr Dandy George Dampson, University of Northampton, United Kingdom
  • Dr Tania Dias Fonseca, Kingston University London, United Kingdom
  • Dr Laura Fernández-Rodrigo, University of Lleida, Spain
  • Dr Wing Yee Ho, The Open University of Hong Kong, Hong Kong
  • Dr Hassan Karali, Newcastle University Medicine Malaysia (NUMed), Malaysia
  • Dr Tomas Krabec, Skoda Auto University, Czech Republic
  • Dr Jeanette Landin, Landmark College, United States
  • Dr Motshidisi Lekhu, Central University of Technology, Free State, South Africa
  • Dr Annie Wy Ng, The Hong Kong University of Science and Technology, Hong Kong
  • Dr Ismail Noriey, University of Human Development, United Kingdom
  • Professor Olubukola Olakunbi, Obafemi Awolowo University, Ile-Ife, Nigeria
  • Professor Christian Schachtner, IU University of Applied Sciences, Germany
  • Dr Alena Srbená, Education Faculty of Education, Palacký University Olomouc, Czech Republic

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Wales Journal of Education

ECE2022 Supporting Organisation

The Wales Journal of Education aims to play a key role in further supporting and developing the educational research base in Wales, by providing a venue for a range of high-quality submissions reflecting the diverse nature of educational research methods and methodologies. The Journal is published under two strands: Academic and Practitioner. In the Academic context, we welcome local and international research that provides insights into shaping current and future education policy and practice. Furthermore, the focus of the journal is not just on schools and compulsory-level education; we very much welcome educational research on issues that affect the entire life course, from early years through to post-compulsory education, training and lifelong learning.

The Practitioner strand features contributions from practitioners engaged in research and inquiry across the various dimensions of educational practice. Although the emphasis of this strand of the journal is focused on practicing educators such as teachers and school leaders, we also invite submissions from individuals across various disciplines, levels, and educational organisations who undertake high-quality educational research and inquiry.

Published by the University of Wales Press with the support of Welsh Government, the Wales Journal of Education is a platinum Open Access journal, free of charge, bilingual and available to read in digital format for anyone, anywhere in the world, with no author-facing charges.

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Conference Outline

Thursday, July 14Friday, July 15Saturday, July 16Sunday, July 17Poster SessionVirtual Presentations

Location: Online

08:30-08:45: Conference Opening Address
Joseph Haldane, IAFOR, Japan

08:45-09:35 Live-stream Presentation Session 1
Room A: Foreign Languages Education & Applied Linguistics
62394 | Motivation Over Time at the Tertiary Level
62338 | “Bangla Helps Learners to Get the Gist Better” – Translanguaging in Post-colonial English as a Foreign Language Classes in Bangladesh

Room F: International Education
63844 | Reimagining Access to Education: The Impacts of Learning Centres for Marginalised Students in Haryana, India During the Pandemic
64238 | “You’re Not Alone”: International Students' Shared Experiences in Academic, Social, and Psychological Adjustment

09:35-09:45: Break

09:45-11:25 Live-stream Presentation Session 2
Room A: Applied Linguistics Research
64418 | An Examination of the Role of Executive Function in Theory of Mind in Japanese Preschoolers Learning English
63672 | A Critical Review of Age Factors on Second Language Acquisition
64631 | English Public Exams, Tutorial Classes, and Inequality: An Investigation of Small-scale English Tutorial Classes in Hong Kong
64478 | The Application of the Cultural Onion Model in L2 Teaching: A Study in a Chinese Class for Ethnic Minority Students

Room B: Foreign Languages Education & Applied Linguistics
57426 | Reporting Verbs as Hidden Means of Signposting
64494 | Exploring the Impact of Language Exposure Outside the Classroom on Student’s Writing
64426 | The Use of Passive Voice by the Armenian Learners
63461 | A Practitioner-based Research On Cloud-based Collaborative Writing in Synchronous EFL Classes

Room C: Teaching Experiences, Pedagogy, Practice & Praxis
64558 | The Progression of Language Complexity in ESL Textbooks and Assessments for Chinese Junior Secondary Schools
63427 | On John Dewey’s Footprint: The Active School According to Rebeca Wild
64222 | Exploring Project-based Learning and a Collaborative Teaching Practice in Macau Primary School
63091 | Social Media Technologies for Collaboration and Communication: Perceptions of Novice EFL Teachers in the Czech Republic

Room D: Educational Policy, Leadership, Management & Administration
64166 | COVID-19 and Its Effect on Parent-adolescent Issues
64358 | A Critical Evaluation of the National Programme on Technology Enhanced Learning (NPTEL): The Flagship Indian Massive Open Online Courses (MOOCs)
64077 | Enabling Factors that Lead Educational Middle Leaders to an Effective Professional Performance
62623 | Has Education Been a Priority During the First Wave of the Pandemic?

Room E: Education & Psychology
64166 | COVID-19 and Its Effect on Parent-adolescent Issues
64550 | Influence of Social Media Use on Maternal Educational Anxiety
64220 | The Impact of Psychological Resilience on Achievement Procrastination for School Children During COVID- 19
64545 | A Virtual Brief Psychosocial Intervention on Mental Wellbeing of Community College Students During the Pandemic: A Pilot Study

Room F: Professional Training, Development & Concerns in Education
61848 | Challenges on Continuing Professional Development on Inclusion in Early Years in Spain
63438 | Engagement Them and They Learn: Mediation Effect of Community Engagement in Professional Learning Networks
64491 | Instructor Exchange as a Continuous Professional Development Activity: Are We Ready to Change?
63381 | Science Identity and Its ‘Identity Crisis’: Four Strategies to Foster Self-efficacy and Sense of Belonging in STEM

11:25-11:35: Break

11:35-13:15 Live-stream Presentation Session 3
Room A: Culture and Language
64089 | Children’s Role in Family Language Policy: ‘Unresponsiveness’ and Non-Verbal Action to Parents’ Words
63648 | L2 Motivation and Career Choice Amongst Women Graduates of English in Southern China
64532 | The Role of the Social Service of Commerce Regarding the Change of Perspective of English Language Teaching
63372 | Perceptions of Future Kindergarten Teachers About the Use of Hand Puppets for Teaching English

Room B: Higher Education
64101 | Fuzzy Based Model for Students Debar Policy in Indian Engineering Institutes
64207 | Impact of Institute and Learning Management System Service Quality on Higher Education Institution Brand Equity
63621 | Gen Z College Students, COVID-19 Courses and Beyond

Room C: Higher Education
63420 | Combined GIS-based Spatial-temporal Analysis Using Social Media Data: A Case Study of Wuhan, China
64350 | Rest and Recovery to Build Resilience: Embedding Flexible Semesters and Remodelling Assessments to Support Transitioning to Higher Education
63293 | Staying Positive during the COVID-19 Pandemic: Effectiveness of a PROSPER-based Intervention on Preschool Teachers’ Well-being
63294 | Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention

Room D: Educational Research, Development & Publishing
63162 | A Systematic Review of PhD Supervision Studies
63836 | A Bird’s-Eye View on Curriculum Publications concerning Seven Countries: A Bibliometric Analysis
63426 | A Challenge for Early Childhood Education for Teachers: “Search – Reach – Teach”
64214 | ECE Peace Ambassador Project (ECE-PAP): Reducing Bullying in the Early Years

Room E: Higher Education
64421 | Youth Agency: Raising Awareness of 21st Century Global Citizenship in Higher Education
63522 | Non-violence as a Practice of Equality: A Higher Education Experiment in the Global South
63749 | Cosmopolitan Legal Education: From Irnerius and the Westphalian Paradigm to the Modern Law School
63345 | ‘We Can’t Be in Our Whole Selves’: Palestinian Arab Undergraduate Students’ Experiences in Israeli Universities

Room F: Social Justice, Development & Political Movements
64051 | Teaching “Difficult Knowledge” in the Multicultural Classroom
63510 | The Impact of Covid-19 on Access to Early Childhood Education for Low-income Lebanese Children, Syrian Child Refugees and Their Families
63746 | Teaching Through the Lens of Social Justice: Promoting Equity in Health Education and Promotion
64618 | Human Rights, Human Capital and Capabilities as a Normative Basis for Social Justice and Sustainable Society Development: Sub Saharan African Countries

13:15-13:25: Break

13:25-14:15 Live-stream Presentation Session 4
Room A: Learning Environments
64443 | English-as-a-Foreign-Language Majors’ Satisfaction and Performance in Virtual Environments During the Pandemic
63394 | Semiotic Pedagogy and Students Cognitive Development: Do the Order of Multiple Representations Play Role to Meaning Making?

