Conference Programme & Abstract Book: KCE/KCAH2024

University of Belgrade

International Academic Board

Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom

Professor Jun Arima, President, IAFOR & University of Tokyo, Japan

Professor Anne Boddington, Executive Vice-President and Provost, IAFOR & Middlesex University, United Kingdom

Professor Barbara Lockee, Virginia Tech, United States

Professor Donald E. Hall, Binghamton University, United States

Dr James W. McNally, University of Michigan, United States & NACDA Program on Aging

Professor Grant Black, Chuo University, Japan

Professor Dexter Da Silva, Keisen University, Japan

Professor Baden Offord, Centre for Human Rights Education, Curtin University, Australia & Cultural Studies Association of Australasia

Professor Frank S. Ravitch, Michigan State University College of Law, United States

Professor William Baber, Kyoto University, Japan

Dr Virgil Hawkins, Osaka University, Japan

KCE & KCAH2024 Conference Programme Committee

Ms Keiko Bang, Bang Singapore Pte Ltd., Singapore

Dr Joseph Haldane, The International Academic Forum (IAFOR), Japan

Dr Gregory C. Hill, University of Utah Asia Campus, South Korea

Dr Melina Neophytou, The International Academic Forum (IAFOR), Japan

Dr Hugh Schuckman, University of Utah Asia Campus, South Korea

Professor Ki-Sang Song, Korea National University of Education, South Korea

Letter of Welcome

Dear Friends and Colleagues,

We are very excited to welcome you to the inaugural Korean Conferences on Education (KCE2024) and Arts & Humanities (KCAH2024), the first IAFOR conference in South Korea!

This conference is hosted by IAFOR in partnership with Songdo International City in Incheon, the University of Utah's Asia Campus, the Incheon Global Campus, and the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan, and in affiliation with our global partners. I would also like to thank the Incheon Metropolitan City and the Incheon Tourism Organization for their support.

This conference has been several years in the making, and planning began as we were still emerging from the global pandemic, driven by a proposal from the University of Utah’s Asia Campus’ Dr Hugh Schuckman and Dr Gregory Hill to bring IAFOR to Korea. Since then, we have collaborated with a number of stakeholders internationally to bring this conference into being, in the form of one that brings together the fields of education, the arts, and the humanities. The programme draws on, and is inspired by, the physical and intellectual space and place of South Korea, Songdo/Incheon, and neighbouring Seoul.

I would like to thank the IAFOR Academic Board and advisors, as well as the local programme and organising committee, as well as the various featured and plenary speakers who will address the conference.

IAFOR’s mission is dedicated to encouraging interdisciplinary discussion, facilitating intercultural awareness, and promoting international exchange, principally through educational interaction and academic research. This conference will offer great opportunities for such engagement, as we will welcome around 300 academics from 54 countries to meet and exchange ideas and views in a forum stimulating respectful dialogue. Like our long-running events elsewhere in the world, this event affords an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

I encourage your active participation in the event, and look forward to meeting you all.

Warmest regards,

Dr Joseph Haldane Chairman & CEO, The

International Academic Forum (IAFOR)

Professor, European Center for Peace and Development (ECPD), United Nations University for Peace

Guest Professor, Osaka School of International Public Policy, Osaka University, Japan

Visiting Professor, Doshisha University, Japan

Visiting Professor, The University of Belgrade, Serbia

Honorary Professor, University College London (UCL), United Kingdom

Member, Expert Network, World Economic Forum

Become an IAFOR Member

IAFOR provides an enriching personal and professional environment for academics and scholars of all ages and backgrounds to exchange and contribute to interdisciplinary and intercultural dialogue that informs and is informed by their own cultural and disciplinary background and experiences. We are able to do this thanks to our extraordinary network of individuals and institutions around the world who support our work and help shape our events globally. We particularly emphasise the nurturing and support for emerging academics from an array of different backgrounds, and aim to provide opportunities for them to seek advice, support and guidance, as well as offering mid-career and more established academics opportunities to forge working relationships beyond their traditional disciplinary ambitions.

In our current world where division and strife are often reinforced and played out in national and local contexts, and political posturing frequently seeks to ostracise and demonise, IAFOR is committed to working across cultural and national borders, and to work to bring people together through dialogue. We believe that mature human interaction and academic and cultural exchange are essential to offering positive versions of the future, where cooperation happens between individuals and institutions who share a commitment to listen, to reach out and bridge divides, and to contribute to good global citizenship, and to making the world a better place.

By becoming a member of IAFOR, you will become part of an extraordinary network and a stakeholder in shaping the IAFOR mission and facilitating international exchange, encouraging intercultural awareness, and promoting interdisciplinary discussion in the hope and expectation of generating and sharing new knowledge. Join us now in this growing global organisation, and help make a difference today.

To learn more about IAFOR membership, please visit:

iafor.org/membership

Inspiring Global Collaborations

One of the greatest strengths of IAFOR’s international conferences is their international and intercultural diversity.

KCE/KCAH2024 has attracted 270+ delegates from 50+ countries

Conference Venue: Monday, October 28 to Thursday, October 31

Songdo ConvensiA

Address: 123 Central Street, Yeonsu-gu, Incheon 21998, Korea

Yokoso!

October 27 | All times are Korea Standard Time (UTC+9) Sunday at

a Glance

09:00-16:30 Pre-Conference Cultural Tour of Historic Incheon

Join fellow delegates before the conference for a one-day tour of beautiful and historical Ganghwa Island visiting two of Incheon’s famed cultural assets residing on the island, Jendengsa Temple and Geumpung Brewery. The tour will provide a day full of learning about traditional Buddhist temple life, tasting and crafting Korean spirits, and exploring the island’s autumn blossoms. The tour will be led by the Incheon Tourism Organization.

This optional ticketed event is now sold out.

October 28 | All times are Korea Standard Time (UTC+9)

Monday at a Glance

Conference Venue: Songdo ConvensiA

09:45-11:30 Pre-conference Campus Tour

Incheon Global Campus

This is a free event open to all registered delegates. This free event is at full capacity.

12:00-13:00 Undergraduate Poster Presentation Session | Premier A Lobby

The IAFOR Undergraduate Symposium (IURS) begins at 09:30 today. Please see page 23 for the full IURS Programme.

12:00-13:00 Conference Check-in & Coffee | Premier A Lobby (2F)

13:00-13:10 Announcements | Premier A (2F) & Online

13:10-13:30 Welcome Address & Recognition of IAFOR Scholarship Winners | Premier A & Online

Joseph Haldane, IAFOR, Japan

13:35-14:05 Opening Speech | Premier A (2F) & Online

October 28 | All times are Korea Standard Time (UTC+9)

Monday at a Glance

Conference Venue: Songdo ConvensiA

14:05-14:15 Conference Photograph | Premier A Lobby (2F)

14:15-14:30 Coffee Break | Premier A Lobby (2F)

14:30-15:00 Keynote Presentation | Premier A (2F) & Online Global Citizenship Education for Sustainable Development: Korea's Perspective

Joon Oh, Kyung Hee University, South Korea

15:00-15:15 Q&A Session

15:20-16:20 Panel Presentation | Premier A (2F) & Online Navigating Global Campus Management: Challenges and Innovations

Gregory C. Hill, University of Utah Asia Campus, South Korea

Arthur H. Lee, The State University of New York Korea, South Korea

Joshua K. Park, George Mason University Korea, South Korea

Hugh Schuckman, University of Utah Asia Campus, South Korea (Moderator)

16:30-17:30 Welcome Reception | Premier A Lobby (2F)

October 29 | All times are Korea Standard Time (UTC+9)

Tuesday at a Glance

Conference Venue: Songdo ConvensiA

10:00-10:30 Conference Check-in & Coffee | Premier A Lobby (2F)

10:30-10:40 Announcements

10:45-11:45 Panel Presentation | Premier A (2F) & Online

Korea’s Pivotal Role in the World: Challenges and Opportunities in Leadership

James F. Larson, The State University of New York Korea, South Korea

Brendan M. Howe, Ewha Womans University, South Korea

Joseph Haldane, IAFOR, Japan (Moderator)

11:50-12:50 Forum Discussion | Premier A (2F) & Online

Global Citizenship: Global Leadership in a Fragmenting World

Brendan M. Howe, Ewha Womans University, South Korea (Moderator)

Apipol Sae-Tung, IAFOR, Japan (Moderator)

12:50-14:00 Lunch Break | Premier A Lobby (2F)

October 29 | All times are Korea Standard Time (UTC+9)

Tuesday at a Glance

Conference Venue: Songdo ConvensiA

14:00-14:25 Keynote Presentation | Premier A (2F) & Online A Translingual Approach to Language Ideologies and World Englishes Jennifer Andrus, University of Utah, United States 14:25-14:35 Q&A Session

14:35-14:50 Coffee Break | Premier A Lobby (2F)

14:50-15:50 Featured Workshop | Premier A (2F) & Online Korean Buddhist Education and Meditation (Meditation Workshop) June Han, JustBe Temple, South Korea

16:00-17:00 Conference Poster Session | Premier A Lobby (2F)

19:00-21:00 Conference Dinner | Gyeongwonjae Ambassador Incheon This is a ticketed event.

October 30 | All times are Korea Standard Time (UTC+9)

Wednesday at a Glance

09:30-11:15 Educational Tour | National Museum of World Writing Systems

09:30-11:15 Educational Tour | Bakmun Girls' High School & University of Utah Asia Campus

These are free to all registered delegates. Availability is limited and preregistration is required. See page 29 for details

Conference Venue: Songdo ConvensiA

11:30-12:30 Conference Check-in & Coffee | Main Entrance Foyer (1F)

12:30-14:10 Onsite Parallel Session 1

Room 105: KCE | Contemporary Development Issues in Higher Education

Room 106: KCE | Foreign Languages Education & Applied Linguistics

Room 107: KCE | Learners' Experiences in Higher Education

Room 108: KCE | Digital Innovations in Education

Room 109: KCAH | Teaching and Learning

Room 110: KCAH | Media, Film and Communication Studies

Room 111: KCE | Intercultural Communication

14:10-14:25 Coffee Break

14:25-15:40 Onsite Parallel Session 2

Room 105: KCE | Comparative Issues in Higher Education

Room 106: KCE | Foreign Languages Education & Applied Linguistics

Room 107: KCE | Language Development & Literacy

Room 108: KCE | Nurturing Creativity & Innovation (Symposium)

Room 109: KCE | Language Learning & Literacy

Room 110: KCAH | Arts - Teaching and Learning the Arts

Room 111: KCE | Teaching Experiences, Pedagogy, Practice & Praxis (Workshop)

October 30 | All times are Korea Standard Time (UTC+9)

Wednesday at a Glance

Conference Venue: Songdo ConvensiA

15:40-15:55 Coffee Break

15:55-17:35 Onsite Parallel Session 3

Room 105: KCE | Sustainable Development in Higher Education

Room 106: KCE | Foreign Languages Education & Applied Linguistics

Room 107: KCAH | Language, Linguistics

Room 108: KCE | AI in Education

Room 109: KCE | Curriculum Development & Practices in Primary & Secondary Education

Room 110: KCAH | Gender in Film & Literature

Room 111: KCE | Professional Training, Development & Concerns in Education

October 31 | All times are Korea Standard Time (UTC+9)

Thursday at a Glance

Conference Venue: Songdo ConvensiA

09:00-09:15 Conference Check-in & Coffee | Main Entrance Foyer (1F)

09:15-10:55 Onsite Parallel Session 1

Room 105: KCE | Educational Policy, Leadership, Management & Administration

Room 106: KCAH | Literature/Literary Studies

Room 107: KCAH | Performing Arts Practices

Room 108: KCAH | Political Science, Politics

Room 109: KCE | Foreign Languages Education & Applied Linguistics

Room 110: KCE | Interdisciplinary Education

Room 111: KCE | Challenging & Preserving: Culture, Inter/Multiculturalism & Language

10:55-11:10 Coffee Break

11:10-12:50 Onsite Parallel Session 2

Room 105: KCE | Educational Policy, Leadership, Management & Administration

Room 106: KCE | Literature/Literary Studies

Room 107: KCAH | Cultural Studies in Different Perspectives

Room 108: KCE | Educational Policy, Leadership, Management & Administration

Room 109: KCE | Teaching Experiences, Pedagogy, Practice & Praxis

Room 110: KCE | Inclusive & Special Education

Room 111: KCE | Counselling, Guidance & Adjustment in Education

12:50-13:50 Lunch Break | Main Entrance Foyer (1F)

13:50-15:05 Onsite Parallel Session 3

Room 105: KCE | Art Education

Room 106: KCAH | Narration & Communication Studies

Room 107: KCAH | Performing Arts Practices

Room 108: KCAH | Social, Political & Community Agendas

Room 109: KCE | Teaching Experiences, Pedagogy, Practice & Praxis

Room 110: KCE | Learning Experiences & Practice

Room 111: No Session

October 31 | All times are Korea Standard Time (UTC+9)

Thursday at a Glance

Conference Venue: Songdo ConvensiA

15:05-15:20 Coffee Break

15:20-16:35 Onsite Parallel Session 4

Room 105: KCE | Learning Experiences & Education Policy

Room 106: KCAH | Education, Sustainability & Society

Room 107: KCE | Teaching and Learning

Room 108: KCAH | Religion, Spirituality & History

Room 109: KCAH | Arts Practices

Room 110: No Session

Room 111: No Session

16:35-16:45 Onsite Closing Session | Room 111(1F)

November 1 | All times are Korea Standard Time (UTC+9) Friday at

a Glance

Conference Venue: Online via Zoom

09:55-10:00 Message from IAFOR

10:00-11:40 Online Parallel Session 1

Live-Stream Room 1: KCAH | Visual and Performing Arts

Live-Stream Room 2: KCE | Curriculum Design & Development

Live-Stream Room 3: KCAH | Education, Sustainability & Society

11:40-11:50 Break

11:50-13:05 Online Parallel Session 2

Live-Stream Room 1: KCE | Teaching and Learning

Live-Stream Room 2: KCE | Innovative Technologies in Education

Live-Stream Room 3: KCAH | Politics and National Identity

13:05-13:15 Break

13:15-14:30 Online Parallel Session 3

Live-Stream Room 1: KCAH | Cultural Studies

Live-Stream Room 2: KCAH | Education & Sustainability

Live-Stream Room 3: KCE | Social & Emotional Communication and Learning

14:30-14:35 Message from IAFOR

The IAFOR Undergraduate Research Symposium (IURS)

The IAFOR Undergraduate Research Symposium (IURS), previously the Asian Undergraduate Research Symposium (AURS), provides students with a motivating and thought-provoking opportunity to present their research. IURS takes place in a supportive and collegial environment at IAFOR’s renowned international conferences where students can network with other undergraduates and academics from around the world.

We invite all delegates to join us! Come and support the next generation of scholars with your presence and attention, with your great questions and guidance.

See you at the IURS Poster session!

Symposium Schedule | Monday, October 28, 2024

09:30-10:00 Student Participant Check-in | Premier A Lobby (2F)

10:00-10:10 Welcome from IAFOR Chairman | Room 104 (1F) Joseph Haldane, IAFOR, Japan

10:10-11:00 Final Briefing Session | Room 104 (1F) Grant Black, Chuo University, Japan & Vice President, IAFOR, Japan

11:00-11:40 Poster Set Up and Practice | Premier A Lobby (2F)

11:40-12:00 Break

12:00-13:00 Poster Presentation Session | Premier A Lobby (2F)

13:00-13:15 Concluding Remarks

Introducing IAFOR’s Conference Themes for 2025-2029

IAFOR’s conference programme provides an essential comparative and contrastive space for people to engage in multidisciplinary research across borders of nation, culture, discipline, and professions. We encourage mixed approaches and methodologies, combining theory and practice between and across the disciplines, and we look to harness the collective intelligence of our International Academic Forum in addressing some of the most pressing issues of our time. Through the implementation of new formats in our conference programme over the last year, including Intelligence Briefings, Keynote Interviews, and The Forum, we gathered insights into what has been discussed at the theoretical and policy levels, identify the challenges, and the outlook for best practices in tackling global contemporary issues, which we have identified as the themes for 2025-2029. Our four themes can be seen as standalone themes, but they are also very much in conversation with each other. Themes may be seen as corollaries, complementary, or in opposition/juxtaposition with each other. The themes can be considered as widely as possible and are designed, in keeping with our mission, to encourage ideas across the disciplines.

1. Technology and Artificial Intelligence

Our first theme examines the rapid pace of technological advancements, aided most particularly by those driven by artificial intelligence and its enormous and growing impact in all fields.

2. Humanity and Human Intelligence

Our second theme asks us which principles, values, and attributes we wish to encourage, protect, and nurture and how we accomplish this. Technological advancements constantly ask us to reconsider and reimagine what it means to be human, including questions regarding communication, creativity, inclusivity, ethics, and care.

3. Global Citizenship and Education for Peace

This theme prompts us to consider our existence and coexistence with each other, within our communities and places of belonging, and with peoples of different countries, cultures, and backgrounds, as well as with our environment and our planet. It includes engagement with enormous issues facing us beyond borders, such as peace and human security, climate change, etc.

4. Leadership

The final theme recognises the continuing importance of leadership as a skill, particularly in light of difficult times, where recognising and encouraging best practices in leadership at all levels of society is critical. Encouraging leadership at the government level, in businesses, and within institutions of all sizes represents the engine of change.

Conference Themes in Theory, Policy, and Practice

Many theories are born and initially tested in the academy, informing discussions in the public sphere that influence policy. IAFOR represents a unique combination of engagement emerging from the collaborative efforts of senior policymakers, administrators, and individuals working on the ground or in the field. IAFOR has made this rare combination of equitable theoretical and practical exchanges the standard for our organisation and represents a valuable model for how science should be done.

We will develop conference and institutional programmes and publications around these themes as well as capacity building sessions for our conference programme over the next five years. It is our aim with the implementation of these themes, alongside the implementation and continuing refinement of new formats, to best harness the unique arena IAFOR and its network have built in regards to pressing issues of today and the future.

General Information

Check-in & Information Desk

You will be able to pick up your name badge at the Conference Check-in & Information Desk at the times listed below. If you have any questions or concerns, IAFOR staff and volunteers will happily assist you in any way they can.

Monday, October 28 | 12:00-16:00 - Songdo ConvensiA, Premier A Lobby (2F)

Tuesday, October 29 | 09:30-16:30 - Songdo ConvensiA, Premier A Lobby (2F)

Wednesday, October 30 | 11:30-17:00 - Songdo ConvensiA, Main Entrance Foyer (1F)

Thursday, October 31 | 09:00-16:00 - Songdo ConvensiA, Main Entrance Foyer (1F)

Friday, November 1 | No in-person check-in

Conference Schedule

The full conference schedule (including abstracts) and conference programme are available on the conference website.

Online Sessions

Be sure to join us online on Friday, November 1 for our live-stream presentation sessions.

Conference Survey

Please take a few moments to fill out our conference survey at the end of the conference.

General Information

Name Badges

Wearing your badge is required for entrance to the sessions. You must wear your badge at all times.

Refreshment Breaks

Complimentary coffee, tea, water, and light snacks will be available during the scheduled coffee breaks. A light lunch menu will be provided on Tuesday, October 29 and Thursday, October 31, during our full day programme.

Connecting to WiFi

Free WiFi is provided at the conference venue. No password is necessary. Please note that the WiFi is very unreliable so we would strongly suggest that you do not rely on a live connection for your presentation and prepare a personal WiFi or data plan.

Network Name: Free_ConvensiA (connection speed 5Mbps)

Photo/Recording Waiver

Human interaction through networking, and dissemination of this knowledge, is at the core of what IAFOR does as an academic research organisation, conference organiser and publisher. As part of the archiving of the conference event, IAFOR takes photos in and around the conference venue, and uses the photos to document the event. This also includes the filming of certain sessions. We consider this documentation important and it provides evidence of our activities to members, partners and stakeholders all over the world, as well as to current and potential attendees like you. Some of these photos will therefore appear online and in print, including on social media. The above are the legitimate interests of the organisation that we assert under the European Union law on General Data Protection Regulation (GDPR). Under this legislation, you have an absolute right to opt out of any photo. We are committed to protecting and respecting your privacy.

Read our full privacy policy – iafor.org/about/privacy-policy

Conference Networking Events

Conference Cultural Tour | Historic Incheon

Join fellow delegates before the conference for a one-day tour of beautiful and historical Ganghwa Island visiting two of Incheon’s famed cultural assets residing on the island, Jendengsa Temple and Geumpung Brewery. The tour will be led by the Incheon Tourism Organization.

Time & Date: Sunday, October 27, 2024 | 09:00-16:30

Location: Check-in at Songdo ConvensiA South Gate

Ticket Price: $30

This optional ticketed event is now sold out.

Pre-conference Campus Tour

Join us for a free tour of the Incheon Global Campus, offering a closer look at the Korean government’s global education project, its satellite institutions on-site, and their innovative approach to higher education through a curriculum that is truly global. The Incheon Global Campus is a collaborative project established by Incheon Metropolitan City and the Government of Korea in 2012 to establish a global education hub in Korea that nurtures global leaders in a variety of fields. The complex houses satellite ‘extended’ campuses of several international universities, including The University of Utah, The State University of New York, George Mason University, United States; and Ghent University, Belgium.

The aim of the Complex is to provide a Korean hub for international universities, providing a global education for enrolled students that incorporates corresponding curricula seamlessly across the globe; at the Complex, students earn the same degree and take the same curriculum as those at the home campus. Students also divide their time between Incheon and their ‘home campus’ abroad. These are the stipulations institutions housed at the Complex follow, and that allow the Incheon Global Campus to boast itself as ‘the best global education in the world’. The Incheon Global Campus aims to host ten universities on-site in Incheon.

Time & Date: Monday, October 28, 2024 | 09:45-11:30

Location: Check-in at Songdo ConvensiA South Gate

Ticket Price: Free to attend

This free event is at full capacity.

Welcome Reception | Songdo ConvensiA, Premier A Lobby

Join fellow delegates for a drink or two at the conference Welcome Reception. This event provides a great opportunity for delegates to network and get to know each other. The Welcome Reception will be held at the Songdo ConvensiA at the Premier A Lobby.

Time & Date: Monday, October 28, 2024 | 16:30-17:30

Location: Songdo ConvensiA, Premier A Lobby

Ticket Price: Free to attend

Admission is included in the conference registration fee and is only open to registered conference delegates and audience members.

Conference Networking Events

Conference Dinner | Gyeongwonjae Ambassador Incheon

Join us for the conference dinner at Gyeongwonjae Ambassador Incheon. This dinner venue brings Korean tradition to the new, smart city of Songdo, Incheon. Its traditional architecture compliments the hotel restaurant’s international buffet menu, reminiscent of luxury hotel dining of the past while keeping up with the progressive city and the many visitors it serves.

Time & Date: Tuesday, October 29, 2024 | 19:00-21:00

Location: Gyeongwonjae Ambassador Incheon

Ticket Price: $80

This is an optional ticketed event, pre-registration is required.

Educational Tour | Bakmun Girls' High School & University of Utah Asia Campus

Interested delegates can opt for an exclusive tour of Bakmun Girls’ High School and the nearby University of Utah Asia Campus.

Established in 1945, Bakmun Girls' High School became a Catholic School under the Catholic Archdiocese of Seoul. The school has since become well-known as a distinguished Catholic institution in Incheon, employing a learner-centric school environment for its female students. The school often collaborates with the nearby University of Utah Asia Campus on a variety of mentorship programs for high schoolers, including a Journalism Mentorship Program.

The University of Utah Asia Campus is one of the founding institutions of the Incheon Global Campus Through its Asia Campus, the University of Utah actively promotes international education and global connections through its dual-campus model: undergraduate students at the Asia Campus spend their fourth year abroad at the Salt Lake City campus in Utah, United States, while graduate students split their studies between the two campuses evenly.

Time & Date: Wednesday, October 30, 2024 | 09:30-11:15

Location: Check-in at Songdo ConvensiA Premier A Lobby

Ticket Price: Free to attend

This is a free event open to all registered delegates, but pre-registration is required.

Educational Tour | National Museum of World Writing Systems

Join us for a free tour of the National Museum of World Writing Systems, offering an exclusive opportunity to explore the museum’s interactive exhibitions of global writing systems past, present, and future. Delegates can peruse the museum’s unique collection together and enjoy multilingual exhibitions centred on the history of written language from around the world. The museum, ocated in the heart of Incheon’s Songdo International Business District, is devoted to housing and interpreting the evolution of writing throughout human history. Opened in 2023, the museum educates the public by curating comparative exhibits of 55 of the world’s most influential writing systems, from ancient cuneiform to Egyptian hieroglyphs, Chinese characters, and Korea’s own Hangul. The National Writing Museum houses a collection of over 500 artefacts, including the Gutenberg Bible and Korea’s Jikji –the oldest known book printed with movable metal type.

Time & Date: Wednesday, October 30, 2024 | 09:30-11:15

Location: Check-in at Songdo ConvensiA Premier A Lobby

Ticket Price: Free to attend

This is a free event open to all registered delegates, but pre-registration is required.

Conference Proceedings

IAFOR Conference Proceedings are Open Access research repositories that act as permanent records of the research generated by IAFOR conferences. The Conference Proceedings are published on the IAFOR Research Archive (papers.iafor.org). All accepted authors who present at the conference may have their full paper published in the online Conference Proceedings. Full text submission is due by Tuesday, December 3, 2024 through the online system. The proceedings will be published on Friday, January 17, 2025.

Certification

Corresponding authors will be able to download Certificates of Presentation for all presenters by logging in to the submission page. Certificates of Presentation will be available from Monday, November 11, 2024. Session Chair certification, Certificates of Attendance, as well as reviewer certification, will be sent out by email in a PDF format after the conference.

Conference Catch-up

All Keynote Presentations and live-streamed sessions will be recorded and uploaded to the Conference Catch-up page (video-on-demand) via Vimeo. The catch-up page will be publicly available after the conference until Saturday, November 30, 2024

Pre-recorded Virtual Presentations & Virtual Poster Presentations

A full list of pre-recorded virtual video presentations and virtual poster presentations will be on the conference website during and after the conference. We encourage you to watch these presentations and provide feedback through the video comments.

IAFOR Journals

IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines. They conform to the highest academic standards of international peer review, and are published in accordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?

Submissions should be original, previously unpublished papers which are not under consideration for publication in any other journal. All articles are submitted through the submission portal on the journal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?

Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her own editorial team and advisory members, who help to rework and revise papers as appropriate, according to internationally accepted standards. All papers published in the journal have been subjected to the rigorous and accepted processes of academic peer review. Neither editors nor members of the editorial team are remunerated for their work.

Where are the journals indexed?

IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref. Please note that indexing varies from journal to journal.

What’s the reach?

Each of our journal issues is viewed thousands of times a month and the articles are frequently cited by researchers worldwide, largely due to our dedicated marketing efforts. Each issue is promoted across our social media platforms and to our tailored email marketing lists. On average, each journal publishes biannually.

What’s the cost?

IAFOR Journals are Open Access publications, available online completely free of charge and without delay or embargo. Authors are not required to pay charges of any sort towards the publication of IAFOR Journals and neither editors nor members of the editorial boards are remunerated for their work.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?

IAFOR Journals reflect the interdisciplinary and international nature of our conferences and are organised thematically. A presenter can choose to publish either in Conference Proceedings or submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include

IAFOR Journal of Arts & Humanities

IAFOR Journal of Cultural Studies (Scopus indexed)

IAFOR Journal of Education (Scopus indexed)

IAFOR Journal of Literature & Librarianship (Scopus indexed)

If you would like more information about any of IAFOR’s publications, please visit iafor.org/publications

Academic Grant & Scholarship Recipients

IAFOR's grants and scholarships programme provides financial support to PhD students and early career academics, with the aim of helping them pursue research excellence and achieve their academic goals through interdisciplinary study and interaction. Our warmest congratulations go to the following scholarship recipients who have been selected to receive grants and scholarships to present their research at the conference.

KCE2024 Scholarship Recipients

Maulida Nur Aziza (Oral Presentation)

83450 | Analyzing Reading Questions in EFL Indonesian Textbook for Grade 8 by Using Revised Bloom’s Taxonomy

Ms Maulida Nur Aziza is a postgraduate student in the English Language Education Program at Universitas Pendidikan Indonesia, Indonesia.

Hanh Nguyen Ly (Oral Presentation)

82460 | The Practice of Teaching and Learning ESL/EFL Amid the Prevalence of Generative Artificial Intelligence: A Scoping Review

Ms Hanh Nguyen Ly is an ESL/Test-prep instructor who has been involved in many educational sectors, including public universities, high schools, and English language centres.

Ega Asnatasia Maharani (Poster Presentation)

84097 | Feasibility and Effectiveness of a Mindfulness-based Intervention with an Integrated Islamic Psycho-Spiritual for Teachers: A Pilot Study

Ms Ega Asnatasia Maharani is a lecturer in the Early Childhood Education (ECE) Department at International Islamic University Malaysia, Malaysia.

KCAH2024 Scholarship Recipients

Md. Amir Hossain (Virtual Presentation)

83484 | Women in Morris’s Life and His Literary Realm

Mr Md. Amir Hossain is currently a PhD Research Scholar in English at Jahangirnagar University, Dhaka, Bangladesh.

Maria Rhodora Salazar (Poster Presentation)

83933 | The Female Gaze and the Middle-aged Filipino Women’s Reception of Empowered/ Disempowered Women in Korean Television Series

Ms Maria Rhodora Salazar is currently an Assistant Professor at Enderun Colleges in Metro Manila, Philippines.

Evi Selviawati (Oral Presentation)

82365 | Sustaining Tradition: Wayang Klithik Puppetry within Agrarian Community in Gotanjung Village

Ms Evi Selviawati is currently pursuing a Master's Degree in Literature Studies with a specialisation in Oral Tradition at the Faculty of Humanities, University of Indonesia, Indonesia.

Groundbreaking Ideas

IAFOR Spring Conference Series in Tokyo

IAFOR Global Fellows 2024/2025

IAFOR is delighted to announce the IAFOR Global Fellows for 2024/2025 as a part of its Global Fellowship Programme initiative. This fellowship programme is a wonderful opportunity for researchers to engage with IAFOR and its international network and collaborate together as fellows themselves to strengthen their research capacity and broaden their connections. In the inaugural 2024/2025 Programme, we proposed a theme of ‘independent voices’ with a focus on East Asian topics, selecting a cohort of upand-coming researchers in the field to contribute to building a broader knowledge within the region where IAFOR operates. The selected fellows have shown their outstanding capacity and commitment to represent independent voices from various perspectives, be it the arts, culture, or politics. Members of the IAFOR community can look forward to engaging with the fellows through upcoming conferences and their publications.

IAFOR Global Fellows will be correspondingly appointed Fellows in the IAFOR Research Centre at Osaka University's School of International Public Policy (OSIPP) for the duration of their Fellowship.

We received a large number of applications and are proud to introduce the five successful fellows for the 2024/2025 cohort as follows:

Hongmin Ahn, South Korea

Hongmin Ahn holds a Master of Theological Studies in Buddhism from Harvard Divinity School and a Bachelor of Arts in Religion from Bard College, United States. As an interdisciplinary scholar, Hongmin's research focuses on modern transnational Buddhism in Korea and Japan, exploring their history, culture, practices, gender dynamics, and institutions such as clerical marriage and the popularisation of Buddhism through military chaplaincy.

Azusa Iwane, Japan

Azusa Iwane is the vice-project manager and editor at Global News View (GNV), an independent media outlet introducing the Japanese audience to international news overlooked by domestic mainstream media. She conducted a series of field studies in Zambia to better grasp the effective poverty experienced by mining communities with the collaboration of the Dag Hammarskjöld Institute for Peace and Conflict Studies, Copperbelt University.

Sheng-Hsiang Lance Peng, Taiwan

With his recent PhD completion from Cambridge University’s Education Faculty, Dr Sheng-Hsiang Lance Peng is an early career research fellow at IAFOR. In his current monster(s) project, Lance uses monstrous perspectives of othering to reimagine narratives from the periphery of Japanese society.

Shuqi Wang, China

Dr Shuqi Wang just earned her doctorate degree from Nanyang Technological University, Singapore. Her research focuses on international relations and foreign policy analysis. She currently explores the historical influences on foreign policy preferences within US alliance systems.

Yanhua Zhou, China

Dr Yanhua Zhou is currently a Professor of Art History at the Research Center for Visual Art, Sichuan Fine Arts Institute, China. She is also affiliated as a Professor with the Department of East Asian Studies at University of Arizona, United States. Her research focuses on the issue of art and geographic politics of contemporary art in Asia, global socially engaged art in a transnational context, affective infrastructural studies, and non-human agency in art.

Find out more about the IAFOR Global Fellowship Programme at https://iafor.org/iafor-global-fellowship-programme/

Keynote & Featured Presentations

All times are Korea Standard Time (UTC+9)

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

Keynote Presentation: Joon

Oh

Global Citizenship Education for Sustainable Development: Korea's Perspective

Monday, October 28 | 14:30-15:00 | Premier A & Online

The world today requires stronger and more diverse multilateral cooperation to meet mounting global challenges such as the climate crisis and the recent COVID-19 pandemic, and to secure a sustainable future for mankind. The Sustainable Development Goals (SDGs) adopted by the United Nations in 2015 represent our commitment to that end, but their implementation is far from being on track. Global citizenship education is becoming a key issue in the UN and the international community at large, not least with its great implications for sustainable development. Why do countries in the world appear to continue to fight for their narrow national interests rather than joining forces together to address the common problems we have in our world? How do the two core elements of global citizenship education – universal values and respect for diversity – fit into the SDGs? How can global citizenship education, as promoted by the UN and UNESCO, help change the mindset of the next generation in prioritising global common good? Answers to these questions are sought from the perspective of South Korea, the country known for its emphasis on education in its process of national development and for the efforts to expand its global role in recent years.

Joon Oh

Joon Oh is Chair of Save the Children Korea and President of the Korea Council of Children’s Organizations. He also teaches as an Eminent Scholar Professor of United Nations Studies at Kyung Hee University, South Korea, and at the KDI School of Public Policy and Management, South Korea, as a visiting professor. Professor Oh was previously Ambassador and Permanent Representative of the Republic of Korea to the United Nations in New York from 2013 to 2016. During this time, he also served in leadership roles within two of the six principal organs of the United Nations; as the 71st President of the Economic and Social Council (ECOSOC) and as President of the Conference of States Parties to the Convention on the Rights of Persons with Disabilities (CRPD), in 2015 and 2016 respectively. Before that, he was Korean Ambassador to Singapore from 2010 to 2013 and Deputy Minister for Multilateral and Global Affairs in the Ministry of Foreign Affairs and Trade in Seoul from 2008 to 2010.

Professor Oh received a master’s degree in International Policy Studies from Stanford University, United States, in 1991. His diplomatic career thereafter has garnered prestigious awards from South Korea and other countries worldwide; The Korean Government awarded him the Order of Service Merit twice, in 1996 and 2006. He received a Korea Social Contribution Special Award in 2021 and a Global Korea Award from Michigan State University in the United States in 2018. Rehabilitation International (RI) gave him a Global Presidential Award in 2016 in acknowledgment of his achievements as President of the Convention on the Rights of Persons with Disabilities. He also received the 2014 Youngsan Diplomat of the Year Award for his work on North Korean human rights issues. He published his first book in Korean ‘For Mica, Who Contemplates Life’ in 2015.

Panel Presentation: Gregory C. Hill, Arthur H. Lee, Joshua K. Park, Hugh Schuckman (Moderator)

Navigating Global Campus Management: Challenges and Innovations

Monday, October 28 | 15:20-16:20 | Premier A & Online

Incheon Global Campus (IGC) is currently celebrating its tenth anniversary of hosting five premier universities and research institutes from Europe and the United States on a single campus in Incheon, South Korea. These IGCs have established opportunities for in-person class experiences with instruction in the language of English on-site in Incheon, allowing Korean and international students to learn together from highly qualified university professors and receive undergraduate and graduate degrees from these institutions. This panel discussion features voices from the leadership from four IGC universities: University of Utah Asia Campus, The State University of New York (SUNY) Korea, George Mason University Korea, and Ghent University Global Campus Korea. The leadership from these universities will address key challenges from their experiences, including regulatory compliance, cultural integration, and logistical coordination, while also examining innovative strategies that these institutions are employing to enhance their global presence and learning environments.

Panellists will address the complexities of balancing local autonomy with centralised control, ensuring quality and consistency in educational delivery, and fostering a cohesive campus culture across various locations. They will also highlight successful examples from their own experiences and best practices they have learned along the way. The discussion will also cover the impact of global campus management on student experience. Panellists will discuss questions such as how to support diverse student needs and the best ways to create inclusive environments for both Korean and international students.

The panel hopes to underscore the great potential for global campuses to offer an unparalleled global education experience as well as some of the challenges leadership continue to address in building their institutions.

Gregory C. Hill

Dr Gregory C. Hill is the Chief Administrative Officer and Dean of Faculty at the University of Utah Asia Campus, South Korea. He holds a PhD in Political Science from Texas A&M University, United States. His research experience spans the academic, public, and private sectors with interests focusing on public management, policy theory, and immigration policy, of which he has written numerous publications for peer-reviewed journals and presentations at major academic conferences. Also a dedicated baseball enthusiast, Dr Hill has twice presented baseball-related research at the Cooperstown Symposium on Baseball and American Culture at the National Baseball Hall of Fame.

Arthur H. Lee

Dr Arthur H. Lee is a distinguished academic leader and computer scientist currently serving as President of State University of New York, Korea (SUNY Korea) in Incheon, South Korea. He received his Bachelor of Science degree from The University of Utah, United States, followed by a Master of Science in Computer Science from Stanford University, United States. He returned to The University of Utah to pursue his Doctor of Philosophy in Computer Science in His career spans several prominent academic and research roles, including previous positions as Provost and Senior Vice President for Academic Affairs (Interim) at SUNY Korea, and Chair of Computer Science at Stony Brook University, where he also serves as a Research Professor. Before his tenure at SUNY Korea, Dr Lee held the W.M. Keck Chair of Computer Science at Claremont McKenna College, United States, and served in various faculty roles at The University of Utah and Korea University. His early career included significant contributions as a Consulting Research Member at Xerox Palo Alto Research Center (PARC). Dr Lee’s extensive experience in academia and research underscores his commitment to advancing the field of computer science and fostering international collaboration.

Joshua K. Park

Joshua K. Park was recently appointed as the Campus Dean of George Mason University Korea (Mason Korea) this Fall. Prior to joining George Mason, he served as the Dean of SolBridge International School of Business, South Korea, where he was instrumental in the school’s rapid growth and internationalisation. Under his leadership, SolBridge attained AACSB re-accreditation, was featured twice in the AACSB ‘Innovations that Inspire’ spotlight, and became renowned for its diverse student body and innovative programs, drawing nearly 1,300 students from over 80 countries to the school. Dr Park holds a Juris Doctor degree from Harvard Law School, United States, and a Bachelor of Arts in Psychology from Pomona College, United States. His academic journey is complemented by a diverse range of professional roles, including positions as a strategic advisor and visiting professor at prominent institutions both in Korea and abroad, such as Beijing Foreign Studies University, China, and KEPCO International Nuclear Graduate School, South Korea.

His experience in public policy, business, negotiation, and debate is reflected in his numerous publications, books, and over 300 seminars and workshops held worldwide. Known for his passion for education and debate, Dr Park has been a leader in the international debate community: he is a board member of the World Schools Debating Championships, Ltd. and served as a Chief Adjudicator at major debate competitions globally. His efforts led to the establishment and advancement of the SolBridge Debate Society, which gained recognition as one of the most accomplished debate teams in Asia. Dr Park brings a unique blend of American educational philosophy and a deep understanding of the Korean academic environment, which he plans on using to guide Mason Korea in its next phase of growth and innovation. He is committed to advancing Mason Korea’s mission of providing top-quality American education, fostering a diverse and inclusive community, and preparing students to thrive in a globalised world.

Hugh Schuckman (Moderator)

Hugh Schuckman serves as an Associate Professor Lecturer in the Writing & Rhetoric Studies department at The University of Utah Asia Campus, South Korea. He earned a Master of Arts in Buddhist Studies from Columbia University, United States, and later completed a Masters of Theological Studies at Harvard University, United States. Having taught in a variety of countries including Japan, South Korea, and Mongolia, he focused on education at UCLA’s Graduate School of Education and Information Studies and received a PhD in International and Comparative Education. Before joining the faculty at University of Utah, Professor Schuckman taught research writing at Prince Sultan University in Riyadh, Saudi Arabia, and The Korea Development Institute of Public Policy and Management in Seoul, South Korea. He currently teaches classes in the departments of Religious Studies, Writing and Rhetoric Studies, and the Honors College at the University of Utah Asia Campus in Songdo, South Korea. His research monograph Principles of Zen Training for Educational Settings will be released this November 2024 through Routledge Press.

Panel

Presentation:

James F. Larson, Brendan M. Howe, Joseph Haldane

Korea’s Pivotal Role in the World: Challenges and Opportunities in Leadership

Tuesday, October 29 | 10:45-11:45 | Premier A & Online

As the global political landscape is becoming increasingly polarised and the global community battles natural, humanitarian, and social crises, the world is turning towards a new kind of multilateral cooperation and leadership. Middle powers are repositioning themselves to become pivot states – states that stand in between superpowers and are desired as allies due to their military, economic, technological, or intellectual advantage.

South Korea has been considered the quintessential contemporary ‘Middle Power’, with a great window of opportunity to advance through its ‘niche diplomacy’ and become an influential pivot state while addressing pressing global issues. Due to its strategic geopolitical location in proximity to North Korea, China, and Japan and its alliance with the US, it is in a position to foster global peace and understanding. Technology was a driving force of South Korea’s remarkable socioeconomic development in the 1980s, and the nation remains a technological leader in AI, 5G networks, and green technology. As one of the world’s largest semiconductor suppliers, South Korea can also support sustainable development, stabilise global supply chains and trade, and advocate for climate action. With its experience in refugee crisis management, public health innovations as seen during COVID-19, a top educational system, and strong cultural diplomacy, South Korea has the potential to promote multicultural understanding and global citizenship; especially given its recent activities in The United Nations, the OECD, and the World Economic Forum.

However, South Korea also faces significant challenges that jeopardise its leadership potential. Divided since the end of the Second World War, the security threat posed by North Korea continues to loom over the country. With the lowest birth and replacement rate in the world, an ageing population, a skewed work-life balance, a highly demanding education system, and one of the highest suicide rates in the world, its society’s well-being is severely threatened as well. Political and social unrest are also plaguing this relatively recently transitioned democracy, and gender inequality remains one of the most significant social issues.

In light of the transitioning global landscape and with South Korea’s unique background in mind, what kind of leadership does the world need, and what would Korean leadership look like? The panel will discuss South Korea's potential role amidst great power contestation and global crises, and how it can turn its own domestic challenges into opportunities.

James F. Larson

James F. Larson first experienced Korea as an American Peace Corps Volunteer from 1971 to 1972, teaching English at Kangwon National University in Chuncheon, South Korea. In 1978, he returned to the United States and earned his PhD in Communication at Stanford University. He is currently Professor Emeritus in the Department of Technology and Society at SUNY Korea, having originally joined SUNY Korea in 2014 serving as Chair of the department for four years, three of which he concurrently served as Vice President for Academic Affairs (Provost). He previously taught at the Graduate School of Science and Technology Policy at The Korea Advanced Institute of Science & Technology (KAIST, South Korea), The National University of Singapore, the University of Washington (United States), Yonsei University (South Korea), and the University of Texas at Austin (United States). From 1995 to 1996, he directed a major executive training program for Korea Mobile Telecom (now SK Telecom) at the University of Colorado Boulder, United States. He then spent fourteen years managing technology and testing activities (all computer-based TOEFL and other CBT in South Korea) as Associate and later Deputy Director of the Fulbright Commission in Seoul. His books include Television's Window on the World: International Affairs Coverage on the U.S. Networks, with H.S. Park (Ablex, 1984), Global Television and the Politics of the Seoul Olympics (Westview Press, 1993), The Telecommunications Revolution in Korea (Oxford University Press, 1995), and Digital Development in Korea: Building an Information Society with Dr Myung Oh (Routledge, 2011). The second edition of Digital Development in Korea was published in 2020 with a new subtitle, ‘Lessons for a Sustainable World’.

