Order	Time	ID	Full information
1	10:00-10:15	IT1014	Exploring the needs and perspectives of Chinese special education teachers on digital learning Author(s): Yubin Zhang, Samiullah Paracha Presenter: Yubin Zhang, Xi'an Jiaotong Liverpool University, China Abstract: This article uses qualitative research methods to explore Chinese special education teachers’ perceptions, experiences and expectations of digital learning. Through in-depth interviews and theme analysis of seven special education teachers, the study found that while affirming that digital technology improves classroom efficiency and student participation, teachers always uphold the humanistic education concept with relationships, emotions and ethics as the core. The study further reveals the structural obstacles faced by the digitalization of special education, including insufficient hardware and resources, a lack of institutional support, faults in the training system, and limited technological inclusion. Teachers show strong reflection and initiative in practice, and respond to challenges by making their own courseware and building sharing mechanisms. The study points out that the key to the success of digital education lies in building an educational ecosystem based on teachers’ professional wisdom and oriented to educational equity.
2	10:15-10:30	IT1056	The Impact of BYOD and THSD Program Participation on Parental Perspectives for Students’ Digital Learning: A Case Study of Two Elementary Schools in Hsinchu, Taiwan Author(s): Hsieh I-Ling, Wang Wei-Yu, Chang Pin-Shan, Chiu Fu-Yuan Presenter: Hsieh I Ling, National Tsing Hua University Abstract: This study investigates the impact of the “Bring Your Own Device” (BYOD) and “Take-Home Student Device” (THSD) programs on parental support for digital learning in two elementary schools in Hsinchu City, Taiwan. A modified version of the Parental Digital Learning Perspectives Questionnaire for BYOD & THSD Programs (PDLPQ for BYOD & THSD), originally devel-oped by Chang and Kao [1], was used to examine five key dimensions: Pa-rental Beliefs about Digital Learning (PB), Parental Digital Competence (PC), Support systems provided by Schools and Teachers (SS), Student learning behaviors at home (SL), and Parental Involvement in Student learn-ing (PI). A total of 338 valid responses were collected and analyzed using t-tests, ANOVA, and Pearson correlation. Results showed that School 1 sig-nificantly outperformed School 2 in SS. Parents with Fully familiar Self-Perceived Understanding Levels (SPUL) scored significantly higher across all dimensions and overall PDLPQ for BYOD & THSD scores. Grade-level differences were found in both PI and SS. In PI, parents of younger students showed greater involvement. In contrast, SS scores varied significantly across grade levels but did not follow a linear trend of higher support for lower grades. Strong correlations were observed among all five dimensions, especially between SL and SS. The findings highlight the importance of pa-rental understanding and school support in enhancing students’ digital learning at home and provide empirical evidence to inform digital learning policy refinement.
3	10:30-10:45	IT1088	Pedagogical and psychological-didactic aspects of teach- ing computer science in an inclusive environment Author(s): Altynzer Baiganova, Aisara Omirzakova, Nurshat Nauryzova, Madina Narymbayeva Presenter: Omirzakova Aisara, K. Zhubanov Aktobe Regional University, Aktobe, Kazakhstan Abstract: In the context of inclusive education, adapting teaching methods for children with special educational needs is particularly important. This article is devoted to the study of the peculiarities of teaching computer science in an inclu- sive environment, with an emphasis on the development and implementation of digital educational resources, as well as teaching methods that take into account the needs of children with disabilities. As part of the study, an experiment is being conducted to introduce a training brochure on basic computer literacy for children with mental development delays (MDD). To evaluate its effectiveness, a set of pedagogical and psychological diagnostic methods is used, including testing, questionnaires, observation, and psychological techniques (the “Ladder of Suc- cess,” proofreading tests, the unfinished sentence method, and protective tech- niques). In addition, the study considers the use of modern technologies, such as artificial intelligence, multimedia resources, and adaptive learning systems, to personalize the educational process. The study offers practical recommendations for creating inclusive digital educational platforms and teaching materials aimed at improv- ing the accessibility and effectiveness of computer science education for all cat- egories of students. The results of the study may be useful for teachers, educa- tional technology developers, and specialists in the field of inclusive education who are working to improve the quality of computer science education in the context of diverse educational needs.
4	10:45-11:00	IT1091	Educación Inclusiva a través de la integración de la Tecnología de Animación 3D en la Enseñanza Author(s): Victor Manuel Zamudio Garcia, Dra. Glendamira Serrano Franco Presenter: Victor Manuel Zamudio Garcia, Universidad Politecnica Metropolitana de Hidalgo Abstract: The paper explores the use of 3D animation technology to support learning Mexican Sign Language (LSM) within inclusive education. While the topic is relevant and important, the manuscript lacks a rigorous methodological framework. Much of the narrative is descriptive and repetitive, offering background information without advancing a clear research contribution. The study claims to use descriptive and correlational analysis but does not adequately describe the variables, instrument validation, sampling methods, or statistical procedures. Key results are mentioned but not presented in full detail. The writing requires significant editing for clarity, academic tone, and structure.
