Order	Time	ID	Full information
1	10:00-10:15	IT1087	Proposal for an Interactive Teacher Training System Integrating Real-Time Board Recognition and Audio Information Author(s): Alok Shrestha, Sho Ooi Presenter: Alok Shrestha, Osaka Institute of Technology, Japan Abstract: This study proposes RealQ, a real-time multimodal interactive teacher training system designed to enhance pre-service teachers’ adaptive teaching skills and mitigate the “reality shock” often faced by novices. The COVID-19 pandemic has significantly reduced opportunities for classroom practice, resulting in limited exposure to authentic teaching experiences. Our previous system, CLASS 3.0, aimed to address this issue through AI-based dialogues but depended solely on speech input, lacking contextual cues from blackboard writing and real-time responsiveness.To overcome these limitations, RealQ integrates Whisper-based real-time speech recognition with Tesseract-based blackboard OCR using OpenCV. The system automatically generates contextually appropriate counter-questions via GPT-4o, triggered by multimodal input combining instructors’ speech and blackboard content.For evaluation, three publicly available YouTube lecture videos were used as datasets. A novel embedding-based contextual relevance metric was developed to quantify the cosine similarity between the embeddings of generated questions and their corresponding multimodal contexts. Experimental results show that RealQ produces contextually aligned questions at a moderate-to-high relevance level (Mean Score: 0.533), exceeding the operational threshold ($\theta = 0.5$) reported in multimodal RAG research, particularly in scenarios where visual and audio information are closely linked.
2	10:15-10:30	IT2106	Structured Prompting for Human-AI Collaboration as Cognitive Partners in Project-Based Learning Author(s): Yanling Qi, Fanfan Jia, Huichuan Dai, Yuanrui Wang Presenter: Yanling Qi, Guangdong University of Science and Technology, China Abstract: Generative AI (GAI) is poised to transform Project-Based Learning (PBL), yet empirical evidence on its capacity to foster genuine human-AI collaboration remains scarce. This quasi-experimental study addresses this gap by embedding a structured GAI partnership within a senior-level Logistics Solution Design course. The experimental group (n=45) utilized domestic LLMs as collaborative partners, guided by a structured prompting protocol, while the control group (n=45) used traditional resources. Mixed-methods analysis revealed that the experimental group engaged in significantly more iterative and explanatory interactions, demonstrating deeper inquiry cycles and superior knowledge integration. Consequently, they produced higher-quality solutions, particularly in data-driven justification (M_exp=4.5 vs. M_ctrl=3.1, p<.001) and systemic trade-off analysis. This study provides robust evidence that structured prompting is effective in enabling GAI to function as a cognitive partner in PBL, augmenting higher-order thinking and offering a model for STEM education.
3	10:30-10:45	IT2182	The Current Situation Analysis and Improvement Strategies for University Teachers' Digital Intelligence Literacy in the Age of Artificial Intelligence Author(s): Caixia Yang, Hongming Zhang, Yanxue Zhang Presenter: Hongming Zhang, Harbin University of Science and Technology, China Abstract: Against the backdrop of educational transformation driven by artificial intelligence, enhancing teachers' digital and intelligent literacy has become the core demand of educational modernization. This study conducted a questionnaire survey among 217 in-service teachers across the country and analyzed the data using Python. It was found that there is a significant structural imbalance in the digital intelligence literacy of teachers at present: teachers perform well in the dimensions of digital intelligence awareness and ethics, but score relatively low in the dimensions of human-computer collaborative reconstruction and high-level integrated application, presenting the characteristic of "knowledge being strong but weak". In response to the above-mentioned predicaments, this paper proposes paths such as building a development community for teachers and students, implementing classified and stratified training strategies, and optimizing the external empowerment environment, aiming to provide theoretical references for the digital and intelligent transformation of university teachers.Keywords—Artificial Intelligence,Teachers' Digital Intelligence literacy,Teacher-student Development Community,Training Mode ,Educational Ecology.
4	10:45-11:00	IT3194	Research on the Influencing Factors of Knowledge Sharing Behavior on the Intelligent Training Platform for Primary and Secondary School Teachers Author(s): Wenjing Zheng, Baoxun He, Kejun Zhuang Presenter: Wenjing Zheng, China West Normal University, China Abstract: With the deep integration of artificial intelligence and education, intelligent training platforms have become an important tool for supporting Chinese teachers in conducting collaborative teaching and research. Knowledge sharing is a key link in teacher professional development. However, the actual activity of teachers' participation in knowledge sharing is still insufficient at present. To explore its causes, this study constructed a structural equation model mediated by the intention to share knowledge, systematically investigating the mechanism by which the knowledge absorption ability and trust of primary and secondary school teachers affect their knowledge sharing behavior in the intelligent training platform. The research finds that the ability to absorb knowledge has no direct effect on the behavior of knowledge sharing, but rather exerts an indirect influence entirely through the intention to share knowledge. Trust can not only directly promote the behavior of knowledge sharing, but also play an indirect role through the intention to share knowledge. Based on this, to stimulate teachers' knowledge sharing behavior, we suggest: optimizing the functional design of the intelligent training platform, setting up a teacher ability certification link, and quantifying the value of knowledge contribution to strengthen the construction of the trust mechanism; improving the functions of the intelligent training platform to provide personalized services for enhancing teachers' knowledge absorption capabilities and promote their professional development through knowledge sharing.
