Zhongling Pi is a Professor and Doctoral Supervisor at the Key Laboratory of Modern Teaching Technology, Ministry of Education, Shaanxi Normal University. She holds a Ph.D. in Psychology from Central China Normal University and completed postdoctoral research at Nanyang Technological University, Singapore.
Her interdisciplinary research focuses on instructional video design and learning strategies, integrating education, psychology, technology, and cognitive neuroscience. She has published over 80 papers as first/corresponding author, authored three monographs, and led multiple national and provincial projects.
She has received awards including the First Prize of Shaanxi Provincial Outstanding Achievement in Philosophy and Social Sciences (2023). She serves as editorial board member for Educational Technology & Society, guest editor for Frontiers in Psychology, and holds several academic and professional committee roles in China.

 

Abstract: Artificial intelligence (AI) is rapidly transforming digital learning environments, offering new opportunities to support learners’ cognitive and creative processes. AI-powered tools are increasingly embedded in educational platforms to assist activities such as note-taking, knowledge construction, and problem solving. However, an important question remains: how can AI effectively support generative learning rather than promote passive dependence? This talk rethinks video-based learning in the age of AI by examining how AI-powered tools influence learners’ engagement and creativity. Drawing on evidence from two empirical studies, the presentation explores how learners interact with AI and how these interactions shape cognitive engagement, learning behaviors, and outcomes. The first study investigates AI-powered notetaking in video-based STEM learning by comparing learner–AI notetaking, learner-only notetaking, and AI-only notetaking. Results show that learner–AI collaboration improves knowledge acquisition, creativity, note quality, and attentional engagement, suggesting that interacting with AI during notetaking can support the organization and integration of information. The second study examines primary school students’ collaborative creative problem solving with a conversational generative AI chatbot. Analyses reveal that high-performing learners engage more frequently in iterative solution editing and elaborative–metacognitive processes, which are associated with higher creativity. Together, these findings highlight the importance of designing AI-supported learning environments that promote active human–AI collaboration. The talk concludes by discussing implications for developing AI-enhanced learning environments that foster generative learning, cognitive engagement, and creativity in STEM education.

Professor Yang Yuqin, listed among the 2025 Global Top 2% Scientists, holds a Ph.D. from the University of Hong Kong and is a Professor in the Faculty of Artificial Intelligence in Education at Central China Normal University, where she also serves as a Ph.D. supervisor. She is concurrently a Ph.D. supervisor at The Education University of Hong Kong and a member of the third National “Huang Danian-style” Teaching Team. She has received the 9th Hubei Provincial Teaching Achievement Award and is recognized as a Chutian Scholar of Hubei Province and Guizi Young Scholar of Central China Normal University. Her research centers on AI and learning analytics, learning sciences, higher-order thinking, and data-driven learning assessment. She has led multiple national and provincial projects and serves as Associate Editor for the International Journal of Computer-Supported Collaborative Learning (SSCI Q1) and Learning: Research and Practice (ESCI Q1), as well as guest editor and editorial board member for top SSCI journals including Learning and Instruction and British Journal of Educational Technology. She has chaired international conferences such as ICCE and GCCCE and published over 160 papers, including more than 100 SSCI/CSSCI papers in leading journals. She has received multiple Best Paper Awards from AERA, AECT, GCCCE, and other conferences.

Abstract: Knowledge building (KB) competencies are essential for undergraduates to engage in creative knowledge work and achieve academic success. Despite their importance, there has been limited research on how to effectively scaffold these competencies in undergraduate education. This talk will present findings from a series of empirical studies that investigate the role of reflective assessment, enhanced by advanced analytics tools, in fostering KB competencies. The studies explore not only whether these analytics-enriched.
Reflective assessments can support students' KB development but also examine the specific mechanisms by which these tools facilitate deeper reflection, collaboration, and knowledge improvement. By leveraging data-driven insights, these assessments aim to promote a more dynamic and participatory learning process, ultimately empowering students to take greater ownership of their learning journey.

