2026 Conference Program

OVERVIEW

Conference Opening

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA

Empowerment or Dependency? ChatGPT’s Impact on Higher Education Students’ Academic Self-Efficacy

Hagit Meishar-Tal, Ph.D., and Meital Amzalag, Ph.D., Holon Institute of Technology, Holon, Israel

This study examines the impact of ChatGPT use on students’ academic self-efficacy in higher education. As generative AI tools become increasingly prevalent in academic contexts, questions arise regarding their influence on learners’ confidence and autonomy. Employing a quantitative research design, data were collected through a structured online questionnaire completed by 296 higher education students.

The results reveal that students’ academic self-efficacy tends to be higher when they work without ChatGPT compared to when they use it. While ChatGPT use enhances students’ confidence during task performance, it simultaneously undermines their belief in their ability to complete similar tasks independently. Moreover, academic self-efficacy without ChatGPT shows significant positive correlations with perceived creativity and critical thinking, whereas self-efficacy with ChatGPT does not…

Keywords: Artificial Intelligence, Self Efficacy, Creativity, Critical Thinking, Dependency

AI-Driven Academic Advising and Career Preparation

Suhail Y Tayeb, New York University, New York, New York, USA

The Career Intelligence Platform is an AI-enabled advising and career-preparation system designed to offer scalable, personalized academic guidance, resume support, and interview practice for higher education students. Developed and piloted at NYU’s Schack Institute of Real Estate, the platform brings together three modules — PathwayIQ, CareerIQ, and CollegeIQ — within a unified, avatar-led experience that supports learners across the full academic and career journey.

PathwayIQ provides individualized academic advising using a department-specific knowledge base aligned to courses, concentrations, and career pathways. CareerIQ offers targeted resume feedback based on job descriptions, identifies skill gaps, and conducts realistic mock interviews tailored to the likely expectations of different roles and industries. CollegeIQ assists pre-college students by guiding them through college essays and application preparation. All modules are delivered through a multilingual avatar interface that can interact in more than 25 languages, offering an accessible and culturally adaptable student experience…

Keywords: AI Advising, Career Readiness, Resume Optimization, Interview Simulation, Higher Education Technology

Reskilling Frontline Workers at Scale: A Gamified Career Transition Program in a Large Bank

Leandro Oliveira, Juliana Oliveira, Sabrina Duarte, and Vladmir Chaves, Banco do Brasil, Distrito Federal, Brazil

Large organizations worldwide face the challenge of reskilling frontline employees whose traditional roles are shrinking due to automation and digital transformation. In the Brazilian banking sector, the rapid reduction of in-branch transactional activities has placed thousands of bank tellers at risk of role obsolescence, income loss, and disengagement. This paper presents a large-scale, human-centered reskilling initiative implemented at Banco do Brasil to support the career transition of frontline workers while aligning individual aspirations with organizational workforce needs.

The program was designed as a personalized and gamified learning journey, integrating self-assessment tools, curated learning pathways, career workshops, and structured mentoring…

Keywords: Reskilling, Career Transition, Learning Experience Design, Workforce Transformation, Corporate Learning

Evolving Perceptions of Generative AI in Higher Education

Nina Bhardwaj, Ph.D., University of New England, New South Wales, Australia

Generative AI (GenAI) tools have rapidly become embedded in higher education, transforming how students learn and how faculty teach. While early research highlights both opportunities and challenges—ranging from enhanced productivity and personalized learning to concerns about academic integrity and overreliance—most studies provide only single time-point insights. This limits understanding of how perceptions and practices evolve as exposure to GenAI increases. Responding to calls from UNESCO (2023) and recent scholarship (Francis et al., 2025), this study examines the longitudinal and developmental nature of AI adaptation among students and academic staff.
Using a longitudinal mixed-method design, the research follows 30 students (undergraduate/postgraduate) and 30 academic staff across three stages (early, mid, and end) of university courses. Data were collected through short online surveys and 30–45-minute semi-structured interviews to capture both descriptive trends and nuanced narratives. The study investigates…