Brendan M. Howe

Brendan M. Howe is Dean and Professor of the Graduate School of International Studies, Ewha Womans University, South Korea, where he has also served two terms as Associate Dean and Department Chair. He is also the current President of the Asian Political and International Studies Association, and an Honorary Ambassador of Public Diplomacy and advisor for the Korean Ministry of Foreign Affairs. He has held visiting professorships and research fellowships at the East-West Center (where he is currently enjoying a second term as a POSCO Visiting Research Fellow (United States), the Freie Universität Berlin (Germany), De La Salle University (Philippines), The University of Sydney (Australia), Korea National Defence University (South Korea), Georgetown University (United States), Universiti Malaysia Sarawak (Malaysia), and Beijing Foreign Studies University (China).

Educated at the University of Oxford, the University of Kent at Canterbury (United Kingdom), Trinity College Dublin (Ireland), and Georgetown University (United States), his ongoing research agendas focus on traditional and non-traditional security in East Asia, human security, middle powers, public diplomacy, post-crisis development, comprehensive peacebuilding, and conflict transformation. He has authored, co-authored, or edited around 100 related publications, including Comprehensive Peacebuilding on the Korean Peninsula (Springer, 2023), Society and Democracy in South Korea and Indonesia (Palgrave, 2022), The Niche Diplomacy of Asian Middle Powers (Lexington Books, 2021), UN Governance: Peace and Human Security in Cambodia and Timor-Leste (Springer, 2020), Regional Cooperation for Peace and Development (Routledge, 2018), National Security, State Centricity, and Governance in East Asia (Springer, 2017), Peacekeeping and the Asia-Pacific (Brill, 2016), Democratic Governance in East Asia (Springer, 2015), Post-Conflict Development in East Asia (Ashgate, 2014), and The Protection and Promotion of Human Security in East Asia (Palgrave, 2013).

Joseph Haldane (Moderator)

Joseph Haldane is the Founder, Chairman, and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications, and events.

Dr Haldane holds a PhD from the University of London in 19thcentury French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s research and teaching is on history, politics, international affairs, and international education, as well as governance and decision making. Since 2015, he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and is Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), where he teaches Ethics and Governance on the MBA programme, and a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawai'i at Mānoa’s College of Education (United States), collaborating on the development of the Global PhD programme.

Dr Haldane has given invited lectures and presentations to universities and conferences around the world, including at the United Nations Headquarters in New York, and advised universities, NGOs, and governments on issues relating to international education policy, public-private partnerships, and multistakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s Office and the Cabinet Office in collaboration with IAFOR.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

The Forum Global Citizenship: Global Leadership in a Fragmenting World

Moderators: Brendan M. Howe and Apipol Sae-tung

Tuesday, October 29 | 11:50-12:50 | Premier A & Online

IAFOR invites all conference delegates to participate in The Forum, an ongoing discussion-style session held during the conference plenaries. The Forum discussion in Korea will centre on the topic of Global Leadership in a Fragmenting World.

In the face of a fragmenting world that endangers international cooperation, citizens worldwide are experiencing the consequences of the international community’s inability to solve issues connected to global security, climate change, the economy, and recent technological advancements. Ongoing wars have shifted power, re-militarised countries, and weakened global trade. While developing countries are starting to speak up for themselves, climate action frameworks such as the SDGs are failing. The cost to combat climate change is rising; meanwhile, frontier technologies are actively disrupting jobs, society, and security.

International organisations such as the World Economic Forum (WEF) are advocating for a reevaluation of international cooperation and a subsequent move towards more innovative and inclusive approaches. While the proposed solutions hint towards a new type of multilateral cooperation, the issue of new global leadership required to implement all these ambitious plans and new partnerships is less discussed. Leaders hold power, and not many are eager to relinquish it.

Leaders are found at all levels of sociopolitical organisation, guiding countries through complex international relations, directing the flow of science information, and educating aspiring leaders and citizens within their communities and in one-on-one relationships on an individual level. If new globally oriented approaches, reforms, and plans are required to navigate through turbulent geopolitical times, a new globally oriented leadership must follow.

The Forum in Korea urges delegates to consider ’Global Leadership in a Fragmenting World’, specifically what ‘new’ global leadership looks like in the wake of contemporary crises. Questions posed to participants will include what can your country do to become a global leader? What defines a ‘global’ leader? How can we exercise leadership as students, educators, professionals, and institutional or governmental representatives? How can we prepare young leaders to be global citizens before they can step into the role? Join the conversation and expand upon these topics with us at The Forum.

Keynote Presentation: Jennifer Andrus

A Translingual Approach to Language Ideologies and World Englishes

Tuesday, October 29 | 14:00-14:25 | Premier A & Online

This presentation explores the intricate relationship between language ideology, languaging, World Englishes, and translingualism, drawing on the works of scholars such as Alastair Pennycook and A. S. Canagarajah. It begins by defining language ideology and its implications for social hierarchies and power dynamics, emphasising how beliefs about language influence identity and communication. The concept of World Englishes will also be addressed by discussing the relationship between language ideology and English as an international language, advocating for the recognition of diverse English varieties shaped by local cultures, and emphasising the importance of inclusive language education. Finally, translingualism will be presented as a framework that transcends rigid language boundaries, promoting fluid communication in multicultural contexts. By examining these interconnected frameworks, the presentation underscores the need for an inclusive approach to language that recognizes the legitimacy of diverse linguistic practices, ultimately contributing to a richer understanding of language as a dynamic and evolving phenomenon in a globalised world.

Jennifer Andrus

Jennifer Andrus is Professor of Writing and Rhetoric Studies at the University of Utah, United States, where she teaches courses on rhetorical theory, discourse analysis, legal rhetoric, and gender & rhetoric. Her research for the last two decades has been on domestic violence, law, and law enforcement. A prolific researcher, she has written numerous articles and two books: her first book, Entextualizing Domestic Violence: Language Ideology and Violence Against Women in the Anglo-American Hearsay Principle, was published by Oxford University Press in 2015. Her second book, Narratives of Domestic Violence: Policing Identity and Indexicality, was published by Cambridge University Press in 2020. Additionally, she has published a number of articles on the discourses involved in circulating and maintaining domestic violence in US society. She is active in presenting her work, and is a member of The Rhetoric Society of America and The American Association of Applied Linguistics, among other scholarly associations. Professor Andrus combines her scholarly interests with real-world investments in a number of ways. She currently serves on a Utah Courts committee and is a founding board member of the charitable foundation, Fight Against Domestic Violence. Professor Andrus also works as a consultant for the Utah Office of Victims of Violent Crimes, is on the new Governor’s Victim Services Commission, and volunteers in other ways. She also gives presentations and talks about domestic violence and other forms of violence against women both internationally and locally in a number of forums.

IAFOR events are among the most diverse on earth

Bridging divides of nation, culture, and discipline; informing and shaping ideas, research, practice, and policy in a comparative and contrastive space, IAFOR encourages the sharing and nurturing of diverse ideas.

Over the past year, more than 5,000 delegates from more than 120 countries have participated in an IAFOR event.

5,000+ Delegates

120+ Countries

Inspiring global collaborations, this diversity of peoples, nations, voices, cultures, and ideas is at the heart of what we do.

It is our greatest strength. Join us.

Korean Buddhist Education and Meditation (Meditation Workshop)

Tuesday, October 29 | 14:50-15:50 | Premier A & Online

In this workshop, June Han Sunim, a Buddhist monk from the Jogye Order of Korean Buddhism and founder of the JustBe Temple in Seoul, South Korea, will guide participants through the practice of meditation as a tool for cultivating mindfulness in daily life. Drawing from his extensive monastic training and international teaching experience, June Han Sunim will introduce foundational techniques in seated meditation and other traditional education techniques developed by Korean Buddhists. He will emphasise breath awareness and present-moment focus. Participants will explore how these practices can enhance mental clarity, reduce stress, and foster a deeper connection to themselves and others. The workshop is designed to be accessible to both beginners and experienced meditators, offering practical insights into integrating mindfulness into academic, professional, and personal contexts. Through this session, attendees will experience the ways traditional Korean meditation techniques offer a valuable path towards self-knowledge and insight into their own true nature.

June Han

June Han Sunim (the word ‘Sunim’ is the Korean title for a Buddhist nun or monk) is a Buddhist monk in the Jogye Order of Korean Buddhism and co-founder of the JustBe Temple in Hongdae, Seoul, South Korea. The temple offers support to international travellers and students seeking to deepen their meditation practice. After earning his degree from Washington University in the United States, he translated the Diamond Sutra and decided to pursue monastic life, undergoing seven years of monastic training at Sudeoksa and Haeinsa Temples.

Following a 1,000-day solo retreat at Yangbaek Temple, June Han Sunim felt called to reconnect with people and moved to Seoul. His journey to monkhood was inspired by encounters with life and death issues during his studies in the United States, and his close relationship with Monks Seongsan and Hyeongak, the latter of which he became a disciple of.

In 2006, he received the Sami ordination at Jikji Temple under the guidance of Monk Nokwon, and in 2011, he took the Nine Precepts at Tongdosa Temple with Monk Gosan as his preceptor. A graduate of Haeinsa Sangha College and Yulwon, he has worked as a teacher at Haeinsa Temple Stay for Foreigners and as a trainee at the Buddhist monks' training centre for about a decade. Currently, he is dedicated to spiritual practice at Yangbaekjeongsa Temple in Yeongju. He also manages a guesthouse-turned-temple that welcomes young people and foreigners, providing a sanctuary for those seeking spiritual growth, following in the footsteps of Monk Seongsan's international missionary efforts.

Introducing the IAFOR Research Centre at Osaka University, Japan

The IAFOR Research Centre (IRC) is a politically independent, international and interdisciplinary think tank based at the Osaka School of International Public Policy (OSIPP), at Japan’s Osaka University, that conducts and facilitates international and interdisciplinary research projects. The main focus is to encourage mutual international and intercultural understanding and cooperation in line with IAFOR’s mission of encouraging interdisciplinary discussion, facilitating heightened intercultural awareness, promoting international exchange, and generating and sharing new knowledge. The IRC helps to nurture and capacity build by encouraging students to take part in international conferences and research projects, in line with the Osaka University’s Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT).

For more information about the IAFOR Research Centre visit: www.osipp.osaka-u.ac.jp/iaforresearchcentre/

THE IAFOR RESEARCH CENTRE

OSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICY

OSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP IAFOR研究センター

IURS Incheon Monday Poster Presentations

12:00-13:00 | Premier A Lobby Tuesday Poster Session

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

12:00-13:00

A Lobby

IURS Incheon | Monday Poster Session

40001 | The Relationship Between Trust and Effective Use of ChatGPT Among L2 Writers

Hyebin Yu, The University of Utah, South Korea

Carina Pals, The University of Utah, South Korea

Matthew Pecsok, The University of Utah, South Korea

Large language models like ChatGPT have shown potential for assisting second language (L2) writers by providing personalized feedback to improve their writing proficiency. However, the effectiveness of such AI tools depends on users accurately aligning their expectations with the tool's capabilities and limitations. This process, known as trust calibration, aims to reduce the risk of misuse of a tool. This study investigated the efficacy of training intervention to calibrate L2 writers' trust in ChatGPT. Participants included 28 L2 undergraduate writers of English, divided into two groups: one receiving training on effectively using ChatGPT for writing (Workshop Group, N=13), and the other not (Non-Workshop Group, N=15). We compared pre- and post-workshop trust levels and post-workshop confidence in the tool between these groups using Mann-Whitney U test. Quantitative analysis revealed no statistically significant differences in trust levels or confidence levels between groups after the workshop, though the workshop group showed increased suspicion of ChatGPT. Qualitative data indicated the workshop may have facilitated the Workshop Group to recalibrate trust and gain more nuanced perspectives on ChatGPT. The potential pedagogical implications of these findings are discussed, including the early implementation of trust calibration interventions.

40002 | Sustainable Waste Valorization of Seafood Biowaste in Korea Using Hydrothermal Carbonization

Ahyeon Kim, Ghent University Global Campus, South Korea

Sein Kang, Ghent University Global Campus, South Korea

Tatwadhika Rangin Siddhartha, Ghent University Global Campus, South Korea

Philippe Heynderickx, Ghent University Global Campus, South Korea

This study explores an innovative way to turn Korean seafood waste into valuable products through hydrothermal carbonization. Seafood biowaste, which is often discarded, poses environmental challenges and represents a loss of potential resources. Our research aims to address this issue by converting seafood waste into hydrochar, a charcoal-like material that has multiple practical applications. Hydrothermal carbonization is an eco-friendly process that transforms seafood biowaste into hydrochar by subjecting it to high temperatures and pressure in the presence of water. This method not only effectively manages waste but also creates a product that can improve soil health, filter water, and generate energy. Our study involved collecting seafood waste, processing it through hydrothermal carbonization, and analyzing the resulting hydrochar for its properties and potential uses. We found that hydrochar derived from seafood waste exhibits excellent adsorption properties, making it ideal for water filtration. Additionally, its nutrient content can enhance soil fertility, and its energy content can be harnessed for fuel. The main findings indicate that this method significantly reduces the environmental impact of seafood waste disposal while producing valuable materials that can contribute to environmental protection and economic growth. Our results suggest that implementing hydrothermal carbonization on a larger scale could provide a sustainable solution for waste management in Korea. In conclusion, this research demonstrates the potential of hydrothermal carbonization to turn seafood waste into beneficial products, paving the way for a greener and more sustainable future. By transforming waste into resourc, we can reduce environmental harm and promote sustainability in waste management practices.

40003 | The Impact of Bilingualism in Reading Comprehension of Native Language Among Undergraduate Students

Myeongryun Lee, The University of Utah, United States

Kaeon Lee, The University of Utah, United States

Sieun Shin, The University of Utah, United States

Yeonseo Kang, The University of Utah, United States

In our globalized world, bilingualism affects around 3.3 billion people (Preply, 2023). Research often shows a positive link between bilingualism and academic success, especially in children’s language development (Carlson et al., 2008). This study examines how bilingualism impacts reading comprehension in university students' native language, focusing on the role of executive functions in reading (Nouwens et al., 2021). Our study, titled ‚ÄúThe Impact of Bilingualism on Native Language Reading Comprehension among University Students,‚Äù hypothesizes that bilingual students will have better reading comprehension in their native language compared to non-bilingual students. We employed an empirical approach with sixty students from the IGC campus, divided into bilingual (Korean and American) and non-bilingual groups (Korean and American). Reading skills were assessed using the Korean SAT (Suneung) Korean language section for Korean students, and the Korean SAT English language section and TOEIC for American students, ensuring a diverse range of reading topics. Participants were given ample time without constraints to complete their tests, allowing a comprehensive assessment of their reading skills. We anticipate that bilingual students will perform better, demonstrating the potential cognitive advantages of bilingualism. This study aims to highlight the benefits of bilingualism in enhancing reading comprehension skills among university students, thus contributing to the ongoing discussion on how bilingual education impacts academic achievement. Our findings may provide valuable insights for educators and policymakers in promoting bilingual education programs.

IURS Incheon | Monday Poster Session

40004 | Silicon from Diatoms – Economic Possibility or a Dream for Batteries?

Terry Park, Ghent University Global Campus, South Korea

Minseo Kim, Ghent University Global Campus, South Korea

Soebiakto Loekman, Ghent University Global Campus, South Korea

Philippe M Heynderickx, Ghent University Global Campus, South Korea

This research aims to show the feasibility to utilize the silicon, harvested from unicellular microalgae, termed diatom, which procured from local source, as a novel, alternative and renewable source to improve the performance of lithium-ion batteries (LIBs). Diatom produces ca. 20% of the total oxygen every year. The unique feature of these microalgae is its intricate and highly structured cell wall, called frustule, which composed mainly of silica (SiO2). In the scope of LIBs, silicon has gained lots of attention to serve as an improvement to conventional graphite as anode material due to its high theoretical capacity to store lithium ions and due to its abundant availability. Furthermore, using silica-based materials can minimizes the environmental impact due to its non-toxicity and thus, such technology aligns with the sustainability goals of future technology development. Our research objective is to highlight the environmental-benign aspect of using diatom-derived silicon, in comparison with conventional silicon sources, by emphasizing its renewable and biodegradable nature. Comparison of several technologies, available to process and refine the silica from diatom, will grasp the full potential of this renewable source for the LIBs application. This study also intends to capture the revolutionizing effect of this silicon towards advancing energy storage technologies, shaping the future of LIBs by actively dismantling issues faced by battery technology currently. The pinnacle of this research and technological innovations is the development of LIBs technology towards sustainability and low environmental impacts for the future.

40005 | Adsorption Properties of Stacking-Type Complexes with Triazine atGraphene Surface: A Test Case For Cu2+ Ion Adsorption

Joonyoung Lee, Ghent University Global Campus, South Korea

Keshab K Adhikary, Ghent University Global Campus, South Korea

Philippe M Heynderickx, Ghent University Global Campus, South Korea

Water is a vital resource for all organisms, including humans. However, it can also serve as a medium for transporting heavy metal pollutants such as copper, lead, arsenic, mercury, cadmium, and others. Among these pollutants, the concentration of copper in water has been increasing due to human activity. Unfortunately, high concentrations of copper cause adverse effects on human health and the ecosystem. Therefore, a sustainable copper removal method is required. As a copper removal method, adsorption was studied in this project. Adsorption is a method of removing pollutants (adsorbate) by attracting them onto the surface of the adsorbent. Adsorption technology is recognized as one of the most promising methods for water treatment by the United States Environmental Protection Agency (USEPA). Nonetheless, the high cost of adsorbents and their limited regeneration capabilities present significant challenges. To deal with this problem, triazine-embedded graphene is under study as an adsorbent. Graphene is a 2D honeycomb structure consisting of carbon. The adsorption property of graphene was tuned by embedding triazine, a 2D hexagonal ring consisting of three carbons and three nitrogens. The triazine was embedded in the graphene layer by π-π stacking by ultrasonic force. Stacking is an intermolecular interaction between triazine and graphene. This project aims to establish the ability of triazine-stacked graphene to adsorb copper metal ions from water. The experiment studies the effect of varying the concentration of pollutants, and temperature. The adsorption maximum capacity and rate of triazine-embedded graphene and only graphene was studied by Langmuir modeling and Pseudo modeling.

40006 | Potential of Triazine Embedded Graphene for Arsenic Removal: Insights from Recent Studies

Seorin Kim, Ghent University Global Campus, South Korea

Hyeran Choi, Ghent University Global Campus, South Korea

Keshab K Adhikary, Ghent University Global Campus, South Korea

Philippe M Heynderickx, Ghent University Global Campus, South Korea

Arsenic is widely recognized as a hazardous substance with significant impacts on both human health and environmental safety globally. It often contaminates water systems through industrial discharges, agricultural runoff, geological tectonic-plate actions, mines, and other natural sources, affecting drinking water supplies and posing serious risks to public health and the environment. Community gatherings aimed at sharing information about arsenic contamination and its effects are essential. They encourage dialogue among members and promote collective action toward finding effective solutions. One promising solution is the adsorption of heavy metal ions. The use of graphene for arsenic removal via adsorption has emerged as an innovative and effective approach. This poster provides an overview of arsenic contamination worldwide and it examines the potential application of graphene in remediation, offering key insights to support future experimental efforts and implementation on larger scale.

12:00-13:00

IURS Incheon | Monday Poster Session

40008 | Clay Through Korean Ages: Innovation and Tradition

Areum Lee, Ghent University Global Campus, South Korea

Hyewon Lee, Ghent University Global Campus, South Korea

Muhammad Kashif, Ghent University Global Campus, South Korea

Philippe M Heynderickx, Ghent University Global Campus, South Korea

Clay has played a diverse role in Korean history, encompassing various scientific applications that have driven technological progress and cultural development. Clays are formed via the crushing of rocks, and they are abundant on the earth, making them one of the most common and versatile raw materials. Since ancient times (8000 BC), clay has been essential for the construction of kilns and furnaces, which were crucial for ceramic production and enabled the refinement of pottery techniques and styles such as high-fired earthenware and delicate celadon during the Goryeo Dynasty (918–1392). Clay's heat-insulating properties, such as hanok, were crucial for traditional Korean architecture, not only for ceramics but also for construction of adobe walls for defense engineering. Scientific research has deepened the understanding of chemical composition and physical properties of clay. Clay's unique structural properties, such as its large surface area and ability to form stable material, make it an excellent material for various scientific applications, including catalyst carrier and environmental remediation. In addition, the versatility and natural properties of clay have made it a valuable ingredient in cosmetics. Its ability to absorb excess oils and impurities has contributed to its recurring use in modern skincare products. Overall, the evolution of clay from a basic material in pottery to a crucial component in various scientific disciplines underscores its enduring importance to both cultural practices and scientific advancement in Korea's history. Ongoing research is investigating new uses for clay-containing minerals, particularly in the development of nanocomposites and organoclays.

40009 | Decisions to Access

Peer Support Among Adolescents and Young Adults with a Difference of Sex Development

Tyler David Beeston, The University of Utah, United States

Alexandra Britt, The University of Utah, United States

Raven Burton, The University of Utah, United States

Mallorie Crissler, The University of Utah, United States

Ellie Powell, The University of Utah, United States

Kristina Suorsa-Johnson, The University of Utah, United States

Background: Differences of sex development (DSD) is an umbrella term used for a variety of congenital conditions resulting in differences in chromosomal, gonadal, or anatomic sex development. Those with DSD benefit from peer support related to their condition; however, a limited number of individuals with DSD access peer support groups. As part of a larger study examining decision-making among adolescents and young adults (AYAs) with DSD, participants were asked about their experience with peer support. Methods: Qualitative interviews were completed with 20 participants recruited from a children’s hospital in the United States (mean age=16 years; range=11-24 years). Sixty-minute interviews covered condition-specific decision-making topics. Prompts also focused on peer support (e.g., “Have you connected with anyone with your condition?”) Results: Twelve participants (60%) sought peer support. Of those who had not, 7 were asked if they were interested in seeking it out in the future; 5 (71%) said “yes.” A follow-up question asked in 6 (30%) of the interviews inquired if offering peer support during interdisciplinary DSD Clinic visits would be beneficial, to which all respondents said “yes.” Discussion: Results suggest that most of the AYAs with DSD sampled in this study have either received peer support or are interested in pursuing this option. Of those asked, there was interest in having peer support available at the interdisciplinary DSD Clinic. This data supports the implementation of a peer support program at Primary Children’s Hospital in Utah. Incorporating this type of program would benefit AYAs with DSD and their families.

40010 | The Possibility of Introducing AI to Accounting Departments in Big Companies in Japan Yuki Kurita, Chuo University, Japan

If companies could find the best way to use AI in accounting, they would be able to optimize limited domestic management resources and acquire maximum profit. Distributing the profit to workers, who are also consumers at the same time, would lead the whole society to economic growth and maximized efficiency in the end. This project aims to assess the possibility of introducing AI to accounting departments in large companies in Japan. Qualitative methods will be used to gain deep insight into understanding of the present situation and a future expectation about using AI in accounting departments. The data is collected from a review of recent literature on AI society and a survey conducted with Chuo University accounting professors. I will analyze the risk involved, the capabilities of AI, the requirements for companies to introduce it, and the cases of success and failure along with their proportions. In conclusion, in accounting departments in large companies, the main risks caused by using AI are the obscuring of the judgement process and data security. The abilities they expect are business efficiency and expectation. The essential requirements are re-deploying human resource & skill enhancement and the selection of proper AI tools. Many companies have been obtaining the benefits of introducing AI, but the success rate varies depending on the industry, even if they are large companies. And, there are many failures due to trial and error in the early stages of introduction, but the number of successful cases is increasing due to continuous improvement.

12:00-13:00

IURS Incheon | Monday Poster Session

40011 | The Potential Benefits of Spiritual Practices for Young Adults in South Korea

Chaeeun Yang, The University of Utah Asia Campus, South Korea

The mental health crisis among university students is one of the most pressing issues in South Korea. Yet presently, little research centers on the ways mental health can be managed through healthy coping strategies linked to spiritual practices, which potentially improve mental health by promoting a positive state of mind and enhancing self-communication. Most existing research connecting spiritual practices and mental health has been conducted in Westernized settings or highly religious countries, illustrating the need for a study in a broader cultural context like South Korea to ensure that its positive impacts are widely applicable and can help more people in need. This study centers on the question of whether university students in South Korea report improved mental health from spiritual practices. To explore this question in depth, I will conduct a case study using archival research and semi-structured interviews in English and Korean, focusing on adults who have actively engaged in spiritual practices in South Korea. Interviews will be conducted with a sample population ranging from avid spiritualists such as professional meditators to university students who follow more informal spiritual practices. Initial findings claim that both religious and non-religious people involved with various spiritual activities like reading religious texts, practicing mindfulness, doing yoga, writing, drawing, or walking in nature report positive mental health benefits. This suggests that students potentially receive positive effects such as relieving anxiety, depression, and stress about academics, future careers, and interpersonal relationships from doing these spiritual activities.

40012 | Toxic Filipino Traits: A Study on How “Filipino Time” Affects the Professional Life of Filipinos

Clark Fredrich Jindani Barcelona, University of the Philippines, Philippines

Althea Mycka Ella Nepomuceno, Bong, University of the Philippines, Philippines

Juliana Rocillio Garcia, University of the Philippines, Philippines

The practice of "Filipino Time" and its impact on the professional lives of Filipinos has been a recurring concern in the Philippines, driven by cultural influences and the need for improved punctuality, productivity, and reputation in the workplace. This study aims to investigate the effects of "Filipino Time" on the professional lives of Filipinos, specifically focusing on reputation, punctuality, and productivity. Using a mixed-method approach, the study combines quantitative data from a survey questionnaire and qualitative data from interviews. A total of 200 respondents participated in the online survey, providing insights into their awareness and engagement with the concept. The results indicated that practicing “Filipino Time” negatively impacts reputation, punctuality, and productivity. Furthermore, PearsonCorrelation results showed a significant association between “Filipino Time” and punctuality, while the correlation between “Filipino Time” and productivity was insignificant. Thematic analysis of the qualitative data revealed patterns in personal perceptions of the causes and effects associated with “Filipino Time.” This study endeavors to assist Filipinos in changing this toxic societal norm embedded in the country's culture, which continuously affects the perception of individuals.

40013 | Sentient Beings, Not Things: Improving the Legal Status of Animals in South Korea Through an Appropriate Ethical Framework Arden Jang, The University of Utah, United States

Ian Hwang, The University of Utah, United States

South Korea’s commitment to animal rights is rooted in the Animal Protection Act of 1991, which endorses the Five Freedoms, an ethical framework preventing certain animals from experiencing negative states and allowing them to express “normal behavior." However, this framework may be too narrow and ambiguous to ensure the flourishing of sentient animals whose needs and rights are increasingly enumerated in light of advancements in science and philosophy. This research examines differing ethical perspectives on animal rights, such as Kantian, Capabilities, and Utilitarian approaches to search for the most effective ethical framework for bolstering the legal situation of animals in South Korea. By examining proposed amendments to Article 98 of the Korean Civil code, which advocate that animals are not “things,” and comparing them to Quebec’s Act to Improve the Legal Situation of Animals and the United Kingdom’s Animal Welfare (Sentience) Act 2022, this research explores the potential impact of recognizing animal sentience in South Korean law. Through archival research and comparative case studies on Korean and global animal rights laws, it aims to highlight areas for improvement and discourse in the treatment of animals in South Korea and worldwide. Perspectives from activists, legal scholars, and organizations aid this study’s assessment of laws' effectiveness. Scholars interested in the legal situation of animals in South Korea can benefit from the comprehensiveness of this research and pinpoint areas for improvement according to different ethical, legal and philosophical lenses.

40015 | The Effect of Verbal vs Non-Verbal Auditory Distractors on Encoding Constructed Vocabulary in Long-Term Memory

Jihyeon Moon, The University of Utah, United States

Riley Jo, The University of Utah, United States

Preparing for exams requires a high level of memory and attention, and many students use sound as a study strategy for many reasons.

Inconsistent explanations of the relationship between auditory conditions and memory-retrieving tasks were reported while studies mainly focused on short-term memory. The research aimed to examine the effect of auditory conditions on academic performance particularly on long-term memory by defining auditory conditions as distracting sound conditions. 93 participants were randomly assigned either Music or ASMR and memorized each of 10 constructed vocabularies under Silence, Non-verbal, and Verbal sound conditions. Participants then typed memorized vocabulary as the response of open questions and chose the multiple-choice answer when they typed incorrectly. The proportion of correct responses for the open questions shows a significant main effect of distractor type (Music vs ASMR) which appears to be mainly driven by the difference between the two groups in the “Non-verbal” sound condition, not in the silence or verbal condition. The proportion of error responses for multiple-choice questions shows a similar significant main effect of distractor type, yet error responses for the open questions and correct responses for the multiple-choice questions do not indicate a significant effect. Despite inconsistent tendencies of statistical analysis results, it could be concluded that Music tends to be more distracting than ASMR. Further research is still required to exclude possible confounding variables and investigate the true effect of auditory conditions on academic performance.

IURS Incheon | Monday Poster Session

40019 | Future of PhD in Japan: The Practical Ways to Increase PhDs

Aoi Ishihara, Chuo University, Japan

In 2024, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) announced a plan to triple the number of Ph.D. 's by 2040, which is very similar to the policy they had tried in the 1990s that had come under criticism. The aim of this research is to propose the practical way to increase the number of Ph.D. 's in order to avoid repeating the same mistakes from the 90s. I did this research by using a case study method. First, I analyzed the 1990s' policy. And then, I conducted the questionnaire survey for Japanese undergraduate students to reveal what is really needed to achieve the goal. Finally, based on these results, I considered the proposal. From the questionnaire, I found some interesting opinions. For example, some students mentioned the Japanese social system with no connection between university major and job. Another issue noted is the problem of the slow start of specialized study at university. Many other problems were raised, but more than half of the students agreed with the policy itself. In conclusion, I can say it is essential to review the Japanese graduate school system. However, the plan announced by MEXT is not the best for the future of Ph.D. in Japan. I am sure that just increasing the number of PhDs does not make sense. I think the government should ensure that the number of PhD students increases as a result of better education policies.

40022 | The Cause and Effect of Schoolification in Early Childhood Education (ECE) on Preschoolers’ Well-Being in Urban China: A MultiDimensional Analysis

Ruitong Li, University College London, United Kingdom

Recent decades have witnessed increasing emphasis on preschool-aged children's school readiness in ECE settings. However, previous studies have primarily focused on Western countries while overlooking the Chinese ECE context, especially China’s urban regions where academic pressure is relatively distinct. As such, drawing on the concept of schoolification, this paper aims to explore the possible drivers behind urban Chinese kindergartens' growing incorporation of pedagogy and curricula of formal schooling as well as its impact on preschoolers' well-being. Based on analyses of secondary sources, including surveys among Chinese parents, educational policies formulated by the Ministry of Education of China, and published government reports, this paper reveals the complex interaction between social-cultural, market, and policy-related factors, and the potentially detrimental effects of schoolified ECE on preschoolers' well-being and early learning experiences. Results show that parental expectations, market competition between public and private kindergartens, and government policies jointly influenced the rising demand and supply for academically focused kindergartens. Possibly resultant physical and mental health issues include 1) decreased physical fitness from reduced playtime and exercises and 2) increased anxiety levels and low self-confidence due to the stress of meeting academic demands. The current paper contributes to the field by viewing the schoolification phenomenon in ECE in urban China from a multi-dimensional perspective and highlighting the significance of considering children's holistic and sustainable development. Implications are also proposed for pedagogical enhancement of Chinese ECE (e.g., developing more age-appropriate, play-based educational curricula) and for policy-practice refinement (e.g., strengthening the regulation of policy implementation in practice).

40023 | Kinetic Analysis of Korean Thermoplastic Waste for the Optimization of Sustainable Recycling and Waste Management

Yoonjee Kang, Ghent University Global Campus, South Korea

Juyeon Kang, Ghent University Global Campus, South Korea

Clovis Awah Che, Ghent University Global Campus, South Korea

Phillipe M Heynderickx, Ghent University Global Campus, South Korea

South Korea consumes the most plastic per capita globally at 98.2 kg. To promote sustainability, converting waste plastic to hydrochar via hydrothermal carbonization is vital. To optimize this technology, understanding the thermal properties of waste plastic is essential. This study analyzes the thermal properties of PET, HDPE, PVC, LDPE, PP, and PS using TGA under nitrogen and oxygen at various heating rates. In nitrogen, PET onset temperatures ranged from 375C to 430C, while in oxygen, they ranged from 350°C to 440°C. Peak degradation rates occurred at lower temperatures in oxygen, demonstrating its accelerating effect. PET degradation rates ranged from 0.12 to 0.266 %/°C in nitrogen and 0.068 to 0.49 %/°C in oxygen. Similar trends were observed in other polymers with oxygen enhancing degradation rates. Activation energies from model-free isoconversional methods showed that PET activation energy ranged from 74 to 232 kJ/mol in nitrogen and from 95 to 178 kJ/mol in oxygen, decreasing with higher conversion degrees. This trend was consistent across other polymers, with lower activation energies in oxygen due to enhanced degradation. Thermodynamic parameters, including enthalpy (ΔH), Gibbs free energy (ΔG), and entropy (ΔS), indicated higher energy requirements and non-spontaneity in nitrogen. HDPE showed higher ΔH in nitrogen, reflecting greater degradation energy needs. Model fitting revealed that F1 kinetics described HDPE and PP degradation well, while F2 and R2 models suited more complex pathways in PVC and PET. This analysis underscores the significant impact of atmospheric conditions on thermoplastic degradation, offering insights for optimizing recycling and waste management.

12:00-13:00

IURS Incheon | Monday Poster Session

Min Park, The University of Utah, South Korea

Romi Kim, The University of Utah, South Korea

This study explores the limitations of public transportation in Songdo International City, a rapidly developing urban area in Incheon, South Korea. As Songdo has evolved into a hub of residential, commercial, and educational activities, the demand for efficient and reliable public transportation has significantly increased. However, despite the city's modern infrastructure and strategic planning, significant gaps remain in its public transportation network. The primary objective of this research is to identify and analyze these limitations, focusing on accessibility, frequency, and coverage of bus and subway services within the city. To achieve this, a mixed-method approach was employed, combining quantitative data analysis of public transportation usage patterns with qualitative surveys of Songdo residents. The study also included a comparative analysis of Songdo's public transportation system with those of other similar-sized cities, both within South Korea and internationally. The results indicate that while Songdo benefits from a high-tech urban layout, its public transportation system is insufficient to meet the needs of its growing population. Key findings include the limited reach of subway lines, infrequent bus services, and inadequate connections between different modes of transportation. These limitations contribute to increased reliance on private vehicles, exacerbating traffic congestion and reducing the city's overall sustainability. In conclusion, the research underscores the need for a more integrated and expanded public transportation network in Songdo. This would not only enhance mobility for residents but also support the city's vision of being a global leader in smart and sustainable urban living.

40062 | Impact of Urban Transportation Noise and Pedestrian-Friendly Environments of Residents' Health: A Case Study in Seoul, South Korea

Hyein Kim, The University of Utah Asia Campus, South Korea

Yubin Han, The University of Utah Asia Campus, South Korea

Jisoo Ooh, The University of Utah Asia Campus, South Korea

Urban transport noise is a significant environmental stressor that impacts citizens' well-being, especially in highly populated places such as Seoul, South Korea. This case study investigates how transport noise and pedestrian-friendly settings affect people's physical and emotional well-being. Noise pollution from cars, trains, and other modes of transportation adds to stress, sleep difficulties, and cardiovascular illness, resulting in a worse quality of life. In contrast, pedestrian-friendly zones, which have vegetation, walking streets, and lower traffic congestion, provide a respite from these detrimental impacts. These spaces inspire physical exercise, which is good for your health, and promote social contacts, contributing to better mental health and community cohesiveness. This research examines data from several areas in Seoul, including noise levels, pedestrian infrastructure quality, and health results for the local population. The findings indicate a strong link between high levels of transport noise and negative health effects, whereas pedestrian-friendly locations are associated with reduced stress levels and improved cardiovascular health. The study emphasizes the necessity for urban planners and politicians to prioritize noise reduction measures and the creation of pedestrian-friendly zones to promote healthy urban living. Seoul is a paradigm for other cities seeking to reconcile transit needs with citizens' health and well-being.

Tuesday Poster Presentations

16:00-17:00 | Premier A Lobby Tuesday Poster Session

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

16:00-17:00

| Premier A Lobby

Tuesday Poster Session

Aesthetics and Design

84806 | The Design and Development of Symbol for Tourism Promotion via Suvarnabhumi Airport Rail Link

Mongkon Chumngeon, Srinakharinwirot University, Thailand

Noppadol Inchan, Srinakharinwirot University, Thailand

This research on the design and development of a symbol for tourism promotion via the Suvarnabhumi Airport rail link follows a research and development (R&D) methodology. It aims to study the identity development of each Suvarnabhumi Airport rail link station area and to design and develop symbols to promote tourism. The method used was in-depth interviews, with the population for data collection comprising residents living near the station and tourists using the service. A total of 88 individuals from eight stations were purposively sampled. The design process considered relevant theories related to identity and semiotics, studying the prominent features of the area’s identity and easily accessible tourist sites. However, some stations have limited identity features due to their unsuitability for tourism. Therefore, the researchers had to adjust the study approach and expand the scope to include more tourist sites. This research found that the symbols were deemed appropriate for use, with an approval rating of 81.25%. The symbols were considered consistent with the areas, also at 81.25%, and were seen to effectively promote tourism, with an approval rating of 83.33%. Additionally, the interviewees suggested using more foreign languages to facilitate use by tourists and incorporating secondary elements to make the designs more engaging.

Immigration, Refugees, Race, Nation

82614 | How Wireless Communication Technology is Connecting Muslim Society in Indonesia During COVID-19 Pandemic Nugra Anwar, Pelita Harapan University, Indonesia

Irwansyah S.Sos, M.A., Pelita Harapan University, Indonesia

The aim of this study is to learn how the transformation of wired to wireless communication technology has connected the Muslim society in Indonesia. During the COVID-19 pandemic, the government banned or restricted the ‘mudik’ event, a yearly cultural tradition where Muslim citizens travel back to their hometowns (exodus) to visit their parents and families. With the restriction in place, Muslim citizens need to find a way to stay connected with their hometowns—and one of the ways is through wireless communication technology. In this paper, we will learn how wireless communication technology helps Muslim society stay connected amidst the COVID-19 pandemic, by understanding the wire and wireless communication from the concept and context of communication, technology, and society.

Media, Film and Communication Studies

83933 | The Female Gaze and the Middle-aged Filipino Women’s Reception of Empowered/Disempowered Women in Korean Television Series Maria Rhodora Salazar, AMA University, Philippines

Since the early 1999, ‘Hallyu’ or the ‘Korean wave’ has become one of the biggest cultural phenomena across Asia, resulting in a surge in foreign demand for all things Korean. Hallyu first spread to China and Japan, later to Southeast Asia, including the Philippines. The present study delves into ‘Hallyu,’ more specifically, the K-dramas. This study is a feminist reading of the female reception on how women are portrayed in K-dramas, specifically the empowered female characters, in terms of the Western values and ideologies. This study also aims to understand how middle-aged Filipino women gaze at the empowered/disempowered female characters in relation to their own lives. This study employed mixed method approach using online survey (N=34) and in-depth interviews for data collection. Textual analysis of the data is anchored in Hall’s encoding-decoding theory, dual-systems theory and the concepts of the female gaze. The results reveal that the middle-aged Filipino women perceive the interaction of power and oppression brought about by the influence of Western values and ideologies of patriarchy and capitalism as depicted in the male villains’ aggressive and violent behavior, the male dominance over women, and the perennial characterization of heroes as heirs to the family-owned companies. Using the female gaze, the middleaged Filipino women’s dominant readings of the characterization of empowered/disempowered women in the K-dramas uncover values of self-confidence, independence, competence, hard work, leadership, perseverance and determination.

Challenging & Preserving: Culture, Inter/Multiculturalism & Language

85752 | Strengthening Cultural Integration and Mutual Support: The Buddy System for Thai and Non-Thai Students in Higher Education Thitikarn Srithranon, King Mongkut's University of Technology Thonburi, Thailand

This paper investigates implementation and impact of buddy system designed in strengthening cultural integration and mutual support among Thai and non-Thai students in higher education. As the number of international students increases, universities must create inclusive and supportive environment for diverse student body. This study examines the effectiveness of buddy programs in facilitating interactions and academic success. The objectives are aimed at evaluating improvement in cultural understanding, reducing social isolation, and enhancing academic performance. Utilizing mixed-method approach, the study incorporates Thai and non-Thai students. Surveys were administered to 100 students through stratified sampling for diverse representation of participants. In-depth interviews with 20 participants provided qualitative insights into their personal experiences with buddy system. The analysis focuses on cultural adaptation, social engagement, academic achievement, and emotional well-being. Results revealed that most respondents were satisfied with the buddy programs, agreeing that initiatives enhance cultural understanding through facilitating direct and meaningful interactions between students, and allowing them to share their cultural perspectives. Buddy programs were found to reduce social isolation by fostering the creation of supportive peer networks which provide sense of belongingness, essential for students in new cultural environment. Participants reported improvements in academic performance through academic support and motivation from their buddies. Support includes sharing resources, and offering academic advice, and moral support. The positive impact of buddy system on social and academic aspects underscores promoting a holistic educational experience for students with diverse backgrounds. Recommendations include structured orientation sessions, support activities, and regular feedback mechanisms to ensure continuous improvement.

16:00-17:00

| Premier A Lobby

Tuesday Poster Session

87185 | A Place for “us” to Be Weaved: A Case Study of Korean School in Japan

Shohei Uchida, Ohkagakuen University, Japan

The Convention on the Rights of the Child established by the United Nations clearly states the “prohibition of discrimination” and “protection against violence” (UN 1989). However, for political reasons, Korean schools in Japan are the only schools for foreigners that are not recognized by the Japanese government as “schools prescribed by law,” and furthermore, they do not receive any financial support from the government. Previous studies have clarified the financial situation of Korean schools and the history of struggle and creation of Korean schools (Song 2012; O2019). This study aims to clarify how ethnic education in Korean schools as a whole begins and is shaped, focusing on kindergartens, which are the starting point of ethnic education. In addition, as a research method, an ethnographic study was conducted using a long-term observation method of participation in a Korean school. This study was conducted with the approval of the Ethics Review Committee of the university to which the researcher belongs. The results of this study indicate that kindergartens routinely held a variety of activities, such as summer festival and Korean food making, in cooperation with elementary schools, junior and senior high schools, and the Korean residents community. What this study has revealed is that “Korean schools are not just schools”. It was suggested that Korean schools have become a magnetic field for the Korean residents community and a place where children attending Korean schools and Korean residents "care" for each other.

