2026 Conference Program

OVERVIEW

Keynote
Leading AI: 14 Conversations Every Learning Leader Needs to Be Having

Megan Torrance
CEO
TorranceLearning
Ann Arbor, Michigan, USA

Artificial intelligence is moving quickly inside organizations: often faster than teams can thoughtfully absorb, govern, or sustain it. While much of the attention has focused on tools, models, and technical capability, the real challenge of AI adoption is organizational: aligning people, workflows, values, and decisions in the face of rapid change.

Let’s reframe AI implementation as a leadership challenge, with learning professionals as critical partners in getting it right.

Drawing from The AI Implementation Guide for L&D (ATD Press, 2026), this session introduces 14 essential conversations that determine whether AI initiatives stall, scale responsibly, or quietly fail. These conversations span strategy, readiness, workflow integration, ethics, adoption, and impact. They’re not a checklist or maturity model, but rather a practical way for learning leaders to engage earlier, ask better questions, and build credibility across the organization.

Instead of focusing on prompts or platforms, we’ll explore where L&D already has influence: shaping learner experience, facilitating cross-functional dialogue, and designing for real-world adoption. In moments of uncertainty, these capabilities become sources of legitimacy that enable L&D to move from a supporting role to a trusted implementation partner.

Speaker bio and talk abstract

Preparing Future Educators: Implementing the CALScratchJr-GR Curriculum in Preservice Teacher Training

Stamatios Papadakis, Ph.D., University of Crete, Rethymnon, Greece

While the demand for computational thinking (CT) in early childhood education is growing, many future educators feel unprepared to introduce these concepts in the classroom. This session presents findings from the CALScratchJr-GR project, focusing specifically on the training and preparation of preservice teachers at the University of Crete.

We examine the impact of integrating the "Coding as Another Language" (CAL) methodology into the undergraduate curriculum. Unlike traditional technical training, this approach frames coding as a literacy, helping preservice teachers understand how to use ScratchJr as a tool for expression rather than just a technical skill. The study assesses the participants' shifts in self-efficacy, pedagogical content knowledge, and attitudes toward teaching computer science to young children…

Keywords: Preservice Teachers, Teacher Education, Computational Thinking, Self-Efficacy, CALScratchJr-GR

Transferring AI Knowledge from Learning Environments into R&D and Innovation Spaces

Christian-Andreas Schumann, Ph.D., Emelie Schwill and Xiaoli Chen, Ph.D., West Saxon University of Zwickau, Saxony, Germany

Learning environments are places, spaces or platforms where people can acquire knowledge. Education and training, especially at universities in the field of knowledge management as a socio-organizational discipline, has always been based on technical and formal aspects of computer science and mathematics, including artificial intelligence.

Both sides create a hybrid dimension in which a problem-solving symbiosis arises between pure knowledge automation, including corresponding tools, and the design of knowledge processes within the framework of organizational intelligence. Even without explicit mention of AI, it has been an implicit subject of research and teaching in the context of knowledge management for decades. Learning environments form the framework for AI knowledge transfer and AI knowledge representation…

Keywords: Transferring AI Knowledge, R&D Space, Innovation Space, Systematic Transformation of AI-Knowledge

Using AI as a Leadership Coach: Integrating Technology into Technical Leader Development

Randall Ross, Ph.D., University of Minnesota - Twin Cities, Minneapolis, Minnesota, USA

Artificial intelligence is increasingly shaping how learning and development occur in both educational and organizational settings. While much attention has focused on AI’s impact on instruction, analytics, and content delivery, less emphasis has been placed on its emerging role as a developmental coaching tool—particularly in leadership development for technical professionals. This session describes an applied approach to using AI as a structured leadership coach to support learning, reflection, and development planning in both graduate education and corporate leadership programs.

Drawing on work conducted over the past year, this presentation examines the design and implementation of an AI-enabled leadership development process used with two populations: graduate students in the College of Science and Engineering at the University of Minnesota and participants in a high-potential leadership development program at a Fortune 500 company…

Keywords: Artificial Intelligence, Leadership Development, AI Coaching, Workplace Learning, Human Resources

Vibe Coding an AI Tutor

Smruti Sudarshan, LinkedIn Information Technology, Bangalore, India

As generative AI reshapes the learning landscape, educators now have the opportunity to design AI tutors that are not only functional but engaging and learner-centered. This session introduces the concept of vibe coding—a creative, intuitive approach to building AI-powered tutors using large language models (LLMs).