Keywords: Generative Artificial Intelligence, Higher Education, Longitudinal Study, Teaching and Learning Practices, Academic Integrity

Introducing Social Service through Engineering Education

Kanmani Buddhi, Ph.D., BMS College of Engineering (Retired), Karnataka, India

Social service is emphasized in higher education. This component usually involves students taking up community service during semester breaks, and is a mandatory internship to be successfully completed. This community engagement often takes the students to places away from the location of the college/institution: for example; (i) students from our city go to a village; (ii) students from the USA go to Africa for engaging in community service. The activities that students engage in usually address one/more of the SDGs. It becomes a good practice to identify engineering problems/engineering projects/engineering products that can benefit the community that the students are engaged with. This practice exists and is successful.

However, our proposed idea here is that the community is a collection of homes, and the smallest entity in a community is "The Home." Hence, there is a need to recognize and incorporate community service as…

Keywords: Sustainable Development Goals, AICTE Activity points, Community service, Engineering Curriculum

Enhancing Graduate Employability by Developing Professional Skills and Gaining Practical Experience through an Educational Program in Electronic Test Engineering

Serge Demidenko, Ph.D., and Moi Tin Chew, Ph.D., Sunway University, Selangor, Malaysia; and Melanie Po-Leen Ooi, Ph.D., and Ye Chow Kuang, Ph.D., University of Waikato, Hamilton, New Zealand

The global semiconductor industry faces a growing shortage of skilled technical personnel. This issue is driven by the increasing complexity of electronic circuits and a systemic mismatch between engineering education and industry needs. Consequently, the skills gap between recent graduates’ technical abilities and employer requirements has become a significant bottleneck.

Electronic testing, which is crucial throughout semiconductor device manufacturing, is one of the areas of particular concern. The education and training of future test specialists have been a continuous focus of research and development since the advent of integrated semiconductor technology.

This presentation proposal is based on years of developing practical solutions through close collaboration with major industry players. Such collaboration has been highly valuable, providing access to…

Keywords: Semiconductor Industry, Electronic Testing, Engineering Education

Engineering Education in the Digital Age: A Bridge Between Technological Innovation and Advanced Training

Carlo De Medio, Tor Vergata, Rome, Italy

This session discusses the important relationship between technology and teaching methods and provides an approach to using technology to enhance the learning experience and develop necessary skills. The authors describe how artificial intelligence, virtual reality and other immersive technologies, tactile systems, the Internet of Things (IoT), and three-dimensional modeling have changed the way we personalize student learning, engage students in the classroom, and increase access to education. Of particular interest to the authors is how these technologies can be used to provide personalized learning in institutions such as museums; Integrating these new technologies into existing teaching methods, such as object-based learning, will enable students to gain a deeper understanding of the subject matter and develop the analytical, problem-solving, and collaborative skills necessary to succeed in the 21st century…

Keywords: Engineering Pedagogy, Immersive Technologies, Artificial Intelligence, Museum Learning, Skills Development

The Evolution of Learning Statistics in Shaping Students’ Attitudes and Performance: A Comparative Analysis

Huay Woon You, Ph.D., Universiti Kebangsaan Malaysia, Selangor, Malaysia

It has been known that statistical knowledge is essential in academic or professional careers. Students’ attitudes toward statistics play a crucial role in their learning experience and overall success in the subject. This study aimed to analyze 90 pre-university students’ attitudes toward Statistics using pre-test and post-test surveys. The students are required to undertake the Statistics course in the first semester. The pre- and post-tests were conducted during the first week and final week (week 17) of the semester, respectively. The Survey of Attitude Towards Statistics (SATS) was used and it contains 36 items that assess six dimensions, namely effort, affective, cognitive competence, difficulty, value and interest. The average score for all the dimensions during post-test is lower compared to the pre-test. In addition, there is a significant difference between gender for the effort dimension in the pre- and post-tests…