Counselling, Guidance & Adjustment in Education

85313 | Empowering Cancer Patients Through Health Education: Insight into Autonomous Pain Management Strategies

Arief Wahyudi Jadmiko, Universitas Pembangunan Nasional Veteran Jakarta (UPNVJ), Indonesia

Duma Lumban Tobing, Universitas Pembangunan Nasional Veteran Jakarta, Indonesia

Wiji Lestari, Universitas Indonesia, Indonesia

Pijar Suciati, Universitas Indonesia, Indonesia

Cancer patients frequently experience pain and suffering as their primary grievances. The mishandling of these issues would adversely affect the quality of life of cancer patients. One approach to improve the capacity of cancer patients to manage a range of challenges, such as pain, is through the provision of patient-centered education. In order to provide appropriate educational materials, it is necessary to accurately capture the process of pain management as performed by the individuals involved. This paper presents new, in-depth data on cancer patients' independent pain management. The report provides comprehensive and detailed data on the autonomous management of pain by cancer patients. The study used a qualitative methodology to examine cancer patients at Dr. Kariadi Semarang, who have been diagnosed with different types of cancer. We employed purposive sampling to select our respondents. Data was collected through in-depth interviews. The data analysis was conducted using Atlas.ti. The report is prepared using COREQ principles. This analysis yielded five distinct research themes. Participants sought to alleviate their discomfort through various means, such as engaging in everyday activities, religious practices, social connections, seeking pleasant environments, and ensuring financial stability. Thus, cancer patients strive to modulate their pain intensity independently. This study's findings pertain to the identification by clients of impediments and techniques that can be utilized for the development of health coaching models

Curriculum Design & Development

83643 | Developing an Educational Program for Caregivers of Stroke Patients: Integrating Well-Being and Basic Psychological Needs

Piriyanath Munyod, Srinakharinwirot University, Thailand

Sittipong Wattananonsakul, Srinakharinwirot University, Thailand

The objective of this study was to develop an educational program tailored to the needs of adult informal caregivers of stroke patients, focusing on enhancing caregivers' well-being through the integration of principles of psychological capital and basic psychological needs satisfaction. Drawing on quantitative data from 100 adult caregivers, the study investigated the correlation between psychological capital, basic psychological needs satisfaction, and psychological well-being. Additionally, qualitative data collected through focus group interviews with a subset of adult caregivers informed the development of the educational program. Thematic analysis of the interviews identified key themes related to autonomy, competence, relatedness, and psychological well-being, guiding the design of the program. Informed by theoretical frameworks such as Stress and Coping Theory and Self-Determination Theory, the educational program aims to empower adult caregivers by addressing their autonomy, competence, and relatedness needs. Through sessions focused on stroke understanding, communication skills, practical caregiving abilities, coping strategies, and support network development, adult caregivers are equipped with the knowledge, skills, and support necessary to navigate caregiving challenges while maintaining their well-being. This research contributes to a deeper understanding of caregiver well-being and underscores the importance of considering adult caregivers' psychological needs in educational interventions. By recognizing the mediating role of basic psychological needs and incorporating curriculum design & development principles, the study offers insights into effective strategies for supporting adult caregivers and promoting their well-being in the context of stroke care.

A Lobby

Tuesday Poster Session

Design, Implementation & Assessment of Innovative Technologies in Education

87459 | Enhancing Maternal Knowledge in Labuan Bajo: Evaluating the Impact of Comprehensive Nutritional Education on Reducing Stunting in Children Under Five

Wiji Lestari, Universitas Indonesia, Indonesia

Pijar Suciati, Universitas Indonesia, Indonesia

Arief Wahyudi Jadmiko, Universitas Pembangunan Nasional Veteran Jakarta, Indonesia

Labuan Bajo, a region in East Nusa Tenggara, Indonesia has been grappling with high rates of stunting among children among five years old.Efforts to address stunting in Labuan Bajo include government and non-governmental organization (NGO) initiatives aimed at improving access to nutritious food, enhancing healthcare services, and providing education on healthy practices. This study aims to evaluate the effectiveness of educational interventions in improving the nutritional knowledge and cooking practices of mothers with children under five years old who are experiencing stunting. The intervention comprised a comprehensive educational program that included instructional videos, interactive games, and live cooking demonstrations. Through these methods, mothers were taught how to prepare healthy and nutritious meals specifically designed to prevent stunting. The results indicated a significant improvement in the mothers' ability to identify and cook nutritious foods. Post-intervention assessments showed that the mothers successfully recreated the menus taught during the program, demonstrating an increased capacity to provide their children with balanced and healthful meals. This study underscores the potential of multi-faceted educational approaches in combating childhood stunting through enhanced maternal knowledge and skills in nutrition.

85197 | Technology Integration in EMI Economics Courses: Insights from Subject Teachers in a Vietnamese University

Tho Vo, University of Economics Ho Chi Minh City, Vietnam

Nhu Nguyen, University of Economics Ho Chi Minh City, Vietnam

Tram Kieu, University of Economics Ho Chi Minh City, Vietnam

Dao Truong, University of Economics Ho Chi Minh City, Vietnam

This multiple case study investigates how subject teachers of economics in a Vietnamese university integrate technology to address challenges encountered in teaching through English as a Medium of Instruction (EMI) courses. Data were gathered through semistructured interviews and classroom observations with four economics teachers. The analysis reveals that while these teachers attempted to incorporate technology into their pedagogical practices, its utilization remained constrained, primarily serving logistical functions rather than substantively transforming their teaching methods. The study underscores the complexity and nuances of technology integration within EMI contexts, pointing towards the need for more comprehensive support and strategies to enhance effective technology adoption among subject teachers in higher education settings.

Educational Policy, Leadership, Management & Administration

86897 | Evaluating the Relevance of Scholarship Programs to the Lives of University Students: The Case of University of St. La Salle, Philippines

Mary Ann Pandan, University of St. La Salle, Philippines

Bea Emma Bachinela, University of St. La Salle, Philippines

Michael Baylosis, University of St. La Salle, Philippines

Diahnne Debbie Salud, University of St. La Salle, Philippines

Ann Gladys Ponteras, University of St. La Salle, Philippines

The scholarship program of the University of St. La Salle, a non-profit private Higher Education Institution (HEI) in the Philippines, has been sustained since 1957 and to date, has awarded more than 10,000 scholarships to deserving students. However, there is a need to determine the impacts of this initiative. Thus, this study aimed to evaluate the effectiveness of this program to the lives of it beneficiaries by determining their (a) employment and professional profile (b) extent of awareness and (c) level of relevance. A survey was conducted from February to October 2023 and data from 386 scholars who graduated during the period 2016 to 2020 were then electronically collated and analyzed. The results show that the scholarship program is extremely relevant in helping the scholars in terms of financial assistance, academic performance, career opportunities, work ethics and skills, and quality of life. The findings show that there is a need to organize a network of scholars in order to enrich the programs. Further, the positive results of the study may be used in the marketing of the scholarship programs, as well as, in the strategic planning of the university’s achievement of its goals.

A Lobby Tuesday Poster Session

Educational Research, Development & Publishing

83156 | The Development of Science Activity Packages Learning on the Impact of Particulate Matter 2.5 Micrometer (PM.2.5) for Mathayomsuksa 1. Students

Onanong Thongpan, Sriboonyanon School, Thailand

There were three Purposes of the study: 1) to development and identify educational quality of science activity packages learning on “The Impact of Particulate Matter 2.5 Micrometer (PM.2.5)”. 2) to study learning outcomes; knowledge and science process skills of Mathayomsuksa 1. Students by science activity packages learning on “The Impact of PM.2.5” and 3) to study attitude toward environment of Mathayomsuksa 1. Students by science activity packages learning on “The Impact of PM.2.5”. The study was accomplished through two stages of operation; 1) development and quality evaluation of science activity packages learning by the experts and conducting a teaching experimentation with a group of three students and nine students successively. 2) performing experimental teaching by employing the science activity packages learning with the sampling coming up with a group in one class (from 5 class of 40 MS.1 (grade 7) of Sriboonyanon school ) for 14 periods (50 minutes a period)for the experimental teaching. The results were as follows:

1. The science activity packages learning were at higher educational quality good level.

2. Learning outcomes of students exposed to instruction utilizing the developed science activity packages learning were found positive: 1) students’ post-test scores on knowledge were significantly higher than their pre-test scores. 2) students’ posttest scores on science process skills were significantly higher than their pre-test scores.

3. Students’ post-test scores on attitude toward Environment designated as “good level”.

Higher Education

86174 | Language Choice in Higher Education: The Case of Maldivian Students

Aaidha Hammad, Maldives National University, Maldives

Language used as the medium of instruction or in the classroom communication in an educational setting is an important aspect as it impacts the students in many ways. This sociolinguistic investigation examines the phenomenon of students’ language choice in higher education setting in the Maldives. This mixed method study adopted a questionnaire, semi-structured interviews, and observations to collect the data. The quantitative data was collected from 400 university students enrolled in different programs and analysed using descriptive statistics. Thematic analysis was used to evaluate the qualitative data gathered from the interviews and observations. The findings show that a large percentage of the students prefer a mixed language choice to be used in most of the teaching and learning related activities in the university. This study proposes some educational pedagogical implications, explicitly for tertiary education. Therefore, it is important to reflect on the findings and the conclusions derived from this study, as it will be useful in the future, in making decisions regarding pedagogical practices and language related issues in higher education, such as language policy in higher education.

86547 | Spatial Patterns of Educational Inequality in the European Union: An ESDA Approach

Andrea Furková, University of Economics in Bratislava, Slovakia

This study investigates the spatial distribution of educational inequality within the European Union (EU) using advanced spatial statistical techniques. Educational inequality poses a significant challenge to policymakers committed to ensuring equal opportunities for all EU citizens. By employing Exploratory Spatial Data Analysis (ESDA) methods, such as Local Moran's I and Local Geary statistics, this research examines tertiary educational attainment levels across EU regions. The study also incorporates the use of the LOWESS (Locally Weighted Scatterplot Smoothing) smoother in and the bivariate Moran's I statistic to provide a more nuanced understanding of the spatial relationships between multiple educational indicators. Data from Eurostat reveals pronounced spatial variations in higher education inequality, with ESDA techniques identifying clusters of regions with significant disparities in access to higher education. Spatial autocorrelation analysis quantifies the extent of spatial dependence, highlighting areas where similar levels of higher educational inequality are clustered. The findings indicate that regions with high levels of tertiary education are predominantly located in Northern and Western Europe, while lower levels are clustered in Southern and Eastern Europe. This research underlines the importance of spatial context in policy formulation and contributes to a deeper understanding of the geographical patterns of educational disparities within the EU. The results would have significant implications for regional policies aimed at reducing educational inequality and fostering social cohesion and economic growth within the EU.

86927 | Application of Game Theory in Grading Process

Marian Reiff, University of Economics in Bratislava, Slovakia

Allan Jose Sequeira Lopez, University of Economics in Bratislava, Slovakia

Zuzana Cickova, University of Economics in Bratislava, Slovakia

Game theory has been used in different fields of science thanks to its versatility as it provides a valuable framework for developing strategic insights into complex, multi-actor situations, making it well-suited for dealing with real-world problems. Applying game theory in the context of grading students at a university involves creating and analyzing models with input from both students and educators, guided by a facilitator, to explore strategic interactions within the grading process. While previous research has often focused on the analytical insights from game theory models, the design and implementation process of participatory game theory interventions in educational settings is not explored enough. Our paper offers a framework to guide the design of game theory-based grading systems. Such an approach highlights the value of the framework for structured learning and fair grading through game theory-based interventions. It specifies the facilitator's role and design choices for each learning level, aligned with the desired knowledge capabilities and activities to achieve specific learning outcomes. Principal-agent problems, signaling games, coordination games, auction models, repeated games, moral hazard concepts, and public goods games are examples of game theory concepts and models relevant to this context. The paper will offer the framework to help design grading policies.

The Grant Agency of Slovak Republic supported this work by VEGA grants no. 1/0115/23 and no. 1/0120/23.

A Lobby

Tuesday Poster Session

85719 | An Assessment of the Impact of Education Spending and Immigration – The CGE Study

Veronika Mitkova,

Comenius University in Bratislava, Slovakia

This study focuses on the education sector in countries around the world to examine the impact of rising spending in this sector on key macroeconomic aggregates. To begin with, we look at the correlation between education spending and PISA test scores, as well as the correlation between teacher salaries and PISA test scores in several countries. In the second part of the study, a computable general equilibrium model is used to show the impact of increased spending in the education sector on households, government, investment, gross domestic product, and the aggregate welfare. This paper contributes to the literature by providing a detailed economic assessment of the cost of education and offers policy makers valuable insights into the complexities and potential repercussions on economic stability and social equity.

83921 | The Relationship Between Secondary Students’ Experiences with STEM Teachers and their Choice of Postsecondary STEM Major

Amanda Taggart,

Utah State University, United States

This study examined the influence of high school teachers’ perceived treatment of students on their eventual choice of college major in a science, technology, engineering, or mathematics (STEM) field. Logistic regression was used to identify variables associated with choosing postsecondary STEM majors among students who considered STEM majors while in high school. Data were drawn from a nationally representative sample of students from the High School Longitudinal Study (HSLS: 2009) data set in the United States. Results indicated that high school students who considered majoring in a STEM field once they were in college were less likely to actually do so when they perceived their high school math and science teachers to exhibit disrespectful, differential, or discriminatory behavior toward different students. Findings suggest that such experiences with STEM teachers at the secondary level may contribute to the deterrence of choosing a STEM major at the postsecondary level. Given that STEM-related occupations are projected to grow at over double the rate of non-STEM occupations over the next several years (U.S. Bureau of Labor Statistics, 2024) and that a large percentage of STEM occupations require a bachelor’s degree (Fayer et al., 2017), it is imperative that education systems work to produce students who persist in STEM majors. Results of this study may help to offer a better understanding of the pre-college discriminatory experiences that may influence students’ decisions to earn bachelor’s degrees in STEM fields during college.

Interdisciplinary, Multidisciplinary & Transdisciplinary Education

84032 | Maximizing the Role of Coaches in Implementing Social Values in Team Sports

Eko Purnomo, Universitas Negeri Padang, Indonesia

Nina Jermaina, Universitas Negeri Padang, Indonesia

Agus Gumilar, Universitas Pendidikan Indonesia, Indonesia

The coach is the primary factor in the successful implementation of the training program and drives the team in the desired direction. The coach's program should not only prioritize and enhance sports skills, but it should also instill values that will maintain the sportsmanship of each individual or team. The objective of this research is to determine whether the coach's role in the implementation of social values in the sport of football is critical to success and whether there is a difference in the increase of social values in football athletes. A pretest-posttest control design is implemented in this investigation. This research group was composed of a treatment group (deliberately arranging football) and a control group (accidentally arranging football). Each group consisted of 30 individuals and was selected using the purposive sampling method. The results of this research state that the hypothesis calculation using the paired samples t-test is <0.01, indicating that there are significant results regarding the results of social values in intentionally structuring and non-intentionally structuring football athletes. According to this study, trainers’ role in incorporating social values into training programs is critical to the effectiveness of promoting social values. The results of this research provide recommendations for further research to see the role of coaches in incorporating other values in each sport. Because in reality sport is not only related to skills and achievements, but more than that, namely the survival of athletes' lives in the future.

Mind, Brain & Psychology

84097 | Feasibility and Effectiveness of a Mindfulness-based Intervention with an Integrated Islamic Psycho-Spiritual for Teachers: A Pilot Study

Ega Asnatasia Maharani, International Islamic University Malaysia, Malaysia

Jamilah Hanum Abdul Khaiyom, International Islamic University Malaysia, Malaysia

Teacher's stress is a concern in education worldwide. In Indonesia, treatment rates are low due to the stigma and limited availability of mental care service. Mindfulness appears to be a promising intervention for addressing mental health problems and its effectiveness has been thoroughly-documented. However, there is also a growing prominence to developing mindfulness approach that is not only effective, but also religiously resonant with the Muslim population. The aim of this study was to determine the feasibility and effectiveness of implementing mindfulness-based intervention with an integrated Islamic psycho-spiritual element among Indonesian teachers. Methods: We developed a MindCARE (Mindfulness for Compassion and Relieve Stress) that aligned with Islamic virtues. 14 teachers who have mild to high stress level as assessed with the Perceived Stress Scale (PSS) is participated in the study. A single group pre-test and post-test quasi-experiment design was used to examine the effectiveness. The intervention’s feasibility was determined from qualitative feedbacks, retention rates, and worksheet completion. Secondary outcomes include assessment of participants psychological well-being and mindfulness using Indonesian Well-Being Scale (IWS) and Five Facet Mindfulness Questionnaire (FFMQ). The findings showed that there were statistically significant differences in participants perceived stress and psychological well-being in the post-test. Retention rate was reportedly high (87,5%). Qualitative feedback revealed that participants perceived this program as highly beneficial, particularly in relation to stress response patterns that were previously avoided. The results from the feasibility study will further guide the protocol of a future randomized controlled trial (RCT) of MindCARE program.

Teaching Experiences, Pedagogy, Practice & Praxis

87106 | Teaching Reflection: A Teacher’s Perspective on Their Own Level, Based on the Onion Model

Vivi Meidianawaty, Universitas Swadaya Gunung Jati, Indonesia

Alya Maharani, Universitas Swadaya Gunung Jati, Indonesia

Tissa Octavira Permatasari, Universitas Swadaya Gunung Jati, Indonesia

There are varying perspectives among educators regarding the most effective methods for improving student learning. Numerous studies in higher education have employed Korthagen's onion model to elucidate the ways in which instructors' perspectives can influence their teaching practices. The model encompasses both external (environment, behavior, competencies) and internal (beliefs, identity, and mission) components, interconnected across six layers. This study aimed to acquire a comprehensive understanding of the teacher's perspective on the facilitation of student learning.

We used the SCPT questionnaire with 58 teachers to assess their thoughts on the six Onion model teaching features. We evaluated each item on a five-point Likert scale, with each point corresponding to one (strongly disagree) to five (strongly concur). Higher scores indicated a greater degree of student-centeredness. Higher scores indicated higher levels of student-centeredness. We compared the lowest teachers' perspective scores using Analysis of Variance (ANOVA).

We obtained the highest averages in the group of identity aspects (20.9), behavioral 14.67, competence (10.68), belief (7.39), mission (7.34), and environment (7.08). There are three attributes with the lowest average scores: environment, trust, and mission, but according to the anova test results, there are no significant differences between the three aspects.

Although the survey shows that the lecturers already have a student-centered learning perspective, they still need reinforcement in some aspects of the environment, beliefs, and mission. By recognizing how specific circumstances can affect instructors development, institutions can tailor faculty development programs to their unique educational needs.

Wednesday, October 30 Parallel Sessions

All times are Korea Standard Time (UTC+9)

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

12:30-14:10 | Room 105

Wednesday Onsite Parallel Session 1

Contemporary Development Issues in Higher Education

Session Chair: Yu-Li Wang

12:30-12:55

82448 | Transforming Teacher Quality: A Critical Pedagogy Perspective on Sustainable Education Progress in Indonesia Christianti Tri Hapsari, Universitas Negeri Semarang, Indonesia

The issue facing Indonesian education now centres on equity and quality rather than accessibility (SDGs Centre UNPAD, 2020). Although Indonesia rose five spots to 68th place in 2022 from its 72nd place finish in PISA 2018 among 77 nations, the achievement of SGD-4 cannot be considered encouraging. The poor quality of Indonesian instructors is one of the reasons behind the country's low educational attainment. The recent research on successful teaching behaviour in six countries (the Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia) shows that Indonesia has the lowest level of successful teaching behaviour (André et al., 2020). Thus, using Freire's critical pedagogy theory (1970), this study examines Indonesia's progress towards achieving Sustainable Development Goal 4 (Quality Education) throughout the last few years, from 2018 to 2023. This research focuses on various aspects of critical pedagogy theory as applied to the context of improving teacher quality in Indonesia, starting to examine inclusivity and diversity, critical thinking and problem-solving skills, and community engagement & social transformation. The study highlights the value of diversity and inclusivity across a range of initiatives, including community-based teacher preparation, teacher mobilisation, and teacher action research. Through partnerships with local communities, these programmes enable educators from a variety of backgrounds to become leaders and facilitators, foster critical thinking and problem-solving abilities, and advance sustainability in the classroom. This research underscores the necessity for significant changes emphasizing the need for a more equitable and inclusive approach to qualified teacher behaviour, aiming to combat systemic inequalities.

12:55-13:20

84273 | Exploring the Multicultural Dynamics in RQA Histology Classrooms: A Short-profiling Study

Paramitha Cahyani, Universitas Muhammadiyah Surakarta, Indonesia

As a country with diverse cultures and isles, Indonesia has many ethnicities creating multiethnic and multicultural conditions. Educational development nowadays should not only emphasize the importance of improving various thinking skills but must initiate pay attention to the leading actor of education: student personality. This research portrays pre-service biology teachers' personalities and reflections using Multicultural Personality Questionnaire and Focus Group Discussions. This research is also in line with the vision of the University of Muhammadiyah Surakarta (UMS), which also prioritizes aspects of humanity in the learning held. We pooled data from 43 students of the Histology class who applied the RQA model and found exciting results where overall, the students of the Histology class could accept multicultural conditions that were quite adaptable. The minority groups in this class also have no significant difficulty accepting their differences. The results of this short profiling study can be used as a basis for continuing profiling with more comprehensive respondents to provide an initial picture of the overall profile of UMS students, which can later be helpful as a reference for policy revitalization that prioritizes humanity.

13:20-13:45

82621 | Conceptualizations of Quality Culture Among Higher Education Institutions in the ASEAN Region

Rhea Gumasing, University of the Philippines Los Banos, Philippines

Regina Mendoza-Armiendo, University of the Philippines Los Baños, Philippines

Brian Alamani, University of the Philippines-Diliman, Philippines

Pearl Via Coballes, St. Mary's University, Philippines

Higher education institutions (HEIs) have become increasingly competitive, thus, over the past few years, HEI administrators have mainstreamed the concept of quality into the core of their system, program design, and service improvement, creating an environment where employees ‘live’ quality--not merely for compliance, but more for outcomes. It is evident that the interpretation and application of quality culture differ in practice and in principle, as well as the outcomes. This study looks at quality culture, defined by the European University Association (2006) and Sattler and Sontag (2018) as "something that intends to enhance quality permanently, characterized by two elements: the cultural psychological element and the structural/managerial component," and what it means to the HEIs. The study conducted a survey, a focus group discussion, and secondary data collection. The findings suggest that although quality culture is associated with two major concepts: organizational culture, and institutional structures within the organization, there is a lack of conceptual understanding of the phenomenon itself, thus, it is not yet fully embedded in most HEIs in the region.

13:45-14:10

84321 | Is Freedom of Speech Possible in University Classrooms? A Case Study of Mainland Chinese Students in Taiwanese Classrooms Yu-Li Wang, Chinese Culture University, Taiwan

Cross-strait educational exchanges started from early 1990, Taiwan has providing mainland students access to Taiwanese university degrees and recognized the diplomas of mainland universities from 2011. The degree students often lived in the immersive environment of Taiwan for couple years. During their study in Taiwan, Chinese degree students often find themselves engaged in various discussions on social issues in the classroom. However, as the cross-strait relations become increasingly tense, the sensitive issues like the 2014 Hong Kong Umbrella Revolution and the 2021 Xinjiang cotton controversy increasingly arise in classroom discourse. Moreover, under the hostile atmosphere between Taiwan and mainland China, Covid-19 came quietly. Following the announcements of the Wuhan’s lockdown, Taiwanese university teachers were asked to provide online teaching to ensure the rights of overseas degree students. This study aimed to explore the expressing strategies of mainland Chinese degree students on the public issues in Taiwanese classrooms and online learning. The "in-depth interviews" method was employed, sixteen university degree students from the field of education, arts and humanity, social science, journalism, business and management, and law were interviewed from March. 28, 2022, to September 30, 2022. The study found that the discussions on public issues often turned into sensitive issues. The degree students often needed to detect the classroom environments. The results also showed that six strategies were identified as followed "direct expression strategy", "passive participation strategy", "self-censorship strategy", "facts strategy", "dispute avoidance strategy" and "after-class expression strategy". Two extra strategies used online were “highly self-censorship strategy” and “deferring strategy”.

12:30-14:10 | Room 106

Wednesday Onsite Parallel Session 1

Foreign Languages Education & Applied Linguistics

Session Chair: Minjeong Son

12:30-12:55

84300 | Exploring English Language Learning Practices Among H’Mong Children in Sapa: Insights from Social and Cultural Perspectives

Dung Le Quang, Dai Nam University, Vietnam

Ha Le Quang, Hanoi University of Law, Vietnam

This study explores the English language learning practices among H’Mong children in Sapa, Vietnam, focusing on the intersection of cultural traditions, community involvement, and technological advancements. Utilizing a qualitative research design, data were collected through semistructured interviews, field notes, and observations. Three primary research questions guided this investigation: (1) How do cultural traditions, community involvement, and technological advancements collectively influence the English language learning experiences of H'Mong children, and what strategies can enhance language acquisition? (2) What are the strengths and weaknesses of current educational policies in promoting English language learning among ethnic minority children in Sapa, and how can policy improvements be tailored to better address the diverse educational needs of these communities? (3) How do teacher and student perspectives on the integration of English language instruction with H'Mong cultural practices inform effective bilingual education strategies, and what role do informal learning environments, including social media, play in supplementing formal language learning for H'Mong children? The findings reveal that the integration of H'Mong cultural practices with English instruction, supported by community involvement and technological tools, significantly enhances language acquisition. However, existing educational policies require adjustments to more effectively meet the needs of ethnic minority students. This study provides insights into the development of tailored educational strategies that embrace both formal and informal learning environments to support the bilingual education of H’Mong children in Sapa, Vietnam.

12:55-13:20

85275 | Multimodal Learning Preference and Styles in Acquiring a Second Language in Online Class

Susana

Galvez, Bulacan State University, Philippines

The COVID-19 Pandemic had tremendously affected education although teachers adapted their best methods to maintain the quality of teaching and learning specifically for Filipino college students in the learning of English as second language. The researcher herself had a dilemma brought about by the global illness when there was an existing greater demand of improving students’ skills in learning the second language. Were online classes effective for to enhance skills necessary to their acquisition of a second language? This study provided readers on the multimodality scope and the learning preference of the English language learners through blended learning after the COVID-19 pandemic. Discussions on the metafunctions derived from systemic-functional linguistics would be the starting point for this study in multimodality which results hope to provide a basis of reflection on the positive impact of teaching and the learning modalities in higher education for teacher’s rethinking of the best strategies and practices to continue education objectives in learning English as a second language depending on the context, situation and students’ needs. The research would investigate how modality would affect the acquisition of English language by examining the effect of modality in online class. To achieve its goals, three questionnaires were utilized; Multimodal Approaches of Firmansyah (2021), Kolb’s (2017) Learning Styles and VARK Learning Styles to identify students’ preferred learning styles in learning a second language.

13:20-13:45

84339 | Relevance of a Language Education Program: A Tracer Study Leading to Inputs to Curriculum Development, Pedagogies and Resources

Kara Panolong, Benguet State University, Philippines

Ronda Tullay, Benguet State University, Philippines

Tracer studies have been conducted to provide rich information for improvement of delivery of learning and as means of evaluation of a curriculum. This study fills in the lack of tracer studies in the graduate program. Specifically, this study sought to determine the profile of graduates of a PhD Language Education program, determined the relevance of this degree program to areas in instruction, research, extension and production. Lastly, the study also identified the strengths and weaknesses of the program as perceived by these graduates. Using a convergent parallel mixed-methods design, a modified survey-questionnaire was administered to 28 out of 46 graduates. The use of interviews were also done in the study for verification and explanation of the results of the quantitative data yielded from the questionnaire. For the profile, results showed that graduates come from different regions in the country and with varying ages during their enrolment in the program. Their main reason of pursuing the program is due to career advancement and interest and inclination to the program. Respondents also rated the program as very relevant to the work that they currently have in terms of their functions as a teacher, researcher and extensionists. They identified quality teaching as the main strength of the program while weaknesses of the program as identified include facilities and industry linkages. Implications to curriculum development include continuous theoretical and practical activities for students for exposure to research and extension activities. Administrative support for faculty teaching in the graduate program is also recommended.

13:45-14:10

86046 | Intercultural Communicative Competence in English Language Teaching: Cognition and Practice Among Teachers in LowerSecondary Schools in Norway

Minjeong Son, UiT The Arctic University of Norway, Norway

Julie Lilanda Johansen, Tromsø International School, Norway

As society becomes more linguistically and culturally diverse due to migration and globalization, schools must adapt to educate children for a progressively multilingual and multicultural world, ensuring they can co-exist harmoniously with people from diverse backgrounds. In Norway, intercultural communicative competence (ICC) is now recognized as a crucial component of English education, shifting the roles of English Language Teaching (ELT) teachers from solely teaching English to also fostering ICC, as stipulated in the Norwegian English curriculum. This study examines ELT teachers' perceptions and practices regarding ICC using a convergent mixed-methods design. Data were collected through a questionnaire from 88 lower-secondary ELT teachers across Norway, providing both quantitative and qualitative insights. The findings indicate that most ELT teachers recognize the importance of integrating ICC not only in English classes but also across other subjects (e.g., religion, social science), highlighting the interdisciplinary nature of intercultural education. They further believe that fostering ICC is essential in all classrooms, regardless of their cultural composition, to prepare pupils for intercultural interactions beyond the school context. Despite the recognized importance of ICC, there is a notable gap between teachers' beliefs and their teaching practices. Several challenges hinder the effective integration of ICC in the classroom, including a lack of appropriate resources, curriculum constraints, insufficient professional development opportunities, and the varying proficiency and maturity levels of the pupils. These obstacles underscore the need for enhanced support and resources to enable teachers to effectively cultivate intercultural competence in their learners.

12:30-14:10 | Room 107

Wednesday Onsite Parallel Session 1

Learners' Experiences in Higher Education

Session Chair: Desiree Daniega

12:30-12:55

86695 | Managing Academic Procrastination: Insights from Undergraduate Students in a Blended Learning Environment

Aminath Zifna, The Maldives National University, Maldives

Undergraduate students often face significant challenges with academic procrastination, a common challenge for students studying in a blended learning environment that combines both online and face to face learning activities. The study aims to explore the underlying causes and practical solutions for dealing with academic procrastination from the perspective of undergraduate students who are enrolled in a blended learning course. The research employed a mixed method approach which included the data gathered from Academic Procrastination Scale (APA) and insights from semi structured and focus groups interview. The study sample consists of 160 students from various academic disciplines selected via stratified random sampling to ensure broader representation. Quantitative data revealed high prevalence of academic procrastination, closely linked to factors such as inefficient time management, lack of interest to engage in academic tasks and fear of failure. Qualitative data further explain these findings by identifying additional contributors, including lack of structure and lack of presence of facilitator, lack of prevalence and challenges in dealing with the digital learning management system. The study highlights the importance of having structured academic learning support for the students who are studying in a blended learning environment along with an academic learning skills and strategies program which comprises self-regulated learning, time management. Further the study recommends using active learning elements in the course work to enhance instinctive motivation. In conclusion, the study provides valuable insights on how to handle academic procrastination to encourage more effective academic journeys.

12:55-13:20

84089 | Characteristics of Dropout Indonesia’s Online Students at Universitas Terbuka

Afriani Afriani, Universitas Terbuka, Indonesia

Rahmat Budiman, Universitas Terbuka, Indonesia

Widyasari Widyasari, Universitas Terbuka, Indonesia

Yudi Effendi, Universitas Terbuka, Indonesia

This research investigated some characteristics of dropped out online learning students within the first year. This study used interview data from 16 participants from three dissimilar locations: Jakarta (metropolitan), Palembang (urban), and Ambon (rural). Purposive sampling was used in this study. It was expected that they would be a reliable source of authentic information. To ensure research ethics, the names of the institution and interviewees were kept confidential and anonymous. Prior to data collection, the research questions were refined into some guiding questions. The interviewers used appropriate probing techniques to encourage participants to provide additional information. The interviews were taped and transcribed for analysis. The results showed that some characteristics indicates the causes of students dropped out in their online learning, including balancing multiple roles, living in remote or rural areas, financial difficulties, lack motivation, having difficulties in self-learning, insufficient learning support, gender in balancing multiple roles, and having geographic barriers. The findings revealed various characteristics of dropout students as well as the reasons why they dropped out in online learning. As a result, the university must take comprehensive approaches to address the issues, allowing students to complete their studies on time.

13:20-13:45

86957 | Exploring the Influence of Sex and College Differences on Learning Outcomes: A Case Study of a University in Taiwan

Jo-Ying Chu, National Tsing Hua University, Taiwan

Yao Tsung Hsieh, Wise Technologies Co., Ltd., Taiwan

Although gender segregation in higher education has been decreasing, engineering remains male-dominated while social sciences are femaledominated, potentially causing sex ratio imbalances. This study explores the impact of sex and college differences on learning outcomes, including academic performance and learning experience. The sample includes students from the Colleges of Engineering, Nature Sciences, and Social Sciences at a university, using the "Undergraduate Learning Experience Questionnaire" from 2022 to 2023. Results show that female students generally outperform male students in learning engagement, study time, and overall academic performance. In the Colleges of Social Sciences and Nature Sciences, female students' academic performance is significantly higher than male students'. In the College of Engineering, male students show significantly higher interest in their majors. Factors affecting academic performance reveal that learning engagement and interest in the major positively impact performance, while being male, studying in the College of Social Sciences, and campus engagement have a negative impact. Factors influencing learning experience show that studying in the College of Social Sciences, learning engagement, learning motivation, and interest in the major have positive impacts, while campus engagement has a negative impact. These results suggest that sex-based stereotypes still affect students' learning engagement and outcomes, with significant differences in sex ratios and learning engagement across colleges. Universities should foster a gender-equal learning environment and promote balanced development of sex ratios and student engagement through data analysis and student feedback.

13:45-14:10

84301 | Association of Social Media Use Pattern and the Mental Health of Medical Students

Desiree Daniega, Far Eastern University- Nicanor Reyes Medical Foundation, Philippines

Djoseth Paula Macomb, Far Eastern University- Nicanor Reyes Medical Foundation, Philippines

Lady Alexis Jin Aduca, FEU-NRMF, Philippines

Casser John Aguinaldo, FEU-NRMF, Philippines

Michael Angelo Avila, FEU-NRMF, Philippines

Ryan Ali Banjal, FEU-NRMF, Philippines

Background: The popularity of the internet and social media usage has risen over the past two decades, with unlimited access to data and seamless connections for communication in different locations. Having an increased social media use can be associated with having deteriorated mental health. Objective: To determine the association of social media use pattern and mental health status among the medical students of a private Medical School in the Philippines. Methodology: The researchers used systematic random sampling method in selecting 384 respondents. Analytical cross-sectional design was used. Two validated instruments, the Internet Addiction Test (IAT) and Strength and Difficulties Questionnaire (SDQ) were used to measure social media use pattern and mental health status respectively. Results: Results showed that sex was not significantly associated with internet addiction while age was significant. The total IAT scores of the respondents showed that more than half of the respondents have a mild internet addiction while have a moderate internet addiction. Respondents classified to have a normal level of internet usage and severe dependence on the internet were 14.32% and 1.04%, respectively. Conclusion: The hyperactivity and prosocial subscales were found to be the most significantly associated with the level of social media dependency. While mental health subscales of emotional, conduct and peer were not significant. The research found that the majority of the medical students who were categorized to have mild dependence on social media and low mental health problems also appear to be hyperactive and have low prosocial behaviors.

12:30-14:10 | Room 108

Wednesday Onsite Parallel Session 1

Digital Innovations in Education

Session Chair: Omaymah AlSuwaihel

12:30-12:55

87256 | The Virtual Academic Conference Room Through the Metaverse of the Cyber Thai University Initiative Aimed at Promoting Digital Citizenship Behavior

Surapon Boonlue, King Mongkut’s University of Technology Thonburi, Thailand

This research project is centered on developing a prototype for a virtual academic conference room within the metaverse of Cyber Thai University, Thailand, aimed at enhancing digital citizenship behaviors. The main objectives are: 1) to design and develop a prototype conference room within the metaverse for virtual academic conferences, and 2) to evaluate the digital skills and behaviors of participants. The experimental results from utilizing the prototype underscore its benefits in fostering digital skills and online learning, and 3) an analysis of Return on Investment (ROI) elucidates the economic efficiency of using virtual conference rooms within the university's metaverse. This research highlights the feasibility and value of the metaverse in promoting digital citizenship among students and scholars. The population and sample comprised 360 individuals participating in traditional and virtual academic conferences facilitated by the metaverse. The research tools used included a digital citizenship assessment, the virtual conference room within the metaverse, an assessment of digital skills and citizenship behaviors of the sample group, and a knowledge-based Return on Investment assessment. The findings reveal that: 1) The development and application of the metaverse-based virtual conference room has proven to create an effective learning environment that supports interactive learning and participant engagement. This prototype enables participants to experiment with and apply digital skills in simulated scenarios that foster digital citizenship awareness. 2) The evaluation of digital behaviors and skills demonstrated significant advancements in the participants' digital skills and learning. Learning within this metaverse-based virtual environment has enhanced the ability to apply skills.

12:55-13:20

86301 | Green Educational Analysis in Enhancing Carbon Offset Awareness in Society Through Innovative Platforms

Poppy Alvianolita Sanistasya, Universitas Mulawarman, Indonesia

Lidya de Vega, Lancaster University, United Kingdom

Thalita Rifda Khaerani, Mulawarman University, Indonesia

Lailatul Hijrah, Mulawarman University, Indonesia

Adinda Dyah Pitaloka, Universitas Mulawarman, Indonesia

The rising concerns over climate change have necessitated robust efforts to manage carbon emissions and promote sustainable practices. This study explores the implementation of carbon offset awareness initiatives and the role of innovative platforms, such as Jejakin.id, in Indonesian educating society. Education sector is most responsible for ensuring awareness of low carbon behaviour and provide good learning environmental literacy that able to create awareness of low carbon society behaviour. This study aims to instil environmental awareness, sustainability principles and inspire policies that prioritize and develop the concept of carbon offset awareness through green educational can also be applied using technology. This research draws on surveys of end user that use carbon management platform, designed to provide insight on carbon offset and the impacts of co-learning. Data collection was carried out using question guidelines and in-depth interviews from 5 informants in Indonesia. By examining case studies, technological innovations, and the impact of public awareness campaigns. The results show that information and opinions gathered from data collection are useful to provide a comprehensive understanding of the current landscape and future directions in carbon offset awareness and education in supporting sustainability. This expansion would involve carbon footprint behaviour from end user, business owner and community. This study given ideas how profit organizations modified and developed feature and technologies from sustainability aspects. The research brings new knowledge to the field of circular carbon based education.

13:20-13:45

87219 | Indonesian In-Service Teachers’ Digital Competence and the Most Significant Variables

Della Jovanka, Universitas Terbuka, Indonesia

Yufiarti Yufiarti, Universitas Negeri Jakarta, Indonesia

Elindra Yetti, Universitas Negeri Jakarta, Indonesia

Erie Siti Syarah, Universitas Terbuka, Indonesia

The digital era requires society to accept improvements in digital technology across all industries. Researchers and educational policymakers are beginning to focus on classroom technology to increase the competency of professional teachers, who will play an essential role in the future practical use of digital technology. This study looks at the factors that influence teachers' digital competence in Indonesia, with a focus on demographics (age, educational background, teaching experience, prior ICT training experience), geography (participant's domicile; West, Central, and East Indonesia), technological tools, socioeconomics, and self-regulated learning. This study included 492 in-service teachers aged 20 to over 45 who completed online surveys via online tutorial platforms and WhatsApp. The research revealed that technological devices and self-regulated learning significantly and directly influence teachers' digital competencies. In contrast, demographic, geographic, and socioeconomic factors indirectly influence teachers' digital competencies via self-regulated learning. The study's implications for universities, governments, and the public include using it as a reference to integrate extensive ICT training into teacher education programs, guaranteeing equal access to technology and training in all areas, and endorsing initiatives that enhance teachers' resource accessibility.

13:45-14:10

81646 | Attaining Digital Transformation Requirements: Faculty Expectations and Implementation Challenges at Kuwait University

Omaymah AlSuwaihel, Kuwait University, Kuwait

Nadeyah Alreiahi, Kuwait University, Kuwait

This study aims to reveal the reality of faculty members attaining digital transformation requirements for teaching courses at Kuwait University, including technical, instructional, and training requirements and the challenges facing its implementation. The descriptive survey method was used, and a questionnaire was distributed to 327 faculty members who were selected using the random sampling technique from Kuwait University across all colleges. The findings showed: (1) that there is a high consensus regarding digital transformation requirements for teaching courses at Kuwait University. Faculty perceived instructional requirements as one of the main paths of successful digital transformation, followed by training requirements, and finally technical requirements. However, the challenges faced by faculty to implement digital transformation were also high; (2) Additionally, there were no statistically significant differences between the means of the study samples regarding gender and age variables, while there are differences about the teaching, technical, and training requirements attributed to the college variable for scientific colleges. Based on the findings, some recommendations were suggested as follows: (1) consider training programs for faculty members to develop their skills in digital applications; (2) encourage faculty to attend local and global conferences that focus on digital transformation; (3) more collaboration is needed between Kuwait University and local and global digital transformation organizations.

12:30-14:10 | Room 109

Wednesday Onsite Parallel Session 1

Teaching and Learning Session Chair: Sana Sayed

12:30-12:55

85414 | Is Translanguaging the Answer? Scrutinizing Its Pedagogical Impact in the Indonesian EFL Context

Bayu Andika Prasatyo, Atma Jaya Catholic University of Indonesia, Indonesia

Setiono Sugiharto, Atma Jaya Catholic University of Indonesia, Indonesia

The notion of translanguaging practices has hitherto achieved its salience and popularity in the EFL classroom, resulting in debates among practitioners and scholars concerning how different languages should be juxtaposed in a language-learning class. This article reports on research that questions the existence and the utilization of translanguaging practices and their pedagogical implications in higher education within EFL contexts such as Indonesia. The participants encompassed 78 EFL lecturers from seven private and state universities across Indonesia. This study utilized a qualitative method, including a questionnaire and an interview, to examine the current state of instructional practices, identify motives, values, and views, and showcase the implications of translanguaging practices in the EFL classroom context. The study found that translanguaging helps lecturers showcase, elaborate on, and reinforce the content of learning materials, guide them as explanatory and managerial strategies in their classroom, motivate students to speak within peer discussion and create an engaging learning environment flexibly. These findings provide insight into the pedagogical implications and practices of teaching English as a Foreign Language in Indonesia. The implication lies within three specific facets. First, it enhances student participation in group activities and improves learning outcomes in teaching reading and writing. Secondly, it can aid students in enhancing their multilingual skills, particularly proficiency in the English language. Third, translanguaging enables students to strengthen and develop their cognitive, affective, and social engagement.

12:55-13:20

83361 | Reflection on Academic English Literacy: Digital Reading Practices of Non-English Department Students

Ade Windiana Argina, Universitas Katolik Atma Jaya, Indonesia

Christine Manara, Universitas Katolik Atma Jaya, Indonesia

The increasing availability of internet-based academic resources has shifted the reading culture towards digital texts, motivating students to prefer online reading for its accessibility and variety. This shift is supported by the proliferation of digital libraries, tools and platforms facilitating academic literacy development in both native (L1) and second (L2) languages. While academic writing has been widely discussed, the digital reading practice in the contexts of L1 and L2 has not been sufficiently explored. To address this gap, this study explored the reflections of 75 students of the Informatics Management program at a vocational university Jakarta, Indonesia, on their academic reading literacy practice. The participants were students from Year-1, year-2 and Year-3 with different proficiency of English. This study employed questionnaires and semi-structured interviews, to collect data on students' attitudes, strategies, knowledge, and problem solving which were then analyzed thematically and descriptively. The findings revealed students' competence in various aspects of literacy and academic literacy skills. The digital reading platforms helped them navigate reading content and engage in disciplinary conversations. However, they were found to face challenges in reading Indonesian sources translated from English as they needed to activate their knowledge of contexts, genre, and register; and challenges in manifesting critical digital literacy, especially in evaluating sources. Therefore, fostering academic literacy across languages and improving critical digital literacy within educational institutions is crucial for students' academic success. Thus, this study contributes to a deeper understanding of academic literacy in different disciplinary contexts and highlights the importance of critical digital literacy.

13:20-13:45

83859 | The Power of English Language Through the Lens of English Medium Instruction (EMI) Faculty Crisanta De Leon, Bulacan State University, Philippines

It is advised that English be used as the language of instruction for post-secondary education at State Universities and Colleges. In response to Executive Order No. 2003, Section 210, the Power of English through the Lens of English Medium of Instruction (EMI) Faculty was conducted. This is in line with Commission on Higher Education (CHED)’s efforts to encourage and facilitate the use of English as the major language of instruction in post-secondary education. English language communication is imperative in courses like mathematics. This study investigated the relationships between the academic performance of thirty BS Math students and the EMI faculty’s proficiency in English and teaching efficacy at the Bulacan State University. The final Calculus grades served as the criterion variable, and the English proficiency ability and efficacy of EMI professors as predictors. The statistically significant association between the independent and dependent variables was found using linear regression analysis. The EMI faculty's level of English language competency was evaluated using the 12-item "Classroom Proficiency Scale". "Teacher Sense of Efficacy Scale" was used to gauge the effectiveness of the instruction. The criterion variable (students' final math grades in Calculus) and the predictors (EMI's teaching self-efficacy) were compared using the Pearson Correlation Coefficient (r). Regression analysis was performed to ascertain the effects of changes in the independent components on the dependent variable. The results yielded significant relationship of EMI teaching efficacy and their English language proficiency in the academic performance of the B.S. math students.