5	11:00-11:15	IT2130	Integrating Video Captioning into ESP Teaching to Enhance Learners’ English Pronunciation Author(s): Zhao Li Presenter: Zhao Li, Chengdu Jincheng College, China Abstract: Since audiovisual materials became the valuable and widely used resources in language education, it has been particularly important to develop various ways to use them in class. This study investigates the effectiveness of captioning instructional videos to enhance ESP (English for Special Purposes) learners’ English pronunciation. Fifty-six students and three teachers at a college in western China participated in the study. The pretest, posttest, and delayed posttest were administered to the students in the experimental and control groups, with the former to caption videos with VisualSubSync, while the latter to learn the same materials with conventional listening-based tasks. All the tests were graded by three qualified CET Spoken English Test (CET-SET) raters. Results revealed the experimental group outscored the control group after the treatment. The questionnaire and interview followed indicated participants generally had a high degree of satisfaction in the captioning-based viewing and ex-pressed the usefulness of it in fostering English pronunciation learning. These findings provide the critical pedagogical implications that video captioning is an effective way not only to integrate pronunciation practice in ESP teaching, but also to direct autonomous learning of English pronunciation.
6	11:15-11:30	IT2136	Communication Literacy and Use of AI chatbots among Filipino College Students Author(s): Jenette C. Pangilinan, Dayielle Menchie C. Fidel, Maria Elena M. Dator, Melencia Rosario D. Coronel, Ben Oliver Tutor Presenter: Prof. Jenette C. Pangilinan,  National University, Philippines Abstract: This study explores the relationship between Filipino college students’ communication literacy levels and their usage of AI chatbots. Given the increasing integration of Artificial Intelligence (AI) in education, it is interesting to explore whether students' communication literacy affects their use of AI. A crosssectional quantitative design was employed, with data collected from 979 college students at a private university in Laguna, Philippines. The study used a survey questionnaire to assess communication literacy, demographics, and the use of AI chatbots. Descriptive statistics, the Kruskal-Wallis test, and Spearman’s rho correlation analysis were employed to analyze the data. The results indicate that communication literacy levels vary across different academic disciplines, with higher levels observed among students from disciplines related to accountancy, business, and management, as well as those from higher-income families. Moreover, a significantly positive correlation was found between the use of AI chatbots for learning and communication literacy, while a significantly negative correlation exists between communication literacy and the misuse of AI chatbots. These findings suggest that students' communication literacy levels correlate with the proper use of AI chatbots. This study emphasizes the importance of enhancing communication literacy among students, enabling them to utilize AI chatbots effectively. Keywords—communication literacy, proper use of AI chatbots, misuse
7	11:30-11:45	IT3255	Thematic Structure and Technological Evolution of Artificial Intelligence in Autism Spectrum Disorder Research Author(s): Juan Ang, Yuan Chen, Weiyi Liao, Jiahui Rao Presenter: Yuan Chen, Nanjing Normal University of Special Education, China Abstract: With the rapid development of artificial intelligence (AI) technologies, their application in autism spectrum disorder (ASD) research has expanded continuously. To systematically characterize the research structure and developmental patterns in this field, this study conducts a bibliometric and visualization-based analysis of AI-related ASD research based on publications indexed in the Web of Science Core Collection. A total of 322 articles published between 2001 and 2024 were analyzed using annual publication statistics, keyword co-occurrence analysis, clustering analysis, and keyword burst detection. The research landscape is examined from multiple perspectives, including temporal distribution, thematic structure, and technological evolution. The results indicate a sustained growth trend in AI-related ASD research, with major research themes mainly focusing on technical methods, diagnosis and assessment, and intervention and development, while strong interconnections exist among these themes. From an evolutionary perspective, the research focus has shifted from early conceptual and descriptive studies toward data-driven modeling based on intelligent methods, and further toward multi-technology integration and application-oriented research. This study provides a macroscopic overview of the thematic structure and evolutionary trajectory of AI in ASD research, offering insights into the development trends and research organization of this interdisciplinary field.
8	11:45-12:00	IT4464	The Dynamic Mediation Model: Integrating ICT Innovations, Play-based Pedagogy and Adaptive Scaffolding to Enhance Emergent Literacy Outcomes in the Philippines Author(s): Jereco F. Cultura, Ariel U. Cubillas Presenter: Jereco F. Cultura, Caraga State University, Philippines Abstract: This study addresses the critical literacy gap in early childhood education by developing the Dynamic Mediation Model of Emergent Literacy (DMMEL), a substantive framework grounded in the experiences of kindergarten teachers in the Caraga Region, Philippines. Utilizing Straussian Grounded Theory, the research reveals that literacy outcomes are not merely products of curriculum but emerge from a non-linear interplay between Environmental Foundations, Socio-Affective Mediators, and Adaptive Pedagogical Facilitation. The study's novelty lies in conceptualizing a child's emotional state as an "internal filter" that dictates the efficacy of pedagogical interventions, moving beyond traditional cognitive-centric models. Its primary contribution to education is the identification of "Resource-Constrained Innovation," offering a scalable blueprint for practitioners in developing contexts to synchronize home-school partnerships with play-based scaffolding. The DMMEL provides a transformative lens for policy development aimed at fostering resilient, responsive, and digitalized early literacy instruction.