Speakers

Title of session: AI and sustainability education in ELT. A match made in heaven or a toxic relationship?

Abstract: 

References to sustainability themes are becoming increasingly commonplace in ELT classrooms and course materials around the world. The emergence of these themes has developed in parallel with the use of AI in English language teaching and learning. Questions are now arising around the climate impact of AI and thus of how its use in climate change education (within ELT or otherwise) might be contradictory or even somehow counterproductive. However, climate change is only one strand of the sustainability piece, although it seems to occupy the centre ground in terms of the sustainability themes integrated into ELT.

With this in mind, this talk will start by discussing briefly what the term ‘sustainability’ means in the ELT classroom context. It will then move on to explore the challenges and the opportunities that AI offers as part of the process of embedding some elements of the sustainability debate into ELT classroom practices. The conclusions will suggest approaches for teachers and materials developers to consider as they seek to increase learner engagement with sustainability, yet still taking into account any contradictions that might emerge.

Short bio:

Christopher Graham is an ELT and Sustainability Education consultant and author who lives in Scotland.  He has worked globally for the British Council, ministries of education and publishers. He is President of IATEFL, chairs the Board of Trustees, and the Conference Committee, and also sits on the Board of Trustees of International House, London.

He has twice been a member of teams winning a British Council ELTon. His professional interests are around ELT and sustainability, teacher education in fragile environments and train-the-trainer 

Title of the session: Adaptive AI in ELT: Designing Lessons for Sustainable Growth

Abstract: 

Every language teacher faces a similar challenge: how to design lessons that support lower-level students and challenge stronger ones, without spending hours on preparation. This session shows how adaptive AI can act as a practical teaching assistant. Participants will discover clear, straightforward ways to use AI to quickly adapt materials and build flexible learning paths for mixed-ability classes.During the session, attendees will explore real classroom examples. The session demonstrates how specific, user-friendly AI tools can help teachers differentiate reading or listening texts, scaffold difficult language points, and adapt everyday class tasks. The primary goal is to show educators how to design customized lessons that meet diverse student needs while keeping their own administrative workloads manageable.Finally, the session addresses how to use AI responsibly in school environments. Technology should never replace the expertise of the teacher; instead, it should make the daily job easier. Educators will explore practical strategies to stay in full control of their lesson goals and pedagogical purpose. Participants will leave this session with a clear toolkit of ready-to-use digital ideas to help students grow independently and make daily teaching practices much more sustainable.

Short bio:

Katherine Reilly is an internationally recognized ELT author, teacher trainer, and university lecturer specializing in learner-centred pedagogy, educational accessibility, and the integration of adaptive AI in education. She has trained over 150,000 educators worldwide through British Council programmes and leads professional development seminars and workshops at the University of Athens.Katherine is the author of more than 45 publications across ELT, ICT, and children’s literature, with her academic work held in the library collections of several European universities. An active member of the global ELT community, she frequently speaks at major international conferences, presents for IATEFL Special Interest Groups, and delivered a TEDx talk on representation and acceptance in education. She also shares her insights with the wider educational community as a regular contributor of practical articles, research, and columns to ELT NEWS Magazine.

Title of session: Elevating Academic English for International Foundation Programmes: Using AI and Bloom’s Taxonomy to Develop Critical Thinking for Sustainable Learning.

Abstract: 

For pre-university foundation students transitioning into English-medium higher education in the Netherlands and France and mastering Academic English requires a shift from language acquisition to critical thinking. This session frames AI integration through three dimensions of sustainability: cognitive, educational, and ethical. It argues that how students engage with AI has direct implications for both academic success and sustainable learning practices. The challenge is no longer access to knowledge, but the ability to question it.The session will begin by mapping AI use onto Bloom’s Taxonomy within International Foundation Programmes. It highlights how reliance on AI for lower-order tasks can unintentionally limit cognitive development and introduces a framework that moves learners towards analysing bias, evaluating reliability, and co-constructing academic arguments with AI.The second part will focus on classroom practice, linking to educational sustainability. Drawing on curriculum design and teaching observations, it presents scalable Academic English tasks such as AI-mediated literature reviews, reverse prompting for synthesis writing, and iterative dialogue to refine research questions. These approaches position students as active, critical users of AI.The final part will address CPD and quality assurance through ethical sustainability, emphasising human judgment, academic integrity, and responsible AI use. It concludes by arguing that embedding critical AI engagement supports learner autonomy and future-ready, sustainable higher education.