13:45-14:10

84351 | Engaging Youth in History Through Immersive Storytelling: A Case Study of the ‘Once Upon a Time in Palestine’ XR Documentary Sana Sayed, American University of Sharjah, United Arab Emirates

Sohail Dahdal, American University of Sharjah, United Arab Emirates

This case study uses the Once Upon a Time in Palestine XR Documentary as a case study to explore the use of virtual and augmented reality technologies to reimagine historical content creating in immersive and engaging ways to retell history. The documentary tells the oral history of pre-1948 Palestine, reimagined in an interactive and immersive way to engage Palestinian youth in their heritage. The documentary was developed using the Unity3D Gaming Engine, which uses and applies new techniques of combining archival photographs reconstructed as a 3D environment with real-live footage volumetric video reenactments of oral history stories collected from interviews with Palestinian elders. The case study examines aspects of the creation process and the implication of using virtual and augmented reality environments to reimage history so that the audience experiences the content as if it is not mediated by technology; thus, the experience is plausible and the audience feels presence. This presentation shares observations and articulates the creation process to highlight the importance of using virtual and augmented reality documentaries to reimagine the past and evaluates how interdisciplinary, multimodal pedagogical design can help undergraduate students create interactive collaborative projects.

12:30-14:10 | Room 110

Wednesday Onsite Parallel Session 1

Media, Film and Communication Studies

Session Chair: Roman Kusaiko

12:30-12:55

87160 | Independent Bookshops as Media: A Role of Safer Spaces for Queer People Chiharu Ito, Tsuda University, Japan

This presentation considers the role of bookshops as media and the role in supporting queer people, with particular reference to the situation of independent bookshops in Japan. “Independent bookshops” are independent of general book distribution channels, and the books they sell vary considerably from bookshop to bookshop. In this presentation, I focus on the aspect of independent bookshops as media, especially the connection with queer people. I discuss two specific examples. Bookshop lighthouse (Makuhari City, Chiba Prefecture) has some policies: anti-discrimination and providing a safer-space. Bookshop Megaphone (Gifu City, Gifu Prefecture), also has a policy of being a safer-space in addition to providing a voice of minorities to sell, write and edit zines. This presentation refers to the diaries, zines and books written by people who run bookshops, while providing specific examples of the activities of bookshops. These concepts and policies suggest that these bookshops are not just bookshops that sell books, but also serve as 'spaces' and 'media'. Moreover, It can be argued that the policies of these bookshops are also aligned with the objective of providing support to the queer people, who continue to face marginalization in this society. I try to reveal how to support queer people and how to develop bookshops as safer-spaces through referring to zines, interview articles about these bookshops.

12:55-13:20

84369 | Chinese Independent Documentary Cinema in the Age of New Media, from 1990 to 2020 Shiqi Li, University of Glasgow, United Kingdom

Wei Dan's documentary, The Ark (2020) premiered to international acclaim in 2020 but faced censorship in China, precluding theatrical release. To reach Chinese audiences, independent documentarists like Wei Dan, turning to free online distributions. Many Chinese audiences were shocked by this, and questioned “What drives these filmmakers to share their films online for free?”. This paper tries to answer this question by exploring the historical background of Chinese independent documentary cinema at different stages. This research will offer a non-binary perspective and insights into Chinese independent documentary filmmaking by tying film studies with media and culture studies. The research will be structured into three primary sections, with distinct historical backdrops for each section. It will employ typical case studies to illustrate the characteristics of the evolution of Chinese independent documentary at various points in time, adding to our knowledge of how new media introductions impacted Chinese independent documentary filmmaking at different times. Section one will use Wu Wenguang’s Jianghu: Life on the Road (1999) to explore how the introduction of Digital Video (DV) changed the way independent documentary filmmakers produced documentaries in the 1990s. Section two will use the Yunnan Multi Culture Visual Festival (known as Yunfest) to explore how the independent film festival brought ‘underground’ documentaries from ‘underground’ to the ‘public’ in the 2000s. Section three will examine relevant cases to illustrate how non-professionals used the internet to develop Chinese independent documentaries and how documentary filmmakers used the Internet to promote their works in the 2010s.

13:20-13:45

84371 | A Framework for the Exploration: Video Adaptations Semra Ay, Başkent University, Turkey

The reproducibility and boundaries of art are discussed in a wide range of theories. With both modernism and postmodernism, the artists involved in these art movements. Artworks like painting, craft-based work, conceptual art, installation art, photography, and more concepts of art have been produced and reproduced within different times and forms. Postmodernism is controversial in terms of content and legitimacy. Considering the discussions about dimensions of terms, artistic and critical experiments play a leading role in understanding the meaning. In terms of art, more discussion appears, especially in the age of new technology, pluralization, and fragmentation. In terms of artistic and critical approaches, postmodernism provides a suitable ecosystem to emphasize the complexity and intertextuality inherent in adaptive practices. Adaptation, in this sense, is an act of creation, where the boundaries between original and derivative blur, and meaning is constructed through the interplay of various pretexts. Theories of adaptations open a new window for creative and interpretive acts of production. Linda Hutcheon mentions adaptation as a dynamic process involving a mosaic of visible and invisible citations. The research covers the layers of adaptation in a postmodern era with different forms of video. The transformation from one medium to another exemplifies the postmodern practice of text to image, text to video, text to cinema, film to game, and game to film examples in the framer work of creative acts that reconstruct meaning, embracing the multiplicity of authorship and the provisional nature of the final product.

13:45-14:10

84078 | Transnational Networks of Film Repetitions: Zooming Between Franchising and Intertextuality

Roman Kusaiko, Lingnan University, Hong Kong

The evolving landscape of transnational productions, franchises and various forms of film repetitions and variations has significantly complicated our understanding of film remaking as a textual, industrial and critical category and the structural forms they create. Traditionally, film remakes have been analyzed through their relations and fidelity with the source film, contextual, sociopolitical and cultural transnational dynamics they engender, franchise building, or through the broader lens of intertextuality with the other intra- and intermedia titles. However, these approaches are often limited to the duality of source-target dichotomy and an emphasis on the commercial nature of film reiterations. This paper contributes to the existing scholarship by offering a better understanding of transnational remaking systems in East Asia, especially in the contemporary creative intermedia landscape. It prioritizes the connections between the new reiterations within the remaking title systems. Consequently, the concept of "transnational networks of film repetitions” is proposed, arguing that a less generalized and non-commercially anchored approach is possible when analyzing the dynamic intertextual processes, limited by similar generic qualities. To properly illustrate the necessity of the proposed concept and its theoretical and practical value, the paper appeals to the remaking systems on Sidney Lumet's 12 Angry Men, Alan Mak's and Andrew Lau's Infernal Affairs and Takashi Shimizu's Ju-on. The paper will apply the structural approach to illustrate the development of the title systems through their principal remaking qualities, which will be succeeded by the case studies of the most recent remakes from each of the proposed title systems.

12:30-14:10 | Room 111

Wednesday Onsite Parallel Session 1

Intercultural Communication

Session Chair: Azlya Nada Andira

12:30-12:55

84855 | Apology Responses of Javanese and Sundanese: Gender and Cultural Perspective

Rafida Mumtaz, Universitas Airlangga, Indonesia

This study examines the differences in how Javanese and Sundanese speakers respond to apologies in various situations, taking into account sociocultural, pragmatic, and gender differences. Using data from a discourse completion task (DCT) involving 60 speakers from both cultures, the researcher analyzed a total of 480 responses in four severe and four non-severe situations. The results indicate that both groups employ a range of politeness strategies when responding to apologies. The majority of Javanese speakers tend to acknowledge the apology in their responses, while Sundanese speakers often accept the apology using strong hearer-oriented strategies. The responses generally demonstrate indirectness and efforts to mitigate potential threats to the interlocutor's face. However, a notable finding is that there was no significant gender gap in the use of AR strategy, whether within or across different languages, challenging the assumption that females are more accepting and polite than males.

12:55-13:20

84341 | Verbal and Non-Verbal Communication Patterns of Persuasive Selling Among Live Online Entrepreneurs

Jhordan Cuilan, Benguet State University, Philippines

The success of businesses can depend on the communication strategies used by entrepreneurs in the online platforms particularly the online live sellers. Live online entrepreneurs use both verbal and non-verbal communication to effectively persuade their audience. Verbal communication involves language, tone, and speech patterns, while non-verbal communication includes body language, facial expressions, gestures, and eye contact. This study found important findings through the lens of 20 online entrepreneurs doing online live selling. These entrepreneurs use storytelling, emotional appeals, and testimonials to engage their audience and build trust. Active listening skills help tailor their pitches to customer needs. Non-verbal communication, such as confident postures, eye contact, and hand gestures, is crucial for establishing credibility and connecting with their audience. Mastering these techniques can help persuade potential customers and increase sales in the competitive e-commerce market. Understanding these communication patterns is essential for aspiring entrepreneurs in the digital marketplace.

13:20-13:45

84298 | The Influence of Information Sources on Clothing Color Preferences Among Female Students at Universitas Indonesia

Haekal Mahdania, Universitas Indonesia, Indonesia

Rahmi Rahmi, Universitas Indonesia, Indonesia

Yeni Budi Rachman, Universitas Indonesia, Indonesia

Indira Irawati, Universitas Indonesia, Indonesia

This study examines the impact of information sources and the Style of Information Processing (SOP), both visual and verbal, on clothing color preferences among female students at Universitas Indonesia in the context of the digital era. The research employs a quantitative methodology, using a structured questionnaire distributed to 80 female students across various academic disciplines. The study aimed to identify how digital media and different information sources shape students' fashion choices, particularly their preferences for clothing colors. The results indicate a strong preference for black (26.25%) as the most favored color, followed by pink and blue (16.25%), while orange (22.5%), green (18.75%), and yellow (15%) are the least preferred. The findings also highlight that fashion leadership, typically distinguished by an individual’s ability to set trends, is not significantly influenced by factors such as academic discipline, age, or demographic background. However, students with a heightened interest in fashion and stronger visualization skills were more likely to engage in fashion leadership roles. These students were able to process visual information more effectively, linking their cognitive abilities to the interpretation and application of fashion trends. In terms of practical implications, this research provides empirical insights into the relationship between digital information sources and fashion preferences, offering valuable contributions to the academic field of information processing and consumer behavior. Additionally, the study opens avenues for further research to explore the influence of other variables, such as social and cultural factors, on fashion-related decision-making.

13:45-14:10

84202 | Information Seeking Behavior of Universitas Indonesia Students Regarding Digital-Out-of-Home Advertising on KRL Commuterline

Azlya Nada Andira, University of Indonesia, Indonesia

Rahmi Rahmi, University of Indonesia, Indonesia

Taufik Asmiyanto, University of Indonesia, Indonesia

Fuad Gani, University of Indonesia, Indonesia

What does it feel like to be in a crowded train when your eyes are unintentionally drawn to the glittering lights and colors of an advertisement screen? In the rapidly evolving digital era, Digital-Out-of-Home (DOOH) advertising has transformed how brands communicate with consumers in public spaces. This study examines the influence of DOOH advertising on the KRL Commuterline on the information behavior and purchasing decisions of students at Universitas Indonesia, focusing on informativeness, entertainment, engagement, and targeting. Using a quantitative method, data was collected from 387 respondents through an online survey. The results show that entertainment and relevant information significantly increase consumer attention and engagement, while precise targeting enhances perceived advertisement value. Attractive visual design and tailored content are crucial for optimizing these effects. These findings emphasize the importance of integrating interactive technology and targeted content into DOOH advertising campaigns. This study offers insights for designing effective DOOH advertisements that capture attention and provoke action. This research broadens our understanding of DOOH advertising's potential in public transportation and provides guidance for future marketing strategies. Detailed insights into the methodology and data analysis procedures are provided to enhance transparency and reproducibility. Comparing these results with previous studies offers a broader context for understanding the impact of DOOH advertising on consumer behavior.

14:25-15:40 | Room 105

Wednesday Onsite Parallel Session 2

Comparative Issues in Higher Education

Session Chair: Huiying Cynthia Hou

14:25-14:50

85908 | Kindness in the Changing Landscape of Higher Education Wajeehah Aayeshah, University of Melbourne, Australia

This paper offers a framework of kindness as a value-laden approach to deal with the changing dynamics and nature of universities. Higher educational institutions are going through unprecedented changes due to the global impact of AI. This comes at the tail end of disruption caused by COVID19, remnants of which are still clearly visible. Financial struggles and mental and physical exhaustion continue. Even before AI and the pandemic, universities, mostly due to neo liberal capitalistic leanings, had become increasingly toxic spaces. There are multiple factors like job precarity, fewer opportunities to build relationship with students and staff, systematic racism, and alliances with military- industrial complexes. These contribute to an eco-system that supports unhealthy competition, inequity, and actively oppress human rights. Additionally, the current student generation, Gen Z, has very different behavioural patterns. This affects their educational reception and requisites. This framework is based on data collection through interviews, photo elicitations, surveys, observation analysis, and creative collaborative workshops. This data has been collected in Australia, Ireland, US, UK, Netherlands, and Belgium. The framework offers five aspects as a part of a kindness ecosystem. These include Spaces of kindness, Tools of kindness, Manifestation of kindness, Pockets of healings, and Toxic eco-systems in which kindness currently exists. This paper offers Kindness as a core value which can enable a pragmatic way of bringing in diverse styles of teaching and learning, researching, and administration. The framework of kindness is designed to reclaim the integrity meaningful purpose of our higher educational institutions in contemporary societies.

14:50-15:15

86011 | The Use of Carousel Design in Flexible Remote Teaching and Learning: An Action Research Implemented in a Philippine University Abigaile Rose Mary Capay, University of St. La Salle, Philippines

To ease the transition to flexible remote learning during the pandemic, an educational institution in the Philippines explored the use of carousel design. “Carousel” is the term used to describe delivery of courses that are delivered in a: 3-cycles- a six week period, with 9 hours or 2-cycles – a nine week period with 6 hours of combined weekly synchronous and asynchronous learning, instead of taking all courses at the same time. This action research aimed to: design, implement and evaluate this educational innovation, and compare significant differences between the learning experiences of students in majority carousel and mixed carousel conditions. 253 College of Arts and Sciences (CAS) students participated in the study; 145 belonged to the majority carousel, while 108 students belonged to the mixed carousel group. A survey was disseminated to the students during its first year of implementation. Results show that there were no significant differences on the learning experiences between the majority and mixed carousel groups on the areas of: objectives, retention, comprehension, student-teacher interaction and length of lesson but a significant difference was found on academic workload (t (251) = 3.31, p=0.001) with students belonging to the majority carousel benefitting more this learning innovation. Findings of the thematic analysis report the following benefits: more manageable workload, less stressed / more satisfied students, practical and economical, and having commendable professors. Recommendations outlined were to: assign less requirements and longer deadlines, utilize more interactive discussion, and alternative modes of communication. Thus, the merits outweigh the challenges.

15:15-15:40

87248 | Enhancing Engineering Education: Efficacy of a Virtual Classroom on Learning Basic Indoor Thermal Environment Engineering Concept

Huiying Cynthia Hou, The Hong Kong Polytechnic University, Hong Kong

This study evaluates the effectiveness of a virtual classroom designed for building service engineering students, focusing particularly on Fanger's thermal comfort model. Traditional teaching methods often fail to fully engage students in complex engineering concepts; thus, this virtual platform aims to provide a more immersive learning experience by seamlessly integrating theoretical knowledge with practical applications.The virtual classroom introduces foundational concepts through engaging animated content, followed by interactive simulations. In these simulations, students actively manipulate variables such as air temperature, humidity, and air velocity, enabling them to directly observe the impact of these factors on thermal comfort. This approach not only reinforces theoretical knowledge but also enhances practical skills through simulation-based activities where students apply what they've learned to real-world scenarios. An experimental study involving 66 students was conducted to measure the effectiveness of this educational approach. A pre-test and post-test, each consisting of 6 questions, were administered to assess the students' initial understanding and subsequent knowledge acquisition after using the virtual classroom. The results showed a significant improvement, with a 25% average increase in post-test scores, indicating enhanced understanding and application skills.Additionally, student feedback collected through a survey expressed high satisfaction with the virtual classroom, highlighting its value as an engaging and effective educational tool. Overall, the study confirms that the virtual classroom significantly improves learning outcomes and student engagement in building service engineering education.

14:25-15:40 | Room 106

Wednesday Onsite Parallel Session 2

Foreign Languages Education & Applied Linguistics

Session Chair: Yvonne Chin Chen Yong

14:25-14:50

87181 | Machine Translation for Student Documentary Makers

Khadijah Omar, Kyushu University, Japan

As part of a documentary production course at a Japanese university, the student participants of this study interview people at work in their native language and then translate the interviews, adding these translations to the final product as English subtitles. This is known as reverse subtitling in the audiovisual translation (AVT) field. Since the students have to wear many hats, including as filmmakers, interviewers, video editors and translators, they are deeply involved in the whole process and are personally invested in ensuring that their individual documentaries are accessible to a global audience. In past iterations of the course, the syllabus included guidance on how to create content, and how to handle the camerawork, but the students were essentially on their own when it came to translating the interviews. Although previous feedback indicated that the subtitling task helped them to improve their writing ability, it was also a challenging experience; hence the need for a reverse subtitling module to be included in the course. The module will comprise various translation strategies, including machine translation (MT) rules such as pre- and post-editing. Pre-editing is necessary to clean up the source text before feeding it into the MT software; skipping this prepping stage will likely result in mistakes in the translated text. Similarly, post-editing helps to check the translated text for errors. The completed subtitling module with its incorporation of MT will be piloted in future courses in the hope that it will help to develop the students’ English writing skill.

14:50-15:15

83264 | A Content Analysis on the Exercises of an English Textbook Entitled “Think” (CEFR A1) Based on Communicative Language Teaching (CLT)

Enggar Pangesti Wibowo, Indonesia University of Education, Indonesia

Yanty Wirza, Indonesia University of Education, Indonesia

This study attempts an analysis on exercises in an English textbook entitled “Think” (CEFR A1) by Cambridge University Press for seventh graders. The research was to analyze the extent to which the exercises in the textbook follow the principles of Communicative Language Teaching (CLT), to explore the teachers’ perspective in the use of textbooks to support CLT, and to describe the students' performances of the communicative classroom activities. The research used a qualitative case study method employing document analysis, teachers’ interview and classroom observation by using the combination of framework theory of Nunan (1989), Larsen-Freeman (2000), and Richards (2006). The results show that the textbook strongly promotes communicative competence dominated by task completion activities with a proportion of individual tasks excelling in pair/group works in them. However, the large number of exercises makes this book seem like a workbook. Although the teachers have adequate understanding of CLT principles and the activities presented in the textbook, the interviews showed that time constraints meant that most of the time, they could only use task completion and role play. The results of the students' performance showed that most of them succeeded in practicing the role play well although the low achievers who had problems in practicing the dialogue needed better scaffolding and time during the tasks completion.

15:15-15:40

83346 | Designing Combined Science Interventions for ESL Learners: An Effort to Improve ESL Students’ Achievement in O Level Examination

Yvonne Chin Chen Yong, SMPIHM, Serasa Ministry of Education, Brunei

Bruneian educators have encountered persistent challenges in effectively preparing Year 11 ESL science students for their public examinations, primarily stemming from language barriers and students' varying interest levels in science learning. This challenge was further compounded by introducing the new syllabus for subject code 5129 Combined Science, which incorporated a new component, Paper 3, in the 2023 O Level examination. The study's dual objectives were to enhance science achievement, aiming for students to attain above 60% in their GCE O level exams by Year 11, and to evaluate the sustainability of scientific comprehension beyond 20 weeks of interventions, promoting lifelong learning over mere exam memorization. Following mock examinations, sixty-eight students from the updated syllabus cohort were randomly assigned to fourteen intervention groups, categorized by academic performance. Each group, led by a higher achiever (HA) student, underwent science interventions. The study adopted an explanatory sequential mixed-method design, analyzing both quantitative (pre- and post-intervention test scores) and qualitative data (thematic analysis of interview transcripts of six students of different abilities. Results indicated a significant improvement in achievement scores post-intervention, with evidence suggesting sustained retention of scientific concepts even after the 20-week intervention period. Notably, students' GCE O level exam performance increased, affirming the science interventions' effectiveness. These findings underscore the potential of targeted interventions to address challenges in ESL science education, offering insights for educators striving to enhance student outcomes in similar contexts.

14:25-15:40 | Room 107

Wednesday Onsite Parallel Session 2

Language Development & Literacy

Session Chair: Benigno Garil

14:25-14:50

86015 | Of Language and Emoji: A Systematic Literature Review

Julienne Cariño, Benguet State University, Philippines

Language is evolving and its forms and usage evolve according to the needs of its users. Language is adjusting to social trends, lifestyles, and, more lately, technological advancements. One of the products of this language evolution is the emoticons, which eventually evolved into what we now know as emojis. With such development, the study looked at previous research works on emoji and language. Specifically, the following questions were addressed: (1) What is/are the methodology/ies used in studying emojis? (2) What is/are the function/s of emoji reflected in the various research works and their implication/s to language? A systematic review of literature was employed and the guide to conducting a systematic literature review by Okoli was used in conducting the review. To gather data, EBSCOhost and Educational Resources Information Center (ERIC) were used as the database for the search. Criteria for inclusionexclusion were utilized to filter the articles to be considered in the study. The search was further directed using the 2021 PRISMA flowchart by Page et al. and a matrix was used to organize and appraise the data from the eligible articles. From the systematic review, it was noted that researchers commonly employ qualitative methodology. Moreover, three themes were derived representing the functions of emoji reflected in the various research works and their implications to language. These themes are: emoji as a form of expression and enhance meaning; emoji as a form of language; and, emoji as a pedagogical tool.

14:50-15:15

86847 | Government Language Attitudes in Public Spaces: Case Study of the Use of Indonesian in DKI Jakarta Government Offices

Ahmad Khoironi Arianto, Ministry of Education, Culture, Research and Technology, Indonesia

Raden Sugihartadi, Ministry of Education, Culture, Research and Technology, Indonesia

The incessant flow of globalization is creating a new language system. English, which is the language of international communication, is considered to have a higher level than the national language of a country. This creates a decline in pride in the national language. This article focuses on the use of Indonesian in public spaces, especially in the public spaces of the DKI Jakarta government as the capital of Indonesia. The language use observed was the use of Indonesian and foreign languages in every public space. This article aims to describe forms of deviation and efforts to restore public awareness of Indonesian language attitudes. This paper uses a qualitative framework with observation methods and note-taking techniques. Data in the form of all public space objects in government institutions. Technically, the data will be observed based on the public space language development framework issued by the development center, language development and development agency, ministry of education, culture, culture and technology, Republic of Indonesia. The results found were 1) a form of deviation in the form of the use of Indonesian which is less popular with government institutions; 2) in percentage terms, the use of Indonesian is 40% and the use of foreign languages is 60%; 3) the foreign language that is often used is in directions, while Indonesian dominates in naming institutions; and 4) excessive use of English is caused by a lack of good language attitudes and modernization.

15:15-15:40

84829 | Socio-Cultural Factors Affecting Reading Comprehension Levels and Demographic-Based Grammatical Competence of Higher Education Students

Benigno Garil, Basilan State College, Philippines

Haipa Abdurahim-Salain, Basilan State College, Philippines

The purpose of this study was to analyze the socio-cultural factors affecting the reading comprehension levels of the first-year college students from Basilan State College. This study also analyzed their level of grammatical competence. Stratified random sampling was carried out to sample 464 first-year college students from the college. Mixed method allowed gathering of quantitative and qualitative data from the participants. While the students generally demonstrated good reading comprehension skills, with an overall competent average score, there were noticeable individual differences suggesting the need for designed support to aid their further development. Conversely, the students displayed a low level of grammatical competence, categorized as limited users, indicating a substantial area requiring educational intervention to enhance their grammatical skills. Notably, education and health sciences students had significantly higher level of reading comprehension compared to other first-year students. most students believed that factors such as knowledge and attitude directly influenced their reading comprehension levels, with some attributing it to socio-economic status, experience, and hobbies. This study calls for the implementation of strategies that consider the demographics of the students as well as their learning characteristics where educators could effectively assist students in their academic growth and enhance their proficiency in reading and language skills.

14:25-15:40 | Room 108

Wednesday Onsite Parallel Session 2

Nurturing Creativity & Innovation (Symposium)

Session Chair: Menny Malka

14:25-14:50

83573 | Using the Photovoice Working Model for Healthy Sexuality in Everyday Sexuality-based Social Work Interventions with Adolescents

Menny Malka, Ben-Gurion University of the Negev, Israel

Sivan Lotan, Ben-Gurion University of the Negev, Israel

Background: Social work has traditionally prioritized addressing risk behaviors over acknowledging the positive dimensions of everyday sexuality. It is now crucial to integrate everyday sexuality into social work practice, research, and education, while also addressing human rights and diverse gender identities. In the field of sexuality education research, there is a growing demand for the creation of healthy sexuality intervention programs grounded in critical pedagogy.

Methodology: The Photovoice Working Model for Healthy Sexuality (PVWMHS) served as a critical-pedagogical tool in a social work intervention conducted by the NGO, ODHS. The PVWMHS intervention was administered to 15 adolescents, aged 16-18, who participated in the Ambassadors Group Intervention Program. This intervention integrated transformative learning theory, photovoice methodology, and the PLISSIT model.

Results: Four central illustrations of PVWMHS implementation are presented : 1) Personal boundaries; 2) Gender constructions; 3) Broadening the discourse- Beyond the risk discourse; 4) From the personal to the public sphere.

Conclusions and implications: The development and implementation of the PVWMHS reflect the proactive engagement of social workers in executing innovative intervention methods for promoting healthy sexuality education among adolescents. Such initiatives address the demand in the field of sexuality education by integrating new methods grounded in critical pedagogy. The PVWMHS implementation carries several implications: 1) Inclusion of everyday sexuality in social work education; 2) Adoption of the model in school environments with collaboration between social workers and educational staff; 3) Training social workers in the model to broaden the focus on everyday sexuality beyond risk behaviors or at-risk populations.

14:50-15:15

83585 | On the way to Becoming Professional: Using Photovoice to Explore Final Academic Year as a Transitional-Space for Professional Identity Exploration

Menny Malka, Ben-Gurion University of the Negev, Israel

Background: As in the general research field of higher education, in the helping professions/human services significant interest and efforts are invested in understanding the process of developing a professional identity upon entering the job market. However, although studies emphasize the importance of transitions in professional identity development, little attention has been given to the processes that take place in the final academic year.

Research aims: 1. To investigate the characteristics of the final year as a stage for professional identity exploration. 2. To identify the processes of professional identity formation occurring during the final year.

Methodology: The research employs photovoice as a participatory methodology and practical tool to explore the transition from student to professional. Twenty-nine third-year bachelor's degree students in social work participated, contributing a total of 327 photovoices. These were analyzed using content analysis techniques.

Results: Research findings point to the following: 1) the liminal-transitional nature of the final academic year as a “third space”, within which a number of interrelated central processes take place: 2) separation from the student identity; 3) the “hand on the doorknob” effect; and 4) Entrance into the professional's shoes accompanied by dilemmatic feelings of childishness and playfulness in which the participants can imagine themselves as actual professionals.

Conclusions and implications: The findings discussed and conceptualized in the context of liminality and a transitional-third space. The study findings also help us to better understand the transitional processes that characterize identity work, while preparing helping professions students to enter to the field as professionals.

15:15-15:40

83584 | Deserving Higher Education?! Exploring the Lived-Experiences of First-in-Family Advanced Degree Students Through Photovoice

Moti Gigi, Sapir Academic College, Israel

Menny Malka, Ben-Gurion University of the Negev, Israel

Background: In Israel, the category of first-generation students has historically received limited attention in both public debates and academic studies. However, over the last decade, several initiatives have emerged with the goal of raising awareness of this issue within both the public and academic spheres. As part of these ongoing efforts, the current research project was initiated.

The research aims: 1. Establish a group-dialogue framework to document the lived-experiences of participants as first-generation academic students. 2. Identify barriers, challenges, strengths, and resources encountered by participants in their academic journey.

Methodology: The research employed the photovoice project as a community-based participatory research methodology. Eleven graduate students, originating from marginalized ethnic communities and being the first in their families to pursue higher education, participated in the project. The study consisted of 16 recorded and transcribed meetings, during which 115 photovoices were collected. Data analysis encompassed categorical and polytextual content analysis methods.

Results: The participants' lived-experiences yielded five key themes: 1) The compensatory time; Feelings of threat that fade over time; 2) Reducing gaps 24/7: a constant feeling of gaps that need to be reduced; 3) To feel like a guest - a sense of foreignness in the academy; 4) Family and tradition: a reflection on the house where we grew up; 5) Compensatory spaces: to be ambassadors of the family

Conclusions and implications: The findings reveal the challenges faced by first-generation academic students, alongside their coping strategies. Identity formation occurs through past experiences and future aspirations, highlighting the need for supportive environments

14:25-15:40 | Room 109

Wednesday Onsite Parallel Session 2

Language Learning & Literacy

Session Chair: Ia Aptarashvili

14:25-14:50

84195 | Content and Pedagogical Knowledge in Teaching Anglo-American Literature: Teachers’ Needs Analysis

Moshi-Jay Panolong, Quirino General High School, Philippines

Teaching literature demands a certain level of competency and knowledge of strategies to make students appreciate and understand the content. This study delved into the content and pedagogical levels of knowledge of Grade 9 teachers of Anglo- American literature. These levels of knowledge were also determined as to the participants’ gender and years of experience. The survey design with the use of Google forms to collect data was utilized to determine the responses of 26 English teachers of Cabarroguis district of Quirino, Philippines. Descriptive and Inferential statistics were utilized to determine the level of content and pedagogical knowledge in the various areas. Results show that the participants’ level of content and pedagogical knowledge ranges from knowledgeable to very much knowledgeable. The teachers then are still generally competent in the areas of literature and even in the management of literature classrooms. The shift to different educational paradigms as to curriculum, roles and even modes of teaching has somehow affected teacher’s perceived levels of knowledge. Gender and years of service of teachers are not considered as factors to be heavily affecting the levels of content and pedagogical knowledge of teachers. Meanwhile, supplemental materials for teachers’ utilization are deemed necessary especially in areas where they need much information and guidance.

14:50-15:15

85663 | Drop Everything and Read: An Assessment on the Reading Habits and Comprehension of Purposive Communication College Students

Haydee Claire Dy, Lyceum of the Philippines University Manila, Philippines

Reading is one of the macro skills in English that is a target for enhancement in the Purposive Communication English course in college. To motivate more students to read, a program “Drop Everything and Read”, has been implemented by the English College professors of Lyceum of the Philippines University Manila in their English course, Purposive Communication. This program increased the utilization of books in the library and is incorporated with a book report requirement. Students have been required to choose a book related to their course and submit a book report with a corresponding template wherein students wrote their insights gained and reflections. This study used a quantitative approach that assessed the reading interests, habits, and comprehension of 418 college students enrolled in a Purposive Communication course. Comprehension assessment was based on Revised Bloom’s Taxonomy. Based on the results, 81.82% of the students read and visit the library because it is part of the school’s requirement. It was revealed that without the requirement, students are not captivated by reading lengthy materials because they only read according to their interests. These findings indicated that the Drop Everything and Read program of the Department of Languages and Humanities increased the students’ value of reading interest, habits, and comprehension. This implied that students appreciated the program in terms of increasing their knowledge in the degree they have taken, improving their vocabulary and reading skills, and reading not only in their interest but as an accomplishment for professional development.

15:15-15:40

83147 | Unveiling the Connection: A Structural Analysis of Relationships Between Visual Arts and Literacy in Fifth Graders

Ia Aptarashvili, Ivane Javakhishvili Tbilisi State University, Georgia

Mzia Tsereteli, Ivane Javakhishvili Tbilisi State University, Georgia

This study investigates the structural underpinnings that connect visual arts education and literacy development in fifth graders. We aimed to identify a fundamental element that bridges these seemingly disparate subjects, fostering a more holistic learning experience. Grounded in implementation of the national curriculum, the research examined data from multiple fifth-grade classes known for their emphasis on visual arts instruction and development of metacognitive skills. We created targeted assessment tools to evaluate knowledge in both visual arts (fields, genres, elements, and principles) and native language literacy (analysis, interpretation, knowledge construction, and metacognition). Advanced statistical techniques (canonical correlation and MANOVA) were used to analyze the relationships between these core components of each subject. The analyses revealed significant differences (p < 0.000) across all literacy and visual arts variables in a sample of 1389 students, indicating a strong potential connection. Additionally, the first identified canonical variate explained nearly 40% of the variance in these relationships. This suggests a core element might be influencing both visual arts and literacy skills. By identifying this structural bridge, the study aimed to contribute to a deeper understanding of how visual arts and literacy can be integrated for a more well-rounded educational experience in elementary schools.

14:25-15:40 | Room 110

Wednesday Onsite Parallel Session 2

Arts - Teaching and

Learning the Arts

Session Chair: Amy Atkinson

14:25-14:50

84302 | Enhancing Tacit Knowledge Acquisition in Advertising Design Through Case-based Learning

Ka Yan Chung, The Hong Kong Polytechnic University, Hong Kong

Henry Ma, The Hong Kong Polytechnic University, Hong Kong

KC Tsang, The Hong Kong Polytechnic University, Hong Kong

Yuet Kai Chan, The Hong Kong Polytechnic University, Hong Kong

Design disciplines contain a range of tacit knowledge that is difficult to articulate and deliver, such as the professional practices in the advertising design field. The research study examined the acquisition of tacit knowledge among advertising design students, focusing on the challenges of articulating and transmitting professional practices within the industry. The research seeks to improve students' understanding of advertising design professions and practices by utilizing Case-based Learning theory. A qualitative methodology was adopted, utilizing observations, documentation, and interviews for data collection. The study comprised 37 fourth-year advertising design students who conducted case studies with industry professionals on the theme of professionalism. The collected research data include class syllabi, pedagogical documentation, semester-long observation notes, participant-initiated case studies, project reports, and interview transcripts with the participants. The research seeks to enhance instructional strategies for facilitating tacit knowledge acquisition through Case-based Learning, identifying key elements and effective methodologies associated with this approach. The results are anticipated to provide valuable insights and recommendations for educators regarding the effective instruction of tacit knowledge using Case-based Learning. By comprehending the elements that facilitate the acquisition of tacit knowledge through this method, educators can enhance their ability to provide impactful education in advertising design. This study enriches the broader understanding of tacit knowledge transmission in design education and offers practical implications for developing curriculum and pedagogies that could be extended to other relevant fields.

14:50-15:15

86041 | The Overlooked Significance: Redefining the Role of Visual Arts in Early Childhood to High School Education

Lindelwa Pepu, University of Zululand, South Africa

This qualitative study explores the prevalent misconceptions surrounding Visual Arts education within the K-12 curriculum. Drawing on the author's teaching experience, the research highlights the misunderstandings held by teachers, parents, and even school management. These misconceptions often portray Visual Arts as an unimportant subject, lacking accreditation or career prospects. Consequently, its potential to enhance learning across disciplines is often disregarded. The study aims to redefine the role of Visual Arts education by showcasing its impact from early childhood to senior high school. Through a narrative approach, the research presents a variety of learning expectations for Visual Arts, drawing comparisons between South African and international perspectives. This exploration seeks to illuminate the positive influence of Visual Arts on the development of critical thinking, communication, and collaboration skills – important for success in all subjects. The anticipated results aim to reveal the interconnectedness of Visual Arts with other disciplines, demonstrating its significant contribution to a well-rounded education. Based on the findings, the study recommends a re-evaluation of Visual Arts within the curriculum. It proposes that schools advocate for a more prominent role for Visual Arts, emphasizing its ability to strengthen learning across subjects and prepare students for future success.

15:15-15:40

85425 | Transcending the Visual Art Classroom with an Exploration of Spirit of Place Amy Atkinson, Concordia University, Hong Kong

Tenshin’s belief that “art was a realization of life produced through the ages” is the inspiration to research that considers impacts of ‘spirt of place’ on the educational landscape. This presentation is informed by a practice of research-creation in the form of mediative art-making and writing conducted on location at Rokkakudo in Izura, Japan honouring spirt of place’s reliance on presence to accurately experience and record thoughts, feelings and intuitive contemplations supported by a qualitative research study into the history and artistic practice of Okakura Kakuzo (aka Tenshin). This presentation will unpack findings of preliminary research which expands upon conceptual understandings of new materialism. As an ancient yet also evolving practice of indigenous knowledge, Shintoism exerts a rhizomatic influence on artistic practices that asks us to consider Deluzean ideas of nonhuman agency, Baradian theories of agency and Haraway’s “response-abilities” when considering new ways to consider cultural crisises and approach inclusion within the classroom. Considering invisible relationships between things and living beings inside and outside human at different scales of time and space, we are provoked to consider and call forth what and who exist within the realms of spirt of place to co-create future learning environments. The presentation will explore evidence of the relevance of the growing mesh of indigenous knowledge and art education, and open up conversations unpacking and experimenting with the researcher’s sustainable art and energy practices which explore the budding fibers of educational perspectives mushrooming in and across ideas of time, creative energy and cellular memory.

14:25-15:15 | Room 111

Wednesday Onsite Parallel Session 2

Teaching Experiences, Pedagogy, Practice & Praxis (Workshop)

Session Chair: Thang Ho

14:25-15:15

84290 | Enhancing English Speaking Skills Through Augmented Reality: Practical Insights and Empirical Findings in Tourism and Hospitality Education

Thang Ho, University of Economics Ho Chi Minh City, Vietnam

Suksan Suppasetseree, Suranaree University of Technology, Thailand

This workshop explores the integration of Augmented Reality (AR) technology to enhance English speaking skills in an English for Tourism and Hospitality course. Based on my doctoral research with Vietnamese EFL students, the session highlights the theoretical foundations, practical applications, and empirical findings of AR-supported language instruction. Participants will learn about a structured lesson plan incorporating AR technology, emphasizing pre-speaking, while-speaking, and postspeaking activities grounded in constructivism, sociocultural theory, and humanism. A demonstration of the Halo AR app will illustrate its role in creating immersive, interactive learning experiences. Key empirical findings from surveys, classroom observations, speaking tests, and focus group interviews reveal that AR technology significantly enhances engagement, technological proficiency, problem-solving skills, and speaking performance. These improvements prepare students for real-world applications in tourism and hospitality. The workshop will address practical challenges and strategies for implementing AR in EFL classrooms, focusing on technological infrastructure, teacher training, and curriculum design. Direct citations from students will provide insights into the effectiveness and potential of AR technology in language teaching. Attendees will leave with a comprehensive understanding of how to leverage AR technology to improve language learning outcomes, creating an engaging and interactive educational environment that meets the needs of modern learners.

15:55-17:35 | Room 105

Wednesday Onsite Parallel Session 3

Sustainable Development in Higher Education

Session Chair: Aminath Shiyama

15:55-16:20

84219 | A Study of Communication Freshmen Students as SDGs Advocates in Their USR Practice Processes

Pei-ying Tsai, Shih Hsin University, Taiwan

Yu-Li Wang, Chinese Culture University, Taiwan

Taiwanese universities encourage the incorporation of “social participation curriculum” under the Ministry of Education’s "University Social Responsibility (USR) Program." This study aims to examine the Sustainable Development Goals (SDGs) that concern communication students and the communication skills they employ in their USR projects. In the first semester of 2022, 56 freshmen enrolled in the "Streaming Media Platform Management Practices" course were organized into 11 groups. Prior to engaging in social participation activities, the students received instruction on communication skills and the SDGs agenda. The study focused on identifying the SDGs issues selected by students and the types of media used to advocate these issues. Further insights into media usage were gathered through a focus group discussion with group leaders. The findings indicate that students show a greater interest in environmental issues, followed by social issues and economic growth. Their social participation activities included serving tea, conducting beach clean-ups, performing social experiments on gender discrimination, and providing companionship to the elderly. These activities were disseminated via memes and short videos on social media platforms such as Instagram and Facebook, with less frequent use of YouTube and TikTok. Additionally, some students reported experiencing social anxiety during team interactions. Nevertheless, they felt a sense of accomplishment from engaging with "real people" and the "real environment." The study concludes that integrating SDGs into USR curricula can enhance students’ learning experiences by making them more engaging and rewarding.

16:20-16:45

84318 | Empowering University Students for Sustainable Community Development: The Lights of Living Labs in Higher Education Hayoung Shin, Semyung University, South Korea

The potential of Living Labs as a methodology for social innovation is well-documented in Europe and is increasingly evident in recent South Korean initiatives. This study explores the use of Living Labs in higher education to foster university students as proactive agents for sustainable community development. Considering the demographic divide between metropolitan and rural areas in Korea, this research highlights the importance of enhancing students' self-agency and community understanding. By integrating Living Lab methodologies into university curricula, students engage directly with local communities, addressing real-world issues and contributing to sustainable development. Employing a mixed-methods approach, this study gathers empirical data through detailed case studies, semi-structured interviews with students and community members, and comprehensive surveys across several universities. The analysis evaluates the effectiveness of Living Lab-based education in promoting student engagement and community participation. Preliminary findings show significant improvements in students' problem-solving skills, community awareness, and collaborative abilities. The study also identifies key factors that influence the successful integration of Living Labs in higher education. The insights from this research offer valuable guidance for educational policymakers and administrators aiming to implement innovative teaching methods that bridge academic learning with practical, community-oriented problem solving. This paper enhances the understanding of how Living Labs can address educational and social challenges, emphasizing the role of higher education institutions in driving sustainable community development. Recommendations for future research and practical implementation are also provided, outlining a roadmap for expanding Living Labs in higher education.

16:45-17:10

84334 | Implications for Education for Sustainable Development Based on Heidegger’s Philosophy Meng-An Lin, National Taiwan Normal University, Taiwan

The article aimed to review Education for Sustainable Development (ESD) research from the perspective of Heidegger's philosophy and to propose implications. Sustainable Development (SD) is a comprehensive concept encompassing environmental, economic, and social dimensions, and education is seen as the foundation for implementing the principles of sustainable development and the concept of coevolution, while environmental ethics also play a positive role in the creation and development of ESD. However, teachers and students have not yet formed a comprehensive understanding. According to Heidegger, philosophy should rethink the question of Being (Sein), rather than merely focusing on human issues. He uses "Dasein" (German for "being there" or "existence") to describe the unique way of human existence, pointing out that the fundamental way of existence for Dasein is "Care" (Sorge), which reflects human openness to the future. The world is an interconnected whole, whereas technology views the world as calculable and controllable resources, ignoring the essence of things. Therefore, a distinction should be made between the instrumental understanding of technology and the essential understanding of technology. The essence of technology lies in its way of revealing the world (Entbergen). In response to the challenges ESD faces in technology education, including policy and curriculum development, teaching and learning, and teacher training, Heidegger proposes "poetic dwelling" (poetische Wohnen), which respects the essence of nature and things. Truth (aletheia) is a form of "Entbergen," hence ESD needs to be integrated into all disciplines, providing professional development for teachers, and establishing clear political goals and educational norms.