Keywords: Statistics, Logistic Regression, Pre-University, Attitude, Performance

Educational Models and Security Solutions in Ukrainian Universities under Martial Law: A Regional Analysis

Bohdan Shunevych, Ph.D., Stepan Gzhytskyi National University of Veterinary Medicine and Biotechnologies of Lviv, North Campus, Lviv, Ukraine, Mykola Petrovskyi, Ph.D., Taras Shevchenko National University of Kyiv, Kyiv, Ukraine, and Oleksandr Shcherbyna, National Technical University of Ukraine, Kyiv, Ukraine

This study examines how Ukrainian universities have adapted their operations under martial law, comparing responses across Eastern, Central, and Western regions. The fundamental distinction lies in proximity to active combat: Western and Central universities maintain some in-person instruction with shelter protocols and host displaced institutions, while Eastern universities operate almost entirely underground or remotely, having suffered near-total physical destruction, with many relocating entirely to safer regions.

The research examines academic practices in response to wartime constraints, addressing three key questions: What structural and pedagogical adaptations have universities implemented to sustain teaching and research? How have teaching staff and students adapted under extreme uncertainty? What lessons can enhance educational resilience in future crises?

Using comparative case study methodology, the research analyzes organizational and pedagogical transformations in higher education institutions across Ukraine's three regions during the ongoing war…

Keywords: Educational Process Organization, Innovative Technologies, Artificial Intelligence, Martial Law, Academic Resilience

WhatsApp + ChatGPT=Learning Ecosystem? How Generative AI and Digital Platforms Are Reshaping Peer-to-Peer Learning in African Markets

Saadat Nakyejwe Lubowa Kimuli, Ph.D., Samuel Walulumba, Nashua Kimuli Nabaggala and Eunice Ninsiima, Makerere University Business School, Kampala, Uganda

Across African informal markets, learning often happens through social interaction, peer mentoring and mobile communication not formal instruction. This paper explores how everyday digital platforms like WhatsApp, when combined with generative AI tools like ChatGPT, are reshaping peer-to-peer learning in surprising and innovative ways.

Based on digital ethnography and case studies of small trader and artisan groups in Uganda, the study investigates how mobile users integrate AI-generated content into existing WhatsApp-based learning and support networks. Participants shared screenshots, voice notes and videos demonstrating how they used ChatGPT to answer questions, generate promotional text, resolve customer service dilemmas or brainstorm product ideas then shared these insights with peers in their WhatsApp groups…

Keywords: Peer-to-Peer Learning, Information Education, WhatsApp, Generative AI, Digital Learning Ecosystems

Identifying At-Risk Students: An Explainable, Actionable, and Hybrid Approach Using Machine Learning and Large Language Models

Sherif Abdelhamid, Ph.D., and Mona Aly, Virginia Military Institute, Lexington, Virginia, USA

Student dropout remains a critical challenge in higher education, leading to substantial academic, financial, and societal consequences. While prior and current research has explored artificial intelligence techniques for predicting student dropout, most existing studies focus primarily on standalone predictive models, offering limited support for real-time decision-making, explainability, and actionable interventions. Moreover, the use of large language models (LLMs) to analyze unstructured student data and complement quantitative predictions remains largely unexplored in this domain. These gaps motivate the need for integrated, intelligent systems that not only predict dropout risk but also help explain underlying causes and support proactive interventions.

This research addresses the problem of identifying and predicting student dropouts, framing it as a classification task to spot at-risk students early in their academic journey…

Keywords: Student Dropout Prediction, Machine Learning in Education, Ensemble Learning, Large Language Models (LLMs), Learning Analytics

Transforming Flipped Classrooms with Generative AI: Insights from 70+ Students across Multiple Courses and Academic Levels

Suhail Y Tayeb and Hui Soo Chae, Ed.D., New York University, New York, New York, USA

This session presents a multi-course analysis of how AI tools and flipped classroom design reshape student learning, engagement, confidence, and preparedness in higher education. Drawing on a uniquely comprehensive dataset collected over multiple semesters across undergraduate and graduate real estate courses at New York University, the study includes more than 70 students representing diverse linguistic, cultural, and academic backgrounds. The findings offer rare insight into how students actually use Generative AI to deepen comprehension, prepare peer-led activities, summarize complex content, and accelerate the design of presentations and learning artifacts.