Rather than focusing on technical complexity, vibe coding emphasizes aligning the tone, behavior, and instructional flow of an AI tutor with the learning experience you want to create. We'll explore practical techniques like prompt design, persona crafting, and scaffolding strategies to build tutors that support exploration, autonomy, and motivation.

Participants will leave with a foundational framework and ready-to-use templates for prototyping their own AI tutors—no advanced coding required…

Keywords: Generative AI, AI Tutors, Prompt Engineering, Learning Design, Personalized Learning

Emerging Digital and AI Skills in Museum Education: A Comparative Study of Three European Contexts

Luca Contardi, University of Rome Tor Vergata, Emilia Romagna, Italy

This paper examines how emerging digital technologies—including artificial intelligence, data-driven tools, and immersive media—are reshaping the skillsets required of museum professionals, and how university programs in Italy, the Netherlands, and the United Kingdom are responding to these evolving demands. Drawing on a comparative analysis of educational offerings and national approaches, the study highlights the differentiated ways in which academic institutions integrate digital competencies into museum studies curricula, reflecting broader technological and institutional priorities across Europe. The analysis stems from a broader investigation into the digital transformation of the museum sector, where professionals are increasingly expected to combine curatorial and educational expertise with advanced digital proficiencies such as digital documentation, virtual exhibition design, AI-enhanced content management, and audience engagement through interactive platforms…

Keywords: Digital Skills, Museum Education, Artificial Intelligence, Higher Education, Comparative Study

A Structured Instructional Model for Game Development: Integrating Lecture, Video, and Lab to Scaffold Complex Learning

Mustafa Elfituri, Ph.D., Khalfalla Awedat, Ph.D., and James Verity, SUNY Morrisville, Fayetteville, New York, USA

Teaching game development requires students to master complex tools, design processes, and multi-step workflows, presenting a significant pedagogical challenge in traditional classroom settings. To address this challenge, we designed and evaluated a structured instructional model designed to scaffold learning. The model integrates three core components: short introductory lectures to establish context, guided video tutorials for self-paced procedural learning, and hands-on lab activities for immediate application. This sequence culminated in a final project requiring the synthesis of skills to design and implement an original game.

To assess the model’s effectiveness, a comprehensive survey was administered to students (n=49) upon course completion. Preliminary results indicate a substantial positive impact. Most notably, students’ self-reported confidence in creating games showed a significant increase, with average ratings rising from 2.60 (pre-course) to 3.70 (post-course)…

Keywords: Game-Based Learning, Instructional Design, Blended Learning, Technical Education, Self-Paced Learning

Designing Human–AI Workflows for Learning: A Practical, Tool-Agnostic Framework

Michelle Jung, Mesa Community College, Phoenix, Arizona, USA

As AI becomes embedded in learning design across education, training, and workplace development, practitioners face a common barrier: not a lack of tools, but a lack of structure. Many educators and learning professionals use AI reactively, resulting in inconsistent outputs, unclear processes, and unpredictable quality. This session offers a simple, tool-agnostic framework for structuring human–AI workflows that can be applied in any learning context, regardless of platform or model.

Participants will examine how learning tasks can be decomposed into components, assignable either to humans or to AI models, and how guardrails, constraints, and quality checks can improve reliability and reduce revision workload. Through short demonstrations and guided examples, attendees will see how small changes in workflow design can significantly improve clarity, consistency, and scalability across instructional materials, training modules, assessments, and content development…

Keywords: AI Workflows, Instructional Design, Learning Development, Human-AI Collaboration, Scalable Frameworks

Universal Design for Learning (UDL) Lecture Design with AI: An Interactive Workshop

Srinivasan Durairaj, Ph.D., Richland Community College, Decatur, Illinois, USA

Today's classrooms demand innovative strategies to address the challenges of diverse student populations, rapid digital transformation, and student well being. This 60-minute interactive session invites educators to redesign an existing lecture or topic using AI-enhanced Universal Design for Learning (UDL) strategies. This pedagogical approach is based on my teaching experience in India, Fiji, and the USA, which has demonstrated the critical need for flexible and accessible instruction.