17:10-17:35

85300 | Our World Our Futures: Transforming Education for the Future

Aminath Shiyama, The Maldives National University, Maldives

Fathimath Shafeeqa, IRD, Maldives

Claire Lee, Oxford Brookes University, United Kingdom

Fathimath Nasiha Abdul Muhaimin, The Maldives National University, Maldives

In response to global uncertainty exacerbated by climate change, geopolitical instability, and resource scarcity, we propose an educational approach focusing on Education for Sustainable Development and Global Citizenship (ESDGC). This approach utilizes flexible, nature-centric, justice-oriented, artsbased pedagogies enhanced by digital technologies, emphasizing cross-cultural dialogue. We aimed to assess the impact of these methods on students' development as global citizens and examine how teachers can innovate these pedagogies within their curricula. We adopted a theoretical framework combining Transformative Learning Theory and dialogic pedagogy. Transformative learning involves fundamental shifts in beliefs and behaviours through reflective experiences, while dialogic pedagogy emphasizes learning through dialogue, encountering diverse perspectives, and critical self-examination. Teachers and students from three schools in the Maldives and four in England participated. Teachers collaboratively developed learning activities focused on the environment and future. Students engaged in cross-cultural dialogue, discussing their learning and creating artwork reflecting their aspirations and environmental concerns. These activities generated the key data sources for this research which include classroom observations, interviews, and student work. Findings showed that ESDGC taught through arts-based approaches, enhances students' development as global citizens. Cross-cultural dialogue helped students appreciate others' contexts, understand their local environments' uniqueness, and develop empathy and environmental activism. Teachers gained confidence in curriculum innovation, valuing collaborative pedagogies and less powerful knowledge forms. The study highlights ESDGC's potential to foster collective responsibility and agency. Further these pedagogies we have explored have the potential to transform education by shaping learning experiences that cater to both individual learner-needs and global challenges.

15:55-17:35 | Room 106

Wednesday Onsite Parallel Session 3

Foreign Languages Education & Applied Linguistics

Session Chair: Joseph Quinto

15:55-16:20

86413 | Semantic and Syntactic Studies of Modality in Filipino Niña Lilia Javier, Bulacan State University, Philippines

Human thoughts, attitudes, opinions, habits and beliefs are expressed through language and this is called modality. Modality can denote possibility, need, obligation, permission, desire, ability, and similar spirits. Modality is a study of language that expresses the speaker’s opinion or proposition in a subjective manner. The form of modality can be in the form of predicate, phrase, clause, or part of a sentence. Although indeterminacy appears to refer to an uncertain meaning in the study of natural language though it has not been addressed by previous studies in modality. Ambiguity or indeterminacy in the implied definition of the modality is addressed in this study along with viewing and elaborating on semantic and syntactic analysis. The Fuzzy Sets Theory (Coates, 1983) has been applied to this study to categorize member to non-member meaning sets. This work is intended to assist language scholars in conducting a corpus-based approach in semantic and syntactic analysis of the modality in Filipino. The semantic and syntactic study of modality in Filipino greatly contributes to the study of language structure per se.

16:20-16:45

87078 | Exploring the Perceptions of Non-Native English Speaking Graduate Students on Success and Non-success of Q&A Sessions in English Academic Presentations

Toyoko Shimamura, Osaka University, Japan

For graduate students, presenting their research at international conferences is often one of the requirements to obtain a degree. This is not an easy task for non-native English speakers (NNS) and sometimes causes nervousness and anxiety, especially, when handling a Q&A session in English because of unexpected questions and limited time to come up with answers. They are obviously at a disadvantage in terms of language skills, however, they still need to manage to get through the session. This study aims to investigate the thoughts of graduate students who are non-native English speakers concerning which situations lead to a feeling of success and non-success in their Q&A sessions. The data for this study was collected through a questionnaire survey from thirty-eight graduate students of NNS including Masters and Ph.D. students. The students’ nationalities are varied and consist of countries such as Japan, Thailand, China, Nigeria, Uruguay, etc. The collected data was analyzed using the modified grounded theory approach (M-GTA) and managed using MAXQDA 2024 software. From the results of the analysis, the graduate students’ perceptions of a successful Q&A session are mainly relevant to being able to answer questions and have fruitful discussions. On the other hand, when they were unable to answer the questions or read the questioner`s dissatisfaction, they regarded their Q&A session as unsuccessful. Educational implications on the important factors for the Q&A sessions are also discussed.

16:45-17:10

87009 | The Communication Strategies (CSs) Utilized by ASEAN and EU Speakers of English as a Lingua Franca (ELF) in International Conferences

Wachirapong Yaemtui, Srinakharinwirot University, Thailand

Warampa Indrangkura Na Ayudthya, Srinakharinwirot University, Thailand

Thanakorn Kaewmanee, Srinakharinwirot University, Thailand

English has been constantly earning a distinctive role as a lingua franca in various contexts, particularly in international conferences where English is chosen as a medium of communication by participants to ensure their mutual understanding during discussions. To achieve the communication goal of international conferences, Jenkins (2009) mentions that the participants in international conferences should be aware of the challenges of intercultural communication, and they need to effectively employ communication strategies (CSs). This study, therefore, aims to analyze the CSs used among ASEAN and EU speakers of English in international conferences for successful communication. The 3 VDO clips from panel discussions of international conferences in EU contexts and another 3 VDO clips from ASEAN contexts were purposely selected as the primary sources of data about CSs used by ASEAN and EU speakers of English. The findings indicate that ‘Mime’ and ‘Repetition’ are the CSs prevalently applied by both ASEAN and EU speakers of English. The CSs which were not used by both ASEAN and EU speakers of English in international conferences are ‘Language switch’, ‘Literal translation’, and ‘Message abandonment’. In terms of the different use of CSs, ASEAN speakers preferred ‘Meaning replacement’ and ‘Positive confirmation check’ whereas EU speakers paid much attention to ‘Restructuring’, and ‘Comprehension check’. The study findings might be of great significance to English Language Teaching (ELT) by providing a reference for developing a practical guideline that can be taught to students who have to use English as a lingua franca in multicultural and multilingual contexts.

17:10-17:35

84767 | Coping with the Challenges Faced by Graduate Students in Conference Presentations and Research Publications

Joseph Quinto, Benguet State University, Philippines

Since the Commission on Higher Education Memorandum Order (CMO) number 15, series of 2019 is relatively new in the Philippine context and its full-blown implementation may have taken place later than the specified year, research on its many facets such as hurdles faced by graduate students may still be uncharted. Consequently, this paper unraveled the challenges and coping mechanisms of 15 graduate students enrolled in masters’ and doctorate degrees in Baguio City and La Trinidad, Benguet, Philippines in the Academic Year, 2023-2024, both in conference presentations and research publications. By following the steps in descriptive phenomenology, the findings showed that graduate students faced internal and external challenges in conference presentations. The findings also revealed that there were challenges in research publications specifically in the writing process and the publication process. The coping mechanisms identified by graduate students in the challenges that they faced were training and mentorship. All in all, this research endeavor adds to the literature on the experiences of graduate students on conference presentations and research publications, provides an input towards pedagogical implications applicable both in the Philippines and in the international arena, and recommends future research directions.

15:55-17:35 | Room 107

Wednesday Onsite Parallel Session 3

Language, Linguistics

Session Chair: Alexandre Ferreira Martins

15:55-16:20

83477 | The Visual Representation of Gender Roles in Primary School Textbooks in Indonesia

Yasir Mubarok, Universitas Pendidikan Indonesia, Indonesia

The paper examines the degree to which visual depictions of males and girls in commonly used primary school textbooks perpetuate gender stereotypes. The study utilizes visual social semiotics (Kress and van Leeuwen 2006). The research seeks to conduct a thorough analysis of social semiotic sources, uncovering underlying concepts and values, and how in-group and out-group are represented in textbook discourse. The findings indicate that elementary school textbooks tend to depict males as 'active' and occupying high-status positions, whereas girls are more commonly portrayed in lower-ranking settings. Women are frequently depicted in manners that perpetuate gender stereotypes, such as engaging in domestic tasks or assuming caregiving responsibilities. On the other hand, men are often depicted as individuals who take action, possess skills and authority, and have diverse occupations such as scientists, police officers, and so on. These trends indicate a social hierarchy in which Indonesian men have a position of advantage in Indonesian primary school textbooks.

16:20-16:45

86857 | Exploring Main Character Through Textual Meaning in Indonesia Picturebooks Themed Budaya Bijak Sampah

Fathia Pradina, Universitas Indonesia, Indonesia

Shared reading activity is done by teachers at school to help students improve their literacy skill. On the other hand, students are usually put a little attention to the main character in the story. They are likely to focus on things that attract them without regard that the main character plays an important role that needs attention as it is a part of a continuous story. This paper offers a multimodal analysis focusing on textual meaning proposed by Painter at al. (2013) as the tool to analyze the grammar of visual design. In this research, analyzing the relationship between the verbal and visual modes in the picturebooks will help teachers in finding the best way to organize the meanings within the page or even sequential images to get the story as a whole. As well as by analyzing the intermodal integration, framing, and focus give them a better understanding to connect the role of the main character from one story to another. The data are taken from 7 Indonesia picturebooks published by PAUDPEDIA with theme Budaya Bijak Sampah. The picturebooks are one of the sources of learning material in class. Using qualititative method, the study aims to give suggestions to the teachers as main user of picturebooks in class regarding how to read the verbal and visual modes. As the result, teachers who have a better understanding in reading the modes will help the students to put their attention to the main character. Therefore, shared reading activity would be very effective.

16:45-17:10

87015 | A Comparative Study of Portuguese Textbooks for Japanese and Korean Speakers: Understanding the First Steps in Language Learning

Alexandre Ferreira Martins, Aichi Prefectural University, Japan

Tábata Quintana Yonaha, University of Brasília, Brazil

What stands out when analyzing Portuguese as an additional language (PAL) teaching materials for Japanese speakers published in Japan (Martins & Yonaha, 2024) is the predominance of grammatical resources and lexical items over a speech teaching approach (Schoffen, 2009; Bakhtin, 2016; Martins & Yonaha, 2024). In this new study, we examined textbooks for beginner-level Portuguese learners published in South Korea, employing the same methodological procedures as the previous study. This included bibliographic research and documentary analysis, based on the framework proposed by Lüdke and André (1986). The data analysis consisted of adapting criteria and guiding questions for the data analysis stage listed in the study by Bulla, Lemos, and Schlatter (2013), especially concerning the use of language as social practice and Bakhtin's notion of speech genres, as well as the perspective of linguistic education centered on literacy. The main analysis criteria refer to i) the material design, ii) the speech genres, iii) the selection of contents, and iv) competencies. After analyzing the PAL Korean textbooks, we conducted a comparative analysis of the textbooks based on the results obtained for each analysis criterion. Preliminary results have shown an emphasis on grammatical study in textbooks from both countries, supported by the students' socialization language for understanding exercises and activities. Additionally, we noted a scarcity of authentic resources, such as speech genres, in both cases.

17:10-17:35

83517 | Some Aspects of Sepedi Proverbs: The Craft of Construction

Letsoalo Napjadi, University of South Africa, South Africa

In the intricate tapestry of human communication, proverbs stand as ancient yet enduring threads that weave through the fabric of cultural expression. Proverbs are brief, pithy expressions that convey profound truths about life, morality, and societal norms. The productive use of proverbs is vanishing, and this is negatively impacting the moral fibre of the modern society. Despite several insightful studies on Sepedi proverbs, a significant gap persists on the etymology of Sepedi proverbs to unveil the historical, linguistic, and cultural roots embedded within them, providing a deeper comprehension of societal values, traditions, and the intricate evolution of language over time. This study employed a combination of qualitative research approach, purposive sampling, and textual and content analysis to explore the linguistic origins and contemporary dynamics of Sepedi proverbs in South Africa. The exploration of Sepedi proverbs' origins revealed the challenges inherent in tracing their roots, emphasizing the speculative nature surrounding the "how" and "by whom" these linguistic gems were formed. Furthermore, the study debunked the notion of a universally fixed and inflexible form for proverbs.

15:55-17:35 | Room 108

Wednesday Onsite Parallel Session 3

AI in Education

Session Chair: Stephanie Furuta

15:55-16:20

86905 | Generative AI Pedagogy Implementation in Design Class for Creativity Cultivation in Chinese Higher Education

Yaqi Zhang, The Hongkong Polytechnic University, China

Zaixing Liu, Guangzhou Academy of Fine Arts, China

Yaoyao Huang, Michael Graves College, China

Xiaojing Huang, Guangzhou Academy of Fine Arts, China

Yinxuan Zhou, Michael Graves College, China

Henry Ma, The Hongkong Polytechnic University, China

Gen AI can provide collective knowledge beyond individual knowledge to allow people to connect with content beyond personal creativity. The emergence of Gen AI is a good way to help students to think outside the box for creativity cultivation in design education. However, there is still a lack of teaching methods for creative training in Chinese design education with Gen AI integration. According to theory, in traditional creativity training, the association thinking, and critical thinking approach could facilitate creativity. However, the impact of these two methods on creativity training integrated with Gen AI is still unknown. Therefore, we proposed critical thinking and association thinking as pedagogy to apply in real design classes. The purpose of this research is to understand the student's experience and interpretations of Gen AI integrated creative training with pedagogies. Therefore, we employed qualitative-based methods like focus groups and interviews which includes around 60 student participants and 3 teacher participants. The teaching intervention lasted for two weeks. Our findings shows 1) teaching pedagogies has positive impacts for creative thinking because it can enable students better combine the content generated by Gen AI to do divergent thinking. 2) In terms of cognition, students believe that communication with Gen AI through pedagogies can stay focus and enter the mental flow. 3) Most importantly, without the assistance of teaching methods, students have low willingness to combine Gen AI to produce their own ideas but rely on Gen AI to provide content.

16:20-16:45

82203 | Unlocking Potential: Harnessing AI for Transformative Learning in an Engineering Laboratory Course

Ghada Salama, Texas A & M at Qatar, Qatar

The integration of AI into our lives is inevitable, if not already pervasive. Its integration into the educational landscape is imminent. In my role as an educator, I recognized the importance of integrating AI into the educational experience for the students so they are able to be familiar and understand this tool. To explore its potential, I initiated an experiment within my engineering course. Traditionally in this laboratory course students work on different miniindustrial operation units throughout the semester. Central to their process is the creation of a detailed experimental plan outlining their approach before commencing any work in the laboratory. In this study, students were tasked to utilize AI to create their draft plan. Subsequently they were instructed to critically evaluate the AI generated version and refine it based on their knowledge, insights and experiences in the laboratory sessions, and submit a final version, which is the one they followed in their experiments. My review and evaluation of their submissions culminated in a detailed comparative study which I will share in my forthcoming paper. This approach not only allowed students to harness the power of AI in their academic endeavors but also to use their critical thinking skills. Thus empowering students with an essential skill for navigating the increasingly AI-driven landscape of their future careers.

16:45-17:10

80072 | Artificial Intelligence Assisted Counseling to Support Student Careers (Study Literature Review 2019-2024)

Arizona Arizona, State University of Malang, Indonesia

Fattah Hanurawan, Universitas Negeri Malang, Indonesia

Nur Hidayah, Universitas Negeri Malang, Indonesia

Muslihati Muslihati, Universitas Negeri Malang, Indonesia

Heny Kusdiyanti, Universitas Negeri Malang, Indonesia

Artificial Intelligence (AI) brings significant transformation to various sectors, including education and career counseling. This literature review study aims to evaluate and analyze the development and application of AI in student career counseling from 2019 to 2024. This review analyzes scientific publications, including journal articles, conferences, and research reports related to the use of AI in career counseling. Systematic analysis methods are used to extract and synthesize findings from relevant literature in supporting and improving career counseling services for students. The findings of the use of AI in career counseling show significant improvements in providing personalized services and accurate career predictions. AI has developed tools such as chatbots, career recommendation systems, and data analysis platforms to help students identify student interests and career potential. the study also highlights several challenges, including data security issues, the need for human intervention for complex cases, and ethical issues related to the use of AI. This review identified that the integration of AI in career counseling offers a variety of benefits, including efficiency, accessibility, and deep data analysis capabilities. However, a balanced approach is needed, AI technology is integrated with the expertise of human counselors to provide a holistic and ethical service. This literature study confirms the potential of AI as a supporting tool in career counseling, but its implementation must be balanced with a deep understanding of human and ethical aspects. It is hoped that this collaboration can create a more effective, responsive and adaptive career counseling ecosystem for students in the future.

17:10-17:35

84025 | Empowering Education: Navigating the AI Landscape for Enhanced Learning Experiences

Stephanie Furuta, University of Hawaii at Manoa, United States

Stacy George, University of Hawaii at Manoa, United States

Waynele Yu, University of Hawaii at Manoa, United States

Vail Matsumoto, University of Hawaii at Manoa, United States

The burgeoning interest in Artificial Intelligence (AI) within education has surged in recent years, catalyzed in part by the widespread presence of ChatGPT across social media and news outlets. This increased attention has prompted schools and universities to recognize the transformative potential of AI technologies to reshape the educational landscape (USDOE, 2023). Nevertheless, amidst this enthusiasm, a spectrum of concerns has been raised regarding the integration of AI into educational settings. These concerns span from issues of student and data privacy to questions about the validity of information, equity, and ethics (Selwyn, 2022). Addressing these multifaceted concerns necessitates a thoughtful and wellinformed approach to fostering AI literacy within education. Thus, a university faculty team developed “AI EmpowerED: Navigating the Future of Teaching,” a professional development (PD) workshop designed to support the responsible and effective utilization of AI in enhancing the school experience of students, mentor teachers, and teacher candidates. Teachers from university partner schools, and teacher candidates in the university program, were immersed in an exploration of the pivotal role of AI in education, participating in activities that highlighted the pedagogical and practical implications of AI applications within education (Shum & Luckin, 2019). This presentation will describe the development of the PD, its content, and the impact it had on the professional development of mentor teachers and teacher candidates, through survey data. It aims to provide insights into AI PD for educators, while also addressing the critical need for responsible implementation and ongoing reflection.

15:55-17:35 | Room 109

Wednesday Onsite Parallel Session 3

Curriculum Development & Practices in Primary & Secondary Education

Session Chair: Prempree Duangpummet

15:55-16:20

86150 | Integrating 3D Printing Technology Into Physics Education to Enhance Model Construction, Solution Design, and Evidence-Based Argumentation Among 10th Grade Students

Asma Alshabnuti, Sultan Qaboos University, Oman

Sulaiman Al-Balushi, Sultan Qaboos University, Oman

Integrating modern technologies into education is an urgent necessity to meet the evolving demands of the Fourth Industrial Revolution. This participation explores integrating 3D printing technology into physics learning to enhance scientific and engineering practices among tenth-grade Omani students. Specifically, it focuses on building and developing models, designing solutions, and engaging students in evidence-based argumentation through scientifically designed activities within the physics curriculum. These activities, structured to incorporate 3D printing in problem-solving, include identifying the problem, developing solutions, designing, testing, and evaluating models, and sharing the solutions with others. Implemented over two months, these activities spanned three units of the physics curriculum. The study involved 133 tenth-grade male and female students from two different schools, divided into control and experimental groups. The researcher observed that students in the experimental group excelled in constructing physical models using 3D printing to solve problems. The students' solutions varied, demonstrating significant development in evidence-based argumentation as they tested and discussed their solutions with peers in collaborative learning groups. This study presents an effective method of incorporating 3D printing technology into physics education. It recommends its integration to enable students to transform their scientific ideas into tangible products, test and evaluate them, and share their findings with others.

16:20-16:45

84098 | Design, Development, and Implementation of a Thematic-Instruction Based Learning Module in Physical Science for Senior High School Students

Denver Cho-oy, De La Salle University, Philippines

This research investigates the effect of a thematic instruction-based learning module on the academic performance of Senior High School (SHS) students in Physical Science. With a focus on addressing the persistent need for high-quality learning materials in physical science education, the study adopts a research and development design. Following the ADDIE model, the study engaged 12 physical science teachers in a survey questionnaire and focus group discussions in the analysis of the current status of learning materials in the field. Building upon these insights, the study incorporated thematic instruction in the learning modules' design to innovate the existing topic-based structure and respond to emerging needs. The development of six learning modules was then subjected to rigorous validation by 10 content experts, where it passed all criteria of content, format, presentation and organization, accuracy and up-to-dateness of information, and multimedia design. The themes and thematic instruction were further validated by 5 instructional material experts, ensuring alignment with educational themes crucial for an effective learning experience with an overall rating of ‘highly acceptable.’ Implementing a true experimental design in the implementation and evaluation, the study observed a significant difference (p=0.032) in academic performance between the experimental and control groups, favoring the experimental group. The findings affirm the positive impact of thematic instruction-based learning modules on SHS students' performance in Physical Science. Furthermore, ongoing research and development efforts should continue to refine and expand thematic approaches to cater to diverse learner needs and enhance overall learning effectiveness in the subject.

16:45-17:10

84890 | Diagnosing Secondary Science Students’ Ideas on Electricity via Problem Solving Activities Using Pen and Paper, Hands-on Practical and Computer Simulation

Marlizayati Johari, Universiti Brunei Darussalam, Brunei

A review of research trends in science education identified student conceptions and context as the most researched areas, yet the relationship between these two aspects remains under-researched specifically in physics education. This research explores 27 Bruneian students’ ideas about electricity across time, using one pre-test and two post-tests. It also includes ‘instructional contexts’ which are defined as the representations of questions used in the study and the usage of tools (i.e. pen and paper, hands-on practical and computer simulation) provided to the students during problem-solving activities. This study adopts a theoretical framework that recognises similarities between the cognitive-individual and socio-cultural views, two main learning theories in science, which subsequently influence the research methods used. In order to analyse students’ ideas across time, a quantitative analysis i.e. item analysis and descriptive analysis were used. As to analysing students’ ideas across instructional contexts, a thematic framework analysis and a framework linked to ‘activity theory’ that focuses more on qualitative methods were employed for data collection and analysis. Using this mixed method approach, this study has found that the dynamic nature of students’ conceptual structure of a concept can be coherent and stable, fragmented or a combination of both at the same time. Furthermore, different representations of circuit elements can influence students’ responses, and tensions were observed during students’ interactions with the different tools provided. The outcomes provide some new ground for structuring a curriculum at the micro-level and possible applications to other central concepts in science education.

17:10-17:35

81310 | The Development of a Measurement Instrument to Assess Student’s Competence in Connecting the Multiple Representations in Chemistry on Acid-Base Titration

Prempree Duangpummet, King Mongkut’s University of Technology Thonburi, Thailand

Duanghathai Kunwatthanaphan, King Mongkut’s University of Technology Thonburi, Thailand

Warunee Khirirat, King Mongkut’s University of Technology Thonburi, Thailand

Pirom Chenprakhon, Mahidol University, Thailand

The purpose of this research was to develop a measurement instrument to assess student’s competence in connecting multiple representations in chemistry, specifically focusing on acid-base titration topics. The student’s competency was categorized into three levels, ranging from level 1, students demonstrate a correct understanding of the concept of acid-base titration and representation at the macroscopic, submicroscopic, and symbolic levels, without connecting these levels, to level 3, indicating complete a correct understanding of the acid-base titration concept and can connect its relationship in all three levels of representations. The instrument comprised 11 items based on the defined competencies. Data were collected from 344 students in grades 11 and 12 at the high school level. The instrument was analyzed for reliability and validity using Rasch analysis. Results indicated that the standardized residual responses for the developed items met the criteria for local independence as defined by the Rasch model. When comparing the difficulties of items and students' abilities on the same scale, the discrimination of items and the reliability of items met the criteria. However, the Rasch analysis suggested the need for revisions of some questions in the instrument for further study. The measurement instrument could serve as a standardized test for assessing students' competence in connecting multiple representations in chemistry, specifically within the context of acid-base titration topics.

15:55-17:35 | Room 110

Wednesday Onsite Parallel Session 3

Gender in Film & Literature

Session Chair: Gayle Nunley

16:20-16:45

84514 | Women in Revolution: Nationalism and Femininity in Song of Youth and Lust, Caution Jiyu Zhang, Xi'an Jiaotong-Liverpool University, China

This paper examines how nationalist ideologies have shaped cultural conceptions of womanhood in China over time.This analysis is premised on a distinction between Chinese and Western discourses of “woman”, indicating an alternative trajectory in which the conception of gender diverges from the West.Two Chinese-language films, Song of Youth (Qing chun zhi ge, 1959) and Lust, Caution (Se jie, 2007), will figure in my analysis because both films are adapted from novels by female authors (Yang Mo and Eileen Chang) and organized around female characters. The former film was made during China's early socialist era, while the latter, as a transnational Sinophone production, reflects China's economic boom in the new millennium. Meanwhile, the distinction between the two original novels aligns with shifting trends in the discursive construction of femininity in China, which oscillated between woman as a political subject (funü) and woman as a sexual subject (nüxing). Situating this dichotomy into narratives of Chinese women, this paper argues that representations of women in socialist Chinese cinema abstain from the issue of sexuality because female characters are largely portrayed through their spiritual, psychical, and intellectual development, with Song of Youth as a salient example. In Lust, Caution, however, the female image emerges from a decoupling of the personal from the political.Such an approach to female embodiment conforms to neither the submissiveness of funü, which is associated with masculinist nationalism, or revolutionary ethics. Rather, this approach equates femininity with the sexuality of nüxing, neutralizing the docile subject's ideological interpellation.

16:45-17:10

82708 | The Female Narratives of Desiring Gaze at a Monk in Buddhist Literature: Dojoji, Takiguchinyudo, and “Chandalika” Eiko Ohira, Otsuma University, Japan

The Jataka Tales, a representative of Buddhist literature contains many tales in which a monk is admonished not to be seduced by a woman. In Buddhist literature “love” is nothing but an affliction that prevents liberation. In Dojoji, a Noh play by Kanze Nobumitsu, we see a courtesan who is frantically in love with a monk, and is transfigured into a serpent burning with rage at his betrayal. He hides behind a temple bell, but the serpent surrounds the bell and kills him. The monks of Dojoji Temple chant a sutra in unison, and the serpent jumps into the Hidaka River. A woman with a desiring gaze is often represented as a dangerous because she is characterized as "the impure" who "does not respect [the] boundaries" (Kristeva) on which the symbolic order of society is based. In Takayama Chogyu’s Takiguchinyudo (1894) Yokobue, a dancer of the court is also represented dangerous because she seduces and ruins Saito Takiguchi Tokiyori who is famous as the best samurai in Rokuhara. Tokiyori gets ordains to get away from his anguish of love. Eventually he becomes a renowned Koya sage. But unlike a courtesan in Dojoji Yokobue challenges Takiguchi Nudo’s way of an ascetic ruthless life when she visits his hermitage to ask for forgiveness. A more challenging woman in Buddhist literature is Prakriti, an outcaste girl in Rabindranath Tagore’s dance drama, "Chandalika" (1933) which is based on "Sardulkarna-Abadan", one of the Jataka Tales in The Sanskrit Buddhist Literature of Nepal.

17:10-17:35

84354 | Female Mobility and Modernity at the Edge in Women’s Travel Writing from Spain Gayle Nunley, University of Vermont, United States

Spain has long been an enormously popular subject of travel narration, complete with its own array of highly exoticized representational conceits. Less well recognized, the economic and technological developments of the industrial revolution that spurred the rise of individual mobility across the European continent were present within Spain as well, resulting in an ever-growing body of Spanishauthored travel narration from the mid-nineteenth century on. Aurora Bertrana (1892-1974), daughter of the celebrated Catalán modernist writer Prudenci Bertrana and a noted author and journalist in her own right, occupies a unique position within this literary corpus. One of the first Spanish women to publish accounts of her travel experiences in non-European lands (in Bertrana’s case, Morocco and the South Pacific), the interpretative gaze she casts on the people and places she visits, as well as on herself, creates a rich and uniquely-focused window onto mid-twentieth century cultural construction and, as I will further discuss in my presentation, brings to the fore, through the exercise of female mobility in destinations explicitly construed as marking both a geographic and metaphorical ‘limit’ (a category which, for Bertrana, would also include her home nation of Spain) her ongoing efforts to interrogate the nature and implications of the modern.

15:55-17:35 | Room 111

Wednesday Onsite Parallel Session 3

Professional Training, Development & Concerns in Education

Session Chair: Valentina Pallo

16:20-16:45

84858 | Dialogic Teaching in MTeach Programme: Analysis from Padlet Contributions and Lesson Scenarios

Roslinawati Mohd Roslan, Universiti Brunei Darussalam, Brunei

This study examines the conceptions and implementations of dialogic teaching among teacher candidates in the Master of Teaching (MTeach) program from secondary and VTE education, using data from Padlet reflections and lesson scenario analyses. The research aimed to uncover how candidates conceptualize dialogic teaching and the extent to which they incorporate these methods into their lesson scenarios. The study involved 14 groups of teacher candidates, analyzing their lesson scenarios prepared in Padlet. Thematic analysis was applied to the transcripts of spoken utterances from these scenarios to identify key patterns and themes. The findings indicate a varied grasp of dialogic principles among candidates, with a significant number demonstrating the ability to embed diverse dialogic prompts within their instructional strategies. These prompts were instrumental in fostering deeper classroom discussions and enhancing student engagement with the material. Despite these advancements, the traditional Initiation-Response-Evaluation (IRE) discourse pattern persisted, suggesting a challenge in fully transitioning to more interactive and student-centered dialogic practices. The study highlights the significant impact of dialogic teaching in fostering higher-order thinking among students and emphasizes the need for targeted professional development. It underscores the importance of bridging the gap between theoretical understanding and practical application of dialogic teaching to cultivate more dynamic and participatory classroom environments.

16:45-17:10

85295 | Three Cohorts, Diverse Perspectives: A Study on Teacher Conceptions

Hardimah Said, Universiti Brunei Darussalam, Brunei

Marlizayati Johari, Universiti Brunei Darussalam, Brunei

This study examines student teachers' perceptions of teaching and the specific qualities that characterise effective educators, with a focus on distinguishing between general teaching proficiency and the skills required for the 21st-century classroom. Over three years, data were collected from three cohorts of science student teachers at the onset of their initial teacher training programmes. An openended questionnaire, consisting of four key questions, was administered to elicit their perceptions of what constitutes a teacher, a good teacher, an excellent teacher, and a 21st-century teacher. Thematic analysis of the responses uncovered distinct conceptualisations of teaching excellence and revealed both the overlapping and unique attributes associated with each category. The findings indicate that while student teachers generally recognise a progression from good to excellent teaching, their understanding of a 21st-century educator often includes additional competencies such as technological integration, adaptability, and a focus on global and collaborative learning. These attributes extend beyond traditional notions of teaching excellence and highlight the evolving expectations of modern educators. By operationalising the taxonomy of teacher classifications, this study provides a clear framework for differentiating between the generic qualities of teaching effectiveness and the specific competencies required for 21st-century education. The insights from this research offer valuable contributions to teacher education programmes by emphasising the need for curriculum adjustments that address both traditional pedagogical skills and the emerging demands of contemporary classrooms. This alignment is crucial for adequately preparing future teachers to meet the dynamic challenges of modern education, ultimately benefiting both educators and students.

17:10-17:35

86487 | Structural Model of Stress Coping Behavior of Secondary School Teacher Valentina Pallo, University of Science and Technology of Southern Philippines, Philippines

Majority of the secondary school teachers perceived teaching as stressful and look into ways in helping themselves cope with stress and try to maintain a healthy working environment. This study aimed to develop a structural model of stress coping behavior among public and private secondary school teachers in Cagayan de Oro City. Four Hundred Twenty-Three (423) teachers participated, completing the Teacher Stress Inventory and Coping Strategy Indicator. Data analysis involved frequency counts, percentages, means, correlations, regression, and structural equation modeling. Results revealed that teachers perceive teaching as stressful and utilize various coping strategies, including avoidance, emotional and instrumental support seeking, preventive, strategic, reflective, and proactive coping. Stressors were identified in personal attributes, classroom management, school environment, and management role. Significant predictors of coping behavior included time pressure, discipline, motivation, problem-solving, and time management. The final model highlighted the classroom environment as a major stressor, with teachers primarily using avoidance coping to manage stress. Secondary school teachers in Cagayan de Oro City experience stress due to various factors, with classroom environment being the most influential. A direct causal relationship exists between classroom environment and stress coping behavior, highlighting the need for interventions that target classroom-related stressors. Based on the conclusion it is recommended to develop and implement educational programs that equip teachers with effective stress management strategies and coping mechanisms, focusing on classroom-related stressors.

Thursday, October 31

Parallel Sessions

All times are Korea Standard Time (UTC+9)

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

09:15-10:55 | Room 105

Thursday Onsite Parallel Session 1

Educational Policy, Leadership, Management & Administration

Session Chair: Eric Parilla

09:15-09:40

87183 | Fostering School Continuous Improvement Through Adopting a Holistic Approach to Quality Assurance and Collaborative SelfEvaluation

Ellie Cheung, The Education University of Hong Kong, Hong Kong

Stephen Yip, The Education University of Hong Kong, Hong Kong

An effective quality assurance mechanism enhances accountability and supports ongoing development of schools, as well as learning and teaching (Looney & Grainger Clemson, 2018). The Hong Kong Benchmark for Career and Life Development (HKBM) is designed to provide schools with a holistic school self-evaluation (SSE) mechanism for quality provision of career and life education at schools, enabling them to identify areas for enhancement based on the unique contexts of the school and the specific needs of their students (Holman & Stephen, 2020). A holistic approach of quality assurance mechanism could also engage staff members to work collaboratively in the process, facilitating communication and alignment of planning towards common goals. The aim of the study is to evaluate the efficacy of adopting HKBM as the SSE mechanism for continuous school improvement and teachers’ collaboration. Data was collected from 30 schools adopting HKBM as the self-evaluation mechanism. Results demonstrated that schools attained "fully achieved" in benchmarks exhibited an increase from 29% to 54% between their 1st SSE in 2020/21 school year and the 2nd SSE by the end of next school years, and eventually reaching 68% at the 3rd SSE conducted in 2023/24 school year. According to the evaluation survey on career team head teachers, 81% (n=30) considered that the adoption of HKBM can reduce the workload of teachers. The finding suggested that a holistic approach of school selfevaluation mechanism could effectively foster school improvement strategically and collaborative reflective practice of teachers.

09:40-10:05

87214 | The Art of Assessment for Language Teaching and Learning in the Humanities

Phillip Rowles, Tokyo University of Science, Japan

Best practice in the assessment of language teaching and learning is an underused and underappreciated form of art. This art form requires a preliminary stage of constructing objective measurements from raw score data. These modern measurement tools can be manufactured by utilizing Rasch model measurement (Rasch, 1960). Rasch measurement offers many advantages to language assessment stakeholders including primarily the opportunity to enhance and communicate language assessment literacy within the research community. Subsequent parametric statistical procedures and analyses may be conducted with the knowledge that the fundamental data assumptions have been checked and met. This is a crucial consideration for quantitative language researchers who do not want to violate the basic tenets that are often taken for granted when calculating a seemingly simple statistical value, such as a mean or a standard deviation. The purpose of this presentation is to introduce researchers both inside and outside the language assessment stakeholder community to the many benefits of adding Rasch model measurement to their research skill set.

10:05-10:30

82726 | A Life-Course Perspective of Managing the University Capacity Development Programme at a University of Technology, South Africa: An Autoethnographic Study

Phiwayinkosi R Gumede, Mangosuthu University of Technology, South Africa

Prior to the birth of a new democratic government in South Africa, access to higher education was systematically designed to benefit certain social structures such as whites and black elites. Consequently, social stratification gained prominence as a result of such architechtured and engineered high education system. To transform the imbalances of the past, a new constitution of the Republic of South Africa had to be established to bring about social justice. The constitution foregrounded access to education as a fundamental right. Hence, the establishment of the National Council of Higher Education in 1996 which was used as a springboard to transform higher education. Consequently, various university funding mechanisms were introduced. The University Capacity Development Programme is one of such mechanisms in introduced in 2018. To date, its implementation remains novel in the ever changing and dynamic higher education landscape. Therefore, the benefits and challenges of the implementation of the University Capacity Development Programme at an institutional level is not well documented. A Phenomenological research design to reflect on the implementation of the University Capacity Development Programme. The life-course perspective was used as a theoretical framework for the study. Reflections from the University Capacity Development Programme Grants Manager was used as data source and provided valuable insights on the implementation of the University Capacity Development Programme from 2018 - 2023.

10:30-10:55

85259 | Effects of Accreditations in the Delivery of Quality Education: In the Context of UNESCO’s Four Pillars of Education Framework

Eric Parilla, Northwestern University, Philippines

Charliemaine Bullalayao, Northwestern University, Philippines

Yolanda Lao, Northwestern University, Philippines

Shiela Navasca, Northwestern University, Philippines

This research aimed to assess and contrast the efficiency of face-to-face (FtF) and e-learning classes employing the Community of Inquiry (CoI) Framework, which comprises cognitive, social, and teaching presence factors. This study was designed using a mixed-method research strategy that integrated both qualitative and quantitative approaches. Information was gathered from 432 valid responses from select faculty staff and students from different colleges in the Philippines, which were selected through an online survey using convenience techniques. On a side note, seven focus group conversations (FGDs) were held to collect qualitative insights. Descriptive statistics, independent sample t-tests and Pearson’s correlation were used to analyze the quantitative data for differences and relationships between demographic factors and class effectiveness. Thematic analysis was applied to the qualitative data from FGD discussions to identify key trends and patterns. The findings revealed that participants perceived both FtF and online classes as highly effective, with FtF classes outperforming online classes in all dimensions of the CoI Framework. Notable advantages of FtF classes included enhanced personal interaction, real-time feedback, and reduced distractions. The study concludes that a more organized presentation of results could enhance readability and suggests future research to explore the long-term impacts of these instructional modalities.

09:15-10:55 | Room 106

Thursday Onsite Parallel Session 1

Literature/Literary Studies

Session Chair: Mario Sanchez Gumiel

09:15-09:40

84075 | Cannibalization: Analyzing the Metaphorical Consumption of Humans in Society in Light of Han Kang’s The Vegetarian Hayley Blair, Fordham University, United States

According to an article published by the American Psychological Association, anger, disgust, and presumption of harm are often reactions to non-harmful behaviors that violate societal norms. Han Kang's The Vegetarian depicts the experience of a woman named Yeong-hye whose decision to stop eating meat elicits these same reactions in the people around her. A literary analysis of this book lends itself to a discussion on how individuals relate to one another in the present day. Internal struggles which often remain unspoken can materialize in various ways, which is illustrated by Yeong-hye's sudden desire to become vegetarian due to a frightening recurring dream. This dream is a product of the violence she encountered throughout her life and is the impetus for her compulsive desire to commit no harm herself. When Yeong-hye begins to behave differently, those closest to her become disgusted and angry that she is no longer acceptably normal and unremarkable, which initially was her greatest charm. Yeong-hye's utility is gone, and she can no longer be palatably consumed by those around her. Maintaining a useful and agreeable facade is an unspoken and universal expectation required throughout many arenas of life. This paper will explore the pressures these expectations can cause for those who are internally struggling like Yeong-hye and the desperate desire for authenticity a strict adherence to social norms can elicit in others. It will also discuss positive alternatives to fear, anger, and disgust when emotions beyond the norm are expressed.

09:40-10:05

85941 | An Analysis of Techno-Humanism in Liu Cixin’s Ecological Science Fiction: From Donna J. Haraway’s Post-Humanist Perspective Yue Zhou, Xi'an Jiaotong-Liverpool University, China

We are in a world of drastic climate change, energy scarcities, and rampant pollution, rendering a new geological epoch, the Anthropocene (an epoch of the Anthropos). The fictional responses, however, vary enormously. As a leading voice in Chinese science fiction, Liu Cixin is well known for his techno-fix, in which advances in science and technology ideally generate all desired solutions to ecological and environmental threats. However, his optimism about techno-fix should be reevaluated as it attains an allegorical significance by sanctioning humanism and its affiliated values. I borrow Donna Haraway’s term, “techno-humanism,” and find that ecological and environmental crises in Liu Cixin’s speculative storytelling are often reframed as human existential threats, and technology and technological innovation are for the benefit of human survival and the continuing prosperity of human civilization, which justify human domination of nature and outward expansion as well as the following industrialization and exploitation. For Liu Cixin, humanism entails strong sparks of human-centrism or anthropocentrism. From Haraway’s post-humanist perspective, human-centrism colludes with techno-centrism, creating an unprecedentedly disastrous world for more-than-human beings. I argue that Liu Cixin’s techno-humanist choices are intertwined with the contingencies of socioeconomic, geopolitical, and cultural realities, such as the play of national interests favoring technical choice over another, and discuss how the over-coding of “the Unity of Heaven and Man” and Mao’s war against nature is translated into today’s China’s infrastructure construction by the powerful state to negotiate its way in this world of antagonism and represented in Liu Cixin’s ecological science fiction.

10:05-10:30

84366 | Plant-Human Hybrids: Exploring Corporeal Resistance and Symbiosis in Bora Chung’s “Seeds”

Asha Rieussec, University of California, Irvine, United States

This paper investigates how Bora Chung's short story, "Seeds", challenges traditional anthropocentric norms by utilizing the human body as a space for community-building between plants and humans. As an ecofeminist author, Chung's themes draw from the critical South Korean ecofeminist ideologies that suggest that plants and humans are connected by containing "life". By incorporating critical plant studies, ecofeminist studies, and Korean cultural studies, this paper analyzes the contexts by which "Seeds" is informed. "Seeds" is a satirical story that involves an immoral corporation and humans that have evolved into plant-human hybrids to escape environmental threats. The human-plant relationships found in "Seeds" are built upon respect, symbiosis, and care, but they are challenged by marginalization and commodification enacted by corporations and capitalist systems of oppression. By blending human and plant characteristics, Chung's hybrid characters confront environmental exploitation while healing human-plant relationships.

10:30-10:55

86754 | “The Martians Are Always Coming”: On Lifeforms on the Moon and Other Planets at the Turn of the 20th Century Spanish Newspapers and Literature

Mario Sanchez Gumiel, University of Michigan-Ann Arbor, United States

Thanks to the development of print media in Spain during the 19th century, there was an increase of the proliferation of articles, essays, short stories, drawings, and popular fiction speculating about alien lifeforms. These texts not only speculated about the possibility of alien life on the moon and other planets but also were used to discuss the nature of Spaniards and their sociopolitical problems at that time. In doing so, the figure of the alien was often used as an external observer to criticize the customs, habits and vices of Spaniards, thus encouraging a call for change. This presentation will offer a survey of texts published in Spain from the second half of the 19th century to the outbreak of the Spanish Civil War (1936) that envisaged situations involving interaction between Earth’s inhabitants and extraterrestrial beings. It will analyze short novels, cartoons and articles in newspapers, such as "El Español", "Crónica de Madrid", and "Buen humor", which depicted the existence of lifeforms on the moon and other planets not only for entertainment but also for scientific research. In doing so, the presentation aims to show how those texts served to raise a series of questions about the history of Spain at the turn of the 20th century (e.g., industrial development, the end of the Spanish Empire…) as well as broader questions on the nature of scientific research, the place of humanity in the cosmos, and the discovery of otherness.

09:15-10:55 | Room 107

Thursday Onsite Parallel Session 1

Performing Arts Practices

Session Chair: Ramdani Rachmat

09:15-09:40

82365 | Sustaining Tradition: Wayang Klithik Puppetry within Agrarian Community in Gotanjung Village Evi Selviawati, University of Indonesia, Indonesia

Wayang klithik is a form of 2D puppetry made of wood that is spread across Central Java and East Java. In Gotanjung Village, wayang klithik exhibits several distinctive characteristics that are deeply intertwined with the village's harvesting ceremony, known as sedekah bumi, symbolizing blessings upon the land and its crop yield. Unlike the majority of wayang klithik performances in other regions, which typically feature stories of heroism among the nobility, wayang klithik in Gotanjung Village presents narratives that focus on the lives of farmers. This study aims to investigate the role of wayang klithik in Gotanjung Village as expressions of cultural resilience within the agrarian community. Through qualitative ethnographic study, it analyzes how this performance contribute to fostering communal identity, celebrating agricultural traditions, and raising awareness about the vital role of farmers in the community through storytelling. This study reveals that performing arts, besides serving as entertainment for the community, are utilized to communicate the specific conditions of the community's ecosystem, along with cultural knowledge and wisdom that need to be transmitted from generation to generation.