Room B: Psychology of the Learner
62781 | Plurilingual Tasks in TESL to Improve Learners’ Emotionality
62508 | Facilitating Positive Learner Identity in the New Normal

Room C: Foreign Languages Education & Applied Linguistics
63324 | Metadiscourse in EFL Virtual Classrooms
64551 | The Use of LLT Materials in China’s EFL Classrooms: Making Learner Engagement in Classroom Talk Visible

Room D: Learning Experiences, Student Learning & Learner Diversity
62343 | Outdoor Community Learning: Understanding Early Educators’ Perceptions and Potential of the Outdoors as Learning Environments
63434 | Quality Experiences for 4-Year-Olds: Comparing the Pre-primary and Social Pedagogy Educational Approaches Through Quebec’s Preschools and Childcare Centers

Room E: Curriculum Design & Development
64468 | Integrating Indigenous Students’ Funds of Knowledge to Introduce Multiplication with a Picture Storybook
62627 | Implementing the AoL Standard for the WI and BIT Curricula in AACSB – Lessons Learned at the FHNW

Room F: Teaching Experiences, Pedagogy, Practice & Praxis
64584 | Transitioning From Remote to Reality: a New Approach to Paediatric Undergraduate Teaching During COVID-19 Pandemic
64560 | Teaching with Impact: The Use of Live Briefs to Develop Employability Skills and Confidence

14:15-14:25: Break

14:25-15:40 Live-stream Presentation Session 5
Room A: Plurilingualism - Bilingualism
63819 | Children’s Incidental Learning of English Through Cartoons: An Italian Case Study
63483 | “Los Protagonistas De La Conversación”: The Development of a Digital Plurilingual Pedagogy for Sustainable and Agentive Oral Development
63436 | “Because I Knew Others Would Listen”: The Pluridigit Project and the Role of Agency in Building Language Learning Resilience

Room B: Professional Development (until 16:05)
63726 | CALL Project-based Program to Enhance Student-Teachers’ TEFL Skills
63765 | Segregated Schools: What and Why They Are, and the Teachers Working in Them – A Needs Analysis in Southern Spain
64615 | Perspectives of Career and Technical Education Teachers During the COVID-19 Pandemic
64475 | An Investigation of Skill Gaps in Academic Consulting

Room C: Educational Technologies & Assessment
63450 | Creating Better Tests: Students’ Views on the Accessibility of Different Exam Question Design Features
63632 | Investigating Formative Assessment Strategies to Support Differentiation via Digital Technology in Elementary Math Classes
64097 | Computer Adaptive Language Tests (CALT)

Room D: Higher Education
64570 | Facilitating Students’ Collaborative Engagement in a Virtual Learning Environment: An Action Research Study
64571 | Creating a Student Community in an Online Space: The Romance and the Reality
62530 | Higher Education Reforms: A New Paradigm of Funding in Greek Universities

Room E: Design, Implementation & Assessment of Innovative Technologies in Education
64012 | Effectiveness of Digital Game-based Learning on Academic Achievement in an English Grammar Lesson among Chinese Secondary School Students
63474 | Teaching and Learning English Phonetics and Pronunciation Through Serious Games
64448 | Using the Technology Integration Matrix to Enhance Learning

Room F: Learning Experiences, Student Learning & Learner Diversity
64410 | Writing Activities as Intervention for Improving Academic Achievement in Mathematics
64759 | Students’ Experiences of Remote Teaching and Learning During Covid-19
63114 | The Braille Code as a Developer of Social and Academic Opportunities

Location: SOAS University of London, Brunei Gallery Lecture Theatre

09:30-10:00: Conference Registration

10:00-10:10: Announcements

10:10-10:25: Welcome Address & Recognition of IAFOR Scholarship Winners
Joseph Haldane, IAFOR, Japan

10:25-11:10: Keynote Presentation | SOAS Brunei Gallery Lecture Theatre
The Challenges of Funding Social Infrastructure Post-COVID: Sustainable Approaches to Health, Education and Social Care
D’Maris Coffman, The Bartlett School of Sustainable Construction, United Kingdom

11:10-11:40: Coffee Break

11:40-12:25: Keynote Presentation | SOAS Brunei Gallery Lecture Theatre
Transdisciplinarity in Education
Nick Tyler, University College London, United Kingdom

12:25-13:25: Lunch Break

13:25-14:10: Keynote Presentation | SOAS Brunei Gallery Lecture Theatre
Building Capacity through Socially Responsible, Community-engaged Higher Education
Birgit Phillips, University of Applied Sciences FH Burgenland, Austria

14:10-14:20: Break

14:20-15:05: Keynote Presentation | SOAS Brunei Gallery Lecture Theatre
Fighting Deficit Views of English Foreign Language Learners and Users
Jean-Marc Dewaele, Birkbeck, University of London, United Kingdom

15:05-15:15: Break

15:15-15:25: Conference Photograph

15:25-16:25: Conference Welcome Reception & Poster Session | SOAS BG01/ BG02

Location: University College London (UCL), Torrington Place

09:00-09:25: Conference Registration

09:25-11:05: On-site Parallel Session 1
Room B08: Mind, Brain & Psychology
63489 | Teachers’ Perspective on the Assessment of the Galician Subject “Social and Civic Values”
63469 | Resilience in School in the Context of War: Effects of a Positive Psychology Program on School Children’s Mental Health
63196 | Universal Design for Learning as Pillar of Trauma-Responsive Education
61949 | Teachers and Online Teaching in the COVID Pandemic

Room B09: Teaching Experiences, Pedagogy, Practice & Praxis
64122 | 21st Century Skills: A Period of Curricular Turmoil?
63929 | Critical Dialogues: An Innovative Assessment Approach to Advancing Critical Reasoning Within the University
63771 | Delivering Foundations of Analytics to Undergraduate Management Students
63304 | Innovation in Student Communication: How to Leverage Digital Marketing Communication Tools to Better Communicate with Your Students

Room G08: Counselling, Guidance & Adjustment in Education
64583 | What Drives Parents to Be More Involved in Their Child’s Online Activities?
64305 | Body Image Perception: Predictor of Risky Sexual Behavior Among Female University Undergraduates in Southwestern Nigeria
62363 | The Power of Counselors in Schools for Working With Staff and Families to Build Protective Factors in the Pandemic
61985 | Creating an Inclusive and Health Promoting Learning Environment in Primary School

Room G09: Educational Policy, Leadership, Management & Administration
63077 | Private Primary School Proprietors’ Compliance with Benchmark Minimum Academic Standard in Oyo State, Nigeria
64540 | First-Year Principals: Surviving the First Year of Principalship
63754 | An Evaluation of the Role of the University President in a Constantly Evolving World
64459 | Continuing Professional Development (CPD) of Teachers-Educators via Conference Attendance