We begin by identifying common challenges with Gen Z learners, such as short attention spans, digital overload, and varying levels of prior knowledge. Building on this, the facilitator will model a clear step-by-step UDL workflow centered on the three principles: engagement, representation, and action/expression. Using their own course materials, attendees will experiment with user-friendly AI tools (e.g., ChatGPT, NotebookLM) to create multimodal resources such as visual organizers, audio explanations, and accessible handouts…

Keywords: Universal Design for Learning (UDL), Artificial Intelligence in Education, Inclusive Teaching Strategies, Gen Z Learners

From Speeding Tickets to Smarter Learning: A Journey into Choice Theory and AI

Jeremy Boles, Kentucky Farm Bureau, Louisville, Kentucky, USA

Training programs often emphasize compliance, technical accuracy, and procedural skill, but they frequently overlook the deeper motivational drivers that determine whether learning truly sticks. As a result, they might not address some of the intrinsic motivations behind learning. This session examines how William Glasser’s Choice Theory (addressing the five basic psychological needs of survival, belonging, power, freedom, and fun) can transform learning design by aligning instruction with the realities of human behavior. When these needs are intentionally embedded into training, learners experience greater autonomy, relevance, and emotional connection, all of which are linked to improved engagement, retention, and performance.

Participants will explore practical strategies for designing learning experiences that…

Keywords: AI, Corporate Learning, Choice Theory, Branching, Interactive

Training for a Competitive Advantage: Leadership Learning to Build Strong Change Muscles

Vanessa Akhtar, Ph.D., Kotter International, Cambridge, Massachusetts, USA

According to the International Monetary Fund’s World Uncertainty Index, which measures mentions of uncertainty in Economic Intelligence Unit reports, uncertainty has risen exponentially since the 1990s. The impact of this trend is only becoming more prescient as companies navigate everything from artificial intelligence to a new generation of workers. Building change management skills through a strategic learning and development program will be critical for leaders at every level who face more unpredictability than ever before. This session will offer insights into why building strong “change muscles” is key to the success of organizations in every industry, what kinds of skills need to be cultivated to equip leaders to face increasing rates of change, and how effective training programs can mean the difference between thriving and merely surviving. The information presented during this session is rooted in...

Keywords: Change Management, Leadership Development, Organizational Resilience, Learning and Development (L&D), Uncertainty/Adaptability

Hacking Distance: Workplace Learning in Contemporary Scenarios of Digital Disruption

Veronica Chehtman, AySA, Buenos Aires, Buenos Aires, Argentina

This presentation presents a case study that shows the lessons learned, key success factors on the implementation of a new learning model in a 7000+-employee company.

Context
Since 2013, we've been working in a comprehensive, situated, ICT based model to support learning in the workplace, allowing (and promoting) learning to become a part of our working life. This model resulted in a learning ecosystem integrated by an LMS, a Mobile App, an open content hub system and more than 50.000 learning hours available. The Covid-19 pandemic has been a game-changer and accelerated many processes. Now, post-pandemic finds us struggling in a VUCA environment that requires creativity and agility to solve complex work problems on the other hand a very regulated industry requires processes certification and accountability…

Keywords: elearning, development process, situated elearning

Come to Camp AI! Write your syllabus statement and design an AI assignment!

Shiao-Chuan Kung, Ed.D., Yuning Gao, and Yani Su, Hunter College of the City University of New York, New York, New York, USA

In response to the explosive adoption of generative AI, we facilitated professional development events to help faculty address the use of AI in their college classes. Two cohorts of instructors at a large urban college participated in 3-day events that we called “Camp AI.” The learning goals included building AI literacy and critical awareness (bias, limitations, ethical use), supporting faculty in understanding and integrating generative AI in teaching and fostering a cross-disciplinary community of practice across departments and schools. Participants went beyond listening to presentations and participating in discussions; they experimented with generative AI tools in a supported environment and created useful course materials.

The format of Camp AI was synchronous online. Professors engaged with presenters, facilitators, tools, and each other for a total of twelve hours. They participated in presentations, tool explorations, and discussions in affinity groups…

Keywords: Generative AI in Higher Education, Professional Development, AI Literacy, Teaching with AI Tools, Academic Policy and AI

Nurturing New Teachers: Connecting School Mentors through Online Collaboration

Jenny Fogarty and Leanne Gray, Ed.D., Anglia Ruskin University, Essex, United Kingdom

Training to become a teacher in England has undergone significant transformation in recent years resulting in changes across the country to how teacher training is delivered (Fogarty and Gray, 2024). This research provides an overview of the approach taken by one Higher Education Institution to create a Community of Practice (Lave and Wenger, 1991) to provide situated learning for professionals in their workplace, as they support the next generation of teachers in their profession.