The data reveal clear patterns: students report higher engagement, stronger recall, improved confidence in public speaking, and greater agency over their learning when AI-supported flipped formats are used. Non-native English speakers particularly benefit from transcripts, subtitles, and AI-generated linguistic scaffolding, which reduce cognitive load and increase participation…

Keywords: Flipped Classroom, AI in Higher Education, Student Engagement, Learning Analytics, Instructional Design

Sustainable Learning Ecosystems for Human-Centered AI in Intergenerational Digital Workplaces

Yuliia Fedorova, Ph.D., Oleksii Ilchenko, and Juraj Mikus, Comenius University Bratislava, Bratislava Region, Slovakia and Denys Kovalenko, Educational and Scientific Institute "Ukrainian Engineering and Pedagogical Academy", Kharkiv, Ukraine

Rapid advances in artificial intelligence (AI) are transforming how work is performed, monitored, and optimized, yet learning practices in both higher education and workplaces often remain fragmented, tool-centric, and insufficiently aligned with human needs. This gap is particularly visible in intergenerational digital workplaces, where employees differ significantly in experience, learning preferences, emotional expectations, and trust in AI-driven systems. This paper proposes a conceptual framework for Sustainable Learning Ecosystems for Human-Centered AI, aimed at reimagining how learning, technology, and human agency can be integrated across education and work contexts.

The proposed ecosystem shifts the focus from isolated training interventions toward continuous, adaptive learning embedded directly within digital work processes. By combining human-centered AI, real-time process feedback, and AI-augmented learning and simulation mechanisms, the framework supports learning through reflection, prediction, and decision-making rather than passive content consumption…

Keywords: Human-Centered AI, Sustainable Learning Ecosystems, Emotional Intelligence, AI-Augmented Learning, Human–AI Collaboration

From Scrolling to Startup: TikTok and Entrepreneurial Learning among Ugandan University Students

Juliet Joy Apio, Saadat Nakyejwe Lubowa Kimuli, Ph.D., Samuel Walulumba and Eunice Ninsiima, Makerere University Business School, Kampala, Uganda

In recent years, social media platforms have emerged as informal yet powerful tools for knowledge acquisition and skill development. Among these, TikTok has gained prominence for its short-form and visually engaging content which increasingly serves as a source of entrepreneurial learning for university students. This study investigates how students in Ugandan universities leverage TikTok to acquire entrepreneurial knowledge, develop business skills and identify market opportunities. A qualitative, cross-sectional design was employed, utilizing semi-structured interviews with undergraduate students at Makerere University Business School to explore the platform’s role in shaping entrepreneurial learning. Data was analyzed thematically using NVivo to capture lived experiences. Findings reveal that TikTok not only provides practical guidance on business management, marketing and innovation but also functions as a space for informal mentorship, peer learning and idea validation. However, challenges such as misinformation, content credibility and overreliance on trends are...

Keywords: TikTok-Based Learning, Entrepreneurial Learning, Digital Platforms, University Students, Uganda

Designing a Corporate Learning Ecosystem for Business, Inclusion, and Future Skills

Leandro Oliveira, Rodrigo Silva, Rafaela Cruz, and Vladmir Chaves, Banco do Brasil, Distrito Federal, Brazil

Corporate Universities play a strategic role in enabling organizational transformation, especially in highly regulated and complex sectors such as banking. This presentation showcases how the Corporate University of Banco do Brasil (UniBB) has designed, implemented, and scaled an integrated learning ecosystem aligned with business strategy, digital transformation, and Diversity, Equity & Inclusion (DEI).