Room G10: Educational Policy, Leadership, Management & Administration
64563 | Process Agility in University Lab Management during the COVID-19 Pandemic: Case Study of a University Electron Microscopy Lab
63451 | Teacher Agency in the Context of Curriculum Reform – An International Scoping Review
64099 | The Impact of Teacher Characteristics on Standardized Student Achievement in Mathematics in Fourth Grade Through Eighth Grade: A Systematic Review
63241 | Demand for and Supply of Trade/Entrepreneurship Subjects Teachers in Public Secondary Schools in Oyo State, Nigeria

Room G12: Psychology of the Learner
64633 | Exploring the Use of Oral Communication Strategies by Speakers of French as a Foreign Language
64516 | Plurilingual Approach in a Multicultural Classroom
64742 | Sensitivity to Agreement Morphology in Native and Nonnative English: Evidence from Self-Paced Reading Experiments
56282 | Interaction and Discourse in ELT and Their Psychological Determinants

Room G20: Higher Education
63460 | Student Engagement at the Center for Cellular and Biomolecular Machines: Best Practices to Bridge Research and Education at UC Merced
64119 | Bringing Surgery to the Student: Flipping the Theatre
63457 | Improving Practice in Engineering Education: An Exploration of Female Engineering Students’ Perceptions of Their Resilience
64546 | Sleep in the Medical Student Population

11:05-11:20: Coffee Break

11:20-12:35: On-site Parallel Session 2
Room B08: Learning Experiences, Student Learning & Learner Diversity
64250 | A Professional Development Program for Teachers Dealing With a Variety of Students in Times of Crisis
61713 | Fostering 21st-Century Learners Through Skype in the Classroom
63979 | The Pandemic as Crisis and Opportunity for Higher-Education in Japan: Embracing New Student Expectations and Preferences about Learning Post-COVID

Room B09: Teaching Experiences, Pedagogy, Practice & Praxis
64399 | Internationalization at Home: The EMI (English-medium Instruction) Pedagogical Accommodation Strategies and Supporting Programmes at Sino-foreign Cooperative Universities in China
63766 | Political Podcasting in Hybrid Regimes: Expanding Informal Political Education in Singapore
64872 | The Embeddedness of Visionary Agency Within the Economic-cultural-capital Formation

Room G08: Curriculum Design & Development
63669 | A Revisiting of Educational Priorities in South Africa in Light of the COVID-19 Pandemic
64177 | Reflections on COVID-19 and the Viability of Curriculum Adjustment and Delivery Options in the South African Educational Space
63578 | The Effectiveness of a Suggested Training Program by Using Kids Athletics for Developing Physical and Perceptual Skills Related to Health

Room G09: Social Justice, Development & Political Movements
63088 | Learning Poverty and Social Justice: Comparative Analysis of Sustainable Development Challenges in Western and Eastern European Countries
63216 | Experiences of Faculty and Student Parents in Universities in the United Arab Emirates During the COVID-19 Pandemic
62494 | Supporting Students of Incarcerated Parents Utilizing the ‘Bill of Rights for Children of Incarcerated Parents’ (SFCIPP, 2005)

Room G10: Educational Research, Development & Publishing
63827 | Adult L2 Learners’ Perceptions of Peer Feedback Versus Teacher Feedback: A Thesis Research into the Perceptions of Egyptian EFL Learners
64245 | Developing a Conceptual Model: Integrating CALL with TBLT
63596 | Development of Professional Learning Community and Knowledge Management Model for Building Learning Society and Professional Skills of Learners in Kanchanburi Area, Thailand

Room G12: Professional Development
64127 | Enabling Pre-service Teachers to Connect Theory to Practice
63405 | Student Teachers’ Perceptions of Online Preparation for Face-to-face Teaching English
61943 | Bilingual Problems of Practice Protocol and Discoveries: Supporting In-Service Teachers of English Learners during COVID-19

Room G20: Applied Linguistics Research
64328 | Fostering Creative Thinking by Making Videos of Poems on Mobile Phones
64363 | Teacher Trainees’ Self–Efficacy Beliefs in Light of Their Perceived Language Aptitude and Explicit–Implicit Language Learning Behavior
62122 | The Relationship Between the Effects of Metaphor-based Approach and the Right-hemisphere Involvement in Developing EFL Learners’ Knowledge of Degrees of Sureness

12:35-13:35: Lunch Break

13:35-14:50: On-site Parallel Session 3
Room B08: Assessment Theories & Methodologies
63452 | Element of Surprise and its Efficacy in Maintaining Exam Integrity in Online Exams
64117 | Reconceptualization of Test Fairness Model: A Grounded Theory Approach
64629 | How Effective is Teacher Feedback on EFL Writing?: Students’ Views and Preferences

Room B09: Teaching Experiences, Pedagogy, Practice & Praxis
64590 | The Role of Teachers in the Integration Processes of Refugees: A Critical View on Teacher-Training Policies
64496 | Reconstructing an Online Collaborative Problem-solving Intervention in a Vulnerable Chilean School: A Case Study
56897 | Bystander Intervention Program as an Effective Tool to Address the Cyberbullying Problems

Room G08: Design, Implementation & Assessment of Innovative Technologies in Education
64353 | Educate, Empower and Inspire – Sharjah’s Child Right Based Approach to Education
64078 | Using Social Media as a Learning Tool: An Update to Bloom’s Taxonomy
63276 | Video Games in Literacy Journals: A Systematic Review

Room G09: Social Justice, Development & Political Movements
63377 | Determinant of Success Factors of Women Entrepreneurs in Ibaan, Batangas: Input to Gender and Development Mainstreaming
63267 | Empowered Administrators or Policy Subjects? Discursive Practices Among Staff in Inner-city Chilean Schools
63435 | Sustainable Literacies: Shaping a Shared Global Future in U.S. Secondary English Courses

Room G10: Higher Education
63397 | Preparing Higher Education Teachers for Successful Online Teaching: Where Does Your Students’ Motivation Come From?
64427 | An Alternative Evaluation Approach Adapted for Pandemic Related Challenges: From Crisis to Educational Opportunities
63313 | An Examination of the Impact of Online Education Due to COVID-19 on Women Studying Engineering at Two UK Universities

Room G12: Approaches
64320 | An Action-Oriented Approach to Teaching EAP – Promoting English Proficiency through Digital Literacy Exploring Global Issues in a Blended Manner
64921 | Pragmatics in Students at Risk for Learning Disability: Is language Competence a Predictor or Outcome?

Room G20: International Education (Panel)
62987 | Violence and Social Justice in International Education

14:50-15:05: Coffee Break

15:05-16:45: On-site Parallel Session 4
Room B08: Nurturing Creativity & Innovation: New, Innovative & Radical Education
64608 | Mathematical Algorithm for Understanding Numbers and Their Operations Integrated Into the Cornerstone of Learning in a Pelmanism Game: Mathesso
64386 | Beyond the Risk Discourse: Photovoice as Critical-Pedagogical Tool of Sexuality Education for Adolescents
64046 | Inspiring Minds Research-engaged STEAM Outreach: Affecting Attitudinal and Attainment Change Through Interdisciplinary Outreach
64582 | “Crowdlearning” at Scale: Leveraging Collective Intelligence of Large Cohorts Through Networked Technology

Room B09: Learning Experiences, Student Learning & Learner Diversity
63463 | Voices From the Classrooms: Educators’ Perspectives on Current Issues in Education
64762 | Orphans and School Vulnerabilities in Selected States in Nigeria
63799 | Unwalling Teaching and Learning of Literature and Humanities in Innovative Learning Spaces (ILS)
64498 | Factors that Predict Student Agency in an Ethnically Segregated School System: The Case of Estonia