All trainee teachers in England are required to spend 120 days in a school setting under the expert guidance and supervision of an experienced teacher: their School Mentor. Providing the necessary support to these mentors is a challenge for all teacher training providers, particularly as the School Mentor role is voluntary and there is no statutory requirement by schools in England to provide trainee teachers with a placement. The role of the provider in quality assuring…

Keywords: Professional Learning, Collaboration, Community of Practice

BreakThrough Communication+: Transform Learning From Knowledge to Lived Practice

Susan Glaser, Ph.D., and Peter Glaser, Ph.D., Glaser & Associates, Inc., Eugene, Oregon, USA

BreakThrough Conflict+ is our evidence-based blended learning curriculum designed to help people move from knowing communication skills to actually living them in real conversations. Built on more than 45 years of our research and 2 years of beta-testing, BTC+ is interactive and engaging, helping learners turn learning into living.

The experience is organized as a learning ecosystem, not a one-off training. It brings together three core components: self-paced videos and quizzes, the Ladder of Achievement, and an evolving Resource Library. BTC+ also captures what digital learning often misses: opportunity for live interaction. Together, these elements move people from understanding, to real-life practice, to daily application.

Learners begin with self-paced videos and built-in knowledge checks designed to teach, not grade. They then move into the Ladder of Achievement, where each level offers…

Keywords: Hybrid Learning, Experiential Learning, Blended Learning, Communication Skills, Micro-Learning

The Problem with Experts: Working with SMEs Who Don't Know What They Don't Know

Jeremy Boles, Kentucky Farm Bureau, Louisville, Kentucky, USA

Many assume that effective training hinges on deep subject‑matter expertise, yet this misconception frequently presents obstacles for learning professionals tasked with designing and delivering instruction across a wide range of topics. A facilitator’s limited technical knowledge should not prevent them from teaching a subject; when anchored in strong Adult Learning Principles, instructional design becomes a powerful equalizer. These principles enable trainers to translate unfamiliar or complex content into accessible, engaging learning experiences that support comprehension and retention.

This session explores the often‑overlooked tension between SME expertise and instructional design, highlighting why misunderstandings and resistance arise during the development process. We will examine…

Keywords: Learning Development, Collaboration, SME, Presenting

Nimbus: An Industry-Aligned Learning Studio

Smaranjit Ghose, Ph.D., and Geetha Prakash, Ph.D., byteXL TechEd Private Limited, Telangana, India

As industry hiring expectations increasingly emphasize system thinking, production readiness, and real-world project execution, computing education must evolve beyond isolated problem-solving exercises. This paper presents a real-world case study of a proprietary learning portal, Nimbus, which operationalizes this shift through an integrated ecosystem for content authoring, delivery, assessment, and analytics. The platform is currently deployed across 100+ industry-aligned courses, serves over 150,000 learners across multiple partner institutions, supports an average of 250 assessments per month, more than a lakh project submissions on the Nimbus Workspace.

Innovation in the platform lies in its structured yet flexible content-creation framework, built around hierarchical course design, reusable learning components, version control, and controlled import–export workflows. Levels of abstraction are calibrated to help learners assemble functional systems using frameworks such as PyTorch, while remaining anchored in core concepts, ensuring that theoretical knowledge is consistently experienced in production-like contexts…

Keywords: Learning Platforms, Content Authoring, Project-based Assessment, Bloom's Taxonomy, Coding Challenges

Preparing Computer Science Students for the AI-Driven Workplace: Bridging Academia and Industry through Curriculum Innovation

Maryam Etezad, Ph.D., Chapman University, Newport Coast, California, USA

The rapid adoption of artificial intelligence (AI) across the engineering and computing industries is fundamentally reshaping the skills required of computer science graduates. This transformation has also introduced growing uncertainty among students, particularly those pursuing computer science, who are increasingly concerned about the impact of AI on future job prospects. At the same time, many higher education programs have not yet fully adapted their curricula to reflect these shifts, contributing to a widening gap between academic preparation and workforce expectations.