Short bio: 

Amo is an experienced educator with over 17 years of international teaching experience across Europe and Latin America. As a Regional Academic Quality Improvement Manager, he leads on enhancing the quality and consistency of teaching, learning, and assessment across two international foundation centres in Amsterdam and Paris. The role involves working closely with academic teams to develop effective classroom practice, standardise marking and feedback, and design targeted CPD that supports teacher development. He also plays a key role in integrating innovation, including AI and digital tools, into pedagogy, while ensuring alignment with academic integrity, inclusive practice, and quality assurance frameworks.His key areas of interest and expertise include linguistics, second language acquisition, technology-enhanced learning, AI literacy, inclusive practice, and teacher training and development. He is passionate about bridging the gap between research and practice and about shaping future-ready, student-centred learning experiences through both human and technological approaches.

Title of session: Sustaining motivation in the face of crisis: Helping students (and staff) engage classrooms overshadowed by climate anxiety.

Abstract:

Young people globally are increasingly suffering from anxiety brought on by fear of the climate crisis. “Why bother?! We’ll all be extinct soon anyway…” as a 17 year old said to me recently. According to Dr Tsiamo Matabane, in her work for UNICEF, one of our era’s current imperatives needs to be to “Teach your child how to be okay in a world that often does not feel okay.” Those students (and staff) displaying anxiety or apathy because of the perceived Sword of Damocles hanging over the world, in terms of climate, flux and the rapid changes globally; far from displaying indications of mental health issues, are showing an entirely reasonable response to clear problems facing the planet. But, on a Tuesday morning, with a reluctant group, or one apathetic/Anxious element….what do we do to switch the focus to learning and motivation for…..well, anything?! We’ll look at ways of engaging students, lessons from history and concrete techniques to help them see the relevance of what we’re doing in the classroom and why it matters. While this might sound grim, we’ll look at it all in the light hearted way we have to make sure we all leave the room with a swagger and a laugh. Because…..that’s exactly the point!

Short bio:

Thom Jones has lived in more than a dozen countries and delivered training in over 70. Formerly part of the senior executive at Embassy CES before becoming Director of Operations USA for Studygroup he returned to the UK to work with Trinity College London. He now runs his own company: Brock Solutions Agency. He presents regularly around the world on a range of topics and is a guest lecturer at four universities. Every summer he runs the Cambridge College project for SBC. Ten years ago he cycled from the UK to Turkey, travelling through 11 countries. He is a consultant and Ambassador of Buzz for Express Publishing.

Title of session: Exploring Vietnamese EFL Teachers’ Practices and Decision-Making in Using GenAI tools for Assessment Design.

Abstract:

Generative Artificial Intelligence (GenAI) tools are increasingly being used to support English language assessment design. While these tools can help teachers generate assessment tasks and reduce workload, concerns remain regarding the validity, reliability, and pedagogical appropriateness of AI-generated materials. This session presents a qualitative study exploring how four Vietnamese secondary EFL teachers use GenAI in designing English language assessments. The study focuses on teachers’ practices, evaluative decision-making, and the ways they negotiate pedagogical and assessment-related concerns when working with AI-generated content. Data sources include GenAI chat logs, teacher-created assessment artifacts, and semi-structured interviews. The data will be analyzed through content analysis and reflexive thematic analysis to identify patterns in teachers’ AI use, adaptation strategies, and assessment literacy practices.The session will discuss emerging insights into teachers’ human judgement in AI-assisted assessment design and highlight the importance of teacher assessment literacy in the age of GenAI. It will also consider implications for teacher education, professional development, and policy-making in contexts where AI adoption in education is rapidly increasing.Participants will gain practical and research-informed perspectives on the opportunities and challenges of integrating GenAI into language assessment design in sustainable and pedagogically responsible ways.