Room G08: Primary & Secondary Education
64267 | Elementary Students’ Digital Life
61958 | Is This Our Moonshot Moment?
63675 | Connection Between Slovenian Primary School and Public Art Museums
64559 | Is There Space to Support Socio-Emotional Wellbeing in Primary School? Confronting a Three-Headed Monster of Competing Priorities

Room G09: Design, Implementation & Assessment of Innovative Technologies in Education
64497 | EmotiMask: Mapping Mouth Movements to an LED Matrix For Improving Recognition When Teaching With a Face Mask
63798 | Observing Resiliency in Early Childhood Teachers Using VR and EEG
64549 | A Survey about the Use of Educational Robots and Physical Computing Devices in Computer Science Lessons at German Secondary Schools
64595 | Using Virtual Avatars to Explore The Impact of Instructors’ Gender, Race, and Qualification on Perceived Learning in an Online Classroom

Room G10: Foreign Languages Education & Applied Linguistics
64577 | The Effect of Pragmatics Instruction on the Development of English Students’ Writing Skills: Pilot Research Results
64145 | Understanding of the Motivation of Learning Foreign Languages Other Than English (LOTEs) Through Self-determination Theory
64602 | Validating a Reading Anxiety Scale and Exploring the Impact of Anxiety and Aptitude on Non-English Major Learners’ Reading Performance
63753 | Evaluation of a Bespoke Work-related English Language Course for Newcomers in Northern Ireland

Room G12: Plurilingualism - Bilingualism
62346 | Teacher Pedagogical Knowledge and Plurilingual Learners: An Australian Perspective
63995 | Language Awareness and Communication Strategies in ELF-aware Language Teacher Education
64342 | How the European Charter for Regional or Minority Languages Limits Itself from Harnessing Its Economic and Societal Benefits
62598 | Phrasing It Differently: Understanding Multilingual Children’s Social and Communicative Competence Through Language Mixing

Room G20: Higher Education
64442 | Resilient Connections for Global Citizenship – Virtual Exchanges in the Age of the COVID-19 Pandemic
63198 | Whiteboard Animations for Developing English Academic Oral Presentation Skills and Reducing Public Speaking Anxiety
64126 | Enhancing Higher Education Teaching and Learning Experiences Through International Collaboration
64588 | Exploring the Factors that Influence the Persistence of Arab Youth in STEM Disciplines and Careers

18:00-20:00: Conference Dinner (Optional Extra)

Location: University College London (UCL), Torrington Place

09:00-09:35: Conference Registration

09:35-11:15: On-site Parallel Session 1
Room B08: Nurturing Creativity & Innovation: New, Innovative & Radical Education
64285 | Teachers’ Perceptions of their Goals: Toward Pro-SEL Pedagogy
64073 | Establishing a Writing Practice Remotely: A WhatsApp Course for Academics
64192 | Parents’ Experiences and Opinions About Using Virtual Reality for Educational Purposes
62805 | Resilience Embodied in Conversations and Creativity During a Covid Context

Room B09: Learning Experiences, Student Learning & Learner Diversity
63311 | Students’ Perceived Barriers of the Use of OER: The Case of a South African Higher Education Institution
64412 | Exploring Students’ Ways of Learning English for Customizing English Instruction
63478 | Perfecting Student-led Sustainable Mock OSCEs for Medical Students
64564 | Work Placement Abroad as Part of Innitial Vocational Education and Training. Adventure or Future Career Enhancement?

Room G08: Professional Training, Development & Concerns in Education
64738 | Online Assessment in the Light of Resilience
64290 | Preservice Teacher Professional Identity: Influence of the Teacher Educator and the Teacher Education Model
64487 | Impact of Professional Learning and Development Activities Participated in by Secondary School Mathematics Teachers Through Kirkpatrick’s Evaluation Levels
64252 | Teacher Inquiry Groups and Their Role in Advancing Critical Qualitative Research in K-12 Schools

Room G09: Educational Research, Development & Publishing
63676 | Research Engagement in Africa: Cost and Challenges
64298 | The Transformation of Educational Research in Kazakhstan: How Kazakhstani Researchers Conceptualize the Nature, Purposes, and Functions of Educational Research

Room G10: Gifted Education, Special Education, Learning Difficulties & Disability
63677 | Mathematics in Southern Europe: Mathematics Education and Performance, Through the Prism of Pisa, in Greece, Italy, Portugal and Spain
63054 | Effect of Peer Mentoring on the Mentors Themselves: A Case Study of College Students
62568 | Progressing Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability into a New Normal World

Room G12: Language Teaching Approaches
63108 | Developing Language and 21st C Skills Through Problem-based Learning
63400 | The Rhetoric of Language Teaching
63284 | Business School Strategies for English Language Development
63301 | Emirati Parents’ Involvement in Their Children’s English Education

11:15-11:30: Coffee Break

11:30-12:45: On-site Parallel Session 2
Room B08: Mind, Brain & Psychology
64587 | Conceptualisation of Teacher Wellbeing: A Configurative Systematic Literature Review
64613 | Investigating the Structural Validity of the Wechsler Intelligence Scale for Children (5th Edition) in a Referred Sample
63158 | Presentation Paper: The Effects of Mindfulness on Adolescents with Special Needs’ Readiness for Learning

Room B09: International Communication
64607 | Development in and Outside of Classroom: International Perspectives
64520 | Identities and Transition: Exploring Black-African International Students’ Experiences of Transitioning into Global North Higher Education Institutions
64606 | Global Citizenship Education in Model United Nations: Does it Work in China?

Room G08: Professional Training, Development & Concerns in Education
64548 | Cultivating Compassionate Resilience in Healthcare Practitioners
64265 | Evaluation of Obstetrics’ Service
62529 | Gender Equity Prioritization by and Gender Attitudes of Professors in Teacher Preparation Programs

Room G09: Teaching Experiences, Pedagogy, Practice & Praxis
64536 | Teaching Large Computer Network Class With Automated Marking
63087 | The Emergence and Nature of Student-generated Questions in Virtual and Face-to-Face Secondary Science Classes
64538 | Former Engineers Teaching Mathematics: Perceptions of Mathematical Understanding

Room G10: Higher Education
64095 | Argumentative Practice in Higher Education: Theoretical Reasons From Vygotsky
64740 | Evaluation of Graduate Teaching Assistant Training in Sociology: Preliminary Findings from the GTA Academy and its Impact on Students
63178 | Impact of Globalization on the English Language Teaching Among EFL Learners

Room G12: Culture & Language
62771 | EFL Students’ Perceptions of and Engagement With Teachers’ Written Corrective Feedback
64173 | International Virtual Exchange: Promoting Effective Cross-cultural Communication among Pre-service English as an International Language Teachers
63505 | Expanding Vocabulary and Improving Reading Skills Through Clilstore: An Open Access Authoring Tool and Repository

12:45-13:45: Lunch Break

13:45-14:35: On-site Parallel Session 3
Room B08: Design, Implementation & Assessment of Innovative Technologies in Education (Workshop)
64603 | The Launch of the GES (Graduate Employability Skills) App

Room B09: Gifted Education, Special Education, Learning Difficulties & Disability
64544 | “Looking for a Needle in the Haystack”: Autism, Motherhood, Resilience in the Context of Cascading COVID-19 Challenges
64464 | Outcomes and Impact of Robot-mediated Social Skill Training Programme to Enhance the Social Participation of the Children with Autism Spectrum Disorder

Room G08: Professional Development
64307 | The Existence and Influence of SOCITS on Preservice EFL Teachers’ Choices to Pursue a Teaching Career
63994 | Pre-service Teacher Training and the Role of Internationalization for Nurturing Intercultural Competencies