Noor Maizura Mohamad Noor obtained her Diploma and Bachelor of Computer Science from Universiti Pertanian Malaysia, Serdang Selangor in 1991 and 1994 respectively. She earned her Master of Science (Computer Science) from Universiti Putra Malaysia in 1997. Later in 2005, she acquired her doctoral degree in Computer Science from the University of Manchester, the United Kingdom. Her outstanding accomplishments led to her appointment as a professor in 2017. Her recent research work focuses on improving organizational decision-making practices using technologies. This includes research interests in the design, development, and evaluation of decision support systems for analyzing and improving decision processes. Her research interests also focus on the areas of computer science, intelligent decision support systems, clinical decision support systems, and information systems. She has presented and published over two hundred of papers on the decision support system at various international and local refereed journals, conferences, seminars, and symposiums.

Abstract: Higher education institutions (HEIs) face diverse risks in teaching and learning, including system failures, cybersecurity threats, assessment issues, and policy violations. However, risk management practices in HEIs remain largely reactive and rely on simplistic decision-making tools that inadequately address uncertainty and complexity. This study proposes a structured Risk-Based Decision Support System (R+DSS) framework to enhance risk assessment and decision-making in HEIs. The research objectives were to develop an R+DSS framework, design a fuzzy Multi-Criteria Decision-Making (MCDM) model using the Fuzzy TOPSIS method, and implement and evaluate a web-based system to support practical decision-making. The study was conducted in three phases: framework development, fuzzy MCDM model construction, and system implementation using PHP and MySQL. The system enables data input, fuzzy computation, and risk ranking. Usability was evaluated using the USE questionnaire administered to 30 academic and administrative staff. Results indicate that the framework is suitable for HEI contexts, the fuzzy MCDM model effectively ranks risk alternatives under uncertainty, and the system is perceived as useful, easy to use, and beneficial for decision-making. The study concludes that a structured, expert-based R+DSS can significantly support HEIs in managing teaching and learning risks and recommends its adoption to improve strategic academic risk management.

Dr. Jining Han is an associate professor in the Faculty of Education at Southwest University. He earned his Ph.D. in Second Language Acquisition and Educational Technology from the University of South Florida and holds a Master’s degree in Pedagogy from Arizona State University. He also received a postdoctoral fellowship position at the Georgia Institute of Technology. He conducts research in applying AI-supported learning, virtual reality in education, and smart learning environment.

 

Abstract: This study explored an innovative approach to providing written feedback, namely, ChatGPT-supported teacher feedback, in the Chinese tertiary EFL context. Two research questions guided this study: (1) What are EFL instructors’ perceptions of ChatGPT-supported teacher feedback? (2) How do EFL instructors revise ChatGPT output while providing ChatGPT-supported teacher feedback? Specific training was conducted with four course instructors and two classes of students, and the instructors provided ChatGPT-supported teacher feedback on two writing tasks across seven weeks. Perception data were collected from four instructors via individual semi-structured interviews, supplemented with records of ChatGPT feedback, teachers’ responses to ChatGPT output, and students’ uptake of ChatGPT-supported teacher feedback. Qualitative content analysis was conducted, and the constant comparative method was utilized. The findings revealed the instructors’ perceived benefits of ChatGPT-supported teacher feedback and the perceived constraints of ChatGPT output. In implementing ChatGPT-supported teacher feedback, the instructors added new comments, extended the feedback, modified inappropriate suggestions, condensed repetitive comments, and deleted excessive praise. This study provides novel pedagogical insights into the integration of ChatGPT’s capabilities with teachers’ agency when providing written feedback.

Prof. Arbin J. Setyowati is a Professor in the Department of Guidance and Counseling, Faculty of Education, Universitas Negeri Malang (UM), where she currently serves as Vice Dean for Research and Partnership. She earned her Ph.D. in Guidance and Counseling from UM. Her research focuses on counseling competence, peer counseling models integrating local wisdom, differentiated learning strategies, and socio-emotional learning. Prof. Setyowati also serves on the editorial board of the Indonesian Journal  Kajian Bimbingan dan Konseling.