This study investigates how computer science education can evolve to better prepare students for AI-augmented professional environments while addressing student concerns about career readiness. We conducted semi-structured interviews with faculty in computer science and engineering, as well as industry professionals actively integrating AI tools into software development and data-driven workflows. Using thematic analysis, we identify key emerging competencies, including…

Keywords: Artificial Intelligence in Higher Education, Curriculum Innovation, Workforce Readiness, Experiential and Project-Based Learning, Human–AI Collaboration in Learning

Multilingual Conversation Mastery: AI-Driven Training, Assessment, and Selection for Nursing Education

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., LOGOSNET LLC, Houston, Texas, USA; and Roxane Gardner, MD, MSHPEd, DSc, and Jenny Rudolph, Ph.D., Harvard Center for Medical Simulation, Boston, Massachusetts, USA

Healthcare systems worldwide increasingly depend on nursing students and nurses who must deliver safe, effective care in a foreign language. Communication failures contribute to patient safety incidents, while international staff frequently face linguistic and cultural barriers. Across multiple countries, communication challenges significantly affect healthcare safety and workforce performance: in the United Kingdom, 19% of NHS international staff encounter language barriers and 25% of patient safety incidents involve communication failure; in the United States, nearly 25% of hospitals report language or communication issues as contributors to adverse events, with limited-English-proficiency patients twice as likely to experience preventable errors; in Canada, about 17% of healthcare providers cite language barriers as a major obstacle, and over 20% of critical safety events involve communication breakdowns; in Australia, around 20% of nurses report difficulties linked to linguistic diversity, with communication failures contributing to nearly one in five serious incidents; in Singapore…

Keywords: Multilingual Clinical Communication, AI-Driven Nursing Education, Assessment and Selection, Adaptive Digital Humans, Phygital and XR Simulation Ecosystems

AI Epistemic Beliefs Driving Adaptive Expertise through AI-Self-Regulated Learning in Medical Education

Yu-Feng Lee and Chin-Sheng Lin, Ph.D., Tri-Service General Hospital, National Defense Medical University, Taipei City, Taiwan; and Min-Hsien Lee, Ph.D., Jyh-Chong Liang, Ph.D., and Chin-Chung Tsai, Ed.D., National Taiwan Normal University, Taipei City, Taiwan

Self-regulated learning (SRL) enables lifelong learning in medicine and underpins the development of adaptive expertise (AE), key to clinical performance. As artificial intelligence (AI) advances, medical students increasingly use AI tools to support SRL. However, we observed wide variation in students’ trust of AI outputs, mirroring differences in clinical performance. While prior research on internet learning links epistemic beliefs to SRL, evidence in generative-AI contexts is limited. It remains unclear how students’ conceptualizations of AI-generated knowledge, as their AI epistemic beliefs (AI-EB), shape AI-supported SRL (AI-SRL) and, in turn, AE. This study proposes a novel framework that links AI-EB, AI-SRL, and AE among medical students. It examines whether AI-EB directly and indirectly predicts AE through AI-SRL.

We surveyed 677 medical students at a Taiwanese medical school, assessing AI-EB (with subscales of uncertainty, multiple-sources, unstructured knowledge, and justification), AI-SRL, and AE. The results showed that “uncertainty” and “justification” were positively associated with AI-SRL, whereas “multiple-sources” exhibited a strong negative association (β=-0.75, p<0.001). AI-SRL, in turn, positively predicted AE…

Keywords: AI Epistemic Beliefs, AI-Supported Self-Regulated Learning, Adaptive Expertise, Mindset-Oriented AI Education

Human Creativity vs. Artificial Intelligence: AI-driven Content Effectiveness in Social Media Marketing in the Retail Sector in the Georgian Market - A Context Analysis

Lia Khmiadashvili and Ana Kazaishvili, Georgian National University, Tbilisi, Georgia

Recent advancements in artificial intelligence (AI) have fundamentally transformed digital marketing practices, enabling unprecedented capabilities in content creation, audience segmentation, and campaign optimization (Wang 2025). AI systems, particularly those leveraging machine learning and generative models, offer scalability and data-driven personalization that traditional marketing approaches, reliant on human labor alone, cannot easily match (Wang 2025; Smith & Hutson 2024). Simultaneously, scholars in creativity research underscore persistent limitations of AI in replicating nuanced human ideation, where human–AI collaboration often yields superior creative outcomes compared with either agent working alone (Holzner, Maier and Feuerriegel 2025). Within this evolving landscape, questions remain about how AI-driven content performs in social media marketing environments relative to human‐created content, especially in culturally specific retail markets such as Georgia’s, where local language, norms, and consumer trust dynamics shape engagement outcomes…

Keywords: AI-Driven Content, Human Creativity, Social Media Marketing

The Art of Onboarding: Creative and Research-Driven Strategies for Human-Centered Learning