Room G09: Assessment Theories & Methodologies (Workshop)
63967 | Examining the Impact of Classroom Group Identity Development in an Urban Science Classroom

Room G10: Interdisciplinary, Multidisciplinary & Transdisciplinary Education
64266 | The Influence of Entrepreneurship Education on Business Students in Cambodia: Mindset Shift
63177 | Gendered Double Standards of Sexual Health Among Students of Tertiary Institutions in Osun State and Its Implication for Counselling

Room G12: Higher Education (Workshop)
63443 | Factors Contributing to Quality Performance in a Foundation Course at a Higher Education Institution

14:35-14:50: Coffee Break

14:50-16:30: On-site Parallel Session 4
Room B08: Design, Implementation & Assessment of Innovative Technologies in Education
63430 | Use of Video in Teaching and Learning: An Action Research on Video Pedagogy Implementation at The Maldives National University
64539 | Working with Robots: Design and Evaluation of an Introductory Computer Science Teaching Unit With Educational Robots
63500 | Augmented Reality (AR) for Chemistry Education to Promote Understanding of the Substance-particle Concept in Teacher Trainings
64547 | Conceptual and Methodological Challenges in the Design of a Decolonization-Inspired Teaching & Learning Toolkit

Room B09: Culture, Inter/Multiculturalism & Language
64255 | In Their Shoes: A Framework to Enhance Faculty Intercultural Competence Through Virtual Reality and Self-Reflection
63171 | Language as a Governance Issue in an Integrated Community in South Africa
63070 | “Crying and Chaos” – Starting School Experiences of Teachers in the United Arab Emirates (UAE)
64393 | Harnessing the Unspeakable: Effect of Using Creative Methodological Tools to Speak About Emotions in Higher Education

Room G08: Learning Experiences, Student Learning & Learner Diversity
60113 | The Mediating Effect of Resilience and Self-concept in the Relationship Between Bullying Victimization and Sense of Well Being Among Adolescents
63821 | Exploring Cross-cultural Concepts of Happiness
63933 | Association of School Engagement, Well-being, Resilience, and Growth Mindset Among Adolescents in High School
62782 | Leveraging Malleable Intrapersonal Competencies to Close Achievement Gaps

Room G09: Teaching Experiences, Pedagogy, Practice & Praxis
64074 | Discover Theatrical Magic: How to Make a Student Love School Community Through Theatrical Creativity and Theatrical Texts
64557 | Assessing Sustainability in UAE Schools
64152 | Reduce Academic Fatigue and Enhance Retention for the Determined Ones (TDOs) in Online Learning
64398 | Kindergarten in Community: The Case of the Kibbutz

Room G10: Higher Education / Lifelong Distance Learning & Adult Education
63920 | Towards Better Education: Women in STEM
62258 | Validating and Profiling Lifelong Learning Attributes (LLLA) Among Students of Islamic Tertiary Education Institutions
64529 | The Role of Higher Education in Developing Female Students’ Social and Cultural Identities: A Case Study of One University
63063 | Higher Education and Graduates’ Unemployability in Nigeria: The Policy Implication

Room G12: Culture and Language
64327 | The Association Between Digital Media Technology and the Development of Children’s Phonological Awareness
64309 | Investigating Procedures for Translating Vietnamese Noodle Cuisines Into English: Application to Language Teaching
62554 | English – The Bridge within a Foreign Language Classroom Context in Bahrain
63458 | English-immersion Education in Chile: How Do Schools See Themselves?

16:30-16:45: Conference Closing Address

Friday, July 15 (15:25-16:25)
Location: SOAS University of London, Brunei Gallery Lecture Theatre

64281 | Comparative Study of Diagnostic Radiology Curriculum Delivered in Najran and Other Nine Universities at Undergraduate Level
64542 | Re-inhabiting the Neighbourhood: Transformation Processes of Empowerment Among University-School and Society Through Artistic Practices
64435 | Are We Nearing the Goal of Equity in Education? The Atypical Case of Israel for the Years 2008-2018
64579 | Education Privatization: A Legal Critical Perspective
64580 | The Logics Behind Processes of Planning and Designing Educational Spaces: A Content Analysis-based Typology
64462 | Research Evaluation: An Impact on Researchers’ Research Agendas?
64489 | BUILD EXITO: A Successful Biomedical Research Pathway in Higher Education
64586 | Perceptions of Interprofessional Cooperation and Collaboration Competency Among Undergraduate Students in Nursing and Medicine in South Korea
61986 | SAMM – A Systematic Approach to Mastering Life – The Fivestep Motivation Method
64611 | From Asia to Europe: Motivation to Study Abroad and Intercultural Adaptation of Chinese Doctoral Students
64566 | Development of a Mindfulness-Based Intervention for Preschoolers
64616 | The Role of Negative Emotions in Divergent Thinking
64265 | Evaluation of Obstetrics’ Service
63071 | Teacher-Targeted Bullying by Students
64600 | What Factors Influence Elementary, Middle, and High School Teachers’ Continuous Professional Development? Focusing on the JD-JR Model
63743 | Photonics Explorer: An Educational Kit for Primary/Secondary Schools to Educate Young People About the Basics of Optics and Photonics
64543 | How Teachers’ Autonomy and Goal Orientation Affect Teachers’ Innovative Teaching Behavior with ICT: The Mediator Role of Digital Literacy
64612 | Relationship Between Structural and Social Dimensions of School Culture
64619 | The Impact of Process Oriented Guided Inquiry Learning on Students’ Academic Performance and Capacities for Critical Thinking, Collaboration, and Problem-solving
64622 | A Case Study on Teacher Questioning and Wait-Time in a Classroom in Pakistan
62676 | Integration Between Second Language Acquisition and Special Education: Dual Language Reading Assessment and Implementation for English Learners Demonstrating Reading Challenges
62402 | Bilingual Viewer – Generating Bilingual Content to Aid Language Learning
64373 | An Investigation into the Use of Electronic Dictionaries as Language Learning Tools for Saudi High School Students During the COVID-19

Virtual Poster Presentations
64598 | Research on Junior High School Art Teaching to Promote Students’ Deep Learning: Taking the Excellent Traditional Culture of Southern Fujian as an Example
64556 | Research on the Influence of Intergenerational Support on Children’s Academic Performance – Empirical Analysis Based on CFPS 2018 Data
64578 | Analysis of the Causes of Excessive Use of Mobile Electronic Devices by Disadvantaged Children and Educational Interventions
64623 | Self-efficacy in Creative Thinking Development: An Investigation From an Online Asynchronous Training
64626 | Making Creative Thinking Visible: An Approach to Enhance Preservice Teachers’ Professional Knowledge in Creativity Instruction
63480 | Self-authorship in the Mentoring Process at Pre-school Education Institutions
63404 | Learners’ Expectations and Satisfaction in an Intercultural Telecollaboration Project
62994 | A Corpus-based Study of Evaluative Language in Leading Articles in British Broadsheet and Tabloid Newspapers