09:40-10:05

84270 | Forbidden Art: Dancing in Iran

Maryam Khazraei, Daroupoosh, Iran

Zohreh Mirhosseini, Islamic Azad University, Iran

Pardis Khosravi, Alternative Motion Group, Iran

Purpose: Due to the prohibition of dance in Iran since Islamic republic in 1979, and the interest of Iranians to the dancing art since ancient times; the shape and manner of its presentation has been changed. We tried to follow the changes of this art during different ages of the country, especially during Islamic republic era in this research. Methodology: The documentary research method is used in this respect trying to study different resources. The role of ancient figures is investigated such as architectural works, historical images in historical sources, and the travelogues of foreign researchers etc. Also, some semi-structured interviews are conducted with contemporary researchers and dancers. The content of the interviews has been analyzed and the most important category and sub-categories are extracted. Results: Today, different dance style classes would be found in different cities of Iran such as Traditional Iranian dance, ballet, Sama (sufi dance), K-pop, high heels, Urban, belly dance etc. Despite of the government supervision and prohibition, these classes are held underground. Of course, some classes have changed their name to ‘Balanced movement in acting’ so, they can have official performances in official forums of the country. The result showed that performing arts will not be vanished, but will continue to live with structural and form changes and will find a way to present and last.

10:05-10:30

82563 | Women and Agency in Colonial Indonesia: Case Study of the Wanar Dance of Banda Genocide

Ramdani Rachmat, Gadjah Mada University, Indonesia

Vissia Ita Yulianto, Gadjah Mada University, Indonesia

Gabriel Roosmargo Lono Lastoro Simatupang, Gadjah Mada University, Indonesia

The Wanar dance and Onotan Sarawandan or the song of sadness are folklore originated from Banda Ely Village in Kai Islands, Southeast Maluku, Indonesia. It tells the story, memory as well as the neglected history of the murderous humanitarian disaster of Dutch colonial violence in the island. in 1621 which killed 10000 indigenous people, The remaining hundreds were women who were then taken to Batavia to be enslaved by the colonial master. The 1700 women who survived from banda genocide and went to Kei Island then preserved that collective memory in onotan sarawandan and wanar dance. This study aims to reveal how Banda Ely women speak through Wanar dance. Applying postcolonial theory this study was conducted through qualitative approach observation and interview was used as data collection. Observations were carried out during the Spice Route Cultural Muhibah initiated by the Ministry of Education, Culture, Research and Technology in 2022, where the dance was performed at Mini Palace, Banda Neira. Interviews were conducted with the dancers, show crew and the locals. It was revealed that this event succeeded in resurfacing the collective memory of the Wandan people 401 years after they had left their ancestral land as a result of the 1621 Banda Genocide.

10:30-10:55

83304 | Characteristics of Ngremo Munali Fatah Dance Movements Using Biomechanical Analysis Through Motion Capture As Cultural Preservation

Afan Triyanto, Universitas Gadjah Mada, Indonesia

Indraswari Kusumaningtyas, Universitas Gadjah Mada, Indonesia

Paramitha Dyah Fitriasari, Universitas Gadjah Mada, Indonesia

The Ngremo Munali Fatah dance is the traditional dances of East Java, which has cultural and aesthetic value. In the intergenerational artistic process in East Java, knowledge and understanding of this dance began to fade. This research identifies changes in the movement characteristics of the Ngremo Munali Fatah Dance using biomechanical analysis through motion capture as an effort to preserve culture. This research uses Rudolf Laban's theory regarding dance movements which developed a Labanotation which includes Laban Movement Analysis (LMA) which is used to explore the characteristics of movements in dance manifestations called Laban Shape Analysis. This research uses Mixed Methods Research combining quantitative and qualitative methods sequentially (Explanatory Sequential Design). Quantitative data was obtained from the laboratory test process by applying biomechanical analysis using motion capture. Qualitative data was collected through participant observation, in-depth interviews with dancers and dance maestros, as well as using Labanotation to record dance movement characteristics that have changed significantly between generations. The results of the research show that the Ngremo Munali Fatah Dance movements have distinctive characteristics, namely: (1) measurement of biomechanical parameters such as speed, joint angles, strength and load distribution, (2) step patterns, gestures, and other body movements, (3) comparison of differences between dance styles, and (4) cultural preservation. This research makes an important contribution to preserving Javanese culture by documenting the characteristics of the traditional dance movements in detail and accurately. The results of this research can be used as material for dance learning, choreography development, and cultural documentation.

09:15-10:55 | Room 108

Thursday Onsite Parallel Session 1

Political Science, Politics

Session Chair: Anlin Zhuang

09:15-09:40

82615 | Arranging Reserved Seats for Women in the Indonesian Parliament

Saivol Virdaus, University of Sebelas Maret, Indonesia

Adi Sulistiyono, Universitas Sebelas Maret Surakarta Indonesia, Indonesia

Saldi Isra, Universitas Andalas Padang Indonesia, Indonesia

Isharyanto, Universitas Sebelas Maret Surakarta Indonesia, Indonesia

In a democratic system, it is important to involve both women and men in policymaking and decision-making in order to influence the balance of society at all levels appropriately and hopefully create justice in various sectors. In Indonesia, the representation of women elected as members of parliament is still below 30%, even though the nomination requirements require a minimum of 30% women. What is the future formulation to guarantee women's representation in parliament of at least 30%? To answer this question, this research method uses a normative juridical approach. The results of this research show that the current electoral system greatly influences the level of women's electability in elections. The election system that determines the winners based on the most votes using an open list system requires candidates to compete freely to gain as many votes as possible. In order to guarantee a minimum of 30% female representation, Indonesia can implement reserved seats. For example, following the practice in Rwanda by allocating 30% of seats in parliament as regulated in the Indonesian election law. Another option is to adopt a model similar to the Republic of Uganda, where a certain number of seats in each district must be allocated to women. Both options can be further regulated in the General Election Commission regulations for practical implementation.

09:40-10:05

87006 | The Legitimation Strategies by the Prime Minister of Japan, Shinzo Abe, in His Political Speeches Regarding the Aging Society Eka Marthanty Indah Lestari, The University of Indonesia, Indonesia

The former Prime Minister of Japan, Shinzo Abe, declared that Japan has been facing a national crisis regarding the aging society. This kind of demographic transition affects several aspects of life, namely economic, health, and social culture. This matter was delivered during his speeches when in power. The former Prime Minister, Shinzo Abe, applied several legitimation strategies to achieve his political purposes, related to the aging society. These legitimation strategies were required to gain the public trust, to maintain the political stability, and to create the social changes. Speeches delivered in the presence of the members of Diet, Japanese national legislature, showed a language function as a means to control the people. This statement is in line with an opinion of Bordieu (2001) in which language is a symbol of power. This qualitative research used the applied linguistic perspective with the Critical Discourse Analysis approach to explain the relation among language, ideology, and power. Theories selected were the legitimation strategy by Leeuwen & Wodak (1999), Leeuwen (2008), Systemic Functional Linguistics by Halliday & Matthiessen (2014), and Japanese grammar. The analyzed linguistic features were adjusted to the found legitimation strategies.

10:05-10:30

84370 | Decoding the Meaning of Gemoy as a Political Gimmick: A Semiotic Analysis Approach to Presidential Candidate Prabowo Subianto Albertus Fani Prasetyawan, Universitas Gadjah Mada, Indonesia

Wisnu Martha Adiputra, Universitas Gadjah Mada, Indonesia

Primadita Dian Putri Irnanda, Universitas Gadjah Mada, Indonesia

The research focuses on exploring the concept of "gemoy" as a political gimmick in the 2024 Indonesian presidential campaign of Prabowo Subianto. It investigates how this term is strategically used in the campaign's communication to influence public perception and voter behavior. The hypothesis posits that the term "gemoy" serves as an emotional and cultural trigger, designed to generate positive sentiments and support for Subianto, while potentially diverting attention from substantive political discourse. The theoretical framework integrates semiotic analysis, drawing on Charles Saunders Peirce's and Roland Barthes' theories. Peirce's model is employed to understand the components of signs (icon, index, symbol) used in the campaign, while Barthes’ concepts of denotation and connotation help explore the deeper cultural meanings of "gemoy".The methodological approach used was qualitative, which involved a detailed semiotic analysis of the campaign's video advertisements showing the use of "gemoy". Findings reveal that "gemoy" is employed not merely as a term of endearment but strategically to frame Subianto in a light-hearted, approachable manner, which contrasts with the more typical, formal portrayal of political figures in Indonesia. This framing is identified as serving dual purposes: enhancing Subianto's relatability and deflecting critical scrutiny of his political agenda. The term effectively mobilizes emotional resonance and nostalgic affection, which may increase voter engagement and support in the short term. However, the study argues that such strategies, while beneficial for electoral gain, might undermine the democratic process by prioritizing emotional engagement over informed debate on policy and governance issues.

10:30-10:55

82818 | From Partner to Adversary: Analysis of the Current U.S. National Security Strategy’s Positioning Towards China

Anlin Zhuang, Shanghai International Studies University, China

The U.S. National Security Strategy report is the expression and vehicle for the U.S. government to identify threats, recognize, and respond to threats in a specific period. According to the perception of China in the National Security Strategy since the Obama administration, the United States’ positioning toward China has experienced a transformation from a “partner” to a “middle ground” country, and then from a “competitor” to an “adversary”. Through a comparative analysis of the positioning of China by the three administrations of Obama, Trump, and Biden, this article finds that there are unique geopolitical considerations behind the change in the U.S. government’s cognitive positioning of China, and it has jointly adopted a series of measures to put pressure on China. Specifically, during the Obama period, the strategic focus shifted to the Asia-Pacific, beginning to check and balance China's influence. During the Trump period, the “Indo-Pacific Strategy” was expanded and resources were poured into containing China. The Biden period realized that the "Decisive Decade" was coming and sought to Out-Competing China. There is no doubt that the change in the U.S. government's cognitive positioning of China has also had a very negative impact on Sino-U.S. relations, which is mainly reflected in the fact that Sino-U.S. relations have shifted from friendship to strategic competition during the Obama period. The nature and status of Sino-U.S. relations during the Trump period have been criticized. Sino-U.S. relations have entered a stage of strategic competition and stalemate during the Biden era.

09:15-10:55 | Room 109

Thursday Onsite Parallel Session 1

Foreign Languages Education & Applied Linguistics

Session Chair: María Teresa Martínez García

09:15-09:40

82460 | The Practice of Teaching and Learning ESL/EFL Amid the Prevalence of Generative Artificial Intelligence: A Scoping Review

Hanh Nguyen Ly, University of Nottingham Malaysia, Malaysia

Wei Keong Too, University of Nottingham Malaysia, Malaysia

Alberto Luis August, University of Nottingham Malaysia, Malaysia

Xun Yu Chai, University of Nottingham Malaysia, Malaysia

Generative Artificial Intelligence (GenAI) has emerged as a promising tool for education, especially teaching English as a Second/Foreign Language (ESL/EFL). However, few research has been investigated in how it is practically integrated in ESL/EFL instructions due to the novelty of GenAI. To address this gap, this study employed the scoping review framework to identify and synthesise 22 articles published from the end of 2022 onwards, which explore the impact of GenAI on ESL/EFL practices. The findings suggest that attempts have been made to examine the impacts of GenAI in ESL/ESL practices from the educational users’ perspectives, and its effectiveness in enhancing the learning and teaching’s experiences and outcomes. The identified themes among the studies are: 1) the users’ perceptions, 2) benefits and 3) challenges of adopting GenAI in teaching and learning practices, 4) and recommendations for integrating GenAI tools in language education. Finally, implications for further research and pedagogical directions are also discussed.

09:40-10:05

83302 | Beyond the Classroom: Investigating EFL Students’ Perceptions of Informal Digital English Learning for Their Vocabulary Acquisitions

Satriani, SMP Negeri 2 Bungku Utara, Indonesia

Dinda Bunga Shabrina, Universitas Negeri Malang, Indonesia

Nahdia Ilma Nafisah, Universitas Negeri Malang, Indonesia

In the digital era, informal digital learning has emerged as a prominent avenue for language acquisition, with platforms such as Informal Digital Learning of English (IDLE) revolutionizing traditional educational paradigms by offering flexible, personalized, and accessible opportunities for language development. The objective is to analyze students' perceptions and experiences concerning the effectiveness of IDLE in improving their English vocabulary skills. The research method employed is an explanatory sequential mixed method, combining quantitative data collection through questionnaires with qualitative insights gathered via semi-structured interviews. The study involves 44 lower secondary school students from a private Islamic school in Palu, Central Sulawesi, Indonesia. The instruments utilized are questionnaires and semi-structured interviews. The research findings reveal that informal digital learning is widely perceived as a valuable and effective method for enhancing English vocabulary and language skills among the surveyed students. The flexibility, personalization, and practicality offered by IDLE are particularly favored by the participants. The implication of this study suggests that there is a need for educators and policymakers to recognize the value of integrating digital learning tools and encourage teachers to incorporate them into their teaching methods to promote autonomous learning among students.

10:05-10:30

83233 | Analysis of Tasks Presented in an EFL Textbook ‘Practise Your English Competence’ Through Coursebook Analysis Framework Ayu Lestari, Indonesia University of Education, Indonesia Yanty Wirza, Indonesia University of Education, Indonesia

Tasks presented in a textbook are one of the aspects to be evaluated since the textbook should provide a variety of materials and assignments to help students in engaging with the language used in communication. This research delves into a comprehensive analysis of the tasks in EFL textbook "Practise Your English Competence" for grade 8 in Sumatera, Indonesia, with a specific focus on evaluating its alignment with level 2 subject analysis of Littlejohn's (2011) coursebook analysis framework. The study aims to discern whether the tasks incorporated in the textbook adhere to the standards proposed by Littlejohn and explore the perspectives of both teachers and students regarding their experiences with the textbook. Employing a mixed-methods design, this study used content analysis, questionnaire, and semi-structured interview to obtain the data. The results showed that the tasks presented in the textbook have fulfilled some of the criteria featured in the framework: what is the learner expected to do? Who with? With what content?. The tasks provide a good process of learning discourse in the aspect of turn-take, language focus, and mental operation. The teacher and students as the users seemed to acknowledge that the tasks of the textbook are helpful and insightful for language learning. However, there should be some suggestions for improvement such as language use, opportunity for classroom participation and speaking practices to be well adjusted for students in the tasks of the textbook.

10:30-10:55

84279 | Orthographic Effects in Word Recognition: Implications for Language Instructors

María

Teresa Martínez García, University of Valladolid, Spain

Linguistic research indicates that visual-orthographic information significantly influences the mapping of phonemic information in second language (L2) perception and word recognition. This suggests that misperceptions of sound contrasts can lead to misunderstandings with real-life communicative consequences. This study investigates the perception of the labiodental /v/ and bilabial /b/ phonemes, which are allophonic in Spanish and Korean but phonemic in English, to determine how spelling conventions affect the perception and identification of words containing either "b" or "v" by intermediate-to-advanced English learners whose native language is Spanish or Korean. For example, participants evaluated sentences such as "I gave her my vest/best.". Using a word monitoring task in English, participants saw a word on the screen that was written with a “b” or a “v” and they had to identify whether the subsequent had the word written on it or not. The results demonstrate a clear influence of the native language on L2 learners' perception and word recognition, partially modulated by orthographic information. These findings support models that predict the mapping of L1-L2 phonemes and highlight the significant role of orthographic information. The study underscores the importance of teaching pronunciation alongside the relationship between orthography and pronunciation, with implications for language instructors, which will be discussed during the presentation.

09:15-10:55 | Room 110

Thursday Onsite Parallel Session 1

Interdisciplinary Education Session Chair: Hugh Schuckman

09:15-09:40

83583 | Sustainability Educational Field Trip Through a Social-Cultural Lens

Eng Ying Bong, Singapore University of Technology and Design, Singapore

Sustainability science education often emphasizes scientific knowledge to address environmental protection, climate science, and energy research. However, challenges such as resource depletion, biodiversity loss, and pollution are interconnected with geographic location and cultural context. Students enrolled in the Science for a Sustainable World course have the opportunity to participate in a short immersive trip program to Koh Tao, Thailand which provides practical, real-world exposure. During the pre-departure briefing, a humanities faculty member discussed the social, cultural, and political factors specific to Koh Tao. On-site, students identified sustainability issues such as waste management, coral reef conservation, and power supply management. By engaging with the residents and stakeholders, students not only enhance their theoretical understanding of environmental issues but also develop practical insights into the complexity of real-world sustainability challenges. This study employed a structured methodology consisting of pre-trip and post-trip surveys to evaluate students’ perceptions of sustainability. The result suggests that students recognize the importance of the interconnected approach, allowing them to think critically and develop holistic solutions that effectively address both human needs and environmental concerns. The immersive nature of the trip increased student engagement with the local community. Students also felt invested in their learning when they could see the tangible impact of sustainability issues and their potential solutions. In conclusion, this study demonstrated that the pre-departure briefings on cultural influence equip students with a contextual framework that not only enriches students’ learning experiences but also empowers them to develop place-based appropriate solutions.

09:40-10:05

81699 | The Influence of Regional Origin on the Interest in Differentiated Learning and Culturally Responsive Teaching

Yesi Martha Afrillia, Universitas Negeri Yogyakarta, Indonesia

Sekar Purbarini Kawuryan, Universitas Negeri Yogyakarta, Indonesia

Each student has a different regional origin. This study aims to determine the effect of regional origin on interest in differentiated learning and culturally responsive learning in PGSD students in the in the class of 2022 at Sanata Dharma University. A sample of 136 students from various regions of Indonesia participated in this study, such as Sumatra, Java, Kalimantan, Sulawesi, and Papua. This study uses quantitative research design and questionnaires as data collection tools. The method used is structural equation modeling with partial least squares. The results show that regional origin significantly influences interest in differentiated learning consisting of visual, auditory, and kinesthetic elements and interest in culturally responsive learning. These results suggest the importance of considering students' regional backgrounds when designing effective learning strategies and promoting cultural responsiveness in educational contexts. The findings of this study contribute to student learning outcomes and are expected to inform classroom learning.

10:05-10:30

83624 | Teaching Transdisciplinary Practice Through Cultural Knowledge

Chandrasekaran S, University of the Arts Singapore, Singapore

The paper emphasizes the importance of cultural knowledge in teaching transdisciplinary practices as a form of holistic art education. "Infinite Saree" is a theatre production created through transdisciplinary collaboration, exploring connections between Life Science, Visual Arts, Carnatic Music, and Theru-Koothu (Folk Theatre). This paper will outline the research methodologies used to integrate these disciplines in the creation of "Infinite Saree" and demonstrate how they can serve as educational tools in classroom teaching. The presentation of the paper is divided into three parts. Firstly, I will discuss three research principles—systematic inquiry, scientific perspective, and symbolic representations—and their application in interpreting the relationships between different disciplines. Secondly, I will introduce scientific, visual, and cultural perspectives as educational tools for transdisciplinary practice. In this context, I will also introduce the concept of ஐக்கியம் (Aikiyam), which provides a platform for translating artistic practice through one's own cultural perspective. Thirdly, I will illustrate how we developed community arts education programs in collaboration with various artistic communities through workshops such as the Bio-Arts Workshop, Dance Workshop, and Music Workshop. These collaborations led to the creation of DNA Saree and DNA Carnatic, pioneering initiatives in South Indian Arts. These achievements were made possible through the application of cultural knowledge to transdisciplinary studies. The paper will also emphasize the importance of "decolonizing" our education process by integrating cultural knowledge, which is crucial for fostering a more inclusive and culturally relevant art education. In doing so, it enriches students' learning experiences and broadens their understanding of art through cultural knowledge.

10:30-10:55

83759 | Yoga’s Epistemic Mythologies: The Challenge of Elevating Indigenous Pedagogies with Globally Sourced Traditions

Hugh Schuckman, University of Utah, Asia Campus, South Korea

Much recent scholarship on yoga focuses on including this tradition among the post-colonial and decolonial epistemologies that should be a vital part in our current education curriculums and pedagogies. Among these, contemporary scholarship overwhelmingly supports a greater acceptance of yoga within the great world traditions as a vital world tradition of knowledge and practice. At the same time, however, the highly hybrid nature of yogic epistemologies draws into question the way in which this tradition is presented as a product of the "Global South," or more specifically a holistically South Asian Hindu educational tradition. This paper challenges these static depictions by raising distinct periods of cultural sharing during the formation of the now global tradition of yoga. Using archival research methods from influential Yoga teachers such as Indra Devi and B.K.S. Iyengar, this historical assessment underscores the hybrid, transcultural aspects of the tradition. While supporting claims of yoga's early roots in South Asia, I argue for a re-evaluation of the ways we depict contemporary yoga as an important, yet culturally diverse educational tradition.

09:15-10:55 | Room 111

Thursday Onsite Parallel Session 1

Challenging & Preserving: Culture, Inter/Multiculturalism & Language

Session Chair: Moana Numanga

09:15-09:40

82971 | The Realization of EFL Students’ Cultural Interpretation About ‘Unboxing K-Life’ Program to Their Performance in Translation Iin Rachmawati, STKIP PGRI Bangkalan, Indonesia

Translation become the basis of language teaching for a very long time. This research tried to observe about the contribution of EFL students’ cultural interpretation related to ‘Unboxing K-Life’ Program towards their performance in translation class. This research used embedded design strategy which is popular in mix method. The results showed that cultural conceptualizations can be varied a lot according to people’s conceptual experiences. Students who love to watch Korean dramas or act as K-pop lovers have better understanding in conceptualizing the cultural schemas. It is found that there were three different schemas of cultural conceptualizations through the students’ translation result: image schema, proposition schema, and emotion schema. Also, it is found that there was an average difference between students’ performance on pre-test and post-test which means there is an effect in the use of ‘Unboxing K-Life’ Program towards students’ performance in translation class related to their cultural interpretation.

09:40-10:05

86804 | The Process of Constructing an Inter-Korean Identity Reflective of the Two Koreas: North Korean Refugee Students’ Hybrid Identity in South Korea

Hagyun Kim, Massey University, New Zealand Kwanghyuk Kim, Jeonju University, South Korea

As of March 2024, 34,121 North Korean refugees reside in South Korea, with 72% being female. Despite being granted South Korean citizenship upon arrival, these refugees face social exclusion and marginalization, effectively forming a second class within South Korean society. Among them, 12% are enrolled in schools and suffer from academic deficits, compounded by discrimination and stereotypes against their North Korean identity. The study explores their daily experiences with newfound South Korean citizenship, employing Straussian grounded theory and insights from 17 semi-structured interviews. The findings reveal that social exclusion and marginalization persist due to their distinct North Korean ethnic markers. Refugee students experience academic challenges due to different curriculums, lack of parental support, and school’s unreadiness, all exacerbated by a cold reception toward their North Korean identity. This results in a disparity between their legal citizenship and school participation. In response, they adopt a strategy of ‘being one of them,’ leveraging ethnic homogeneity to interact freely with their South Korean peers. These interactions enable the formation of supportive networks and foster the development of an inter-Korean identity reflective of both Koreas. This hybrid identity guides refugee students’ engagement in activities that utilize their transnational knowledge. The study highlights the critical role of multicultural education in achieving educational equality and advocates for social bridging programs to acknowledge and embrace the differences of refugees, who, despite being granted citizenship, continue to be treated as outsiders within South Korean society.

10:05-10:30

83794 | The Preservation of Culture and Indigenous Languages in a Multiculturalism Context

Kamogelo Noge, North West University, South Africa

Culture as a way of life ought to be preserved accordingly in different indigenous communities that prides itself with their heritage. Language transfers knowledge and practices that instils indigenous life skills education to a particular ethnic group maintaining their culture for their own benefit. The issue behind the distortion of culture and indigenous languages is that people adopt different cultures and languages from other spectrums. This paper aims to underpin various strategies that can be utilized to maintain one’s culture and language through embracing their identities even in a multicultural setting. This paper applies a mixed method approach with an indigenous paradigmatic lens to elucidate meaning on the trends and arguments within the challenges and preservation of culture and indigenous languages. The study identified North-West University’s (NWU) Bachelor of Indigenous Knowledge Systems (BIKS) students as participants and a sample of 50 students from various ethnic communities were sampled purposively. Data was collected using a questionnaire and it was analysed using thematic analysis and Statistical Package for Social Sciences (SPSS). The paper finds that although some languages and cultures are viewed as inferior towards the contemporary education, there is a need for a policy shift in a multicultural setting. Embracing and mainstreaming culture and language within the education system of South Africa will ensure that the education becomes meaningful and relevant. The paper concludes that institutions of learning should develop and implement language policies which will ensure that various indigenous languages are intertwined within the teaching and learning missions of these institutions. Mainstreaming culture and languages ensure a solid sense of belonging(heritage) that will move from generation to generation through institutions of learning.

10:30-10:55

87021 | Toward Indigenous Adult Learning in Oceania in the Millennial Era

Kiri Chamberlin, Brigham Young University Hawaii, United States

Moana Numanga, Brigham Young University Hawaii, United States

One could argue there exists an exclusion of Oceania student cultural based sensitivity in college classroom teaching. This article will explore some linguistics-based andragogy in higher education focused on Indigenous identifying Samoan adult learners. A co-author identifies as ethnically Samoan having been born and raised in American Samoa who argues for culturally inclusive approaches based in Samoan linguistic and cultural contexts. Such are to be blended with more recent trends in professional higher education workspaces that will be itemized and discussed further. In this, enhancement in Samoan student learning could be the result. Additionally, this ideal approach in the millennial era also assumes there are challenges. For example, some adverse conditions could be: lack of administrative support (e.g., policy building, funding toward teacher training, etc.); potentially hybridized [rather than purist] curriculum design of which respect both Samoan and non-Samoan cultural contexts in mixed student populations; digital era remote classroom difficulties; lack of faculty buy-in; insurmountable and overwhelming administrative and faculty learning curve workload; etc. This research aims to collect data toward formulating processes in what could be best implementation practices and of which could be deemed appropriate for the current millennial era in Oceania classrooms where there exist Samoan adult learners. To exhibit versatility in method, some investigative inquiries into other cultures by the Maori co-author (also born and raised in Aotearoa) from the same target region are incorporated. Therefore, Indigenous identifying Maori adult learners are included herein.

11:10-12:50 | Room 105

Thursday Onsite Parallel Session 2

Educational Policy, Leadership, Management & Administration

Session Chair: Heathcliff Schembri

11:10-11:35

83995 | Exploring the Depths of Inquiry: Enhancing Scientific Thinking Through Hands-On Investigation of Buoyancy and Density

Arnon Thongsaw, King Mongkut’s University of Technology Thonburi, Thailand

Chanakan Grosseau, King Mongkut’s University of Technology Thonburi, Thailand

Arisa Sriduangjai, King Mongkut’s University of Technology Thonburi, Thailand

Jenwit Puangpee, King Mongkut’s University of Technology Thonburi, Thailand

Narumol Chintakanon, King Mongkut’s University of Technology Thonburi, Thailand

This study investigates the enhancement of scientific thinking skills among secondary school students through inquiry-based learning activities focused on the concepts of buoyancy and density. Conducted with 79 students selected from the Engineering Science Classroom of King Mongkut’s University of Technology Thonburi, Thailand, the methodology involves hands-on experiments with various fruits (grapes, oranges, tomatoes, and apples) in different solutions. These activities encompass predicting, observing, and experimenting to explore the principles of density and buoyancy. Additionally, they incorporate teaching and learning techniques such as jigsaw cooperative learning. The research reveals significant improvements in students' understanding of scientific principles and their ability to design and conduct experiments. The study's interdisciplinary approach bridges Physics, Chemistry, and Mathematics, demonstrating practical applications of theoretical concepts and fostering critical thinking and teamwork skills. The broader implications suggest that such inquiry-based methodologies can profoundly impact educational practices, encouraging more effective teaching strategies and potentially guiding future research in STEM education.

11:35-12:00

83923 | Telling Individual Engagement Stories (TIES): Initial Action Towards Family Engagement Program

Ma. Cecilia Bugayong, La Salle Green Hills, Philippines

Parent–school partnership is an essential component to ensure positive students’ academic performance. Parents' active involvement in their children’s education helps the school for its students to achieve their academic goals. As soon as parents enroll their children and once they enter the physical school, the child’s academic success heavily depends on the teachers’ role inside the classroom. COVID-19 however, forced schools to bring education at home thus necessitating unparalleled parents’ involvement. Parents, unprepared, had to hurdle the challenges, while the school at an instant exhausted all means to reach –out to them. This action research primarily aimed to discover parents' motivation to continue to opt for full online education for their children amidst the rigors. It also attempted to closely evaluate the engagements of both the parents and school during a full online modality. Through TIES, the rich stories, and lives of parents as they traverse the uncharted online schooling with their children, common themes can become a wellspring of information to better the existing school programs. Phenomenology was employed as a research design where dialogue with parents who volunteered to join in–depth interviews and thematic analysis uncovered the strong and weak points of the parents’ engagements with the school. Practices which worked well during the online set-up were identified. The study provided a deeper understanding of the complex nature of parent-school partnerships and their impact on students’ academic achievement and total well-being. A sustained engagement and a system of parent–school collaboration can be explored which becomes part of the Family Engagement Program.

12:00-12:25

84188 | An Education ‘Revolution’ in Malta? A Study of an Outcomes-Based Framework and Its Enactment by Primary School Leaders and Teachers

Heathcliff Schembri, Malta College of Arts, Science and Technology, Malta

Change is a constant in education, influencing everything from curriculum development to teaching practices and assessment methods. Primary Education, positioned between Early Childhood and Secondary Education, often becomes the focal point of reform initiatives. This study explores the implementation of system-wide changes in the primary education curriculum, focusing on the Learning Outcomes Framework (LOF) and the resistance encountered by primary educators. Utilizing a mixed-methods approach, the research begins with a comprehensive questionnaire distributed to primary school teachers and leaders, followed by semi-structured interviews with key stakeholders, including policymakers and educators. Grounded in social constructionism, this study delves into the experiences of educational leaders and teachers as they implement curricular changes. The study examines the origins of outcomes-based education and captures the lived experiences of educators amid these reforms. The mixed-methods approach, involving a questionnaire (n=444) and interviews (n=18), reveals the complexities of resistance and the dynamics of implementing educational reforms. Findings highlight the multifaceted nature of resistance and the factors influencing the adoption of new educational frameworks. While the study is rooted in Malta, its implications are far-reaching, offering significant insights for policymakers, educational leaders, and stakeholders worldwide, in countries which have undergone their own educational transformations. The research contributes to a global understanding of educational reform, proposing a multi-dimensional model for system-wide change applicable to diverse educational contexts.

12:25-12:50

78804 | A Multidimensional Approach to Understanding Student Satisfaction in Georgian Universities

Mzia Tsereteli, Ivane Javakhishvili Tbilisi State University, Georgia

The study aims to reveal the main dimensions of student satisfaction in higher education institutions in Georgia, utilizing a combination of self-determination theory and the student engagement model of satisfaction. To achieve this objective, data analysis was conducted using the Eurostudent Georgia national survey database collected in 2022. The sample consisted of 3,206 undergraduate students from various Georgian universities, with 1,743 females and 1,464 males. Specific items from the Eurostudent questionnaire were selected to represent factors known as potential determinants of student satisfaction. These items encompassed categories such as teaching and learning, academic support, infrastructure and facilities, student services, career development opportunities, and assessment and feedback. A multiple linear regression model was constructed to assess the predictors of student satisfaction. This model comprised 15 predictors and explained 49% of the variability in student satisfaction (R2adj = 0.489, F(3179,27) = 114.715, p < 0.000). The study identified several categories of predictors that significantly influenced students' satisfaction including teaching methods and academic support, quality of teaching, students' sense of belonging, and support for the development of life skills such as critical thinking, problem-solving and crisis management, The study also revealed that students' professional support and programs closely linked to the labor market were valuable predictors of student satisfaction by their universities. The paper discusses the results in connection with the self-determination theory and the student engagement model. Furthermore, it recommends expanding the understanding of the concept of student satisfaction in an academic setting.

11:10-12:50 | Room 106

Thursday Onsite Parallel Session 2

Literature/Literary Studies

Session Chair: Jeanine Couto

11:10-11:35

83614 | The Subjective Narrator in the Novel Njai Warsih by Thio Tjin Boen: A Narratological Analysis

Suci Diah Ningrum, Gadjah Mada University, Indonesia

The narrator is an important element in a story because he delivers the story, takes control of the storytelling process, either shows or hides stories through the narration, and controls the story according to his wishes. In that important position, the narrator is allowed to have subjectivity in his way of narrating the story. The subjectivity of the narrator can be found in the novel Njai Warsih by Thio Tjin Boen, a work of Chinese Peranakan literature. The narrator uses his subjectivity to narrate the oppressed and the oppressor, how his vision sees indigenous people, and where he is siding with his position. This study wants to expose and prove that the narrator of the Njai Warsih novel by Thio Tjin Boen uses his subjectivity in the narration about indigenous women and power relations during Dutch colonialism in the Dutch East Indies or Indonesia by knowing the narrative structure of Genette’s narratological theory. The questions used as the basis for this research are: How are the focalizations and subjectivities of the narrator implied in the novel Njai Warsih by Thio Tjin Boen? By those two questions, the hypotheses found in this study are: The focalization used by the narrator is zero focalization, meaning that the narrator uses the third-person omniscient point of view and the subjectivities shown through the narration, which are influenced by reality outside the literary work.

11:35-12:00

83693 | No “Worthy Protagonists of Cosmic Drama”: Identifying the Modern in the Short Stories of H. P. Lovecraft

Karla Patricia Cristobal, Southville International School and Colleges, Philippines

Because his fiction has been labeled “ghastly…stilted, artificial, and affected,” H.P. Lovecraft’s work has always divided opinion among scholars. Despite writing in the twentieth century, his fiction seems to run opposite to Modernist works during the period: he expressed his problematic vision of Nativism in America and his immense affection for New England. He wrote with his back turned against the American century. However, can we re-examine this long-held perception of Lovecraft’s weird tale – especially since he wrote fiction based on the essential premise that in the vastness of the cosmos, no human law, interest, or emotion has any validity nor significance? In this paper, I tie the distinct features of his fiction and locate Modernist sensibilities by looking closely at how he views man, myth, and the supernatural. Thus, the goal of this paper is twofold: to place Lovecraft within the context of American gothic and genre writing, thereby recognizing his status and relevance beyond the currents of early twentieth-century American literature; and to interrogate the labeling of Lovecraft as an antimodernist writer, a term coined by Joyce Carol Oates. I do a close reading of his short stories, “The Horror at Red Hook,” “The Colour Out of Space,” and “The Shadow Over Innsmouth,” focusing on his themes and writing style. I intend to look for the Modern by re-framing his short stories, reviewing his philosophy of horror, and recognizing the central feature of the Lovecraft Mythos: that of the insignificance of man in the universe.

12:00-12:25

83563 | Maria Firmina dos Reis’s Ursula: Voices from a Black Brazilian Writer in the Nineteenth Century Jeanine Couto, Winston-Salem State University, United States

In this presentation, I will talk about the novel Ursula written in the 1850s, and how it gives voice to the search for social justice in nineteenth-century Brazil before the abolition of slavery in 1888. Similarly to Uncle Tom's Cabin in the U.S.A., the book provides the reader with a heartfelt testimony and plea for social justice. Through the light of sociologists and critics such as Patricia Hills Collins, Leyla Perrone-Moisés, and Lélia Gonzalez, I intend to highlight that a Black Brazilian point of view was neglected for years, but has recently resurfaced and can teach the contemporary reader much about the resilience and honor lived by former enslaved Brazilian people.

11:10-12:50 | Room 107

Thursday Onsite Parallel Session 2

Cultural Studies in Different Perspectives

Session Chair: Skaiste Jurene

11:10-11:35

86990 | Noodles Are Thin, but Our Bond Isn’t: The Role of Social Media in Transforming the Cultural Dynamics of Eating Communities

Yun Lee, National Cheng Kung University, Taiwan

Hui-Wen Lin, National Cheng Kung University, Taiwan

Mintz (2003) introduced the concept of "eating communities" to understand national cuisine and how individuals form communities by consuming the same food or communal eating, which emphasizes the role of food as a symbol of identity (Chen, 2020). However, with the rise of social media, these communities are increasingly shifting online (Lieberman et al., 2020), creating opportunities to transform eating communities into online communities. To explore the potential transformation and how online communities can foster the homogeneity and familiarity needed for eating communities, a netnography was conducted with content analysis to examine the formation and online behaviors. This study focuses on the content of a Facebook post and its comments by Mingzong Cao, a journalist dedicated to studying Taiwanese food and their names. The post delves into cold noodles in Taiwan, particularly a region-specific dish in northern Tainan called "sprout noodles." Several discussions are opened in the comments and were coded based on demographics (local/tourist), sentiments (excitement, curiosity, pride, nostalgia), and personal stories or interactions. The findings were categorized into three themes: personal experiences or thoughts, additional information about the noodles, and questions raised. The result shows how the cultural dynamics that traditionally shaped eating communities have evolved as the creation of social relations and cultural distinctiveness have now extended beyond the dining table to online platforms. As eating communities initially focused on the construction of national cuisine, this exploration offers a novel approach to discussing the ambiguity of Taiwanese cuisine, potentially contributing to desired tourism and political outcomes.

11:35-12:00

81395 | Message Patterns Through Discourse Analysis on the Concept of Apology and Forgiveness During Ramadan Among College Students Practicing Islam

Jason Chavez, Zamboanga Peninsula Polytechnic State University, Philippines

Jhordan Cuilan, Benguet State University, Philippines

Haydee Adalia, Western Mindanao State University, Philippines

Cultural values, beliefs, and traditions can significantly influence communication patterns related to seeking forgiveness. Within the context of Islam, apologizing during Ramadan is widely regarded as an integral part of religious practices. The significance of apologizing during Ramadan is observed among various Muslim communities, such as in Indonesia and the Philippines. The study aimed to explore how cultural values and religious teachings shape the perception and practice of apology among individuals during the holy month of Ramadan in the Philippines. The research employed a purposive sampling technique, selecting 16 college students who provided valuable insights into the message patterns surrounding apology and forgiveness within their cultural and religious context. The findings highlighted the enduring relevance of cultural and religious beliefs in shaping apology and forgiveness practices, even in the face of modern systems. Despite societal changes, the concept of apology based on cultural and religious values remains significant and remarkable among young Muslim individuals. Cultural and religious beliefs emphasized the importance of maintaining positive relationships with family, friends, relatives, and neighbors through seeking forgiveness and expressing apologies. The study contributed to the existing literature on forgiveness and cultural studies, providing insights into the interplay between cultural values, religious teachings, and apology practices during Ramadan.

12:00-12:25

87254 | Enhancing Ethics of Utilizing Technology in an Intercultural World: An Islamic Maqasidi Assessment Adnan Al Assaf, The University of Jordan, Jordan

This research paper is devoted to assess the values and etiquettes needed to enhance ethics of utilizing Technology in an intercultural world. It sheds light in the Islamic perspective of moderation and balance as a standard of research. Islamic Methodology of research is based on ethical values that combine of courage and enthusiasm from one side, and the protection of the welfare of man from the other side. This requires to seek for having safe results and consequences in the research and use of Technology. The difference of cultures and contexts should be respected in the view of human rights to protect human life, dignity and freedom. The tremendous development of technology, including artificial intelligence and robots research and industry provides concerns and threats for the safety of the future of the human communities that have variation in cultures and interests. This requires to develop the study of the ethics of utilizing Technology in reference to the various cultural references. This project assesses Maqasid al-Shari’ah which are the goals and objectives of Islamic Legislation as they stand for the spirit and core of the methodology of Islamic legislation and ethical research. It will specify the huge room available for technology in the view of the etiquettes that must be respected in order to protect the welfare and safety of mankind. Therefore, this project studies the Islamic Methodology of studying the consequences and results which is recommended to undertake in the preparation stage for the technological invention, by balancing between the interests and harms to measure the validity of the research on this program or industry.

12:25-12:50

82217 | Audience Engagement in Theatre Activities: Q Sort Methodology Research

Skaiste Jurene, Vilnius University, Lithuania

There is a unanimous agreement that audience engagement (AE) is currently and will be one of the most important challenges for cultural organisations. Cultural organizations apply a wide variety of online and offline tools to reach their audience for increasing engagement. Still, there is a lack of research that could help to understand how those tools impact audiences. Thus, this paper presents the concept of AE, identifies AE tools and their categories, presents the contributors to audience preparedness to engage, and the types of behavior of AE. Q sort methodology research was conducted with the Lithuanian theatre audience. Q sort methodology creates an opportunity to systematically evaluate the subjective opinion of the audience by using qualitative and quantitative analysis. This method was applied to determine differences among the audience groups, to investigate which engagement tools and approaches are the most essential in the theatre, and to suggest the most suitable tools to influence engagement. The analysis of the statements identified a new category of audience engagement tools, which was not revealed by either the theoretical analysis or the previous study of the tools - tools to promote social interaction. Moreover, five theater audience groups were found out. Those groups excel because of different existing contexts and relevance. Also, they tend to use distinct kinds of AE tools. This study contributes to a better understanding of how cultural organizations should manage their audience engagement tools to achieve higher levels of engagement.

11:10-12:50 | Room 108

Thursday Onsite Parallel Session 2

Educational Policy, Leadership, Management & Administration

Session Chair: Linda Oshita

11:10-11:35

86345 | Human Resource Management Practices Towards the Performance of Teachers in the Province of Capiz

Paul Henry Bocboc, St. Joseph Technical and Vocational Training and Assessment Center Inc., Philippines

Maria Aurora Victoriano, Capiz State University, Philippines

The study explored the human resource management practices and the performances of teachers among Catholic and Parochial Schools in the Province of Capiz as a basis for the development of an intervention program. The researcher assessed the demographic profile of the respondents, the human resource management practices, and the teachers’ performance. The respondents of the study were composed of 170 teachers from 19 schools in the Capiz. The study employed a descriptive-correlational research design, and the survey questionnaire was utilized as the main tool for the gathering of data for the study. The research found that the human resource management practices in terms of job training, and supervision were very good, good in terms of motivation and engagement; human resource management practices in terms of engagement were significantly related to age and years of teaching experience, and job training and supervision were significantly related to highest educational attainment; human resource management practices in terms of job training, motivation, engagement, and supervision to the teachers’ performance. The researcher recommended that school administrators through the HRDO and school heads to take consideration the need in providing assistance to teachers who want to pursue a postgraduate degree, providing support for necessary training programs, conducting supplemental activities for teachers to increase the motivation and engagement, investing on human resources in its retention and succession plans, and that other studies should also be conducted in the future to further explore other factors that are related to human resource management practices and teachers’ performance.

11:35-12:00

86780 | The Impact of Principals’ Management Strategies on Teachers’ Discipline in Secondary Schools in Imo State, Nigeria

Obinna Odoh, Imo State University, Nigeria

Benedict Ikenna Onuoha, Imo State University, Nigeria

Constance Chineye Obioma-Uzuogu, Adventist Secondary Technical College, Nigeria

Chidera Emmanuel Amaechi, Government of Alberta, Canada

This study investigates the impact of principals’ management strategies on teachers’ discipline in secondary schools in Imo State, Nigeria. Disciplinary issues such as absenteeism, lateness, and noncompliance with school regulations disrupt educational goals and learning environments. The research explores the relationship between principals’ strategies in planning, organizing, staff personnel management, coordinating, and decision-making, and their effectiveness in maintaining teachers’ discipline. Utilizing a mixed-methods approach which included adopting a correlation design, data were gathered from public secondary schools across Imo State through surveys and interviews. The study focused on 285 secondary schools with a population of 5,617 teachers and principals. A sample of 619 respondents was selected using cluster sampling. Data were collected through two validated and reliable questionnaires over three weeks. Analysis was conducted using Pearson Product Moment Correlation Coefficient in SPSS software, with hypotheses tested through t-tests. Findings reveal that effective implementation of these management strategies significantly enhances teachers’ adherence to school policies, fostering a disciplined and productive teaching environment. The study underscores the critical role of strategic management in addressing disciplinary challenges and suggests that principals who adopt proactive and supportive management styles are more successful in maintaining discipline among teachers. Recommendations include targeted professional development for principals in management techniques and establishing clear, consistent disciplinary policies to support a conducive learning atmosphere. The research highlights the importance of strategic management in achieving educational objectives and provides valuable insights for educational stakeholders aiming to enhance management practices and improve teachers’ discipline in secondary schools.