Darin Challacombe, Ph.D., and Amanda Wilkinson, Verisma Systems, Alpharetta, Georgia, USA

In today’s dynamic workplace, onboarding must go beyond compliance checklists and static modules. Effective training requires creativity, empathy, and research-driven insight while balancing sustainability and scalability. This session explores how to transform onboarding into a storytelling experience, generate meaningful research questions, and cultivate empathy across diverse job functions. Participants will learn to apply design thinking for brainstorming impactful research topics and use ethnographic techniques to understand the lived experiences of colleagues. Through interactive examples and practical frameworks, this session empowers instructional designers, trainers, and learning leaders to build inclusive, engaging, and research-informed learning ecosystems aligning with organizational culture and innovation.

Keywords: Research, Creativity, Empathy, Sustainability, Brainstorming

From Emerging Research Themes to Scientific Communication in Museum Technology

Antonella Poce, Ph.D., University of Rome Tor Vergata, Rome, Italy, Marialuisa Perlingieri, Edizioni Scientifiche Italiane E.S.I. Spa, Napoli, Italy, and Luca Contardi, University of Rome Tor Vergata, Rome, Italy

In this session, we discuss the main research themes emerging from the work developed by participants in a higher education program focused on museum and heritage studies, with particular attention to the role of technology in contemporary educational and evaluative practices. By analyzing the research output produced within the program, the contribution identifies a set of recurring and interconnected themes, including museum learning, inclusion, visitor experience, accessibility, participation, and the growing use of digital tools to support interpretation, engagement, and assessment.

We argue that these themes do not remain isolated as individual research trajectories, but gain broader scientific value through their collection within the newly launched journal Empirical Museum Studies. Measuring Cultural Heritage Impact. In this sense, the journal represents not only a publication venue, but also…

Keywords: Museum Education, Cultural Heritage, Empirical Research, Digital Technologies, Scientific Communication

Making the Engaging Classroom Easier with AI

Ryan Barnhart, Ph.D., and Karen Ferguson, Ph.D., Education Affiliates, Pittsburgh, Pennsylvania, USA

Let’s be honest—faculty are tired of being told to “make the classroom more engaging” without being handed the tools, time, or tech to actually do it. This session cuts through the noise and introduces a practical, faculty-friendly way to use SchoolAi, an AI-driven platform that helps design activities, discussions, assessments, and reflections that actually work.

Dr. B will demonstrate how to leverage SchoolAi to save planning time, personalize instruction, and make engagement feel less like forced fun and more like authentic connection. Attendees will see real examples of how SchoolAi can help faculty generate lesson ideas, discussion prompts, formative assessments, and even creative ways to get students thinking again (without the eye rolls).

If you’ve ever wished engagement came with a “That Was Easy” button, this session is for you. Come ready to click, explore, and leave with tangible takeaways to make your classroom more dynamic—minus the burnout.

Keywords: AI, Classroom Management, Classroom Engagement, Online Learning, Student Success

Geolocated and Immersive Heritage Learning through Virtual Museums, Object-Based Education, and Advanced 3D Technologies

Antonella Poce, Ph.D., Luca Contardi, Carlo De Medio, and Gabriele Minotti, University of Rome Tor Vergata, Rome, Italy

This session presents the SPARK project (Storytelling and Object-based learning Platform for Audiovisual Representation, experiences and Knowledge), an interdisciplinary initiative aimed at enhancing the heritage related to Cabiria (1914) through advanced digital technologies, immersive environments, and object-based learning approaches. The project investigates how audiovisual and cultural heritage can be reinterpreted and made accessible through the integration of digital storytelling, spatial exploration, and blended educational experiences.

SPARK included the creation of a virtual museum centered on Cabiria and the development of a geolocated itinerary in the Testaccio district of Rome, accessible through a dedicated web app. These environments were designed to connect film heritage, urban memory, and place-based interpretation through a learning experience that is both physical and digital. To support this process, the project employed…

Keywords: Virtual museum, Object-based learning, Geolocated learning, 3D digitization, Cultural heritage education

Applying Walldorf’s Framework for the Cultural Adaptation of European Virtual Patient Resources in Southeast-Asian Healthcare Curricula

Yew Kong Lee, Ph.D., Universiti Malaya, Kuala Lumpur, Malaysia and Andrzej Kononowicz, Ph.D., Jagiellonian University, Lesser Poland Voivodeship, Poland

Virtual patients (VPs) are an e-learning resource comprising simulated clinical cases that can be used by healthcare students to develop their clinical reasoning skills (accurate diagnosis and treatment selection involving decision-making based on a patient’s symptoms, past history, physical examination and investigations) in preparation for working with actual clinical patient cases. The EU-funded CHAPTER-SEA project aims to adapt VPs from a library of 200 European cases for use in Southeast-Asian (SEA) (i.e. Malaysia and Indonesia) curricula, where cultural and health system settings may be contextually different.