Pre-recorded Virtual Presentations: Education

64574 | I’m Finally Going to Do What I Want to Do: The Re-engagement Experiences of ‘Older’ Mature Learners in Further Education
62630 | Item Response Theory: A Bibliometric Analysis of Scopus-indexed Publications
64130 | Remote Exams: The Move From Traditional Exam Questions to Case Study Style Assessment
64447 | Establishing Psychometric Properties of the MSU-TCTO Senior High School Entrance Examination Using Classical Test Theory and Item Response Theory
63459 | Supporting Your Child in Sexuality Education: Negotiating the School/Immigrant Family Boundary
64576 | Implementation of an Efficient Strategy to Analyze the Mathematical Training Required in Undergraduate Degrees in Engineering and Architecture
63804 | Inclusive Research With People With Intellectual Disabilities as Co-researchers – Towards Emancipation
63828 | Learning to Express Pain: Book-based Medical Expression AAC Learning for Individuals With Developmental Disabilities
64152 | Reduce Academic Fatigue and Enhance Retention for the Determined Ones (TDOs) in Online Learning
64466 | A Case Study of Students From Hearing Impairment School Participating in a Gender Equality Micro-film
62404 | Cognitively Accessible Materials for Training in “Image and Sound” Aimed at Young People With Intellectual Disability – Design in Video Game Format
64072 | Does Education Impact In-group Trust and Out-group Trust Differently: New Evidence from China
64596 | Towards a Sustainable Future in Times of Uncertainty: Tracing Chinese International Students’ Psychological and Academic Adjustments in the UK
64171 | A Comprative Study of the Changes of the Language Policy From Colonised India to Independent India
64335 | Introducing Virtual Writing Centers in Japanese High Schools to Support Teachers Implementing Changes to the English Curriculum
63249 | A Chronological Review on the Development of Computer-assisted Language Learning Research: Studies from 1990 to 2020
64059 | Teaching Mental Calculation in a Postcolonial Context: A Case Study in Martinique
64441 | Prestigious of Nursery School Teachers in the Changes of Preschool Education During COVID-19 Pandemic in the Czechia and Slovakia
62795 | Science Graduate Employability and English Language Proficiency: Findings from a Malaysian Public University
63643 | A Redefinition of the Role of Higher Education?
64471 | The Use of Social Networks in Scientific Dissemination in Spain
62242 | The Impact of Maternal Parenting Style on Sibling Relationship: A Transnational Study on Two-child Families of China and the UK
64524 | Study on the Establishment of a Structured Library for Clothing Design – The Case of Menswear
64142 | Intercultural Adaptation in Joint Training Dual Degree Programs: A Study in The Sino-American CHEPD 1+2+1 Program
64203 | An International Digital Learning Experience: The “Reinserta” Challenge
64318 | Impact of Proficiency in English on the Intuitive Understanding of ‎Computer Science Concepts
62208 | Impressions of Democracy, Equality, and Justice Among Maltese Teachers in Multicultural Education
63217 | Using Peer-assisted Problem-based Learning to Develop Business Systems Analysis Skills: An Experience Report
64175 | Research on the Learning Effect of Experiential Learning Theory Applied to Design Education
64302 | A Narrative Inquiry of Coping Responses of Selected Deaf College Students During the COVID-19 Pandemic in the Philippines
64064 | Cultural Integration: Aboriginal Pop Music Project in Taiwan
63112 | Fundamentals of Arnis Self-learning Module: Experts’ Validation and Learners’ Feedback
63399 | What Kind of Consolation Do Students in Japan Who Have Seriously Failed Academically Really Want?
64388 | How to Reduce Mental Health Concerns Among Students in the Post-COVID-19 Universities – An Empirical Analysis of HAN International School
63976 | Curriculum Innovation Landscapes: Early Childhood Education [ECE] Sector in Aotearoa New Zealand
61845 | Utilizing Mentor Texts with Elementary Students
64592 | Innovation, Resilience and Continuity – The Impact of the COVID-19 Pandemic on Early Childhood Care and Education in Ireland
64474 | Perplexities and Path Exploration of the Development and Utilization of Kindergarten-based Curriculum Resources Based on Chinese Teachers’ Practical Knowledge
64552 | Unlocking the Next Generation of Training Experience: The Impact of XR Technology on Vocational Education and Training
64430 | Increasing Cultural Responsiveness Among University Faculty Through Cultural Intelligence Training
63113 | Practical Teaching in Times of a Pandemic
63165 | The Social Construction of Support Teachers’ Identity – An Ethnographic Research on the Marginalisation in the Inclusive School
63407 | (Re)framing Outdoor Play: ‘Snakes, Scorpions and Sand …oh My’
63486 | The Freirean Legacy in Innovative Educational Practices: Maker Culture, Active Methodologies, Digital Technologies and Transdisciplinarity
63487 | Challenges and Potentialities of Using ICT in Initial Teacher Education: A Comparative Study With Students From Portugal and Spain
63706 | Using a 3CAPs Conceptual Framework to Explore Hong Kong Kindergarten Teachers’ Perceptions about Visual Arts Education
64170 | How Did Students, Teachers, and School Management Perceive Effectiveness of Virtual Flipped Classrooms in Hong Kong Secondary Schools?
64604 | Teaching in Times of Crisis – What Have We Learned (so Far)?
64614 | High Impact Practices & Transformative Learning Experiences of a Mentor-led, Field-based, Cohort Model for Teacher Preparation
64526 | The Relevance of Technical Vocational Education and Training Skills in Meeting the Market Demand in Eswatini
64452 | The Role of TikTok videos in Facilitating University Student Engagement in Virtual Classrooms in Egypt

Pre-recorded Virtual Presentations: Language Learning
64846 | Against the Odds – A Hong Kong Primary One English Immersion Class
63231 | Enhancing Students’ Global, Cultural and Social Awareness in East Asian Language Curricula Through the Transformative Language Learning and Teaching (TLLT)
63124 | Preparing Students for Taking the Common Recruitment Examination (CRE): The Design of an Online Self-paced Courseware and Evaluation
64627 | A Study of the Washback Effects of a Standardised Test on the EFL Context
62336 | A Study of Good Chinese Learners at the University of Hong Kong
62537 | The Importance of Visual Art and Music in Learning Maltese as a Second Language
64256 | The Differences in Bilingual Signs Found in EMI and Non-EMI Universities in China
62409 | Engagement and Learning Efficiency in Language Learning: Student’s Perception on the Impact of Smartphone-based Audience Response System
63163 | How Effective is Duolingo in Learning a Language?
63408 | Use of Infographics in Multilingual Writing: An Analysis From the Critical Digital Pedagogy Perspective
63465 | Utilizing Natural Language Processing to Develop an Interactive Web Platform for Practicing Text-based Conversational English as a Foreign Language
63491 | Invisible Language Acquisition with Toucan: A New Technological Tool
64243 | Pros and Cons of Learning Latin Vocabulary Using Duolingo
61846 | Games to Support Vocabulary Development With Elementary Students
63595 | Observing Learning Through the Hands: A Longitudinal Study of the Gestures of an English Language Learner
63214 | The Why of L2: Motivation in Second Language Learning Among the Grade 10 Students at Imus National High School

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Jean-Marc Dewaele
Birkbeck, University of London, UK


Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. He has published over 250 papers and chapters, seven books and seven special issues. He is the author of the monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is former president of the European Second Language Association and the International Association of Multilingualism. He is former General Editor of the International Journal of Bilingual Education and Bilingualism and current General Èditor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology.

Keynote Presentation (2022) | Fighting Deficit Views of English Foreign Language Learners and Users

Previous Presentations

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning
Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Birgit Phillips
University of Applied Sciences FH Burgenland, Austria


Birgit Phillips is a Professor at the University of Applied Sciences FH Burgenland, where she teaches courses on transcultural competence in healthcare, participatory research, critical thinking and other topics. She also works at the University of Graz, where she teaches courses in the fields of online learning, qualitative research and higher education didactics and is currently leading a project on digital literacy in tourism. In addition to a PhD in education sciences and a Master’s in transcultural communication, she is also certified systemic coach, a training which she draws upon to help her learners start to understand and engage critically with their own cultural and identity assumptions. Her research cuts across the humanities and social sciences and is firmly anchored in critical approaches to the study of education. She draws inspiration from transformative, emancipatory and participatory education paradigms. In addition, she has extensive experience in curriculum development and has designed numerous undergraduate and postgraduate courses and modules in a variety of innovative formats.