Grounded in the 70–20–10 learning model and a lifelong learning mindset, UniBB combines formal education, experiential learning, social learning, and advanced learning technologies to develop critical capabilities at scale. In 2024 alone, the ecosystem delivered more than 12 million learning hours, reaching nearly 100% of employees through blended journeys that integrate self-paced digital learning, live online and in-person programs, mentoring, certification pathways, and real-world application…

Keywords: Corporate University, Learning Ecosystems, Digital Upskilling, Leadership Development, Diversity, Equity & Inclusion

Informality as Innovation: Rethinking Small Business Learning in Ugandan Markets through Adaptive, Peer-Led Models

Samuel Walulumba and Saadat Nakyejwe Lubowa Kimuli, Ph.D., Makerere University Business School, Kampala, Uganda

This study investigates how informal learning practices function as innovative knowledge systems for micro and small enterprises (MSEs) in Uganda. Using a qualitative research design, the study collected data from 32 entrepreneurs through in-depth interviews and four market-based focus groups conducted in Kampala, Mukono and Jinja. The objective was to uncover how learning unfolds in informal settings where entrepreneurs lack structured training access. Findings show that peer-led learning through observation, imitation, WhatsApp discussions and real-time problem-solving forms the backbone of capability development in informal markets. Entrepreneurs rely heavily on trusted peers for troubleshooting, pricing decisions, customer negotiation strategies and resource improvization. Informal networks also act as rapid feedback systems that allow micro-experimentation and collective risk-sharing…

Keywords: Informal Learning, African Entrepreneurship, Peer-Led Models, Adaptive Learning, Microenterprise Development

AI Literacy and Creative Coding as Predictors of Primary Students’ Classroom Engagement

Maribel Miranda-Pinto, Universidade Aberta, Portugal; José Manuel Sáez-López, Ph.D., and Esteban Vázquez-Cano, Ph.D., Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain

The growing integration of block-based programming and educational robotics in primary education has intensified the need to understand how young learners develop meaningful and sustained engagement with digital learning activities. Yet empirical evidence remains limited regarding how conceptual knowledge of Artificial Intelligence (AI) interacts with hands-on coding practices to shape students’ participation and motivation. This study proposes a predictive framework that models classroom engagement as the joint outcome of two complementary dimensions: (a) AI-related conceptual understanding, including foundational ideas about algorithms and machine learning, and (b) practical–creative experiences with visual programming and robotics. Drawing on multivariate analyses, specifically PLS2 regression, response surface modeling, and moderated interaction testing, the findings reveal a dual latent structure. One dimension reflects experiential engagement rooted in creative coding, Scratch projects, and robotics-based problem solving, while the second captures students’ conceptual awareness of intelligent systems and computational processes…

Keywords: AI Literacy, Creative Coding, Educational Robotics, Student Engagement, Primary Education

Integrating Film in the Classroom: Pedagogical Practices and Challenges in Greek Education

Chryssa Pipili and Chryssa Sofianopoulou, Harokopio University of Athens, Virginia Beach, Virginia, United States

International research indicates that the rapid growth of Information and Communication Technologies and the increasing emphasis on AI-related literacy have posed new challenges for education while student pressure in Greece is constantly increasing as intensification prevails. Teaching with films can promote interactive learning, students’ engagement as well as the development of various digital, social and critical thinking skills. This raises an important question: can the use of film material be integrated in modern classrooms in a way that genuinely motivates, inspires and support student learning? The purpose of this study is to investigate whether Greek teachers use films to teach and how they incorporate them in the learning process both in primary and secondary education. Particular emphasis is placed on the practices and educational approaches teachers apply and, also, the obstacles faced to integrating film material in classroom…

Keywords: Film-Based Teaching, Educational Practices, Greek Education, Film Education

Rethinking Project-based Learning in the GenAI Era: Key Findings from a Scoping Review

Maaike Bouwmeester, Ph.D., New York University, Brooklyn, New York, USA and Rui Tammy Huang, Ph.D., University of Florida, Gainesville, Florida, USA

This presentation reports the findings of a Prisma-based scoping review that examined research on AI-assisted Project-Based Learning (PjBL). The review identified 295 articles from 10 academic databases using two sets of keywords related to Project-Based Learning (e.g., PjBL, “project-based learning”) and Artificial Intelligence (e.g., “AI”, “Generative AI”, “chatbot”).