Short bio:

Tam Ngo is an ELT teacher, and co-founder of the Community of ELT Practice (CEP) in Vietnam, a professional learning community with over 43,000 English teachers. She often organises professional development workshops and webinars for teachers in Vietnam. She is currently a Hornby Scholar pursuing an MEd TESOL at University of Exeter. Her research interests include Generative AI in language assessment design, teacher assessment literacy, and technology-enhanced language learning. She has presented at international conferences including CamTESOL, VietTESOL, AsiaCALL, and IATEFL Conference.

Title of session: Beyond the Screen: Green Intelligence and Immersive XR in ELT

Abstract:

As educational systems worldwide seek out innovative and sustainable approaches to teaching and learning, Extended Reality (XR) technologies—encompassing Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—offer engaging, learner-centred environments for language education. Framed within the paradigm of 'Green Intelligence,' this workshop explores the pedagogical potential of XR within the broader framework of AI-enhanced, sustainable digital pedagogies.Crucially, we will examine how XR promotes environmental sustainability by enabling immersive, experiential learning without the carbon footprint associated with physical travel or material waste. By utilizing AI-powered immersive tools, such as interactive 360° virtual tours and conversational AI avatars for language practice, educators can design sustainable environments that minimise physical resource consumption. These innovations simultaneously foster inclusive classrooms, promote learner agency, and encourage authentic, real-life language application.Conceived as a streamlined, high-impact session, this workshop prioritises immediate pedagogical utility over complex technical development. Through targeted, evidence-based demonstrations of readily accessible XR applications, participants will evaluate concrete instructional scenarios. The session illustrates how these immersive tools can be systematically leveraged to support differentiated instruction and enhance learner autonomy, concluding with an interactive discussion to address practical implementation challenges.Ultimately, this workshop equips language educators with actionable insights, solid theoretical foundations, and ready-to-use instructional strategies. Attendees will leave prepared to enrich their own teaching contexts with future-oriented, environmentally responsible technologies that meet the increasing demands of the 21st century.

Short bio: 

Dr. Christos Roushias is a Teacher Educator at the Cyprus Pedagogical Institute (CPI) with over twenty years of experience integrating innovative technologies into educational systems. He holds an M.A. in Science Education, as well as an M.Ed. and an Ed.D. in Instructional Technology & Media, all from Teachers College, Columbia University (USA). A former Senior University Lecturer, he currently represents the Ministry of Education in the European Schoolnet’s Working Group on Artificial Intelligence in Education. His work focuses on empowering teachers through professional development in sustainable, future-oriented digital pedagogies. Directly aligning with the conference's "Green Intelligence" theme, Dr. Roushias’s research and training interests revolve around immersive eXtended Reality (XR), including Virtual/Augmented Reality and interactive 360° environments, as well as its intersection with Artificial Intelligence in education. Through his initiatives, he supports educators in leveraging AI-powered, immersive tools to create engaging, learner-centered, and environmentally responsible instructional experiences.

Short bio: 

Ms Andia Mavromati holds a BA in English Language and Literature, a BA in Turkish and Middle Eastern studies, with a major in History and Politics and an MA in Applied Linguistics, all from the University of Cyprus. She currently works at the Ministry of Education, Sport and Youth as an English Language Advisor and English teacher, and as a Curriculum Development Officer at the Cyprus Pedagogical Institute. She is a founding member of the Board of Institute of Studies for Politics and Democracy. She is a TEDx speaker and a science communicator. Her research interests focus on language contact, language policy, assessing aural skills in public schools, the integration of new technologies in the ESL/EFL classroom, and, in particular, the pedagogical potential of XR technologies in language learning and AI-enhanced education. She has a number of publications and presentations in academic conferences both in Cyprus and abroad.