Before joining the world of academia, Birgit spent more than 8 years living, working and travelling, primarily in the countries of the Global South. These experiences inspired her to get involved with international, interdisciplinary humanitarian projects around the world. Recently, she has collaborated with various international organisations to spearhead projects in India, Myanmar and Kenya designed to help create a better life for some of the most marginalised groups of people. Birgit’s experiences in the Global South have profoundly informed her views on education, and she is a strong advocate for active, community-engaged learning experiences integrated within the curriculum. For her work, Birgit has received numerous grants, as well as national and international awards. For her research on transformative travel and identity negotiation, she received the Patricia Cranton Research Award at the Transformative Learning Conference at Columbia University in 2018. She was also awarded the Erudite Scholar of the Year 2020 by the Council for Educational Administration and Management (CEAM) in India, and most recently, she received the Arqus Teaching Excellence Award from the Arqus European University Alliance for her work on community-engaged education.

Keynote Presentation (2022) | Building Capacity through Socially Responsible, Community-engaged Higher Education
Nick Tyler
University College London, United Kingdom


Professor Tyler, Chadwick Professor of Civil Engineering at University College London (UCL), was educated at the Royal College of Music, the Polytechnic of Central London (now the University of Westminster) and UCL. He worked as Operations Manager at Unichem Ltd (1984-1985) before joining UCL in 1987, holding appointments as a Research Assistant, Lecturer, Senior Lecturer and Reader at UCL in the period from 1987 to 2002, when he was then appointed to a professorship. From 2003 to 2013, Professor Tyler was Head of the Department of Civil and Environmental Engineering (renamed Civil, Environmental and Geomatic Engineering in 2007). He also directed the UCL CRUCIBLE Centre, which was a cross-university interdisciplinary research centre for lifelong health and wellbeing. He has recently set up a new transdisciplinary laboratory at UCL for the study of person-environment-activity interactions (PEARL), which is part of the UK Collaboratorium for Research on Infrastructure and Cities, and based at UCL. He is a Fellow of the Royal Academy of Engineering, the Institution of Civil Engineers, the Chartered Institution of Highways and Transportation and the Royal Society of Arts. He was appointed CBE for Services to Technology in the 2011 New Year's Honours list.

Keynote Presentation (2022) | Transdisciplinarity in Education
Building Capacity through Socially Responsible, Community-engaged Higher Education
Keynote Presentation: Birgit Phillips

With the planet undergoing a slow-motion ecological catastrophe, and humanity facing a surge in inequality, xenophobia and racism, more and more people are asking difficult questions about the complicity of higher education systems in compounding these issues. Although many universities have acknowledged their pivotal role in making the world a better place by adopting Third Mission statements that pledge their social responsibility, their education paradigms too often remain anchored in a profoundly neoliberal agenda that almost exclusively values competitiveness and employability. Rather than promoting inclusive, global citizenship education and engaging critically with the problems of hegemonial systems, higher education institutions frequently function as silos, where knowledge and learning are seen as commodities whose function is to build narrow competences suited to meeting market demands. Such education reinforces the present widespread inequality brought about by capitalism, rather than working towards greater economic and social justice.

In this presentation, I will begin by examining the prevailing and often contradictory education discourses in Europe. I will look at how we conceptualise education itself, both its intended objectives and its processes, as well as how we view our roles as educators trying to navigate within the contested space of higher education. I will then go on to discuss how universities can help build fairer, more inclusive and democratic societies that provide a dignified life for everyone on the planet. Drawing on critical pedagogies and interdisciplinary theoretical perspectives, I will emphasise the collective dimension of learning, as well as the importance of embracing epistemological diversity and critical literacy in order to foster a democratic ethos which understands education as an instrument for social change. I will argue that such a system of empowered individuals striving towards a shared vision can lead to increased resiliency in learners, educators, institutions, and the communities with which they are engaged. Along the way, I will draw on my own experiences as a practitioner in the field and offer some examples of integrating community-engaged practices into higher education curricula.

Read presenter's biography
Transdisciplinarity in Education
Keynote Presentation: Nick Tyler

The 20th century has seen a general increase in the number of disciplines that can be distinguished in the world at large, and thus in the offer to be found in educational institutions around the world. Undoubtedly we are a long way away from the "Natural Philosophy" of a few centuries ago – and even from the title of the first Professor of Engineering in England, John Millington, the "Professor of Engineering and the Application of Mechanical Philosophy to the Arts" at UCL at its foundation in 1827. Perhaps it is the increase in capability of analysis that has driven this trend – the ritual taking apart of concepts that characterises 'analysis' – but the question is whether this is actually helpful for the world in the 21st century. Given the overarching complexity of the world in which we now live, such analysis is destined to be unhelpful – the effects of one discipline on another become too complex to analyse at any world-meaning scale. Now, we realise that systems are inherently complex and that perhaps a better model for the world's functionality is that of a biological interactive organism rather than a non-reactive physical structure. This realisation has the potential to change education in universities, for example, where the meaning of university might have become tied to the idea of separate universes of many disciplines, and now might need to be something more of the all-embracing universe of a vital organism composed of many other organisms. This talk discusses the implications of this shift for universities, in how they work, are organised and are designed.

Read presenter's biography
Fighting Deficit Views of English Foreign Language Learners and Users
Keynote Presentation: Jean-Marc Dewaele

In this presentation I will argue that the traditional deficit view about (English) foreign language learners and users (the so-called failure to reach “native-speaker” standard) is the result of narrow-minded monolingual ideologies and is harmful to learners, teachers and foreign language users. Rather than obsessing about deficit, we should acknowledge gaps but also rejoice about progress, and accept that “imperfect” foreign language users are just as legitimate as first language users, and that their foreign accent and odd mistake is as much part of them as the colour of their eyes and hair (Dewaele, 2018; Dewaele et al. 2021).

Read presenter's biography

Dewaele, J.-M. (2018) Why the dichotomy ‘L1 Versus LX User’ is better than ‘Native Versus Non-native Speaker’. Applied Linguistics, 39(2), 236-240.
Dewaele, J.-M., Bak, T. & Ortega, L. (2021) Why the mythical “native speaker” has mud on its face. In N. Slavkov, S. Melo Pfeifer & N. Kerschhofer ‎ (Eds.), The Changing Face of the "Native Speaker": Perspectives from Multilingualism and Globalization. Berlin: Mouton De Gruyter, pp. 23-43.

Kwame Akyeampong
University of Sussex, UK


Kwame Akyeampong is Professor of International Education and Development at the Centre for International Education (CIE), University of Sussex, UK. He has international research experience in educational evaluation and research and has worked on education and development research projects in a range of countries including Ethiopia, Ghana, Nigeria, Kenya, Rwanda and Malawi. His research interests include education policy analysis, teacher governance, educational access and equity, impact evaluation studies in education, and employing quantitative and qualitative research methods. He also has experience managing large research education projects. He has consulted for the World Bank, DFID, and JICA on education evaluation projects and programmes. He was senior policy analyst with UNESCO, Paris, from 2011 to 2013. He is currently the co-chair of the Teacher Alliance for the Global Education and Skills Forum.

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities

Previous ECE Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Anne Boddington
Kingston University, UK


Anne Boddington is Professor of Design Innovation, Pro Vice Chancellor for Research, Business and Innovation at Kingston University in the UK and recently appointed as the Sub Panel Chair for Art & Design: History, Practice & Theory for the UK’s Research Excellence Framework (REF) 2021. Professor Boddington has extensive experience of the leadership, management and evaluation of art and design education and art and design research in higher education across the UK and internationally. She is an experienced chair and has held trustee and governance roles across the creative and cultural sector including as trustee of the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate member of the Royal Institute of British Architects (RIBA), a member of the executive of the Council for Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts & Humanities Research Council. She has an international reputation in creative education and research and has been a partner, a collaborator, a reviewer and evaluator for a wide range of international projects and reviews across different nations in Europe, the Middle East, Southern and east Asia and North America.

