Conference New Media Pedagogy 2026

Organiser: Jagiellonian University in Krakow, Poland

Co-Organiser: Department of Psycholog of Developmental and Socialisation Processes, Sapienza University

Date: 26–27 November 2026

Format: online

Participation is free of charge

The aim of the conference is to contribute to the global discussion on the directions of media pedagogy.

The intensity of the transformations taking place with regard to the implementation of ICTs in education requires us to consider the current research directions on the use of new media in education.

The conference aims to introduce researchers from all over the world to the ways in which new media can be used effectively by stakeholders in K12 education and university education (with a particular focus on the training of future pedagogical staff).

The following panels - thematic areas - are planned for the conference:

1. Teachers education in the information society

· Teacher education programmes in an era of widespread digitisation

· Digital competence of future and current teachers

· The role of universities in training staff for the digital school

2. Digitally-enhanced didactics

· Pedagogical innovation using ICT

· E-learning, blended learning, crisis e-learning

· Digital didactic means, methods, and forms

· Open Educational Resources

3. Digital inclusion and exclusion

· Minimisation of the digital divide

· Strengthening digital competences in different age and social groups

· Sustainable development of the information society

4. The identity of media pedagogy

· Theoretical foundations of media pedagogy

· Research methodology on the use of ICT in education

· Research programmes focusing on the digitisation of education

5. Projects supporting digitisation of education

· Examples of good practice

· New directions in the digitalisation of education

· Cooperation between schools and the IT business

6. Artificial intelligence in education

· Constructive use of AI in the teaching and learning process

· AI and risks

7. Data Literacy and Ethics in Digital Education

· Developing data literacy in schools and teacher training

· Ethical use of data in education (privacy, surveillance, consent)

· Digital footprints and student profiling

8. Mental Health and Well-being in a Digital Learning Environment

· Digital tools and their impact on student/teacher well-being

· Managing screen time and digital burnout

· Designing humane digital learning environments

9. Gamification and Immersive Technologies

· Game-based learning and motivation

· Virtual reality (VR) and augmented reality (AR) in the classroom

· Designing immersive learning experiences

10. Digital Citizenship and Media Literacy

· Teaching critical media analysis and misinformation detection

· Building responsible online behavior and civic engagement

· Cybersecurity and student safety online

11. Policy, Governance, and Infrastructure for Digital Education

· National and international policies on EdTech integration

· Public-private partnerships in digital education

· Funding, infrastructure, and access equity

Keynote lecture: Building Digital Competence in Early Childhood: educational challenges, tasks and practices

prof. dr Cosimo Di Bari (l'Università degli Studi di Firenze, Italy)

The speech will focus on the initial steps that can be taken to build digital competence: starting with the definition “digital competence” of DigComp 3.0, it is possible to identify objectives that can be pursued from early childhood onwards, with early intervention laying the foundations for the acquisition of knowledge and skills in subsequent stages of education. Building on the findings of the Di.Co.Each. Project, carried out in Italy between 2024 and 2026, we will explore, from both a theoretical and practical perspective, the possibilities for promoting a Media Education approach for children aged 0 to 6: In this endeavour, it is desirable to foster dialogue between families and educational services (nurseries and pre-schools), as well as collaboration across various disciplines: in particular, paediatrics, neuroscience, psychology, sociology, etc. Among these disciplinary approaches, pedagogy plays a decisive role, as it is responsible for coordinating and interpreting the data from the various disciplines. Collaboration between schools and families can help reduce uncritical and passive screen use, avoid forms of ‘moral panic’ (which demonise technology without offering concrete solutions) and instead promote an informed, critical and creative approach.

BIO

Cosimo Di Bari is an associate professor of General and Social Pedagogy at the University of Florence. His research focuses on media education, educational services for children aged 0–6, the pedagogy of storytelling, outdoor education, the philosophy of education and the pedagogy of sport. He also writes popular articles, particularly on the relationship between childhood and digital technology, for some Italian magazines.

Contact: lukasz.tomczyk@uj.edu.pl