12:00-12:25

82896 | Effective Playschool Management Practices for Community and Early Childhood Education Empowerment

Patricia Mariz Valencia, University of the Philippines Los Baños, Philippines

Amidst the growing drifts in formal, non-formal and informal education in the Philippines, start-up schools that cater to kids as young as zero years old are slowly becoming a local trend. These schools, more popularly known as “play schools,” have adapted innovative teaching methods and managerial functions that are patterned to the Japanese hoikuen (day care) system. A number of entrepreneurs and childhood education experts and advocates have adopted this idea. This research investigated the learning and organizational culture of a local play school in Laguna, Philippines, in the following lenses: Leadership Involvement, Decision-Making, Openness to Communication, Openness to Innovation, Approach to Learning and Development and Approach to Change Management. After conducting a one-on-one structured interview with the owner and a series of interviews with the community stakeholders, the daycare center in the case was revered as an institution that fostered a deep sense of service to the community by producing young children who are independent, skillful and innovative. The company manages to deliver their daily lesson plans and implement child-care protocols using carefully crafted and templated learning guides with contingency plans for possible learning interventions. They put a premium on leadership involvement, openness to innovation, and have a positive outlook on learning and development for their employees. Challenges in adapting to the technological needs and shifts in the students’ learning style have been identified; however, as with any other start-up, the company’s steadfast commitment to serving despite such challenges has been deemed impactful to the community-building endeavors of the town it resides in.

12:25-12:50

83407 | Beyond Idealism: Fostering Ethical Practices in Preservice Special Education Teachers

Linda Oshita, University of Hawaii at Manoa, United States

Shawna Ortogero, University of Hawaii at Manoa, United States

Many preservice teachers enter their training programs with preconceived ideals of the qualities of a “good” teacher that have been largely shaped by their personal experiences and memories of their own interactions with previous teachers (Chang-Kredl & Kingsley, 2014). Although some qualities are admirable, these ideals are vague and can potentially lead to problematic and complicated interactions between students and teachers. Establishing professional boundaries with students and their families is necessary for healthy and ethical relationships between teachers and students. Extant research suggests teachers who make instructional decisions based on ethical principles are better able to teach, manage student behaviors, and work more effectively with families (Able et al., 2017; Cartledge et al., 2001; Fiedler & Van Haren, 2009). These findings underscore the importance of teaching educator ethics to preservice teachers. In this qualitative exploratory study of 36 preservice special education teachers from a university teacher preparation program in the western United States, the authors examined preservice teachers’ perceptions of learning about the Model Code of Educator Ethics (MCEE). Results of this study suggest: (1) learning about MCEE and the possible ethical problems that can arise creates a paradigm shift in preservice teachers’ conceptualization of teacher and student relationships and (2) preservice teachers benefit from ethics instruction, including opportunities to explore professional boundary parameters and strategies for establishing and maintaining healthy professional relationships with students and families.

11:10-12:50 | Room 109

Thursday Onsite Parallel Session 2

Teaching Experiences, Pedagogy, Practice & Praxis

Session Chair: Clarence Ng

11:10-11:35

83718 | From College-Professor to School-Teacher: A Small Step for Students, a Giant Leap for Teachers, or Vice Versa? Eran Gur, Azrieli College of Engineering, Israel

Usually, the transition from being a high school pupil to becoming a university or college student is considered a significant leap in the learning and maturity requirements. For most people the role of the high school teacher might seem quite similar to that of the college professor. However, as students differ from pupils, the requirements for lecturers at colleges and universities are quite different from the ones needed to be a high school teacher. It is no wonder that most lecturers do not hold a teaching diploma while it is a must for high school teacher. Teaching teenagers contains many aspects of social and emotional learning and teaching abilities, while teaching college students usually requires academic knowledge in a filed of interest and almost nothing else. In this work the researcher uses his own experience as a college and university lecturer for almost 20 years and as a freshman for high school teaching to compare the two teaching experiences. The work compares teaching electrical engineering undergraduate courses at college to teaching high school physics to 14-16 years old pupils. The research combines data of several years of college teaching in groups of 30-40 students per class and the data of 4 high-school classes, also containing 30-40 pupils per class. The purpose of the work is to compare high-school teaching to college teaching in terms of personal attention, grading methods, teaching techniques, and more, to determine which approach is suitable for which population.

11:35-12:00

86818 | The Contribution of Emotional Intelligence to Improving Students’ Psychological Health and Academic Achievement

Jatinder Singh, Chandigarh University, India

This study focuses on how important emotional intelligence (EI) is for improving students' academic performance and psychological wellbeing. It looks at the connections between academic success, emotional intelligence, mental health, and emotional regulation. Using a mixed-methods approach, 200 Punjabi students from a range of educational backgrounds, ages 12 to 18, participated. Standardized EI tests and academic performance records were used to gather quantitative data, while in-depth interviews examining students' experiences and coping strategies were used to gather qualitative insights. The findings reveal a noteworthy affirmative association between elevated emotional intelligence (EI) and exceptional academic achievement, implying that learners with higher EI achieve academic success and have enhanced problem-solving abilities. Furthermore, because of their improved capacity for handling emotional difficulties and resilience in the face of academic constraints, these students showed reduced levels of stress and anxiety. The study emphasizes how important it is to include emotional intelligence (EI) training in school curricula and shows how interventions like mindfulness exercises and social-emotional learning programs greatly enhance students' emotional and cognitive outcomes. To sum up, emotional intelligence is essential to students' psychological and intellectual growth. Enhancing emotional intelligence (EI) development as a top priority in schools can promote holistic development and enhance intellectual and psychological health.

12:00-12:25

84294 | Investigating the Effects of Differentiated Learning on Primary School Students’ Literacy Competence: A Multi-Site Comparative Study

Sri Dewi Nirmala, Universitas Terbuka, Indonesia

Advances in technology and information, which are growing very rapidly, affect all areas of human life, so literacy skills are needed as one of the skills of the 21st century. However, the literacy of primary school students in Indonesia is still in the low category. The results of the 2022 national assessment show that 50% of students have reached the minimum competence limit for reading skills. In 2023, 61.53% have reading skills above the minimum. In general, however, these results still rank students' literacy skills at a low level. This study aims to investigate the influence of differentiated learning activities on the literacy of primary school pupils. The research method uses the quasi-experiment method. The study was conducted in six primary schools representing three cities, namely Bogor, Jakarta, and Yogyakarta. The research tool uses tests, questionnaires, and observation sheets for learning implementation. Quantitative data analyses were carried out to determine the results of literacy tests and the results of surveys on the impact of differentiated learning activities. The results showed: (1) there were differences in the results of the students' reading and writing test for the pretest and posttest; (2) differentiated learning strategies have a positive effect on students' literacy skills, and (3) students' literacy skills increase in the proficient and interpretative categories. Based on these results, it was concluded that differentiated learning strategies in three cities have an impact on improving the literacy of primary school students.

12:25-12:50

85024 | Profiling Teachers’ Goals for Teaching Writing to Economically Disadvantaged Students

Clarence Ng, Australian Catholic University, Australia

Effective writing skills are fundamental for success in academic, professional, and personal spheres. Despite this, in Australia, there is a growing concern about the diminishing proficiency in writing among students, especially those from low-income families. This study was designed to examine how teachers teach writing to low SES (socioeconomic status) students, considering their underperformance in writing compared to their well-off counterparts. To gather data, 241 Australian teachers from Grades 4 to 6 who taught writing to low SES students completed a mailed survey. The survey was based on Butler’s achievement goals for teaching framework and included four types of teaching goals: mastery goals, ability approach goals, ability avoidance goals, and work avoidance goals. Additionally, the survey assessed teacher beliefs and writing instructional practices. Cluster analyses identified three distinct groups of teachers, each holding a unique mixture of teaching goals: mastery-driven teachers, moderate goals teachers, and performance-driven teachers. MANCOVA analyses revealed that these groups differed in their beliefs about their students’ cognitive attributes for successful writing, their views on the appropriateness of offering basic writing training, the time spent on teaching writing, and the frequency of teaching basic and advanced writing skills. Among these groups, mastery-driven teachers exhibited the most adaptive profile for teaching writing to low SES students. The survey results demonstrate the critical role of teachers’ teaching goals in understanding how writing is taught to low SES students. The findings highlight the significance of mastery goals for effectively teaching writing to low SES students.

11:10-12:50 | Room 110

Thursday Onsite Parallel Session 2

Inclusive & Special Education Session Chair: Yeunjoo Lee

11:10-11:35

83951 | Association of Environmental Factors and Physical Activity of Autism Children Swimmers

Nor Eeza Zainal Abidin, University of Malaya, Malaysia Hutkemri Zulnaidi, University of Malaya, Malaysia

This study investigates how environmental factors influence the physical activity levels of children diagnosed with Autism Spectrum Disorder (ASD). Recognizing the importance of physical activity for children with ASD and the potential influence of environmental factors on their participation, this research aims to clarify key correlations to inform intervention strategies and promote inclusive physical activity programs. The International Network for Physical Activity and Disability (INPAD) questionnaire was adopted in this study. The survey administered to parents of 21 children with ASD aged 3–15 years, encompasses domains including (1) neighbourhood social environment, (2) physical home environment, (3) social home environment, (4) physical activity, sleep, and screen time, (5) overall health and quality of life, and (6) demographic characteristics. By exploring these dimensions, the study aims to capture a comprehensive view of the factors shaping the physical activity behaviours of children with ASD. The results indicate that the social home environment (rs =0.633, p-value=0.002) and age (x2=79.417, p-value=0.021) have a significant relationship with physical activity. Meanwhile, the physical home environment (x2=17.405, p-value=0.686), neighbourhood social environment (rs=0.384, p-value=0.086), and overall health and quality of life (rs=0.008, p-value=0.972) do not have a significant relationship with physical activity. These findings contribute to our understanding of the complex interplay between environmental influences and the physical activity engagement of children with ASD. By identifying key determinants, this research informs the development of tailored interventions and inclusive strategies to promote physical activity participation and enhance the overall quality of life for children with ASD.

11:35-12:00

82241 | Evaluation of the Illiteracy Program at the Batara Banyuwangi Traditional School Indonesia Kiki Irafa Candra, Universitas Negeri Yogyakarta, Indonesia

The study aims to evaluate the illiteracy program to the village of Batara Banyuwangi. The research uses the CIPPO (Context, Input, Process, Product, and Outcome) evaluation methodology, with a descriptive type. The research location is a non-formal institution namely Batara Traditional School, Kalipuro district, Banyuwangi district. The informants in this study are the Institute Builder, the Tutor and the Student. Meanwhile, data collection techniques conducted observations, in-depth interviews with informants, as well as the use of written and graphic documents. Then to guarantee the validity of the data in this research is used triangulation technique. Next, data analysis technique is by means of recording data, presentation of data, and drawing conclusions. The results obtained from the research showed that, the implementation of the overall education program to the village Batara community has not been fulfilled optimally, it is because there are in the facilities of the school institution is not satisfied, less tutor resources, and the enthusiasm of the community is still minimal for active learning. Then, from the comparison between input and outcome, the program's forced outcomes are not optimum in achieving the goal.

12:00-12:25

81476 | Building Gratitude: The Impact of Environmental Creation on Student Well-being

Mutmainnah Mutmainnah, Universitas Pendidikan Indonesia, Indonesia

Syamsu Yusuf, Universitas Pendidikan Indonesia, Indonesia

Anne Hafina Adiwinata, Universitas Pendidikan Indonesia, Indonesia

Ipah Saripah, Universitas Pendidikan Indonesia, Indonesia

As the era continues to evolve, it is becoming increasingly important to prioritize student well-being at every level of the environment in which they are located. Acknowledging and fostering gratitude can play a pivotal role in enhancing the overall mental health and satisfaction of students. This research tackles the underexplored link between student environments and gratitude, illuminating new perspectives that can profoundly influence current conversations on educational progress and student well-being. The research methodology encompasses a quantitative descriptive approach to explore the environmental factors contributing to the cultivation of gratitude among students in Indonesia, supplemented by grounded in a comprehensive literature review of research on environmental factors that promote student well-being and cultivate the development of gratitude. An online survey was conducted with the participation of 530 students at the university. The results of the instrument's processing revealed a compelling trend: students actively engaged in organizations and social activities consistently scored within the highest two categories of gratitude expression. Notably, participants with limited access to self-development platforms fell within the middle range, suggesting a positive, albeit less pronounced, relationship between gratitude and social involvement. Drawing from the conclusions of this study, it is recommended to consider these insights when designing guidance and counseling interventions to cultivate gratitude in university students.

12:25-12:50

83636 | Empowerment Through Self-determination: Fostering Inclusive Education for Students with Disabilities

Yeunjoo Lee, California State University Bakersfield, United States

An increasing number of students with disabilities spend most of their time in a general education classroom and continuing their education in postsecondary education (Ju et al., 2017). According to the National Center for Education Statistics (2024), about 21% of students with disabilities continued to postsecondary education in 2019-2020, and a majority of them reportedly have learning disabilities (Zeng et al., 2023). Self-determination is an important factor for academic success in secondary and postsecondary education. Selfadvocacy is a key aspect of self-determination and refers to the ability to understand and communicate individuals’ rights and responsibilities. The main components of self-advocacy are knowledge of self, knowledge of rights under the law, communication skills, and leadership (McGahee et al., 2021; Roberts et al., 2016; Test &, 2004). Literature reported that self-advocacy skills have been successfully taught through peer tutoring, coaching, transition planning instruction, teacher-developed lessons, workshops, and published curricula. This presentation will share the results of an action research study that taught self-advocacy skills to ten middle school students with disabilities (i.e., 12, 13, or 14 years old). During the self-advocacy training, the participants learned to set their goals, understand their rights, and how to communicate their needs to general education teachers. The results show that the participants learned and practiced self-advocacy skills in general education classrooms and improved their overall academic performance (e.g., grade point average). The presenter will review the literature on self-determination/self-advocacy and share the implications of this study on advocacy training and inclusive education.

11:10-12:50 | Room 111

Thursday Onsite Parallel Session 2

Counselling,

Guidance & Adjustment in Education

Session Chair: Victor Romo

11:10-11:35

84322 | Perceived Need and Relationship Development: A Hermeneutic Phenomenological Investigation of Mentee Proactivity in Mentoring Relationships

James Lactao, University of Asia and the Pacific, Philippines

This study explores the factors that motivate mentees to proactively seek guidance from their mentors. Through semi-structured in-depth interviews with twelve university students and employing a hermeneutic phenomenological approach in data analysis, the research reveals two key factors: 1) mentee’s perceived need for guidance and 2) well-developed mentoring relationships. Mentees with a strong need for guidance and in an established relationship with their mentors were more likely to proactively reach out. Additionally, the study identifies three stages of development in mentoring relationships: "clearing" (removing initial barriers like negative first impressions), "paving" (building rapport through shared experiences, for example), and "cementing" (achieving relational stability, such that the mentee views the mentor as a close confidante, like that of a mother or big brother). These findings suggest that both addressing mentee needs and actively nurturing the relationship are crucial for fostering mentee initiative.

11:35-12:00

81520 | Predicting Student Flourishing: Uncovering Challenges and Opportunities in Higher Education

Anna Herawati, Universitas Pendidikan Indonesia, Indonesia

Syamsu Yusuf, Universitas Pendidikan Indonesia, Indonesia

Ilfiandra Ilfiandra, Universitas Pendidikan Indonesia, Indonesia

Research on student flourishing in higher education is crucial given the complexity of challenges faced by modern students. The competitive academic environment, high academic demands, and social pressures can significantly impact the mental well-being of students.The primary objective of this research is to identify and understand the challenges and opportunities students face in their efforts to thrive in the higher education environment. The study employed a survey approach, utilizing the Student Flourishing Index to measure various dimensions of student well-being. A diverse sample of 360 students from various disciplines participated in the survey. The results of the survey data analysis revealed specific challenges faced by students, including academic stress, social pressures, and emotional well-being. On a positive note, opportunities for improvement, such as enhanced support systems, targeted interventions, and the promotion of a positive learning environment, were identified. The study concludes that fostering student flourishing is a complex endeavor requiring a holistic approach. It emphasizes the need for educational institutions to systematically address the identified challenges and capitalize on opportunities to create a supportive atmosphere for student well-being. Recommendations for policymakers and education stakeholders are suggested to consider the survey findings when formulating strategies and policies.

12:00-12:25

81492 | Competency Based Effective Clincal Supervision (COBECS) in Counseling Research: Bibliometric Analysis

Deasy Khairun, Universitas Pendidikan Indonesia, Indonesia

This research aims to identify influential research on the topic of Competency Based Effective Clinical Supervision in counseling practice and to provide thematic insight for guidance and counseling academics in Indonesia. This article presents a bibliometric analysis (frequency analysis, citation metrics, and data visualization) of the Scopus database for the period 1965–mid 2023. This analysis examines 68 Competency Based Effective Clinical Supervision related articles using citation and co- citation analysis for a total of 837 citations. The keywords that have the strongest links are "competency based supervision", “competency based effective clinical supervision, "group supervision", and "clinical supervision". We also used network visualization analysis tools to profile the feature centrality of Competency Based Effective Clinical Supervision topic keyword clusters. This research found that the existing literature is dominated in the area of clinical supervision. It is recommended that future researchers focus on developing the Competency Based Effective Clinical Supervision model related to professional competence, because this area has not received adequate attention.

12:25-12:50

84291 | Diagnosis of the Applicability of the Contents of the Chemical Engineering’s LTP at FES Zaragoza in the Labor Market

Victor Romo, FES Zaragoza, National Autonomous University of Mexico (UNAM), Mexico

Roberto Mendoza, FES Zaragoza, National Autonomous University of Mexico (UNAM), Mexico

Marina Caballero, FES Zaragoza, National Autonomous University of Mexico (UNAM), Mexico

Lucila Valdez, Polytechnic University of Puebla, Mexico

Araceli Cisneros, FES Zaragoza, National Autonomous University of Mexico (UNAM), Mexico

A diagnosis study of the subject Laboratory and Projects Workshop of the 4th, 5th, 8th and 9th semesters of the degree in Chemical Engineering taught at the Faculty of Highest Studies – Zaragoza of the UNAM is presented, based on the perception of the teaching staff, the graduated students and the companies that hire them, to realize the applicability of the contents of the subject by comparing them with the professional skills required by the labor market in the chemical industry, to support a proposal to update the subject in the different semesters, until completing the LTP of 9th level within a company. The research was carried out with a mixed approach and with a projective research model. To collect the data and integrate the information of this job, three instruments and an interview guide were developed and submitted to validation by expert judgment, these being mixed for each focus group (teaching staff with 10 years of experience, graduates with a maximum of 5 years of having completed the curriculum, companies that hire chemical engineers and a quality assurance manager who agreed to be interviewed). Likert scales with confidence levels from 0.77 to 0.935 were used for the surveys.

13:50-15:05 | Room 105

Thursday Onsite Parallel Session 3

Art Education

Session Chair: Sohee Koo

13:50-14:15

82223 | Internalization of Local Wisdom as Strengthening of Pancasila Student Profile Values Through Art Activities in Early Childhood Education in Indonesia

Rizqy Aisyah Leonia, Universitas Negeri Yogyakarta, Indonesia

Joko Pamungkas, Universitas Negeri Yogyakarta, Indonesia

Nelva Rolina, Universitas Negeri Yogyakarta, Indonesia

This research examines the role of internalizing local wisdom as an effort to strengthen the profile of Pancasila students through art activities in early childhood in Indonesia. Local wisdom is seen as a source of cultural values, traditions, and local identity that can support the formation of Pancasila character in children. The purpose of this study is to explore how early childhood art activities can be an effective means of internalizing local wisdom and strengthening the profile of Pancasila students. The research methods used are participatory observation, interviews, and documentation analysis of early childhood art activities that integrate local wisdom. The results showed that early childhood art activities can be an effective platform in introducing, internalizing, and applying local wisdom in the context of children's daily lives. Through art, children can learn about cultural values, strengthen a sense of community, and develop creative and expressive skills. Strengthening the identity of Pancasila students through early childhood arts can be done by teaching the noble values of Pancasila such as gotong royong, tolerance, and social justice. This helps children build a strong cultural identity and understand Pancasila values as moral principles in social life. However, there are challenges in implementing early childhood arts activities that incorporate local wisdom, including limited resources and understanding among educators and parents. Cooperation from various parties, including educators, parents and communities, is needed to thoroughly integrate local wisdom in early childhood education and strengthen the character of Pancasila in future generations.

14:15-14:40

86748 | Exploring Teacher Candidates’ Professional Practices of SPN 21 Art and Design: A Qualitative Case Study in Brunei Secondary Classrooms

Shamsinar Haji Husain, Universiti Brunei Darussalam, Brunei

This study explores the professional practices of teacher candidates in implementing SPN 21 Art and Design education in Brunei secondary classrooms. The four teacher candidates, two males and two females, aged 25 to 35, participated in this study and are enrolled in the Master of Teaching programme specialised in Art and Design Education, cohorts 2023 and 2024. They are full-time students and the only candidates selected for these cohorts. They are not required to have prior teaching experience. All candidates hold a bachelor's degree in art except one with a background in art. This study employs a qualitative case study approach. Data are collected through classroom observations, focusing on three pedagogical approaches: problem-based learning, collaborative learning, and technology integration. All data are analysed using thematic analysis. The findings identify themes such as implementing innovative pedagogical approaches, classroom management challenges, professional needs, and students' engagement and learning. Unlike previous research, this study focuses on the latest data on practical applications of SPN 21 of teacher candidates in Brunei. The findings of this study are significant, providing valuable insights into teacher training and implementation, curriculum developments, and improvements. The study demonstrates that teacher candidates have successfully integrated the SPN 21 Art and Design principles, such as the basic knowledge of art, into their innovative teaching practices through problem-based and collaborative learning. The findings also highlight that integrating technology into art teaching and design encourages students to participate in art actively and provides a better understanding of artistic expression in producing quality artwork.

14:40-15:05

87195 | Unlocking Creativity: Harnessing Constraints in Art Education

Sohee Koo, City College of New York, United States

In an age of overwhelming information and disembodied experiences, how can we transform limitations into creative constraints that inspire our fullest creative potential? This study explores best practices for activating various constraints in creative practices and teacher education pedagogy, aiming to turn familiar limitations into sources of inspiration. My previous pilot study revealed that creative constraints often uncover hidden possibilities, innovative ideas, and problem-solving strategies, challenging assumptions about students’ identities as artists, learners, and teachers. This follow-up study examines how constraints inspire teaching and creative practices and how they become “creative constraints” and sources of inspiration. The study investigates these questions through case studies of several studio and art education courses. Students are encouraged to think, experiment, improvise, and play with physical and digital materials by designing projects and activities that purposefully use creative constraints. Students engage in individual and collaborative prompts, collective writing activities, and collaborative making while reflecting on their experiences. Some findings suggest that creative constraints help students overcome resistance to both digital and traditional technologies, pushing them beyond their comfort zones. The study focuses on the relationship between creative constraints and creativity, drawing on student interviews, observations, and reflective journals. This presentation aims to illuminate the potential of creative constraints in art education, offering insights into how they can be harnessed to foster creativity and productivity in students. Other attendees can consider integrating and activating various constraints into their teaching by doing so.

13:50-15:05 | Room 106

Thursday Onsite Parallel Session 3

Narration & Communication Studies

Session Chair: Kin Pong James Au

13:50-14:15

87158 | The Role and Function of Narrators in Wes Anderson’s Netflix Short Films

Rabika Binte Humayun, Ajou University, South Korea

Woo Jin Chang, Ajou University, South Korea

This research examines the unique narrational strategies used by Wes Anderson in his four short films, "The Wonderful Story of Henry Sugar," "The Swan," "The Rat Catcher," and "Poison," which were released on Netflix in September 2023. These films are adaptations of Roald Dahl’s stories that show us distinct narrative techniques that align closely with Dahl’s original texts with their direct addressing narrators. This study aims to find out two aspects of these four films: first, how Wes Anderson used two to multiple narrators on different narrative levels of these four films. The study leads us to unveil the multi-layered storytelling in "The Wonderful Story of Henry Sugar" to a single character-focused observational narrative in "The Rat Catcher.” Also, we have a first-person retrospective narrative in “The Swan” and another first-person observational narrative with active commentary style in “Poison.” The second aspect of this study focuses on the function of the character ‘Roald,’ portrayed by Ralph Fiennes, who serves as a narrator across different time frames in all four films. This character's presence adds a distinctive narrative layer to all these films, placing him as a hyperdiegetic and non-diegetic narrator in the films. Through a Qualitative Comparative Analysis, the research provides an in-depth examination of Anderson's innovative use of narrative transitions and character roles, particularly the active and passive narratorial functions that enhance the storytelling experience. The findings underscore Anderson’s mastery in adapting Dahl’s works while exploring new dimensions of narrative form and function.

14:15-14:40

83848 | Representation of Modern Korean History in Pearl S. Buck’s Living Reed Kin Pong James Au, Tama Art University, Japan

This presentation explores how Nobel Laureate in Literature Pearl S. Buck (1892–1973), a writer of historical fiction, represented modern Korean history in her 1964 historical novel The Living Reed. Even though this book has been translated into Korean and Japanese, it has long been disregarded. The focus of the study is on how the diplomatic interactions between the US and Korea are portrayed in the novel and how such interactions affect Korea's destiny as a nation. The Living Reed covers the years 1881–1947, two years after the end of World War II and thirteen years before the First Sino-Japanese War. This essay mainly examines the years 1881–1918, concentrating on a few American diplomats, particularly former U.S. The book includes quotes from President Woodrow Wilson's speeches and statements. This presentation makes the case that the narrator uses fiction as a vehicle for narrating the history of American-Korean relations, including the US breaking its commitment under the U.S.-Korea Amity and Trade Treaty and how Wilson gives Korean Americans hope again through a comparative analysis of the novel and historical sources. The study evaluates Buck's narrative strategies, rhetorical devices, and plot structures as well. Of particular, it looks at how the author's narrative aims are revealed and the diplomatic history is conveyed through the discussions between historical figures.

13:50-15:05 | Room 107

Thursday Onsite Parallel Session 3

Performing Arts Practices

Session Chair: Branckly Picanussa

13:50-14:15

84345 | Disjointed Interludes: Countercultural Practices in Juju Music Performance

Elileojo Laura Etemah, University of Groningen, Netherlands

The Juju music genre is a syncretic brand of Nigerian popular music which originated from the South-Western part of Nigeria in the early twentieth century. The genre is widely known and appreciated for its boisterous delivery in Yoruba language. The performance of the genre is accompanied by traditional instruments and foreign appropriations. The genre’s popularity has spurred diverse scholarly inquiry on the subject. However, little attention has been given to the innovative application of disjointed melodies in the performance of interludes within the genre, as observed in the music of Ebenezer Obey, a major proponent of juju music. This study investigates rationale behind the incorporation of countercultural melodies in juju music and its remarkable reception by fans. Additionally, this study seeks to identify the band men who originated this concept and to clarify the processes involved in its conception and integration into juju music performance. This qualitative research draws on cultural studies, ethnomusicology, and post-colonial theory, using primary and secondary sources to gather data. The study employs content and thematic analyses to examine two popular compositions by Obey: "Oro Oluwa Ede" and "Awon Eniyan Buburu". The study’s findings suggest that despite occasional incongruities in the interludes’ melodic structure in relation to the genre, the overall sonic fusion in Obey’s juju music performances is rooted in implicit socio-cultural and countercultural sensitivities. This hybridization shapes Obey’s unique juju music sound, appealing to diverse audiences. This study contributes to literature on Nigerian popular music and the innovative compositional techniques in juju music performance.

14:15-14:40

83423 | Cultural Diplomacy: The Activities of the Bali Gamelan Tunas Mekar Community with I Made Lasmawan in Denver, United States Shindi Viona Panjaitan, University of Gadjah Mada, Indonesia

Balinese gamelan is one of the traditional Indonesian musical instruments that is growing rapidly in the United States, especially in Denver. Gamelan became famous and popular in America in the mid-1950s when the Institute of Ethnomusicology at the University of California Los Angeles (UCLA) began to introduce a series of Javanese gamelan, and this was followed by a set of Balinese gamelan with several teachers from Indonesia. In its development, gamelan learning was initially only an extracurricular activity, then became an official subject at UCLA and continued to develop at various universities throughout America. I Made Lasmawan became one of the disseminators of Balinese Gamelan education in Denver, especially in the Tunas Mekar community. This is a significant contribution to Balinese cultural diplomacy in the United States. This research uses a narrative qualitative method to identify comprehensive information on the spread of Balinese gamelan education in Denver. The results of this research show that non-Indonesian students are able to learn and become lecture in the Balinese Gamelan community. The community also performs a Balinese gamelan show every year in Denver. Cultural diplomacy is a way or one-way communication of direct two-way exchange, one way of promoting Indonesian culture to America. This grows local and global music communities in creating cultural diplomacy.

14:40-15:05

82174 | The New Maluku Horizontal Bamboo Flute: One for All Music Keys Branckly Picanussa, Institut Agama Kristen Negeri Ambon, Indonesia

This article explores the innovation of the Maluku Horizontal Bamboo Flute, which revolutionizes traditional flute playing. Historically, Maluku musicians utilized bamboo flutes with fixed finger holes, limiting them to a single music key. However, this new flute features a groundbreaking design enabling it to play across all music keys, eliminating the need for multiple instruments. Through meticulous craftsmanship, the flute now offers versatility previously unseen in traditional bamboo flutes. The key finding underscores the flute's remarkable capability to accommodate various music keys seamlessly. In conclusion, the advent of the Maluku Horizontal Bamboo Flute signifies a significant advancement in musical instrument design, offering musicians a singular solution for exploring diverse musical compositions.

13:50-15:05 | Room 108

Thursday Onsite Parallel Session 3

Social, Political & Community Agendas

Session Chair: Reazul Ahsan

13:50-14:15

82332 | Peculiarities of Social Development in Lithuania: Aspect of Gender Equality

Virginija Jureniene, Vilnius University, Lithuania

The 21st century society is post-modern, post-industrial, consumerist, and has a goal of implementing the principle of gender equality in public and private spaces. Lithuania restored its independence in 1990, and in 1992, first gender studies were carried out; they analysed family planning, gender social roles, representation of reproduction, gender equality policies and genders in the national political life. The presentation will analyse the change of gender relationships during the period of 1992-2021 by presenting the results of a national study. This quantitative study is carried out in February-March, 2022 and encompasses the entire country. The results of the study will be compared with results of previous studies, i.e., those of 1992, 1998, 2002, 2008 and 2014. The presentation will analyse prevailing tendencies from the point of view of social modernisation, and breaking points will be revealed. The data of the study will be related to the results published by other authors. The gender equality policy carried out in the nation aims at changing the established traditional gender roles. However, in many cases the laws in the society can be either adopted or rejected. The presentation will show whether the legal documents relating to gender equality and created strategies have had direct impact on the modernisation of the society. The aim of the presentation: Aim of the report: to reveal the modernisation of Lithuanian society in the aspect of gender equality in the years 1992 - 2023. Research methods: comparative analysis and synthesis of scientific literature, document analysis and quantitative

14:15-14:40

83383 | Heritage Policies: Whose Voices Matter? The Case of Puducherry, India

Anner Raffin, National University of Singapore, Singapore

Attracting tourists to a specific location is not always an easy task. One believed way to increase tourism demand is for the site to become inscribed on the World Heritage List, a list of places considered by the World Heritage Committee to have "outstanding universal value". The challenge is who decide which places are to be put forward for listing on the heritage register? Is there a broad societal support for such a project? This paper is exploring the Tamil coastal city of Puducherry, a popular touristic enclave where some civic groups desire to put the French colonial quarter of the town on the UNESCO list. Promoted as the "French Riviera of India", Puducherry is known for its multiculturalism with the remaining of French cultural institutions and the renowned Sri Aurobindo Ashram which attracts Indians from various parts of India as well as foreigners, for instance. The research is based on interviews of members of heritage organizations, state officials, urbanists and inhabitants. The aim of the study is to understand which groups support this initiative and why most of the local Tamil population seems disengaged from such an UNESCO project. One tentative answer might be the unequal economic benefits engendered by tourism and the nuisances brought by this industry.

14:40-15:05

83838 | Smart City or Utopian Mirage? Optimizing Urban Public Spaces for Evaluating Community Engagement and Sustainability in Songdo Reazul Ahsan, University of Utah, United States Idil Ayral, University of Utah, United States

Seeking relief from the overcrowded capital of Seoul, South Korea, Songdo was envisioned as a beacon of sustainable, high-tech urban living. Constructed on nearly 1,500 acres reclaimed from the Yellow Sea, this planned city, an extension of Incheon, offers seamless access for international and domestic travelers. Conceived in the early 21st century, Songdo promised a utopian blend of cutting-edge technology and Western-style sustainable design. However, by 2024, the lived reality within Songdo's residential complexes starkly contrasts with its visionary ideals. Home to around 200,000 residents, including 5,000 foreigners, Songdo's urban landscape reveals a tapestry of urban heterogeneity, high-end lifestyles, and sprawling mega-housing developments. These elements raise questions among residents and urban experts: Does Songdo truly embody the Smart, Better-Living Utopian Dream it claims, or does its self-designation as a smart city merit scrutiny? I am exploring the functionality of smart urban public spaces in Songdo, assessing their role in fostering community engagement and ensuring long-term healthy living. By examining these aspects, I aim to determine whether Songdo's smart city credentials hold up under closer inspection or if its smartness is merely a façade.

13:50-15:05 | Room 109

Thursday Onsite Parallel Session 3

Teaching Experiences, Pedagogy, Practice & Praxis

Session Chair: Eman AbuKhousa

13:50-14:15

86609 | Living Globalization Through Living Lab Projects: Improving Learning Experience in an Undergraduate Class of International Relations in South Korea

Annie Young Song, Yonsei University, South Korea

Ahreum Park, Yonsei University, South Korea

Yujung Lee, Yonsei University, South Korea

This article explores the potential role of in-class living lab projects to promote transformative learning on the topic of International Relations in a South Korean university. The instructor integrated living lab projects into the course consisting of lectures and smallgroup discussions. In the lectures and discussions, the students gained the knowledge and opportunity to inquire about the knowledge that they gained. Subsequently, they engaged in living lab projects to identify the problems and seek potential solutions. Drawing upon the lens of transformative learning, we proposed the alignment between the features of in-class living lab projects and transformative learning processes. Using the student reflections (i.e., surveys and interviews) and class materials, this article explains how in-class living lab projects have the potential to improve the learning experience of students by directly connecting the in-class lectures and their daily life experiences. This article offers a series of suggestions for International Relations educators. Most importantly, we suggest that exercising the initial stages of living lab projects was sufficient to encourage the transformative learning experience. In this sense, we highlight the value of using living lab projects as a teaching tool to enable transformative learning to a limited extent.

14:15-14:40

84295 | Exploring Administrative Personnels’ Role in the Internationalization of Higher Education: Their Attitudes and Mindset Towards the Implementation of EMI

Bettizza Escueta, King Mongkut's University of Technology Thonburi, Thailand

Joey Andrew Santos, National Taiwan University of Science & Technology, Taiwan

In the era of internationalization of higher education, a dramatic number of universities have adopted English Medium Instruction (henceforth, EMI). This move involved three key stakeholders, namely, students, lecturers, and administration personnel (Macaro & Rose, 2022). However, in the burgeoning body of literature only the students and lecturers were given abundant attention, leaving an equally significant stakeholder, administration personnel (Lasagabaster, 2022). Such oversight or potential neglect is due to their minimal contribution to the actual teaching-learning process. Despite this situation, it is imperative to recognize that administration personnel facilitate the smooth functioning of universities work outside the classroom (Lasagabaster, 2022). Administration personnels attitudes and mindset towards EMI are salient towards the implementation of EMI-related programs. Thus, we argue that administration personnels are crucial actors in implementing EMI programs as they are first in line in dealing with international students and faculty and are deemed deserving of scholarly attention. In this paper, we investigate the attitudes and mindsets of administration personnels towards the implementation of EMI-programs in a Thai technological university. Involving 50 Thai and international administration personnels from various departments, the study employs a mixed method approach to examine their attitudes and mindsets. Specifically, a researcherdesigned questionnaire is employed to obtain administration personnel’s attitudes, and a semi-structured interview is used to draw out administration personnel’s mindset. Descriptive statistics and content analysis are used for data analysis. In this presentation, we report our initial findings. Implications in designing programs for professional development are also provided.

14:40-15:05

85711 | ESD Integration in Higher Education: Designing for the Thinkers, Feelers, and Doers of the Future Eman AbuKhousa, University of Europe for Applied Sciences, United Arab Emirates

This paper introduces a strategic framework and action plan for integrating Education for Sustainable Development (ESD) into higher education curricula to address urgent global socio-economic challenges. Grounded in transformative learning theory, the framework promotes deep structural shifts in the basic premises of thoughts, feelings, and actions.

Central to our approach is the effective use of 'liminal spaces', which are crucial phases within the learning process facilitated by the curriculum and teaching strategies. These spaces encourage learners to critically challenge and reassess their existing cognitive frameworks and emotional responses, fostering critical thinking, empathy, and proactive problem-solving skills. The framework also highlights the significance of emotions in the transformative process, detailing how educators can either support or impede learning through the emotional climate they create and the support structures they provide.

Our action plan outlines best practices for incorporating ESD into teaching strategies and learning experience design, focusing on holistic development across cognitive, socio-emotional, and behavioral dimensions. This includes establishing supportive educational environments and fostering emotional resilience, essential for managing the intricate dynamics of transformative learning.

This paper provides educators with clear, actionable insights not only to effectively implement ESD but also to support learners as they navigate the transformative process. It ensures that the learning experience profoundly impacts students, equipping them with the necessary skills to make meaningful contributions to sustainable development. Through these initiatives, we aim to cultivate a generation of learners who are not only aware but also actively involved in shaping a sustainable future.

13:50-15:05 | Room 110

Thursday Onsite Parallel Session 3

Learning Experiences & Practice

Session Chair: Maris Lasco

13:50-14:15

86149 | Engineer Physics Curriculum: Toward Exploring Students’ Engineering Practices

Salim Alharmali, Sultan Qaboos University, Oman

Ali Alshuaili, Sultan Qaboos University, Oman

The educational sector evolved to develop various scientific curricula that keep pace with modern advancements. This evolution involves periodically reviewing pre-university curricula to ensure they align with these developments. Recent studies have explored different approaches to integrating into pre-university physics curricula. This study focuses on one such approach explicitly engineering tenth-grade physics curricula by developing an applied instructional model for integrating engineering design. This approach involves embedding engineering challenges within the core activities of the targeted lesson units, rather than simply including engineering as an end-of-unit project. We designed an instructional model based on a 7-step engineering design process to implement this. A panel of experts validated this model and then used it to train four Omani teachers from different schools to apply engineering challenge activities during physics lessons. The effectiveness of this instructional model was assessed by exploring students' abilities in various scientific and engineering practices, including asking questions and defining problems, using and developing models, constructing explanations, and designing solutions. The study targeted a sample of 124 tenth-grade students, both male and female from various schools. As a result of implementing the instructional model, the student's abilities in engineering practices were investigated using a scale and classroom observation of student performance. The results demonstrated the effectiveness of the instructional model in enhancing these practices. Consequently, the study recommends integrating engineering-focused activities into physics curricula at advanced educational stages. This early exposure to engineering practices is crucial for students before they transition to university education.

14:15-14:40

86811 | Designing a PSA-based Learning Material in Statistics for General Education Mathematics Curriculum

Rolly Dagdagui, Mountain Province State Polytechnic College, Philippines

Melanie Gurat, Saint Mary's University, Philippines

The study aimed to develop a PSA-based learning material in statistics for the General Education Mathematics curriculum. A sequential explanatory research design combined quantitative and qualitative research elements was used to describe the respondents' knowledge, experiences and approaches to statistics. The research was conducted at Mountain Province State Polytechnic College's three campuses among college students who had completed the General Education Mathematics course and were currently enrolled in their research course and teachers teaching Mathematics in the Modern World course for the academic year 2023-2024. Results revealed that students have a moderate level of knowledge of the nature of statistics and descriptive statistics, and a low level of knowledge in inferential statistics, correlation, and regression analysis. Further, the students dominantly experienced a learner-centered teaching approach in statistics as observed in the learning materials and activities and confirmed by the teachers' utilization. The assessment strategies used were found to be formative and summative, but alignment in the PSA-based statistics was deficient from students' experiences and teachers' compliance; hence, it needs improvement. Based on the results, PSA-based learning material for statistics has been crafted based on respondents' level of knowledge in statistics, teaching approaches, and assessments. It is then suggested to be integrated into the General Education Mathematics curriculum. The learning material is further recommended for quality assurance to make it ready for use. Lastly, regular updating of the learning material is encouraged to ensure it contains updated information for students.

14:40-15:05

85667 | Development of the Professional Learning Community Model for Multicultural Instruction Through Indigenized Mathematical Lessons

Maris Lasco, Caraga State University, Philippines

The challenges faced during the development of indigenized lessons in Mathematics for multicultural classes with indigenous students establish the importance of developing the Professional Learning Community (PLC) Model. The current Mathematics teaching practices and indigenized learning materials are insufficient in the Philippines. Despite giving tasks like incorporating Indigenous talent showcase and storytelling, enunciating cultural and mathematical ideas, knowledge retention assessment, and tribal trading practices of the students, still have low academic and mathematical performance. The Exploratory Case study has been applied to three cases, to investigate and develop the PLC model. Semi-structured interviews, focused grouped discussion, lesson planning, reviewing of cultural related videos and documents, and research journals have been conducted to the 30 students and 10 teachers. Thematic analysis has been applied using NVIVO software for the qualitative data gathered. The cultural inferiority complex, mainstream education over indigenization, peer pressures, and comprehending instructions are the themes generated. A Professional Learning Community prescriptive process model for Multicultural Instruction (PLC-MI) has been generated based on the Cross-Case Analysis. The domains identified are the multicultural class assessment, teachers’ intercultural skills, culture sensitive lessons development, multicultural instructions implementation and evaluation and reflection. There is a need to change and enhance the community of practice and the development of learning materials to cater to the needs of the IP students. Professional development must also be given focus which could be facilitated by the PLC model towards the development of a culture of practice in the school and in the community towards improved student learning.

15:20-16:35 | Room 105

Thursday Onsite Parallel Session 4

Learning Experiences & Education Policy

Session Chair: Wan Hoong Wong

15:20-15:45

87196 | A Follow-Up Study on Confidence in 21st Century Skills Among Senior High School Students in the Philippines

Joel Cebrero, De La Salle University-Manila, Philippines

A survey using a validated five-point Likert scale was conducted among 300 senior high school students to assess their confidence in 21st-century skills. Kruskal-Wallis H test indicated no significant difference in confidence in 21st-century skills between the respondents when grouped by sex and grade level. However, significant differences were observed in collaboration skills when the respondents were grouped by type of school, H (2) = 9.885, p = 0.007, and curricular programs, H (2) = 6.197, p = 0.045. To assess any change in confidence in 21st-century skills after two academic years, a follow-up survey was conducted, and 40 of the initial survey respondents participated. A paired samples t-test showed no significant difference in confidence in 21st-century skills among the 40 students between the initial and follow-up surveys, M = -0.088, SD = 0.793, t(39) = -0.698, p = 0.489. Thematic analysis of the responses to two open-ended questions revealed that creative and artistic activities, public speaking events, collaborative projects, peer and teacher support, and independent learning contributed to the development of their 21st-century skills. Moreover, a supportive and inclusive school environment, continuous feedback from teachers, and opportunities for self-directed learning were found to foster their confidence in these skills. Further research on students’ confidence in 21st-century skills and their impact on academic performance is recommended.

15:45-16:10

87245 | The Preliminary Analysis of the Entrance Examination Repeaters in East Asia

Kimikazu Nishiyama, Kyoto University, Japan

In East Asia, where the competition for the university entrance examination is intense, there is an option to repeat the preparation for the next year’s examination. This option, to be the examination repeaters (ER) has not been academically focused on. Now that the capacity of universities has been expanded and these countries are facing a low birth rate, the issue of ER doesn’t seem to be a serious problem. However, in some countries, the rate of the ER is increasing. This study aims to explore the factors that affect the rise and fall of the number of the ER. Through literature research, it examines the history and recent situation of the ER in East Asia, mainly in Japan and South Korea. From a comparative perspective, the factors that affect the number of the ER are derived and categorized into educational, social, and personal. Educational factors include the structure of school stages, the capacity of universities, the extent of university hierarchy, and the paper-test-oriented admission system that offers the expectation of success in the following year. Social factors include the college wage premium, the advancement rate in higher education, and the state of the labor market. Personal factors include parents’ aspirations and students’ motivation for advancement. In conclusion, although the educational system has changed to prevent repetition and the low birth rate affects the state of the labor market, the college wage premium still exists, and personal aspirations are increased by social media and decreasing competition.