In this project, three Malaysian and two Indonesian universities selected 6 cases each (total 30 cases) from an open-access online VP library (iCoViP) which would be modified for local settings…

Keywords: Virtual Patients, Southeast Asia, Europe, Medical Education, Culture

Intelligent Compliance in a Fragmented World: AI Agents and XR for Future Legal Systems

Fernando Salvetti, Ph.D., Barbara Bertagni, Ph.D., and Danils Vanags, LOGOSNET LLC, Houston, Texas, USA

Compliance, legal training, and decision-making are undergoing a structural shift driven by the convergence of agentic artificial intelligence and extended reality (XR). Traditional compliance models—reactive, document-centered, and focused on post-incident verification—are increasingly inadequate in a world where regulatory environments shift rapidly across jurisdictions. This session explores how intelligent agents and immersive simulation environments can transform compliance into a proactive, anticipatory practice aligned with the demands of modern organizations.

Drawing on global comparative research and real-world case studies, the presentation illustrates how agentic AI systems can autonomously monitor regulatory changes, detect inconsistencies, and propose explainable remedies. These tools support lawyers, compliance officers, and decision-makers by surfacing patterns and enabling more deliberate use of human judgment, rather than replacing it…

Keywords: Agentic Artificial Intelligence, Extended Reality, Intelligent Compliance, Conversational Avatars, Digital Humans

Transforming Engineering Education with Mini-RPGs (Role-Playing Games): Experiential Learning for Leadership and Interdisciplinary Teamwork

Cristo Leon, Ph.D., and James M. Lipuma, Ph.D., New Jersey Institute of Technology, Newark, New Jersey, USA

Engineering education requires graduates to excel in technical problem solving as well as in collaboration and teamwork. However, many undergraduate engineering programs privilege individual performance and problem sets, leaving few opportunities for students to practice communication, coordination, and shared decision-making in team contexts. This paper introduces Engineers of Order and Chaos, a two-page tabletop simulation that strengthens teamwork and soft skills in undergraduate engineering. Grounded in the Components of Role-playing in Experiential Learning Framework, the simulation positions students as “engineer-adventurers” who coordinate their efforts to resolve technical challenges within a 45-minute class session.

The simulation addresses a persistent issue in classroom practice: nominal teams often fail to function as collaborative units. Through structured character creation, shared resources, and collective decision points, the simulation promotes…

Keywords: Collaborative Pedagogy, Experiential Learning Framework, STEM Problem-Solving

Auditing Commercial AI IELTS (International English Language Testing System) Writing Apps for Self-Directed Learners

Rohib Sangia, University of Aberdeen, Scotland, United Kingdom

Within IELTS preparation markets, commercial AI-based writing evaluators now operate as low-cost, constantly available tools that advertise an ability to approximate human scoring practices grounded in established writing assessment criteria. Services such as Cathoven, Lexibot and Engnovate position themselves as comprehensive resources for self-directed IELTS writing studies, targeting candidates who have limited, irregular, or no access to sustained teacher feedback. This study evaluates whether commercial AI-based IELTS writing checkers can operate as credible proxies for human scoring in self-access preparation. Focusing on Cathoven, Lexibot and Engnovate, it addresses two questions: the extent to which their scores align with official IELTS bands across tasks and levels, and the pedagogical and construct-related quality of the feedback they provide. The study is grounded in contemporary language testing theory and debates on…

Keywords: IELTS Writing, AI-Based Assessment, Automated Scoring, Feedback Quality, Bayesian Modelling

Hands-On Lab: Build Your Own Human–AI Learning Workflow

Michelle Jung, Mesa Community College, Phoenix, Arizona, USA

This hands-on workshop provides a structured space for participants to design a practical, reusable human–AI workflow tailored to their own learning context. Building on the introductory framework (attendance at Session 1 not required), this session guides participants through a step-by-step process to create a workflow they can immediately implement in their teaching, training, or development work.