 

Abstract: Indonesia is currently battling a quiet crisis in student mental health. This issue is intensified by the country’s unique geography and a severe lack of guidance counselors, where the ratio often hits 1:3,000. This presentation argues for the democratization of mental health support through digital equity. We examine the "digital divide" as a two-sided problem: urban students are suffering from screen fatigue and privacy worries, while those in rural areas struggle with basic connectivity and a lack of devices. To fix this imbalance, we introduce a Hybrid Counseling Model. In this approach, technology supports counselors rather than replacing them. By using AI to handle administrative duties and initial screenings, we can prevent counselor burnout and quickly identify low-risk cases. This frees up human professionals to focus on what they do best: handling high-risk situations and providing the deep empathy that software cannot mimic. We will show how combining scalable tech with human connection can bridge the gap across the archipelago. Our aim is to ensure equitable access to psychological well-being for every Indonesian student, without sacrificing the mental health of the professionals on the front lines. Keywords: Digital equity, student well-being, hybrid counseling, AI-Assisted education, Indonesia, counselor burnout.

Dr. Ramlee Mustapha is a Professor of Technical and Vocational Education at the Faculty of Technical and Vocational Education, Universiti Pendidikan Sultan Idris (UPSI) [the Sultan Idris Education University]. In 2010, he was appointed as the Dean for Post-Graduate Studies at UPSI. A year later, he is appointed as the Dean of the Faculty of Technical and Vocational Education at UPSI. In 2017, he was appointed as the 5th President of the Asian Academic Society for Vocational Education and Training (AASVET). Dr. Ramlee Mustapha holds a Bachelor degree in Chemical Engineering (BSChE) from University of Alabama, USA. His first Masters degree in Educational Administration (M.Ed) from Eastern New Mexico University, USA and his second Masters degree in Industrial Technology (M.Sc) from Purdue University, USA. He earned a doctoral degree in Technical and Vocational Education (Ph.D) also from Purdue University, USA.

 

Abstract: The rapid advancement of Artificial Intelligence (AI) is transforming industries and redefining the skills required in the modern workforce. As Technical and Vocational Education and Training (TVET) plays a critical role in preparing industry-ready graduates, vocational educators must develop competencies that enable them to integrate AI technologies into teaching and learning practices. This presentation discusses the importance of bridging TVET and AI by strengthening the competencies of vocational educators to meet the demands of Industry 4.0. The study examines key AI-related competencies required among vocational educators, including digital literacy, understanding of AI fundamentals, data awareness, ethical use of AI, and the ability to apply AI tools in instructional design, teaching, and assessment. Through an extensive literature review, the presentation analyses current trends in AI integration within education and highlights the emerging expectations placed on TVET educators to support technology-driven learning environments. The review also identifies gaps in existing competency frameworks related to AI adoption in vocational education. By synthesizing findings from previous studies, the paper emphasizes the need for structured professional development and institutional support to equip educators with relevant AI capabilities. Ultimately, the study contributes to the growing discourse on AI in TVET and highlights the importance of educator readiness in preparing students for future workplaces. Finally, based on the extensive literature review, a conceptual TVET-AI competency model for vocational educators will be presented.

Dr. Agostinho dos Santos Gonçalves is the President Executive of Instituto Superior Cristal (ISC) and Cristal Foundation in Timor-Leste, specializing in Educational Technology. He has authored and co-authored several academic works. As the principal contact for ISC Journal, he actively fosters research dissemination and academic collaboration. Dr. Gonçalves frequently engages in academic and cultural exchanges, including delivering keynote lectures to strengthen inter-institutional cooperation in Timor-Leste.  

 

Abstract: The integration of Information and Communication Technology (ICT) into Timor-Leste's education system demonstrates a gradual shift from policy formulation to implementation at the school level. The National Education Strategic Plan 2011–2030 and the Strategic Development Plan 2011–2030 positioned education modernization and human resource development as key pillars of national transformation, with ICT as a strategic instrument for improving quality, equitable access, as well as 21st-century skills. When the COVID-19 pandemic, Eskola Ba Uma initiative which combines television, radio, printed materials, and digital platforms ensure the continuity of learning. This experience shows that in order to ensure the successful of ICT integration into teaching and learning, it should depend on systemic alignment between infrastructure, curriculum, governance, and teacher professional development. In 2023, World bank released a data that show34% of people in Timor-Leste utilized the internet. It means many individuals were using digital technology on that time, but it's still not as many as it is in many other countries in the South East Asia area. In order to transform the policy into practice, the Timorese people should work together, for example by building infrastructure, providing local material in Tetum and Portuguese, improving instructors' abilities which in line with the global ICT competency framework, and setting up data-driven evaluation mechanisms. integrating ICT into Timor-Leste could lead to improve the quality of learning.