The goal of the review was to identify types and the role of AI technology being used within PjBL, definitions, theories, outcomes, and identify gaps in current scholarship at the intersection of AI and project based learning…

Keywords: Project Based Learning, AI-assisted Learning, Scoping Review, Collaborative Learning, Experiential Learning

AI Curiosity as a Catalyst for Innovative Thinking: A Mindset-First Framework for Modern Learners

Stacy McCracken, Ph.D., Impact and Lead, Austin, Texas, USA

With AI projects failing to deliver the productivity gains and returns on investment that organizations expected, leaders must look beyond technical skills, tools, and prompt engineering toward a more foundational driver of innovation: people. Emerging research, including recent findings from a study of working professionals, shows that growth interest in AI relates more strongly to innovative thinking than a general growth mindset alone. This curiosity about intelligent technologies signals a needed shift in how capability development is approached in the AI era.

This session introduces the Curiosity Circuits Model, a mindset-first framework describing four innovative thinking skills: Questioning, Observing, Experimenting, and Connecting. When these skills are practiced intentionally, they create conditions where insight, adaptability, and new ideas can emerge more easily. Paired with NOTICE, a simple reflective framework, learners strengthen their ability to challenge assumptions and expand the range of ideas they are willing to explore…

Keywords: Leadership Development, Growth Mindset, Growth Interest in AI, Innovative Thinking, Learning Design

Corporate Education as a Strategy for Diversity, Equity, and Inclusion and Cultural Transformation

Leandro Oliveira, Eveline Ouriques, Katiuscia Duarte, Rafaela Cruz, and Vladmir Chaves, Banco do Brasil, Distrito Federal, Brazil

This paper presents the Diversity, Equity, and Inclusion (DEI) educational programs and initiatives developed by the Corporate University of Banco do Brasil (UniBB), highlighting corporate education as a strategic tool for fostering inclusion, deconstructing stereotypes, and expanding representativeness within organizational contexts. The initiative is framed within the landscape of digital corporate education and integrates innovative pedagogical practices, affirmative policies, and educational technologies, in alignment with contemporary challenges in corporate learning environments.

The DEI Learning Journey is structured around three main axes: (i) a DEI Educational Trail, consisting of more than 34 self-paced courses and approximately 369,000 course completions, addressing topics such as racial literacy, neurodiversity, inclusive communication, gender equity, and female leadership; (ii) face-to-face workshops, involving the training of over 843 internal multipliers and corporate educators; and (iii) a cycle of expert-led lectures designed to promote dialogue and thematic deepening…

Keywords: Corporate Education, Diversity, Equity, Inclusion

What Works in Adult Education? Considerations for Online Public Safety Training in the Digital Age

Chantelle Ivanski, Ph.D., and Drew Pitchforth, Canadian Police Knowledge Network, Prince Edward Island, Canada

The Canadian Police Knowledge Network (CPKN) is a not-for-profit organization dedicated to leveraging technologies to provide high-quality learning solutions for police and public safety personnel across Canada. This presentation will explore evidence-based best practices in adult education, with a particular focus on adapting online learning for police and public safety professionals in the digital age.

