Abstract Submission Guidelines

Submission platform: All abstracts must be submitted online through the Oxford Abstracts platform.

Submission link: https://app.oxfordabstracts.com/stages/82650/submitter

Title: The title should clearly reflect the focus of the submission. The submission form allows a maximum of 50 words for the title.

Abstract length: The abstract must not exceed 300 words. It should be written in clear academic English and should be understandable to an interdisciplinary education, technology and policy audience.

Abstract content: The abstract should briefly state the context or problem addressed, the aim and main research question/objective(s), the methodological approach or methods used, the key findings or expected contribution, and the relevance of the paper to the conference theme.

Conference track: Authors must select the conference track that best matches the submission. The chosen track will help the organisers allocate reviewers and structure the conference programme.

Authors and affiliations: All authors must be entered in the submission system in the correct order. Names omitted from the submission form may not appear in the final programme or author index.

References in abstracts: References are optional at the abstract stage. If included, they should be limited to essential sources and formatted using the IEEE numbered citation style, for example [1], [2].

Example in-text citation format:

Technology-enabled learning continues to reshape higher education practices [1].

Example reference format:

[1] M. I. Santally, “Title of article,” Journal Name, vol. 10, no. 2, pp. 25–40, 2024.

AI use disclosure: Authors must disclose any use of AI tools in preparing their abstracts or full papers. AI tools may be used for assistive purposes, but authors remain fully responsible for originality, accuracy, integrity, and final content. AI tools cannot be listed as authors.

Attendance and presentation: At least one author of each accepted abstract must register and present the paper online at the conference.

Proceedings note: Authors whose abstracts are accepted and who submit full papers for the conference proceedings must follow the official IEEE conference paper template and IEEE reference style.

Conference Tracks & Subthemes 

Indicative subthemes include, but are not explicitly limited to, those listed below.

1. ICT in Education and Digital Learning

   • Generative AI in teaching and learning

   • Micro-credentials and competency-based learning designs

   • AR/VR and immersive learning in education

   • Technology-enabled pedagogies

   • Gamification for teaching and learning

   • Proctoring tools and online assessment

   • Teacher training and technology integration

   • Quality assurance in technology-enabled learning environments

   • Digital learning transformation

   • Open Educational Resources

   • Open and online learning

   • Digital learning design

   • Learning analytics and student engagement

   • Inclusive and accessible digital learning environments

2. Higher Education Futures

   • Leadership models in higher education

   • Higher education futures

   • Digital transformation of universities

   • Internationalisation and cross-border education

   • Research for impact and knowledge advancement

   • University governance in the age of AI

   • Innovation, entrepreneurship, and knowledge ecosystems

   • Universities and national development

   • Policy, regulation, and institutional autonomy

   • Academic freedom and the changing role of universities

3. Teacher Education and Professional Learning

   • Teacher training for AI-enabled education

   • Digital competencies for teachers

   • Teacher professional development and lifelong learning

   • Technology integration in teacher education

   • Reflective practice and digital pedagogies

   • Communities of practice for teachers

   • Teacher agency in curriculum and technology adoption

   • Inclusive teacher education

   • AI literacy for teachers

   • Professional standards and teacher readiness

4. Curriculum, Pedagogy and Learning Design

   • Curriculum reform in the age of AI

   • Competency-based curriculum design

   • Future-ready curricula

   • Digital learning design and instructional design

   • Assessment for learning in digital environments

   • Interdisciplinary curriculum models

   • Curriculum innovation and policy alignment

   • Learner-centred pedagogies

   • Experiential, problem-based, and project-based learning

   • Curriculum research and implementation challenges

5. Quality Assurance, Academic Integrity and Student Experience

   • Quality assurance models for digital and online learning

   • Quality enhancement in technology-enabled education

   • Student welfare and experience

   • Academic integrity in the age of AI

   • AI-generated content and assessment design

   • Online assessment and proctoring

   • Ethics and governance of digital learning

   • Institutional quality assurance systems

   • Standards for micro-credentials and alternative credentials

   • Student support in online and blended environments

6. Education, Equity and the Sustainable Development Goals

   • Education and SDG 4

   • Digital inclusion and equity

   • Technology for inclusive education

   • AI, ethics, and social justice

   • Education for sustainable development

   • Digital learning for small island developing states

   • Gender, disability, and access in digital education

   • Open education and lifelong learning

   • Community-based and non-formal learning

   • Education policy for sustainable futures

Suggested Abstract Structure

Context/background: What issue or gap does the paper address?

Aim/objectives/research question(s): What does the paper seek to investigate, explain or contribute?

Methodology/methods: What research design, data sources, participants, instruments or analytical approach are used?

Findings/results: What are the main findings, emerging insights or expected outcomes?

Contribution/relevance: How does the paper contribute to learning innovation, teaching practice, policy, quality, inclusion or educational transformation in the age of AI?