Participants will identify a recurring learning design task from their own environment—such as creating course materials, developing training modules, rewriting instructions, designing assessments, producing scenario-based practice, or generating support materials for learners. Using a scaffolded template, they will break that task into components, determine the ideal distribution of human and AI responsibilities, define constraints and guardrails, and craft a reusable workflow or prompt-set that can be applied repeatedly and adapted over time…

Keywords: Workflow Design, AI Collaboration, Instructional Systems, Professional Development, Applied Practice

From Prediction to Action: Artificial Intelligence for Equitable Allocation of Student Support Resources

Alejandra González, Ph.D., David Barrera, Ph.D., and Jorge Marquez, Pontificia Universidad Javeriana, Distrito Capital, Colombia

Improving student success has become a central priority for higher education institutions worldwide. While many universities deploy academic support, their effectiveness depends heavily on aligning interventions with the diverse needs, and performance trajectories of students. A key question therefore emerges. Which interventions should be available for which students? This requires moving beyond uniform support schemes and instead adopting data-informed strategies that acknowledge heterogeneity in academic performance, learning behaviors, socioeconomic constraints, health conditions, and access to educational resources. Since offering all types of support to all students is neither operationally feasible nor cost-effective, institutions must advance toward targeted, equitable, and impact-oriented allocation of resources.

This work synthesizes findings from three applied research projects in learning analytics and AI conducted at two high-quality Colombian universities: Pontificia Universidad Javeriana and the Universidad Nacional de Colombia. Our work moves beyond traditional predictive models focused solely on classifying students by dropout risk…

Keywords: Student Support Resources, Artificial Intelligence, Dropout

Adaptive Learning: Using AI-Powered Risk Management (ERM) to Sustain Innovation and Institutional Integrity

Arturo Rodriguez, Ph.D., Cynotex Strategy Partners, Lafayette, Louisiana, USA

In a rapidly changing educational landscape, institutions face unique threats, from technology disruption and program obsolescence to research misconduct and financial pressures. This session redefines Enterprise Risk Management (ERM) as an essential component of adaptive learning and institutional strategy.

We will equip academic and administrative leaders with practical, deployable strategies for embedding risk-aware thinking across curriculum development, research administration, and operational planning. Crucially, attendees will learn how to leverage readily available AI tools to automate and accelerate organizational risk assessment—allowing leaders to quickly triage emerging threats related to program enrollment, IT security, and policy compliance. You will leave with a powerful, forward-looking framework to stabilize your institution and confidently drive confident, ethical technology adoption.

Keywords: Enterprise Risk Management (ERM), Generative AI, Institutional Strategy, Educational Resilience, Organizational Learning

A Remote Interactive Laboratory for Teaching and Experimentation with Photovoltaic Systems

Dimitar Tokmakov, Ph.D., Slavi Luybomirov, Ph.D., Anna Bekyarova-Tokmakova, Ph.D., and Snezha Shotarova, University of Plovdiv Paisii Hilendarski, Plovdiv, Bulgaria

This paper presents the design and implementation of a remote interactive laboratory aimed at teaching and experimentation with photovoltaic (PV) systems in higher education. The proposed laboratory addresses key limitations of traditional engineering laboratories, such as restricted access, limited availability of equipment, and the need for physical presence. By enabling remote access to a real PV installation, the system supports flexible, hands-on learning experiences for students and researchers regardless of location.

The laboratory integrates IoT-based hardware, including an ESP32 microcontroller, a dual-axis solar tracker, and multiple environmental and electrical sensors, with a web-based learning platform. Real-time data acquisition, visualization, and control are achieved through modern communication technologies such as MQTT, WebSocket, and REST APIs…

Keywords: Remote Laboratory, Photovoltaic Systems Education, Experiential Learning, IoT-Based Learning Environments, Online and Hybrid Engineering Education

Civic Learning Without Limits: The National Mall Experience Anywhere

Jeremy Goldstein, Trust for the National Mall, Washington, D.C., USA

As the nation commemorates its 250th anniversary in 2026, the National Park Service and the Trust for the National Mall have partnered to create an innovative tool for educators, students, and visitors: the National Mall Gateway. This digital platform offers unprecedented access to images, content, and civic learning resources from the nation's "Front Yard," serving both onsite and virtual audiences. Beginning with a survey of research on public lands and civic education, this session explores the challenges and opportunities educators face in today's evolving civic learning landscape.

Keywords: Civics, K-12, Public Lands, Civic Learning