As the demands on police and public safety personnel evolve, so too must the approaches to their training, ensuring both rigour in content and relevance to real-world scenarios. Drawing on findings from our recent literature review of current research in adult education, we will examine strategies for creating engaging online learning environments that foster active participation and knowledge retention…

Keywords: Public Safety Training, Adult Education

Governing Generative Artificial Intelligence (AI) by Preserving Human Creativity in Institutional Systems

Norman St. Clair, Ph.D., and Pamela McCray, Ph.D., Dreeben School of Education, University of the Incarnate Word, San Antonio, Texas, USA

Artificial intelligence has progressed beyond its experimental phase in higher education and now operates as part of the institutional infrastructure, influencing teaching, assessment, and scholarly work. Our presentation uses a meta-synthesis of institutional policy documents, faculty development initiatives, and international AI governance frameworks to examine how universities are responding to the ethical, organizational, and pedagogical realities of Generative AI. The purpose of our research is to develop a conceptually grounded, policy-relevant framework for governing Generative AI as a core institutional system rather than a classroom-level tool. Our guiding research question asks: How can universities ethically govern and integrate Generative AI into their institutional structures while preserving human creativity, transparency, and academic integrity? Drawing on sociotechnical and institutional theory, we frame AI governance not as a matter of compliance but…

Keywords: Generative Artificial Intelligence (AI), Institutional Governance Model, Artificial Intelligence (AI) Ethical Considerations, Higher Education Institutions (HEI)

Advancing Online Learning: A Strategic Approach to Quality and Innovation

Sara Gretencord, Purdue University, Fowler, Indiana, USA

This presentation aims to provide insight into Purdue University Online’s (PUO) structured approach to quality assurance (QA) for both credit and noncredit courses. By showcasing the standard operating procedure (SOP) established for data intake from course review requests and IDATA lists, this session will emphasize best practices for ensuring high-quality online education.

In an era where online learning plays a pivotal role in higher education, maintaining course quality is crucial. The PUO QA team has developed a comprehensive SOP that ensures a consistent, organized, and efficient method for obtaining course review requests, processing semester course lists, and managing faculty approvals. This process enables academic institutions to enhance the quality of their digital learning environments while fostering student success.

Keywords: Quality Assurance, Innovation

Using Problem-Based Learning Embedded into a Collaborative Learning Experience to Engage Students in a Chemical Engineering Course

David Antonio Buentello Montoya, Ph.D., Tecnologico de Monterrey, Jalisco, Mexico and Camila Andrea Cifuentes Castro, Universidad del Alba, Antofagasta, Chile

Intercultural and global competencies are necessary for professionals in an ever-changing globalized world of work. Unfortunately, studying abroad is not trivial for a large number of students, and another approach to develop intercultural competencies and learning must be followed. At the same time, Problem-Based Learning (PBL) has been demonstrated to enhance the learning experience. This work presents a case study where chemical engineering students were subject to PBL as well as a Collaborative Online International Learning (COIL) experience in a chemical engineering “transport phenomena” course to enhance their intercultural competencies, increase their engagement and improve their learning. Results indicate that students were not as appreciative of COIL as they were of PBL, and that the students do think PBL made learning abstract concepts easier.

Keywords: Collaborative Online International Learning, Problem-Based Learning, Technology-Enhanced Education

Driving Engagement in Large-Scale Digital Learning: The Espírito Santo Formação Avançada Case

Silvone Asiss, DOT Digital Group, Santa Catarina, Brazil and Bruno Lamas, SECTI/ES, Espírito Santo, Brazil

The Formação Avançada program, launched by the Government of Espírito Santo (Brazil) in partnership with Coursera and DOT Digital Group, exemplifies how visionary public leadership combined with global technology and local expertise can drive large-scale digital transformation in education. Guided by strategic direction from the Governor and the Secretary of State for Science, Technology, Innovation, and Professional Education, the initiative aims to democratize access to world-class learning opportunities and strengthen the employability and digital skills of citizens, educators, and public servants.

While Coursera provides global-quality content, DOT ensures engagement, communication, and operational excellence through locally tailored strategies and learner support. This collaborative model resulted in engagement and completion rates far exceeding international averages. In recognition of these outcomes, the program received Coursera’s 2025 Engagement Award at Coursera Connect Mexico, standing out as a leading regional case…

Keywords: Digital Learning Innovation, Learner Engagement, Public Sector Education, Global–Local Collaboration, Scalable Learning Programs