Highlighted Speakers

name		Affliation	Article title
	Prof. Eleni Tsompanaki	University Of Thessaly, Greece	Embodied Knowledge in Practice: Participatory Approaches to Learning, Research, and Collective Meaning-Making
	Prof. Zuzana Strakova	University of Presov, Slovakia	Way Ahead – New Teaching Skills for a New Generation of Learners
	Prof. Eric Ka Wai Cheng	University of California Merced, USA	Preparing the Next Generation of Electrical Engineers for the High-Power Era: Curricular Evolution and AI-Defensive Pedagogy
	Dr. Sayyed Rashid Ali Shah	Webster University, Uzbekistan	Dogme Language Teaching in Multilingual Gulf Universities: A Phenomenological Inquiry
	Dr. Deborah Francis	Western University, Canada	A Qualitative Study of the Needs of Black, Indigenous, and People of Colour Students in Higher Education
	Dr. Kinga Horvath	J. Selye University, Slovakia	State language and identity at school: Attitude towards language learning of Hungarian students in Slovakia
	Dr. Joseph Moynihan	University College Cork, Ireland	Reframing Professional Learning Through Peer Coaching: A Reflexive Thematic Analysis of Teachers’ Experiences in a Schools-Based Pilot
	Dr. MaryAnne Cantwell	Mary Immaculate College, Limerick, Ireland	Teacher-Facilitated Group Cognitive Behaviour Therapy involving Autistic Adolescents: A Case Study of an Irish Post-Primary School
	Dr. Michele Dunleavy	Mary Immaculate College, Ireland	Supporting Neurodivergent Students as They Navigate Intimate Relationships and Consent in Higher Educational Institutions (HEI)
	Dr. Derya Genc-Tosun	Eskişehir Osmangazi University, Turkey	Technology Aided Instruction and Intervention Utilized for Safety Skills Training for Individuals with Developmental Disabilities: A Review | Educational Interventions to Improve Safety in Inclusive Schools: Teacher Perspectives, Observations and Document Analysis
	Dr. Faizan Dastgeer	University of Engineering & Technology, Lahore, Pakistan	Developing a Dual Approach, Convergent, Self-Validating and Self-Correcting Scheme for the Assessment of Affective Domain Attributes
	Dr. Clare Halligan	Dublin City University, Ireland	Between Care and Curriculum: Teachers’ Perspectives on Supporting Social and Emotional Well-being in Early Years Classrooms in Ireland
	Ms. Nano Patchkoria	Sulkhan-Saba Orbeliani University, Georgia	Post-Soviet Higher Education and Research Development: An Analysis of Institutional Practices and Social Capital in Georgia
	Ms. Ivana Cimermanova	University of Presov, Slovakia	Studying Together Apart: Study-With-Me Stream Comment Cultures Before and After COVID-19
	Ms. Dilara Bidav	University of Turkish Aeronautical Association, Turkey	Perceptions Of Students Towards the Implementation of Performance- Based Assessment in Vocational English Course
	Ms. Junyi Li	Duke Kunshan University, China	Extending Learning Beyond the Classroom: A Holistic “Time-Space” Model for Teaching Intercultural Communication Through Local Heritage
	Ms. Rebeka Lekše	University of Primorska, Faculty of Health Sciences, Slovenia	Digital Learning Approaches in Nursing Education: A Bibliometric Analysis of Research Trends from 2020 to 2025
	Ms. Gülten Yıldırım	Pamukkale University, Turkey	Determining the Role of Social Studies Textbooks in Supporting the Learning about the Philosophy of the Social Sciences
	Mr. Rikardus Feribertus Nikat	State University Of Malang, Indonesia	Artificial Intelligence Perception Acceptance Evaluation Model: Indonesian Students Perspective
	Mr. I Gede Purwana Edi Saputra	Universitas Negeri Malang, Indonesia	Design and Evaluation of Socratic AI-Based Adaptive Scaffolding to Foster Critical Thinking in Secondary Physics Education in Indonesia
	Mr. Wai Kei Wikie Chan	The Chinese University of Hong Kong	Complementing TPACK with a Sociocultural AI Literacy Lens to Analyze Faculty Professional Development Needs: A Secondary Analysis of TPACK-Coded Workshop Feedback
	Mr. Anderias Henukh	Universitas Pendidikan Indonesia	Fostering Environmental Literacy for SDGs: The Impact of Transformative Project-Based Learning in Environmental Physics Education
	Mrs. Michaela Sepešiová	University of Presov, Faculty of Arts, Slovakia	Syntactic Competence in EFL Teacher Education and English Studies Programmes