Title of session: Reading Beyond the Classroom: Integrating Zeeguu into an ESP University Course

Abstract:

This proposed presentation demonstrates how Zeeguu, a freely accessible AI-powered L2 reading/vocabulary acquisition platform, can be effectively integrated into university-level ESP courses not as an optional add-on, but as a core curricular component. Zeeguu individualizes extensive reading by selecting authentic on-line texts matched to each learner's L2 proficiency level and personal interests, for which it then generates contextualized vocabulary-oriented exercises and tracks progress over time. While the platform was designed for self-directed study, this presentation shows how its affordances can be harnessed pedagogically within a structured course framework. The intent is to outline a practical integration model in which Zeeguu reading activity forms the basis for task-based sequences: learners select and read texts on a shared topic, bring vocabulary and ideas to class, and collaborate in-class and out-of-class on discussion and evaluation culminating in the creation of a short group project. This task-based cycle connects individual AI-supported reading to social and productive language use, turning private screen time into shared communicative practice. Key pedagogical considerations will be addressed: how to set reading goals and monitor engagement, how to scaffold the move from reading to speaking and writing, and how to align Zeeguu activity with course learning outcomes.

Short bio: 

Androulla Athanasiou is the Director of the Language Centre (LC) of the Cyprus University of Technology (CUT) and teaches English for Specific Academic Purposes. She holds an MA in English and Language Studies and Methods from Warwick University (2000), an MA in Educational Leadership from the European University Cyprus (2012) and a PhD in English Language Teaching from Warwick University (2005). During her teaching experience, she has engaged in course development and material design, both at an undergraduate and a postgraduate level. She has taught both in private and state Higher Education Institutions in Cyprus, as well as English for Academic Purposes at Warwick University. Dr Athanasiou’s research interests lie in material design, Technology and Mobile-Assisted Language Learning, learner autonomy, collaborative learning and the implementation of the Common European Framework of References for Languages (CEFR).

Jack Burston holds the position of Postdoctoral Fellow in the Language Centre of the Cyprus University of Technology. He is a language-teaching specialist with a formal background in theoretical and applied linguistics, second language acquisition and testing. His professional interests include computer-assisted language learning, foreign language software evaluation, language center design and professional faculty development. His current research is focused on Mobile-Assisted Language Learning (MALL) and advanced-level foreign language instruction. Jack is a current member of the Editorial Board of the ReCALL Journal and Language Learning & Technology Journal. He also served for many years on the Editorial Board of the CALICO Journal and was the Software Review Editor of the CALICO Journal for 13 years and is a former member and chair of the CALICO Executive Board. He was the Editor of the IALLT Language Center Design Kit and the Digital Language Lab Solutions volume.

Title of session: Building Sustainable Learning Environments with AI: Opportunities, Challenges, and Practical Applications

Abstract:

The rapid adoption of Artificial Intelligence (AI) in education has created new opportunities for learning while raising important questions about sustainability, equity, and responsible pedagogical use. Consequently, many educators remain uncertain about how to implement AI systems effectively and responsibly in teaching and learning contexts. These developments highlight both the possibility and the urgency of establishing pedagogical approaches to AI integration. However, there are concerns regarding over-reliance, data privacy, cultural bias and equitable access (Kumar et al., 2025). Addressing these challenges requires strategies aligned with the Sustainable Development Goals (SDGs) that position AI as a pedagogical assistant rather than a substitute for educators, thereby supporting high-quality and equitable education (United Nations, 2015). The purpose of the workshop is to provide participants with insights into the opportunities and challenges of AI integration in education, to assist them in critically evaluating AI tools through a sustainability lens and to apply a sustainability framework to their own teaching context. The workshop begins with a brief overview of current research on sustainable educational practices and AI-supported learning environments. This is followed by a discussion of key literature relating to responsible AI, learner agency, digital sustainability, and academic integrity. Participants are then introduced to a practical sustainability framework based on principles of equity, learner agency, ethical AI use, and long-term educational impact. Through collaborative activities such as analysing and presenting case studies, participants critically examine the implications of AI integration in education and develop principles for sustainable implementation.