Previous Presentations

Plenary Panel (2020) | Embracing Difference? Adaptive Lifelong Learning
Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Steve Cornwell (1956-2022)
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Obituary: Professor Steve Cornwell (1956-2022)

President of IAFOR (2016-2022)

It is with great sadness that we write of the passing of the President of IAFOR, Professor Steve Cornwell, who died of cancer earlier this week in Osaka, Japan. He was Chairman of the International Academic Advisory Board, and a member of the Board of Directors. He was also until March of this year Vice-President of Osaka Jogakuin University. Before moving to Japan and becoming an academic he held a number of management positions in non-profit organisations in the arts and theatre sectors in the United States.

An extremely popular professor, as well as a highly capable senior administrator, Steve Cornwell was one of IAFOR’s earliest and strongest supporters. As a Professor of English and Interdisciplinary Studies he identified strongly with our core mission of encouraging interdisciplinary discussion, facilitating intercultural awareness, and promoting international exchange.

He was a respected academic in the field of English language teaching, holding an MA in English from Wake Forest University, an MFA from Virginia Tech., an MAT from the School for International Training, and an EdD from Temple University. He also taught on the MATESOL program for The New School in New York, and was engaged with teacher professional development both in Japan and abroad, serving in many roles both local and national with the Japan Association for Language Teaching (JALT), including three terms on its National Board of Directors, as Director of Programme from 2010 to 2016. He also worked closely with the Bangladesh English Language Teaching Association (BELTA) for several years, jointly putting on professional development events for English teachers in Bangladesh.

From 2009, Professor Cornwell helped nurture and shape IAFOR, bringing to bear a wealth of experience in directing academic institutions, international programmes, and administering NPOs. He helped guide IAFOR’s Osaka conferences from 2010 onwards as the local conference chair, and was a popular face at events, often leading the traditional welcome address, and telling overseas delegates how much better his beloved Osaka was than Tokyo.

A founding member of the International Advisory Board of IAFOR, he became steadily more involved with the organisation over the years. Following the death of the Reverend Professor Stuart Picken in 2016, Steve Cornwell agreed to become the Chair of the restructured International Academic Advisory Board, and President of the organisation.

His input, insight and deliberation was indispensable in guiding IAFOR through challenging times, notably the 2011 earthquake and nuclear crisis, and the ongoing coronavirus pandemic.

Professor Cornwell was an educational leader of great resolve, but with enormous kindness and unwavering integrity. He was a man of great resilience, and despite suffering the tragedy of his wife’s death in 2019, whom he loved dearly, and his own cancer diagnosis, he continued to embrace life with dignity and humour. He was a loyal and true friend to many, seeing and encouraging the best in them.

His memory will live on in the hearts and minds of his many friends and colleagues, and in the thousands of students he taught and inspired.

Joseph Haldane
Chairman and CEO, IAFOR

Jean-Marc Dewaele
Birkbeck, University of London, UK


Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. He has published over 250 papers and chapters, seven books and seven special issues. He is the author of the monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is former president of the European Second Language Association and the International Association of Multilingualism. He is former General Editor of the International Journal of Bilingual Education and Bilingualism and current General Èditor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology.

Keynote Presentation (2022) | Fighting Deficit Views of English Foreign Language Learners and Users

Previous Presentations

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning
Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Joseph Haldane
The International Academic Forum (IAFOR), Japan


Joseph Haldane is the Founder, Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s global business and academic operations.

Dr Haldane’s research and teaching is on history, politics, international affairs and international education, as well as governance and decision making, and he is a Member of the World Economic Forum’s Expert Network for Global Governance. Since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and, since 2017, Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within the University.

In 2020 Dr Haldane was appointed Honorary Professor of UCL (University College London), through the Bartlett School of Sustainable Construction. He holds Visiting Professorships in the Faculty of Philology at the University of Belgrade, and at the Doshisha Business School in Kyoto, where he teaches Ethics and Governance on the MBA, and is a member of the Value Research Center. He is also a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi Mānoa.

Professor Haldane has given invited lectures and presentations to universities and conferences globally, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s and Cabinet Office, and oversaw the 2021 Ministry of Foreign Affairs commissioned study on Infectious Diseases on Cruise Ships.

Dr Haldane has a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the Université Paris-Est Créteil, Sciences Po Paris, and Nagoya University of Commerce and Business, as well as visiting positions at the French Press Institute in the Université Paris-Panthéon-Assas, and the schools of Journalism at both Sciences Po Paris, and Moscow State University.

From 2012-2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu), and since 2015 has been a Trustee of HOPE International Development Agency (Japan). He was elected Fellow of the Royal Asiatic Society in 2012 and the Royal Society of Arts in 2015. He lives in Japan and holds a black belt in Judo.

Previous Presentations

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning
Panel Presentation (2020) | Embracing Difference? Adaptive Lifelong Learning
Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Jo Van Herwegen


Dr Jo Van Herwegen is an associate professor in developmental psychology at UCL Institute of Education. Her research focuses on improving educational outcomes of children, especially those with special educational needs. She has examined mathematical abilities, language abilities, transitions and the impact and quality of Education, Health, and Care plans for a wide range of neurodevelopmental disorders. She is an associate editor for Research in Developmental Disabilities, and educational needs advisor for the Williams Syndrome Foundation.

Panel Presentation (2020) | The impact of COVID19 on Children and Young People Across the Globe

Previous ECE Presentations

Keynote Presentation (2019) | Challenges and Solutions to Improving Educational Outcomes
Tamsin Hinton-Smith
University of Sussex, UK


Tamsin Hinton-Smith is Head of Education at the University of Sussex. A sociologist of gender and education, she has particular interests around inequalities of access and participation in higher education internationally; and inclusivity of curricula and pedagogies in higher education. Tamsin's previously funded research includes studies exploring experiences of student parents, young people in the care system, and young people from Gypsy, Roma and Traveller backgrounds. She is currently leading an international research project, funded under the Global Challenges Research Fund, exploring inclusion and exclusion of gender inclusivity across disciplinary and international contexts. The research includes international partner universities in India, Kazakhstan, Morocco, Nigeria and the UK. Tamsin's work includes working with colleagues internationally to develop inclusivity in pedagogic leadership, including in ASEAN, Morocco and Nigeria. Her latest forthcoming book is Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream by Anna CohenMiller, Tamsin Hinton-Smith, Fawzia Mazanderani and Nupur Samuel, published by Routledge.

Previous ECE Presentations
Panel Presentation (2020): Inclusive Education: A Critical Dialogue on Marginalized Communities
Christian Klinke
UCL Institute of Education, UK & The OSIPP IAFOR Research Centre, Osaka University, Japan


Christian earned a Masters’ in history, politics, and philosophy at the Technical University Darmstadt, Germany, and an MBA degree in education and knowledge management, specialising in organisational development in higher education from Carl-von-Ossietzky-University of Oldenburg, Germany.

In the past, Christian worked in different branches in the private industry f.ex. as a project manager for the ministry of education of his state and ran his own start-up company in the education sector.

Barbara Lockee
Virginia Tech, USA


Barbara Lockee is a professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education and has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has also consulted for a variety of organisations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts.

Dr Lockee is Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Previous Presentations

Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Keynote Panel Presentation (2020) | Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19
Keynote Presentation (2019) | Interaction in Online Learning: A Design Paradox