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The 2nd Conference on Affective Education – Educators Gather in Taipei to Explore the Role of Emotions in Learning


The College of Education held the 2nd International Conference on Affective Education on October 4–5, 2024. More than 200 educators and researchers from 14 countries gathered to participate in this grand event. The two-day conference was conducted in a hybrid format, both in person and online, focusing on the theme “Emotion, Motivation, and Well-being in Learning within a Globally Interconnected Society.” The event explored the growing importance of social-emotional learning and its impact on 21st-century education.

Professor and Vice President Chih-Yu Chan noted that affective education has become a key global educational issue. As we strive to achieve the United Nations Sustainable Development Goals, affective education is particularly closely linked to Goal 3: Good Health and Well-being, Goal 4: Quality Education, and Goal 10: Reduced Inequalities. Promoting social-emotional learning, creating equitable, diverse, and inclusive campuses, and empowering young people are all emerging trends in transforming education and rethinking learning.

Affective education is a field that focuses on the role of emotions, motivation, and well-being in learning. This conference brought together scholars, practitioners, and researchers from around the world—including Taiwan, Japan, Vietnam, Australia, and Iceland—and featured a total of 44 papers, sparking discussions on a wide range of topics related to affective education.

As there is growing recognition of the important role that emotions, attitudes, and values play in the learning process, these issues were a central focus of the conference. Discussions emphasized how these factors influence students’ motivation, engagement, and overall well-being. Presentations and papers covered a broad array of topics, including:

• The interaction between emotion and cognition in learning
  
  

• The development of students’ emotional intelligence
  
  

• The importance of mindfulness and well-being in the classroom
  
  

• The role of social-emotional learning in fostering positive social interaction and conflict resolution skills
  
  

• Culturally diverse approaches to affective education
  
  

Dr. Mei-Shiu Chiu, a member of the conference organizing committee, pointed out that the symposium provided a valuable platform for researchers and educators to share their experiences and best practices in implementing affective education strategies. By promoting interdisciplinary dialogue on the latest trends and challenges in this field, participants can work together to create more comprehensive and effective learning environments for all students.

The conference also highlighted the importance of diversity in both research and implementation of affective education programs. Participants explored various teaching approaches, including integrating information and communication technology into different school subjects and learning activities. Discussions covered formal school settings, informal learning environments, and educational initiatives involving both parents and teachers.

The 2nd International Conference on Affective Education demonstrates the growing global interest in this important field. By fostering collaboration and knowledge sharing among educators worldwide, the conference has paved the way for developing innovative and effective strategies to empower learners, enhance well-being, and prepare them for success in a complex and interconnected world. As global education systems continue to evolve, the insights gained from this conference will play a crucial role in shaping more holistic, effective, and emotionally intelligent learning environments for students around the world.

第二屆情意教育會議-教育工作者齊聚台北探討情緒在學習中的角色

教育學院於2024年10月4至5日舉辦第二季國際情意教育會議，來自 14 個國家共 200 多名教育工作者和研究人員齊聚本院共襄盛舉。為期兩天的活動採實體與線上混合舉行，針對「在全球相互關聯的社會中學習的情感​​、動機和福祉」主題進行探討，了解社會情感學習日益增長的重要性及其對21 世紀教育的影響。

本院教授兼副校長詹志禹表示，情意教育已成為全球教育議題的關鍵部分，當我們努力實現聯合國永續發展目標時，情意教育特別與目標三：良好健康與福祉，目標四：優質教育，以及目標十：減少不平等，都有密切關連。促進社會情緒學習、創造平等多元包容的校園以及幫助年輕人增權賦能，都是改變教育和重新思考學習的新趨勢。

情意教育是一個關注情感、動機和幸福感在學習中的作用的領域，此次會議匯集來自世界各地的學者、實務工作者和研究人員，包括台灣、日本、越南、澳洲和冰島等，共收集 44 篇論文，引發與情意教育相關的廣泛主題的討論。

由於人們日益認識到情感、態度和價值觀在學習過程中發揮的重要作用，而這也是本次研討會的重點議題。討論的重點為這些因素如何影響學生的動機、參與度和整體幸福感。演講與論文探討了廣泛的主題，包括：

• 學習中情緒與認知之間的互動

• 學生情緒智能的發展

• 課堂上正念和幸福的重要性

• 社會情感學習在培養積極的社會互動和衝突解決技能方面的作用

• 情意教育的文化多樣性方法

本次會議籌備委員會成員邱美秀博士指出，本研討會為研究人員和教育工作者提供寶貴的平台，分享他們在實施情意教育策略方面的經驗和最佳實踐。透過促進有關該領域最新趨勢和挑戰的多學科對話，我們可以共同努力為所有學生創造一個更全面、更有效的學習環境。

會議也強調了情意教育計畫研究和實施中多樣性的重要性。參與者探討各種教學方法，包括將資訊和通訊技術融入各種學校科目和學習活動等。討論包括正式學校環境、非正式學習環境以及家長和教師的教育措施。

第二屆國際情意教育會議證明全球對這一重要領域的興趣日益增長。透過促進世界各地教育工作者之間的合作和知識共享，會議為制定創新和有效的策略鋪平了道路，為學習者增強能力、提供福祉，並協助他們在複雜和相互關聯的世界中取得成功做好準備。隨著全球教育系統的不斷發展，從本次會議中獲得的見解，將在為全球學生塑造更全面、更有效、情緒智能的學習環境方面，發揮至關重要的作用。