Short bio:

Elena Charilaou is an English language educator based in Cyprus, with experience in private language institutes and higher education. Since 2015, she has taught English for Specific Purposes (ESP) and English as a Second Language (ESL) to diverse learner populations. She has been a Special Scientist at the Language Centre of the Cyprus University of Technology for the past five years, where she teaches English. Elena holds a BA in English Language and Communication from the University of Hertfordshire, UK (2015), and an MA in Teaching English as a Foreign Language (TEFL) from the University of Cyprus (2017). Her postgraduate research explored the relationship between Multiple Intelligences Theory and reading strategies. Her professional interests include Generative AI, digital literacy, and AI-enhanced learning environments, with a particular focus on integrating emerging technologies into language education.

Rafaela Theoklitou is a Special Scientist and English Language Instructor at the Language Centre of the Cyprus University of Technology (CUT). She holds a BA in English Language and Linguistics from the University of Sheffield and an MA in Computer-Assisted Language Learning from CUT. Her research focused on the use of technology in English for Specific and Academic Purposes. With extensive teaching experience in higher education, private education, and European integration programmes, she specializes in English language instruction, curriculum development, and technology-enhanced learning. Her professional interests include English for Specific Purposes (ESP), digital pedagogy, and the integration of Artificial Intelligence in language education. Rafaela actively engages in continuous professional development and has attended numerous AI-focused seminars and webinars covering Generative AI, AI integration in language teaching, future trends in AI-driven education, and the opportunities and challenges that AI presents for teaching and learning.

Title of session: Perceptions of Future EFL Teachers in Cyprus on the Benefits, Challenges, and Ethical Considerations of Integrating Generative AI Tools in Language Education

Abstract:

The integration of GenAI tools has significantly transformed pedagogical practices, especially in language education. These technologies enable personalized learning by generating level-appropriate content and tailored tasks, enhancing student engagement and motivation (Dizon, 2024; Huang & Mizumoto, 2025). They also support scaffolding and provide instant, targeted feedback on writing, improving grammatical accuracy and coherence (Crompton et al., 2024). Additionally, AI chatbots offer flexible speaking practice, helping shy or anxious learners build confidence and autonomy (Chen et al., 2022). However, challenges such as over-reliance on AI, data privacy concerns, and the evolving role of teachers require careful, pedagogically informed management to ensure effective and ethical implementation. This study investigated the perceptions of future EFL teachers in Cyprus regarding the benefits, challenges, and ethical considerations of integrating generative AI tools in language teaching and learning to promote effective and responsible implementation. The participants were 60 future EFL teachers, university students aged 22 to 25 years. The analysis of questionnaire data revealed that most future EFL teachers in Cyprus have a high level of awareness of AI and have begun implementing it in their teaching and learning. However, there is a need for more training and guidance on various AI tools and applications, their use in teaching, feedback provision, assessment, ethical and academic integrity issues related to AI tools, and continuous professional development.

Short bio:

Dr Sviatlana Karpava: Assistant Professor in Applied Linguistics/Multilingualism and Coordinator of the MA in TESOL program at the Department of English Studies, University of Cyprus. She is Co-Director of the Testing, Teaching and Translation Lab and the Discourse, Context and Society Lab, Chair of Cyprus Teachers of English Association. Dr Karpava is MC member of CLILNetLE COST Action and WG member of the TraFaDy COST Action. Dr Karpava is the editor of several volumes on multilingualism and heritage language development (BRILL, 2024, Springer, 2025, 2026). Her area of research is applied linguistics, second/third language acquisition, bilingualism, multilingualism, sociolinguistics, teaching, and education. https://www.ucy.ac.cy/dir/en/cb-profile/skarpa01 ORCID: https://orcid.org/0000-0001-8416-1431

Title of session: Empowering Teachers to Teach Sustainability through Science Education: Professional Development Pathways.