5	11:00-11:15	IT3212	Evaluating Teachers’ Readiness and Implementation Strategies of Artificial Intelligence in Science Education Author(s): Apple Jane S. Lima, Carl Anthony L. Pahuyo, Adrian P. Tastar Presenter: Apple Jane S. Lima, Caraga State University, Philippines Abstract: This study evaluates the readiness, utilization, challenges, and coping strategies of secondary school teachers in implementing Artificial Intelligence (AI) tools in classroom instruction. A total of 71 secondary school teachers were selected from a population of 86 in East Butuan District 2 using stratified sampling to ensure proportional representation across different subgroups. A descriptive-quantitative research design was employed, and data were collected through a validated questionnaire. Results revealed a generally low level of AI tool usage, with Grammarly being the most utilized and PhET simulations the least. Major challenges reported included implementation costs and ethical concerns, while training-related and peer-supported strategies were the most used coping mechanisms. Notably, significant correlations were found between the utilization of tools like ChatGPT and Grammarly and the frequency of coping strategies adopted. These findings underscore the critical role of teacher training, administrative support, and accessible AI resources in promoting effective AI integration in education.
6	11:15-11:30	IT3273	Influence of Teachers’ Digital Literacy and ICT Skills on the Performance of Students in Public Secondary Schools Author(s): Hansel Jay L. Poliga, Leo L. Codilla Jr., Edd Presenter: Hansel Jay L. Poliga, Caraga State University-Main Campus, Philippines Abstract: This study investigates how teachers’ digital literacy and ICT skills, along with their access to ICT resources, attitudes toward technology integration, and professional development in ICT, influence the academic performance of public secondary school students. Data were collected from 140 teachers in selected public secondary schools under the DepEd Butuan City Division, using the adapted questionnaires and regression analysis. The results show that among all the predictors, teachers’ attitudes toward technology integration in teaching are statistically significant in influencing students’ academic performance. Students benefit the most when teachers are confident, motivated, and willing to integrate technology in enhancing the students’ learning. The study recommends nurturing the teachers’ positive attitudes toward technology integration in delivering lessons in the classroom.
7	11:30-11:45	IT3219	Assessing Digital Competence in Teacher Preparation: A CIPP-Based Evaluation of the BTLED Curriculum Author(s): Frank Aiken O. Alan, Vincent P. Baclayon, Cheniezalyn V. Villamor, Cesar L. Autor Jr. Presenter: Frank Aiken O. Alan, Caraga State University, Philippines Abstract: This study evaluated the Bachelor of Technology and Livelihood Education (BTLED) program of Caraga State University – Cabadbaran City (CSUCC) using the Context–Input–Process–Product (CIPP) model to determine the extent of digital competence integration within teacher education. Employing a quantitative descriptive research design, data were gathered from students and faculty through a validated researcher-made questionnaire aligned with the four CIPP dimensions. Findings revealed that across the context, input, process, and product domains, the BTLED program achieved a generally effective level of implementation. The program’s curriculum design and faculty qualifications are aligned with institutional goals and Commission on Higher Education (CHED) standards, demonstrating strong pedagogical and professional competence. However, limitations were observed in digital infrastructure, budgetary allocation, and access to instructional technologies. The results highlight the need for sustained institutional investment, faculty digital training, and continuous evaluation mechanisms to achieve sustainable digital transformation. The study concludes that the CIPP model provides a comprehensive framework for assessing and improving digital literacy integration in teacher education, ensuring curriculum responsiveness and educational quality in the context of 21st-century learning.
8	11:45-12:00	IT4445	Survey on the Current Status and Willingness of Teachers in Western Ethnic Regions to Use Digital Teaching Strategies Author(s): Ying Yang, Zhijun Yang, Gaoye Cui Presenter: Ying Yang, Yunnan Normal University, China Abstract: With the advancement of digital transformation in education, the effective implementation of digital teaching strategies has become a key element in improving teaching quality. As the main implementers of digital teaching and cultivating students' core competencies, teachers' implementation of digital teaching strategies will have an impact on the degree of implementation and teaching quality of the new curriculum reform requirements. This study employs a questionnaire survey to investigate the current status and challenges of digital teaching strategy usage among teachers in western ethnic regions. Using Structural Equation Modeling (SEM), it further analyzes underlying factors affecting teachers' adoption of these strategies, including perceived difficulties and determinants of digital teaching acceptance. Based on the findings, strategic recommendations are proposed to enhance teachers' willingness to implement digital teaching strategies.
9	12:00-12:15	IT4475	Modeling Teaching Readiness Among Pre-Service Science and Mathematics Teachers: A Structural Equation Modeling Approach Author(s): Rolly N. Apdo Presenter: Rolly N. Apdo, Caraga State University, Philippines Abstract: This study explored the relationships between subject mastery, technology utilization, teaching pedagogy, teaching self-efficacy, and reflective practice with teaching readiness, among a sample of 113 Bachelor of Secondary Education pre-service teachers majoring in Mathematics and Sciences. Structural Equation Modeling (SEM) was used in the study. It examined the direct and indirect influences professional competencies have on teaching readiness, with teaching self-efficacy and reflective practice as mediators. The results revealed that teaching self-efficacy was the strongest direct predictor of teaching readiness and significantly mediated the influences of subject mastery and technology utilization. Subject mastery had a direct positive influence on teaching readiness. While technology utilization and teaching pedagogy had a significant influence on teaching self-efficacy and reflective practice, their influence on teaching readiness was not significant. Reflective practice was also an insignificant mediator of teaching readiness. The findings emphasize the importance of teaching self-efficacy to transform professional competencies into teaching readiness and highlight the roles of both technical competence and the psychological aspect in teacher education programs.