Abstract:

The increasing urgency of global environmental challenges has highlighted the critical role of education in fostering sustainability awareness, scientific literacy, and responsible citizenship. Teachers are expected to prepare learners to understand complex sustainability issues such as climate change, biodiversity loss, renewable energy, and sustainable consumption. However, many educators report limited confidence, resources, and professional preparation for integrating sustainability concepts effectively into science teaching. This paper examines how teacher professional development can support educators in designing and implementing sustainability-focused science lessons that promote critical thinking, inquiry, and interdisciplinary learning.Drawing on contemporary research in Education for Sustainable Development (ESD), science education, and teacher learning, the paper proposes a professional development framework that equips teachers with the pedagogical knowledge, sustainability competencies, and practical tools required to address sustainability challenges in the classroom. The framework emphasises inquiry-based learning, real-world problem solving, systems thinking, and collaborative approaches that connect scientific knowledge with environmental and social responsibility.The discussion highlights practical strategies for teacher educators, school leaders, and policymakers seeking to strengthen sustainability education through continuous professional development. By fostering teachers’ confidence and competence in teaching sustainability through science, education systems can contribute meaningfully to the achievement of global sustainability goals while preparing learners for the environmental challenges of the twenty-first century.

Short bio:

Dr Maria Karamanidou holds a BA in Primary Education from the Aristotle University of Thessaloniki (2010), an MA in Educational Leadership and Management from the University of Warwick (2011), and a PhD in Education from the University of Nottingham (2017). She is an Assistant Professor at the University of Limassol, where she serves as Vice Chair of the Department of Education and Director of the MSc in Education, Leadership, and Management. Before joining the University of Limassol, she was Programme Leader for the BA in Primary Education at Middlesex University London, where she worked for seven years as a full-time Senior Lecturer in Education. Her expertise includes teaching on teacher training programmes, with a focus on preparing primary school teachers to teach science and supporting their professional development. She also served for four years as a Scientific Collaborator in the Education Departments of European University Cyprus and UCLan Cyprus, contributing to their MA programmes in Educational Leadership. Dr Karamanidou is a Fellow of the Higher Education Academy (FHEA) and an active member of several professional bodies, including BELMAS and BERA. She currently reviews for two leading academic journals in the field of education and school leadership, such as ISEA, Education Sciences and EMAL.

Title of session: Whose Equity? AI, Power, & Inequality in ELT

Abstract:

This presentation examines the role of Artificial Intelligence in English Language Teaching (ELT) through the lens of social equity and critical pedagogy. While AI technologies are frequently promoted as neutral tools for enhancing efficiency and personalisation in language learning, this session questions how such narratives may obscure underlying inequalities in access, representation, and educational opportunity.Drawing on critical pedagogy and critical digital literacy, the presentation explores how generative AI systems can reproduce or amplify existing inequities in ELT. These include algorithmic bias, unequal access to digital resources, and the privileging of dominant varieties of English and Global North knowledge systems. In doing so, AI risks shaping language learning in ways that reinforce rather than challenge structural disadvantage.The session also considers the implications of uncritical AI adoption for learner agency and teacher practice, particularly in relation to who has authority over language, meaning-making, and assessment in AI-mediated environments. Rather than treating AI as either inherently beneficial or harmful, the presentation argues for a critically informed approach that foregrounds social justice in technology integration.It concludes by proposing critical AI literacy as an essential component of contemporary ELT, enabling learners and educators to interrogate issues of representation, access, and power in AI-mediated communication and to engage with technology in more equitable ways.

Short bio:

Panos Argyris is an ELT professional with over 13 years of international experience in teaching, academic management, curriculum design, and quality assurance in the UK, Ireland, Spain, Russia, and Greece. He has held leadership roles in prominent language institutions, specialising in teacher development, syllabus design, accreditation processes, and academic operations, while also working as a Cambridge examiner for the British Council. An active member of professional organisations including IATEFL and BALEAP, he regularly presents at international ELT conferences inluding IATEFL, TESOL Italy, TESOL France, ELTA Serbia, and English UK. Alongside his academic work, he is also a published writer with interests in poetry and drama.