16:10-16:35

82184 | Readiness in Attaining Higher Education: The Role Non-Cognitive Skills and Attributes in Students’ Learning Journey

Wan Hoong Wong, Singapore Institute of Management, Singapore Elaine Chapman, University of Western Australia, Australia

Although non-cognitive skills and attributes have been widely recognised by scholars as important as intellectual ability for to achieve success in higher education, the non-cognitive domain remains under-researched, particularly considering the wide range of skills and qualities that can be classified as non-cognitive in nature. To provide greater understanding on the role of non-cognitive skills and attributes in the context of higher education, this study aimed to establish different non-cognitive profiles of higher education students and assess how these distinct profiles relate to their academic stress levels and persistence while they were undergoing their studies. Two online surveys were conducted at different timepoints, one at the beginning, and the other in the middle of an academic term. The first survey conducted at the beginning of an academic term, aimed to collect data on the non-cognitive qualities of the participants. The second survey conducted in the middle of the term, aimed to collect data on participants’ stress and persistent levels. The participants were undergraduate students studying in one of the largest private institutions in Singapore. A total of 565 and 122 students participated in the first and second surveys, respectively. From the results, three distinct non-cognitive profiles were established and found to be associated significantly with students’ academic stress and their intention to persist. Overall, the findings show how non-cognitive readiness at the start of a student learning journey may have effects on his or her subsequent learning experiences.

15:20-16:35 | Room 106

Thursday Onsite Parallel Session 4

Education, Sustainability & Society

Session Chair: Simeon Adebayo Oladipo

15:20-15:45

82616 | Has the Policy of the Permanent Conversion of Fixed-term Employees Improved High School Female Graduates’ Employment Situation?

Mamiko Takeuchi, Aichigakuin University, Japan

In Japan, the Labor Contract Law was amended to allow non-permanent employees to apply for a permanent contract if the total period of their fixed-term contract exceeded five years after April 2013. This legal reform was aimed at improving the working environment for fixed-term employees, who play a crucial role in adjusting employment during economic downturns. Irregular fixed-term employment is widespread in Japan among women with low educational levels. Using data from 2016 to 2023, this study examines whether the system has improved the employment situation of these women. Our analysis reveals that this system may have improved working conditions, especially for high school female graduates and those aged 40 years or above; facilitated permanent transfers; and reduced turnover. Furthermore, subgroup estimates indicate that these effects are significantly more robust for large firms and industries such as manufacturing, construction, and retail. However, we also derived estimates affected by the coronavirus disease 2019 pandemic. After 2020, some of the results become nonsignificant. Nevertheless, our conclusions suggest that this system likely contributed toward providing a stable working environment in which companies value motivated and competent women with work experience despite their limited educational backgrounds.

15:45-16:10

87174 | Relationship Between Value of Children and Parenting Styles in the Family with Early Childhood Dian Novita, Universitas Terbuka, Indonesia

The purpose of this study was to analyze the relationship between value of children (VOC) and parenting style carried out by parents in families with early childhood. The study design was a cross sectional study conducted in 3 regions, namely South Tangerang, Depok and Bogor. The time of data collection will be carried out in August - Oct 2023. Samples in this study are mothers of early childhood (4-6 years). Sampling is based on proportional random sampling. Samples were taken from 3 schools and each numbered 30 children the total sample was 90 children. The types of data collected are: (1) Family characteristics (age of parents, size of family, income of parents, education of parents, work of parents; (2) characteristics of the sample (age, gender and sequence in the family); (3) value of children (4) parenting style (authoritarian, authoritative and permissive). VOC measured instruments developed by Nauck which consist of spiritual, psychological, social and economic children's values with number 31 has a cronbach alpha value of 0.849. Early childhood parenting uses Primary Caregivers Practices Report which assesses the level of parenting style that refers to Baumrind's parenting style, namely authoritarian, permissive and authoritative. The Result are parents show how often they express behavior that shows the three parenting styles when interacting with their children. Authoritarian parenting instruments have chronbach alpha 0.86, permissively have alpha chronbach 0.75 and 0.91 for authoritative instruments. In general, the results is a significant positive relationship between value of children and parenting style in early childhood.

16:10-16:35

84204 | Data Analytics in Nigerian Tertiary Institution Management for Global Competitiveness: A Case Study of University of Lagos, Nigeria Simeon Adebayo Oladipo, University of Lagos, Nigeria

This study explores the transformative potential of data analytics in enhancing educational management within Nigerian tertiary institutions to achieve global competitiveness. It aims to demonstrate how data-driven decision-making improve educational outcomes. Descriptive survey research design was used for the study. Three research questions were posed. The population of this study include 141 Administrators consisting of 12 Deans of Faculty, 82 Heads of Department and 47 Directors of institutes and centers. 104 Administrators were sampled using stratified random sampling technique. The instrument for data collection was a 15-item questionnaire structured on a four-point Likert scale. The questionnaire was validated by three experts. Mean scores were used to answer the research questions. The findings reveal that data analytics not only enhances personalized learning and predictive capabilities but also streamlines administrative processes and aligns educational practices with international standards. Furthermore, the study identifies key challenges, including infrastructural deficiencies, capacity-building needs, and data privacy concerns, and proposes strategic solutions to mitigate these issues. The results underscore the critical role of data analytics in fostering an efficient, innovative, and globally competitive educational system in Nigeria. This research contributes to the existing literature by providing empirical evidence on the benefits and challenges of data analytics in educational management, offering actionable insights for policymakers, educators, and stakeholders aiming to elevate the quality and competitiveness of Nigerian education on the global stage.

15:20-16:35 | Room 107

Thursday Onsite Parallel Session 4

Teaching and Learning

Session Chair: Cyril Hovorun

15:20-15:45

84080 | “Our School Can’t Reject, No Matter What”: Early Childhood Education Teachers’ Challenges and Support Needs of Inclusive Education Practice

Intan Puspitasari, Universitas Ahmad Dahlan, Indonesia

Ega Asnatasia Maharani, Universitas Ahmad Dahlan, Indonesia

Nurul Hidayati Rofiah, Universitas Ahmad Dahlan, Indonesia

Riana Mashar, Universitas Ahmad Dahlan, Indonesia

The Indonesia government since 2010 emphasize that education units are obliged to provide educational services and access to prospective students, regardless of religious background, ethnicity, gender, social status, economic ability, and special education needs. However, there are many challenges in practical level especially faced by teachers of early childhood education (ECE). This research aims to explore ECE teachers’ challenges in practicing IE and to identify the support needed to achieve IE goals. This research addressed the following research questions: (1) to what extent the IE has been implemented? (2) what difficulties are faced in implementing IE? (3) what supports are needed by teachers? Ten ECE teachers who have selected by school principle based on their experience in assisting students with special needs were involved in Focus Group Discussion. Thematic analysis method was used to find patterns from FGD data. The findings have revealed that all of participants reported that the schools should not reject prospective students regardless. This condition is not in accordance with school readiness that teachers are still lack in guidance and competence in practicing IE to children with special needs. Thus, teachers need sustainable education to enhance their teaching skills to provide appropriate IE practices. This research will guide to a further research in exploring possible sustainable education design to support IE teacher’s competency needs.

15:45-16:10

84350 | Ethical Engagement with Guest Speakers in Teaching and Learning Hieu Ngo, University of Calgary, Canada Yeonjung Lee, Chung-Ang University, South Korea Yasmin Dean, Thompson Rivers University, Canada

In social work, education and other humanity-focused disciplines, the practice of inviting community members, particularly those from underrepresented groups, into classes can bring societal issues to life and support students to develop better understanding of and appreciation for diverse lived experiences and related insights. Through meaningful exchange with community guest speakers, students are introduced to diverse viewpoints, and have opportunities to examine their personal and professional values and attitudes and develop practical knowledge and skills to lead practice and change in society. Drawing on our experiences as educators and administrative leaders, we discuss the key principles in engaging diverse community members in teaching and learning, including pedagogical intent, ethical responsibilities and reciprocity and recognition. We offer practical guidelines for instructors to consider before, during and post guest speaker engagements, and highlight the sensitivity in recognizing guest speakers’ contributions. We intend to invite participants to reflect on their experiences in bringing guest speakers to their classrooms and share their effective strategies throughout the presentation.

16:10-16:35

80895 | Education in the Time of War Cyril Hovorun, University College Stockholm, Sweden

The full Russian invasion of Ukraine began soon after the COVID pandemic started to slow down. For the Ukrainian children, thus, the impediments to accessing convenient education continued even after they disappeared for the rest of the world, and some additional problems emerged. The paper explores the educational challenges, which children and their parents face in Ukraine, including safety, disruptions by air strike alarms, online education, lack of teachers many of whom have left the country, etc. It also explains what solutions to these problems are being offered by the central government and local authorities. These solutions include building additional shelters, establishing underground schools, enhancing online experiences, etc. The presentation is supplied with illustrations and pictures taken by the author.

15:20-16:35 | Room 108

Thursday Onsite Parallel Session 4

Religion, Spirituality & History

Session Chair: Li-Yueh Chen

15:20-15:45

84357 | Exploring and Analysing the Achievements of Religious Patriarchs from the Historical Guiguzi Chi-Lin Chang, Weixin Shengjiao College, Taiwan

During the Warring States period in China, there emerged a strategist, Guiguzi. It is said that he had over a hundred disciples, including notable figures such as Su Qin and Zhang Yi. In the Wei and Jin Dynasties, Guiguzi was regarded as a hermit and Taoist priest, residing in the Ghost Valley area, which contributed to the proliferation of legends surrounding him. He was considered an immortal and an erudite scholar proficient in various arts, including military strategy, immortality techniques, and numerology. Recently, in Taiwan, a new religion called Weixin Shengjiao has venerated him as its patriarch, referring to Guiguzi as "Master Wang Chan." This study compiles contemporary sources to explore Guiguzi’s path to becoming the leader of Weixin Shengjiao and examines the contributions of Weixin Shengjiao to humanity. Furthermore, given the numerous divergent historical accounts concerning Guiguzi's life, events, and locations, this research employs a literature review approach to establish a coherent evidential basis for future scholars.

15:45-16:10

83934 | Reinterpreting Tradition: The Aesthetics of Modern Auspiciousness in Digital Amulets

Merisa Skulsuthavong, Xi'an Jiaotong-Liverpool University, China

This study explores the design and aesthetics of mobile phone wallpapers through a semiotic analysis of 60 Instagram posts. The analysis focuses on mobile phone wallpapers that feature images of Chinese or Hindu deities and mythical figures, sold on Instagram as digital amulets promising prosperity, protection and success. By focusing on visual and textual elements to uncover the denotative and connotative meanings conveyed, the study highlights the prominence of colours, traditional motifs, and cultural symbols such as the mythical Naga, the Chinese God of Wealth Caishen, the Hindu deities, including Ganesh and Lakshmi. The findings reveal an emerging trend of integrating traditional beliefs with modern technology. Mobile phone wallpapers have transformed into digital amulets through the inclusion of deity images, which have themselves undergone a transformation into anime-like depictions to align with modern aesthetics. This fusion of old and new not only preserves cultural heritage but also enhances its relevance in contemporary society, making spiritual symbols accessible and appealing to a modern audience. This study contributes to the broader discourse on cultural adaptation and the dynamic interplay between tradition and modernity in Thai consumer culture. The re-imagination of traditional iconography preserves the essence of beliefs while offering an engaging medium for cultural expression in the digital age.

16:10-16:35

85843 | Exploring the Cultural and Historical Evolution of Xiluo, Yunlin in Taiwan Through Feng Shui Theory

Li-Yueh Chen, Weixin Shengjiao College, Taiwan

Kuo-Ching Shih, Weixin Shengjiao College, Taiwan

Chi-Lin Chang, Weixin Shengjiao College, Taiwan

Kuo-Ying Yang, Weixin Shengjiao College, Taiwan

Xiluo Township in Yunlin County is located in the mid-western region of Taiwan, with the Zhuoshui River marking its northern boundary. The area boasts abundant water resources, flat and fertile land, and a mild climate. Since the 17th century, the reclamation efforts by local indigenous people and settlers from Fujian and Guangdong provinces in mainland China have turned Xiluo into a culturally rich area, which has developed into one of Taiwan's major rice and vegetable production regions. In Feng Shui theory, the shapes, undulations, meanders, and flows of mountains and rivers are key indicators of the potential for human prosperity. However, in the study of cultural history, these aspects are rarely explored from a Feng Shui perspective. This paper aims to examine why the early settlers congregated in specific areas of Xiluo from both historical and Feng Shui viewpoints. It will also investigate how the temples established by these settlers have become centers of regional faith and economic activity. Additionally, the paper will observe the impact of past and present town planning on social and economic development through the lens of Feng Shui.

15:20-16:35 | Room 109

Thursday Onsite Parallel Session 4

Arts Practices

Session Chair: Christine Mersiana Lukmanto

15:20-15:45

87152 | Searching for Identity: Post-Communist Folk Song and Dance Ensembles as a Path to Self-Definition for Contemporary Polish Adolescents

Izabela Andrzejak, University of Warsaw, Poland

In the former Eastern Bloc countries, including Poland, folk ensembles were extremely popular during the communist era. Membership in a song and dance ensemble offered both artistic development through learning and performing songs and dances from various regions and opportunities for international travel, including trips beyond the Iron Curtain, which were otherwise difficult to achieve. These ensembles operated under state patronage, belonging to workplaces, company clubs, and cultural centers. The fall of communism and the 1990s, a period of nascent democracy in Poland, cast doubt on the continued existence of these groups. The opening of borders expanded opportunities for artists who had grown weary of folklore after years of communist dominance. Ensembles faced financial, staffing, and infrastructural challenges. Currently, there is a resurgence of interest in folklore, especially among youth who are joining these groups. Folklore among contemporary adolescents, raised in a democratic, capitalist society, is experiencing a sort of renaissance. Teenagers not only develop their artistic passions but also forge friendships and build a sense of identity while showcasing Polish culture. Song and dance ensembles are now one of the most refined educational tools. During the conference, I aim to present this cultural phenomenon as a pathway to defining identity. Membership in a folk ensemble represents a response to globalization and the quest for personal identity among 21st-century youth, raised away from communist associations. My goal is to present my PhD research findings on the internal motivations and identification with folk ensembles among adolescent members on the international stage.

15:45-16:10

86842 | Environment Concept Design of 360° 2D Animated ‘Maiden Voyage’ for Fine Dining

Christine Mersiana Lukmanto, Universitas Multimedia Nusantara, Indonesia

The animation industry has helped develop an immersive and exclusive fine dining experience. To stand out from the market competition, innovations are important. Teams specializing in animation and culinary have specifically curated 'Maiden Voyage,' novel techniques with a 360° 2D animation for fine dining. A virtual reality headset or a head-mounted device allows restaurant guests to watch the animation while waiting for their meal between courses. The project's ultimate goal is to enhance the atmosphere of the elegant and formal restaurant setting through a virtual reality technique and narrative. The team intends to create a 2D environment concept design for a cruise ship from 1942 for ‘Maiden Voyage’. This environment design has to be distorted to align with the virtual reality blueprint on a 360° platform. Firstly, the research method starts with reviewing environment design literature. Next, analyze observations from actual cruises in 1942 and draw experiments with a 360° blueprint. Lastly, conduct surveys on fine dining with 360° techniques with environment design. The research output is the environment design sheet, which will contribute to the ‘Maiden Voyage’ animation to let the audiences immerse themselves in the mystery narrative and experience a cruise in 1942. This research will have practical applications for future studies on 360° implementation and assessment of animation, interdisciplinary projects, and the advancement of new animation techniques in educational settings, particularly within university-level animation courses.

Friday, November 1

Online Parallel Sessions

All times are Korea Standard Time (UTC+9)

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

10:00-11:40

| Live-Stream Room 1

Friday Online Parallel Session 1

Visual and Performing Arts

Session Chair: Belinda Chen

10:00-10:25

85042 | Atmospheric Composition and Tonal Values in Piranesi: A Study of Depth in the Carceri Series Drawings

António Pedro Bento, University of Lisbon, Portugal

Ana Leonor Madeira Rodrigues, University of Lisbon, Portugal

Shakil Y. Rahim, University of Lisbon, Portugal

In the Carceri´s series, Piranesi draws imaginary labyrinths of drama and mystery. We are captivated by the dark environment, full of architectural elements, low-key lighting, strong contrasts defining staircases, bridges, tunnels and ornaments. The linear perspective, drawing these crossed paths and structures of this imaginary maze, is generally defined here by two tight vanishing points, creating some distortion and oppressing the viewer. Using masterfully this geometrical system, Piranesi creates this overlapped complexity of distances, directions and scales. But there is another parallel system being used: the atmospheric perspective. Reinforced by the studies on optics of Leonardo Da Vinci (1452-1519), which coined this definition, but also present in the work of Chinese painter Dai Jin (1388-1462) or even Greco-Roman frescos, this system is characterized by the idea that as an object is further away from the observer, the more scattering of light occurs, the less contrast and saturation this object will have. This is caused by the molecules of air, but also other particles in the atmosphere, such as water vapour and smoke. Along this essay, through a series of literature reviews, content analysis and tonal values analysis (with processes of photographic analysis like digital histogram or contrast separation), we explore how, by the careful use of light, shadow, and their levels of tonal values and contrasts, Piranesi can define a deep atmospheric sense that expands the experience projected by the drawing, making us feel even more there.

10:25-10:50

87310 | Painting of Grafting: Applied Derridean Juxtaposition

Zan Wang, Lancaster University, United Kingdom

This paper re-imagines the space of painting through the visual space of juxtaposed text, reflecting the expanded field of painting since the visual turn in the humanities. Drawing on Jacques Derrida's writings, such as "Glas" and "The Postcard," it explores a new painting practice of grafting space. Derrida's multi-spatial text allows for the free linking of texts, notes, and explanations from different contexts on one plane. This fosters new assemblages, paralleling how paintings invite viewers to form new associations from different vantage points. Central to this practice is the creation of large-scale cyanotypes on transparent fabrics, arranged into an immersive labyrinth. The transparent nature of the labyrinth creates a palimpsestic experience, where overlapping spaces facilitate cognitive reading. This approach activates multi-spatial and multi-sited perception, embodying Derrida's concept of grafting. I propose that Derrida's juxtaposed text marks a postmodern mode of grafting in painting practice, crucial for initiating a process of becoming, putting every object, degree, or intensity in motion and in relation. By demonstrating Derrida's grafting in space, this study articulates an overlay in painting through multiframed canvases, walk-in installations, and the subsequent walking experience. This research contributes significantly to Derridean studies and contemporary painting discourses, re-evaluating the relationship between the space of painting and juxtaposed text.

10:50-11:15

87253 | The Identity Quest of the Turkish Theatre in the Shadow of Westernization

Nedim Saban, Independent Scholar, Turkey

Turkish theatre, deeply rooted in a rich tradition of oral storytelling, has historically influenced various modern theatrical forms such as epic theatre, folk theatre, political theatre, and theatre of the oppressed. This tradition was intricately linked with the cultural and societal narratives of the region. The establishment of the Republic of Turkey in 1923 marked a crucial turning point. The new government, influenced by Western modernism, prioritized psychological realism over traditional forms, leading to the marginalization of these practices. As a result, traditional theatrical methods were increasingly viewed as outdated compared to Western artistic standards, causing mainstream Turkish theatre to struggle in maintaining relevance and connection with wider audiences. This presentation explores the historical evolution of Turkish theatre and examines the impact of Westernization on its identity. It analyzes how the dominance of Western theatrical styles led to a disconnection from traditional practices and affected the cultural significance of Turkish theatre. To address this, the study highlights the role of student-led amateur theatres that emerged in response to these changes. Influenced by their education in French and American institutions, these groups aimed to rejuvenate and reconnect with the traditional roots of Turkish theatre. The presentation provides an in-depth analysis of case studies, including the theatre company TitatroKare, which has been instrumental in attempts to forge a new theatrical identity by integrating traditional folk elements with contemporary practices. It examines the methodological approaches adopted by these companies to understand the successes and limitations of their efforts in establishing a national folk theatre.

11:15-11:40

84905 | The Harmonization of Gesture and Sound: An Evolutionary Anthropological Approach to Music Performance

Belinda

Chen, Bilkent University, Turkey

The physical and gestural aspects of music performance have been a contentious topic throughout the course of music pedagogy. Renowned pedagogues of the past have had vastly differing views on the role and even the allowance of various gestures in a musician’s performance. Despite their contributions to the discourse, traditional approaches often overlook the evolutionary source of all musical behavior as a form of communication. This paper proposes a novel approach to teaching the physical and gestural aspects of musical performance, grounded in interdisciplinary research spanning the fields of pedagogy, musicology, anthropology, evolutionary biology, and neuroscience. By situating musical performance within an evolutionary anthropological perspective and drawing on Steven Brown’s "musilanguage" theory and Steve Mithen’s theories of a proto-communication system dating back to the Pliocene, this paper argues that a musician’s gestures should be informed not by showmanship or virtuosity, as often emphasized in the performance world, but by music’s shared evolutionary origin with language and gesture. Just as body language naturally reflects rhetorical intentions in speech, meaningful physical gestures should naturally accompany musical expression, consistent with the nature of each individual player. This interdisciplinary perspective bridges the fields of music pedagogy and evolutionary science, offering a holistic understanding that enhances both musical expression and teaching methodologies. The insights provided can help future music teachers approach these concerns at the instrument with greater pedagogical efficacy, fostering more effective and expressive performances where gestures authentically connect music with language and communication.

10:00-11:40

| Live-Stream Room 2

Friday Online Parallel Session 1

Curriculum Design & Development

Session Chair: Eiko Kawagoe

10:00-10:25

87047 | The Relevance of the Existing Hospitality and Catering Curriculum and Graduate Attributes for Industry Needs from Stakeholders’ Perspective in Ghana

Abena Sekyere, Akenten Appiah Menka University of Skills Training and Entrepreneurial Development, Ghana

Sweety Jamgade, Ramaiah University of Applied Sciences, India

Gloria Owusu Sarpong, Kumasi Technical University, Ghana

The current hospitality and catering curriculum at academic institutions is under scrutiny due to concerns about skill deficiencies in the industry. This research evaluates stakeholders' perspectives on the significance of the current hospitality and catering curriculum in Ghanaian higher educational institutions and graduate attributes. Gpower was used for the sample calculation and a sample 385 industry players and 113 faculty members. We implemented the Kruskal-Wallis H test for data analysis. We observed substantial disparities in viewpoints regarding multiple facets of the industry, encompassing inventory and cost control in beverage services, organizational behaviour, cruise industry and management, conference and meeting planning, casino industry and club management, hospitality marketing, contract services, hotel tourism and e-commerce, and labour relations. These disparities emphasize the diverse perspectives across the categories, especially with graduates having different opinions from faculty members and industry professionals. The study also reported disparities in viewpoints concerning high work output, hospitality management, ethics, business knowledge, teamwork, organizational awareness, abilities to direct meetings, listening skills, quantitative skills, problem solving skills, decision-making skills, modern tool usage skills, and IT skills. Furthermore, the study revealed no notable differences in views about hotel and catering regulations, and customer management and communication skills suggesting a uniform perspective. The research highlights the necessity for a well-coordinated curriculum that gives priority to hands-on experiences and real-life case studies.

10:25-10:50

85232 | Strategic Innovation to Enhance Kurikulum Merdeka at Universitas Multimedia Nusantara Indonesia Through E-learning Content Production

Annita, Universitas Multimedia Nusantara, Indonesia

Natalia Depita, Universitas Multimedia Nusantara, Indonesia

E-learning Content Production (ECP) is an elective course the Film Department at Universitas Multimedia Nusantara (UMN) offers. Students learn to develop asynchronous content for academic and non-academic purposes. This research aims to develop the course’s strategies to enhance the implementation of Kurikulum Merdeka at UMN. Kurikulum Merdeka, initiated by the Indonesian Ministry of Education, is a curriculum designed to have learner-centered principles, contextual, essential, accountable, and involve various stakeholders. The research question focuses on how the ECP enhances Kurikulum Merdeka at UMN. This course specifically teaches students how to create, produce, and manage asynchronous content while aligning it with the principles of Kurikulum Merdeka. This descriptive study employs a case study approach to explore ECP. The data is gathered through class observation and analysis of alpha and beta tests of the asynchronous content. This course provides numerous benefits for both students and teachers. In addition to acquiring knowledge and skills in asynchronous material production, students can collaborate with teachers, share the project’s copyright, and fulfill academic and non-academic requirements. Teachers can use the project as asynchronous class materials and engage in collaborative research with students. The study shows that collaborative work between students as creators and teachers as guides/ users encourages the creative results of asynchronous content that accommodates the needs of the subjects created and innovative aspects of learning.

10:50-11:15

83981 | Vocal-Performance Curriculum Development and Praxis in Romanian Higher-Education

Mihaela Buhaiciuc, Transilvania University of Brasov, Romania

The current paper is an analysis on vocal pedagogy curriculum development within the core of vocal performance degrees in Romania as they transitioned to Bologna Process in order to ensure: credit transferability within EU higher education institutions (HEI), worldwide accepted quality performance standards and, ultimately to provide marketable professional singers for the international stages. The study includes teaching practices assessed through research-based evidence, and also through the 'currere' method. The article represents a self-assessment of acquired teaching knowledge and experience in the specialised field of vocal performance and projects outcomes on how an international framework could constructively impact the local perspective.

11:15-11:40

83903 | ESP for Clinical Engineering English Education in Japan

Eiko Kawagoe, Jikei University of Health Care Sciences, Japan

Japan stands as the sole country where clinical engineers receive national certification. These professionals operate at the intersection of healthcare and engineering, ensuring the safety, effectiveness, and proper utilization of medical devices for patient care. To equip clinical engineers with the necessary language skills for international engagement and comprehension of medical English, dedicated English education is essential. Regrettably, Japan lacks specialized educational institutions and teaching materials in this domain, necessitating the development of effective educational methods. Consequently, a survey was conducted among clinical engineering faculty members to identify the English language requirements of clinical engineers. The survey pinpointed medical terminology abbreviations as the most vital need. In response, a comprehensive list of abbreviations has been compiled and integrated into classroom instruction. Additionally, students in my classes undergo training to pass the Technical English Proficiency Test, which enhances their paper reading skills, as identified as the second most crucial skill in the survey. Notably, a commendable 26 percent of students have achieved success in the test over the past two years. This groundbreaking study in Japan lays a solid groundwork for the creation of tailor-made teaching materials focused on clinical engineering English.

10:00-11:40 |

Friday Online Parallel Session 1

Education, Sustainability & Society

Session Chair: James Riley

10:00-10:25

84319 | Addressing Waste as an Educational Matter: The Remida in Reggio Emilia Case Study

Eloisa Di Rocco, University of Modena and Reggio Emilia, Italy

Veronica Pacini-Ketchabaw, Western University in Ontario, Canada

Sohyun Meacham, University of Northern Iowa, United States

The large amount of waste material generated by production systems is part of the environmental emergency affecting the planet. While governments address the issue in technical and mechanical ways, the humanities and environmental sciences question what pedagogies can support a paradigm shift in educational thinking and practices. New feminist materialisms put matter, care, and the concept of interdependence between human and nonhuman back at the center of the debate. This article proposes to consider waste as subjectmaterial worthy of listening as a practice of care, analyzing the case study of Remida, a project part of the educational system of Reggio Emilia (Italy). The first part of this contribution presents the pedagogy of listening practiced with children in Reggio Emilia schools, within which Remida's philosophy is situated. The second part examines the activities of the Remida Center between 2021 and 2023, using an ethnographic method. One of the two authors has been carrying out activities in the Remida Center for 12 years, consisting of collecting industrial waste material and proposing it not as an object to be used but as a co-constructor of the educational experience of children and adults. We use data from pedagogical documentation, literature, and direct experiences within the Remida Center. We show that a pedagogy of listening and care extended from children to waste materials helps to see waste as subject worthy of respect and attention.

10:25-10:50

84028 | Comparative Study of Minjung Theology and Kierkegaardian Philosophy: Toward Emotion of Han and Hope Kwangmyung Lee, Duke University, United States

South Korea has had the stigma of having the highest suicide rate among OECD countries for 20 years. The suicide problem in South Korea is very complex, involving social and personal reasons. This paper aims to analyze the concept of "han," or suffering experienced by Koreans, from a theological and philosophical perspective. The emotion of suffering that Koreans uniquely experience, "han," was addressed in great depth from a social perspective in the minjung theology of the 1970s. Although minjung theology is old, han is like DNA for Koreans, so we expect minjung theology to resonate with modern Koreans. However, when we analyze han, we cannot overlook the existential aspect. The Kierkegaardian philosophy will be employed to examine the personal and existential distress experienced by contemporary Koreans. Contemplating the emotion of suffering "han," the paper will reflect in depth on how minjung theology can address han, the emotion of suffering Koreans in social aspects. Furthermore, on the existential level, the paper will address "han" through anxiety and despair as analyzed in Kierkegaardian philosophy. In conclusion, this paper will discuss the hope that can be found in the suffering of the Korean people through minjung theology and Kierkegaardian philosophy.

10:50-11:15

82422 | LGBTQ Activism in Modern Vietnam

Tien Ly Quyet, Eastern International University, Vietnam

Declared by society to be abnormal creatures, generations of Vietnamese LGBTQ communities spent their life in silence, suffering from violence, marginalization and exclusion. They had seemed predestined by the Confucian tradition, which has been vastly inherited from the Asian society, stigmatized with all types of social evils. Incredibly, the globalization of social media in the 21st century has given a breath of fresh air to the Vietnamese LGBTQ movement, waking it up and driving important changes of Vietnamese social perspectives regarding the role and status of LGBTQ people in the country. LGBTQ activism has advocated and promoted equal rights for queer persons and made huge progress in different aspects of same-sex sexuality and relationships in Vietnam and entwining with the rise of a queer voice from daily activities to promotional rainbow events. In such a decade, the social portrait of the country has been reshaped with the coming out of the queer people, the improvement of their life and the recognition of LGBTQ identity and dignity in modern Vietnam. The paper examines the background in which the Vietnamese LGBTQ activism was born and develops, its challenging process and its distinctive contribution to the confirmation of local LGBTQ status. The progress of the movement in striving for legal and social equality, as it is taking place in a strictly controlled and authoritarian country, is also studied to highlight the development of indigenous queer voices as a social innovation and a redefinition of the breadth of community life in 21st century Vietnam.

11:15-11:40

86077 | Exploring the Relationship Between Transformational Leadership and Social Belonging in Korean Educational Institutions

James Riley, Spring University Myanmar, Myanmar

This study investigated the relationship between leadership behaviors and expatriate teachers’ sense of social belonging at Korean educational institutions. Globalization has impacted education, leading educators who move abroad to face challenges in social integration. This lack of belonging can affect their ability to form positive social identities, potentially harming work performance. While previous research has explored the impact of transformational leadership on social belonging, there is a paucity of research with expatriate teachers at Korean educational institutions. The increasingly global nature of Korean education, taken together with research citing the unique challenges that expatriate teachers face in South Korea, creates a strong need for this study. This quantitative, nonexperimental correlational study sought to explore the relationship between transformational leadership and expatriate teachers’ sense of social belonging, as well as transactional leadership and expatriate teachers’ sense of social belonging at Korean educational institutions. A Pearson’s r correlation test revealed a statistically significant relationship between transformational leadership and social belonging, while no significant relationship was found between transactional leadership and social belonging. Additional findings indicated significant negative correlations between laissez-faire leadership and social belonging, and between passive-avoidant leadership and social belonging. Moreover, there was a significant link between teachers’ sense of social belonging and teacher effort. The results of this study speak to the importance of Korean educational leaders in multicultural contexts embracing a transformational leadership approach. The results of this study have implications for both institutional problem-solving and organizational efficiency at Korean schools.

11:50-13:05

| Live-Stream Room 1

Friday Online Parallel Session 2

Teaching and Learning

Session Chair: Crisanto Daing

11:50-12:15

83241 | Examining the Effectiveness of Using Students’ L1 in Adult EFL Classes

Elina Tovmasyan, Kimyo International University in Tashkent, Uzbekistan

Dilfuza Tursunova, Kimyo International University in Tashkent, Uzbekistan

Although the use of L1 had been disapproved in ELT for many years, recently ELT professionals started questioning the effectiveness of the “English-only” policy. Yvonne and David Freeman state that L1 use is a powerful scaffold in the learning process. Jenkins states that bilingualism is a norm in the modern world, consequently using L1 in the classroom reflects real-life conditions and makes the learning process more authentic (Jenkins, 2012). The research aims to identify the impact of L1 use. The study focuses on the observation of language and content classes at a private university in Uzbekistan. The classes were divided into 3 groups- Content (EMI), ESP and General English. The students are monolingual (Russian or Uzbek as L1) or bilingual in the abovementioned languages. The research included the creation of an observation form and observation of 12 classes (4 per teacher). Then the results were analysed and categorised according to the following uses of L1: scaffold, content; rapport; instructions; and others. The results show that in Content classes L1 is used more often to refer to the notions covered during the lessons; while in ESP and GE classes L1 is used to check instructions and provide a scaffold. Rapport was a common cause for L1 use in all types of classes. Kerr (2015) ‘The learner’s own language’ (Explorations in English Language and Linguistics 3.1(2015): 1-7 [Last accessed 22/08/2019] Y. &D. Freeman (2017) What is translanguaging in the classroom? (hmhco.com) [Last accessed 12.02.2024]

12:15-12:40

87536 | Development of Preferred Methods of Teaching Online English Questionnaire

Jeremy Reyes, Trinity University of Asia, Philippines

Karmela Castroverde, Trinity University of Asia, Philippines

Ferdinand Panuelos, Trinity University of Asia, Philippines

Serena Gomez, Trinity University of Asia, Philippines

COVID-19 opened new doors for educational institutions to implement a hybrid system of instruction. Different strategies were developed for face-to-face teaching; however, educational researchers are focusing on creating various online teaching strategies. To achieve the latter, educators have to know how students learn online as such, the goal of this research was to develop an instrument that would determine students' preferred methods of how English may be best taught online. The study also determined the factors that influence teaching English online. The researchers used the Exploratory Sequential Mixed Method design which combined focus-group-discussion with survey. The FGD was conducted among 12 tertiary students who took up English online, and their responses showed that the following factors influence English teaching online- inclusion of interactive activities, accommodation of varied learning styles, flexible scheduling and pacing, availability of modular course content, use of varied technology, and the incorporation of feedback and assessment mechanisms. These factors became the basis for the development of an 18-item questionnaire that aims to measure students’ preferred English online teaching style. The questionnaire was pilot tested on 140 tertiary students taking up online English and the Exploratory Factor Analysis revealed the survey has an 89.9% adequacy and reliability of 0.8 using Cronbach alpha. The survey supported the result of the FGD which include interactive activities and the need for teachers to accommodate the different learning styles of their students. The researchers recommend further validation of the instrument and determine the possibility of using the instrument for other disciplines.

12:40-13:05

84091 | Competency Level and Strategies of Teachers Teaching Science in District VI, Quezon City Crisanto Daing, Our Lady of Fatima University, Philippines Clent Estrada, Loreto Elementary School, United States

This study discussed the competency level and strategies of teachers teaching Science in District VI, Quezon City. This aimed at analyzing the functional role of elementary Science teachers through competency level and strategies to respond to emerging learning gaps of students and was anchored at Metacognitive Intervention Strategies Theory. The methodology was a quantitative research design using a teacher-made competency survey questionnaire about the Philippine Standards for Teachers Competencies and was participated by 139 teachers from public elementary schools. Findings showed that differentiated instruction's flexible groupings acquired the highest teacher acceptance as teaching strategies while the least was the graphic organizers. Given experiential instruction, most teachers supported the use of laboratory experiments. Likewise, more teachers supported using PowerPoint as part of Information and Communication Technologies (ICTs) and Smartboards were the least considered. Moreover, there are diverse significant relationships that appeared, such as realizing that there is no significant relationship between the demographic profile of the respondents and their competency level. The researcher recommended having training programs available as scheduled virtual or face-to-face workshops to retool teachers to facilitate more engaging Science classes. The proposed training program was focused on ensuring teachers were guided more properly in teaching strategies for Science through technologies.

11:50-13:05

| Live-Stream Room 2

Friday Online Parallel Session 2

Innovative Technologies in Education

Session Chair: Xiao Xu

11:50-12:15

87262 | Exploring AI’s Potential in Architectural Education: An Explorative Approach Towards Assessments of Technical Working Drawings

Reetumetsi Malefane, Nelson Mandela University, South Africa

In architectural education, the evaluation of technical working drawings is a critical component for preparing students for professional practice. These drawings reflect the technical competencies required in the field for Architectural Technologists. However, current assessment rubrics often lack consistency and alignment with industry standards This paper builds on the findings of the study presented at the 40th AEAA conference, which introduced a criteria-based evaluation rubric for technical drawings in Architectural education that aligns with industry standards such as municipal submission checklists and SANSXA10400. This study explores how AI, through tools such as Optical Character Recognition (OCR) and computer vision, could enhance the efficiency and objectivity of evaluating technical working drawings in architectural education. This study presents an exploratory framework for using AI to assist in the evaluation of technical drawings, aligning assessments with municipal submission checklists and industry standards such as the SANSXA10400. The focus is on how AI could potentially automate aspects of the evaluation process, offering educators a more objective and consistent means of providing feedback. The findings suggest that integrating AI into architectural education has the potential to transform the way technical competencies are evaluated. By providing timely, objective feedback, AI-based frameworks can improve learning outcomes while ensuring that assessments remain aligned with professional standards. This study serves as a foundation for future exploration of AI’s role in bridging the gap between academic assessment and professional practice.

12:15-12:40

87148 | Budget Allocation’s Influence on Digital Education Implementation in Public Universities

Nur Badariah Baharuddin, University of Malaya, Malaysia

Nur Hairani Abd Rahman, University of Malaya, Malaysia

Nurul Liyana Mohd Kamil, University of Malaya, Malaysia

This study investigates the influence of budget allocation on the effectiveness of implementing digital education policies in Malaysian public universities. The primary objective is to examine how financial resources allocated towards digital education impact the successful integration and sustainability of these initiatives. Employing a qualitative research approach, the methodology includes in-depth interviews and document analysis. Thirty-two key informants, including academic administrators, professional and management staff, academicians, students, key informants from the Ministry of Higher Education (MOHE) and DePAN 2.0 policy committee, and politicians, were interviewed. Additionally, the study analyzed documents issued by the MOHE, including the DePAN 2.0 policy and several guidelines. The research focused on four selected public universities. The informants provided comprehensive insights into the financial aspects influencing digital education. The findings reveal critical factors associated with budget allocation that either facilitate or hinder the implementation of digital education policies, offering valuable implications for policymakers and educational institutions aiming to enhance digital learning environments.

12:40-13:05

84067 | Expanding Actuarial Education with GitHub Classroom: The Quest Model and Global Initiatives

Xiao Xu, University of New South Wales, Australia

In today’s technology-driven world, actuaries are faced with increasingly diverse professional opportunities. To address this, we have implemented the Quest model in UNSW’s first-year actuarial class, which attracts over 400 students annually. This innovative model merges rigorous mathematical principles with mini-case studies drawn from real-world scenarios. Utilizing GitHub Classroom, we enhance student engagement by allowing them to maintain a course portfolio and showcase their exemplary work through publicly hosted repositories on GitHub, provided they choose to display their projects. As part of our international outreach, the Education Working Group of the Global Actuarial Initiative (GAIN), a joint effort between Milliman and the United Nations Development Programme (UNDP), has tailored the Quest model to meet the needs of students in areas traditionally lacking actuarial representation, including Ethiopia, Tanzania, Nepal and Vietnam. These customizations specifically aim to overcome regional obstacles and motivate students by showcasing the extensive opportunities within the actuarial profession. The impact of this initiative extends well beyond academic enhancement. It plays a crucial role in fostering a diverse and innovative global actuarial community by rendering actuarial education more accessible and inclusive.

11:50-13:05 |

Friday Online Parallel Session 2

Politics and National Identity

Session Chair: Durojaiye Owoeye

11:50-12:15

86922 | The Translation of Qatari National Identity at the National Museum of Qatar Through Verbal and Non-verbal Texts Maha Aladba, University of Geneva, Switzerland

Qatar is a small state whose population is traditionally divided into badu (desert dwellers) and hader (coast dwellers). However, the National Museum of Qatar (NMQ) aimed to remove this image of diversity in Qatari society, and replace it with one of social cohesion by presenting the Qatari people as having a single identity. It did this through its choice of location and architecture of the museum, and by the selection of objects, and their verbal and non-verbal texts. This study used semi-structured qualitative interviews to collect information from the NMQ curators on these four themes to reveal how the museum aimed to convey their desired picture of national identity. Firstly, all the curators agreed that the choice of the desert rose design, coupled with the location of the museum next to the sea and on the site of the Old Amiri Palace effectively conveys the fundamental duality of Qatari life. Secondly, according to the curators, the objects which were chosen for display represent life in the desert and on the coast as evidence to visitors that Qatari people lived a dual life depending on the season. Next, curators were engaged in the creation of labels, to ensure that both the Arabic and English texts accurately convey the intended image of national identity to visitors by referring to the Qatari people as ‘People of Qatar’ rather than Badu or Hader or the tribes’ names. Finally, the museum used multimedia to represent national identity in an inclusive way; for example, a large interactive model of the Qatar peninsula, shows traditional seasonal journeys, and oral history videos, where Qatari people share memories of their traditional lifestyle, deliver the idea of social cohesion in Qatari society.

12:15-12:40

87167 | The Impact of the Ukrainian Crisis on the Strategic Relationship Between the European Union and the Republic of Korea Nikolaos Ntarzanos, University of Piraeus, Greece

The international security order was significantly impacted by the Russian invasion of Ukraine as it led to altered alliances and adjusted security priorities among states. This presentation aims to investigate the consequences of the Ukrainian crisis on the strategic relationship between the European Union (EU) and the Republic of Korea (ROK). By conducting a content analysis of official documents and statements from officials, the study will assess whether the Ukrainian crisis has benefited EU-South Korea cooperation and in what areas. In particular, it explores whether the alignment of EU and ROK's interests and the harmonization of their diplomatic stance on Russian intervention has bolstered their longstanding bilateral collaboration, which has been in place since 2010, and expanded it to include core state powers. This research is not only significant for analyzing this specific bilateral cooperation but also for understanding its implications for individual partnerships between the EU and other member states, as well as its implications at the NATO level. Also an evaluation is possible concerning the 2016 EU-ROK Common Security and Defence Policy (CSDP) Framework Partnership Agreement outcome.

12:40-13:05

86213 | Necropolitics in the Contemporary African Fiction: A Critique of Helon Habila’s Novels Durojaiye Owoeye, University of Lagos, Nigeria

Contemporary African politics is a realisation of the fundamentals of the Machiavellian principles about the relations of power, wherein the ‘conqueror’, a government in any guise, exercises control over the governed, to the extent of determining the quality, or even, the necessity of their existence, all determinations and perceptions emerging through shades of biases as are inherent in the ‘prince’ or ‘principalities’, as the case may be. These prejudices may be personalistic, racial, social, cultural, or outlandishly political, in the sense of using governmental leverage to selfishly regulate the trajectory of governance. These Machiavellian proclivities, in some regards, parallel Achille Mbembe’s theoretical constructions about necropolitics, biopower, and biopolitics, these terms an amplification of the desires by powers-that-be to express their despotic, nay, self-obsessed emotions about pulling the levers of power and sovereignty pursuant to eliminating perceived enemies. Helon Habila’s Waiting for an Angel and Oil on Water are striking literary paradigms that have reverberations of necropolitical dispositions, for the two novels manifest profoundly Achille Mbembe’s conceptual suggestions about “the state of exception and the state of siege” that are symptomatic of a necropolitical situation. Essentially, the paper will discuss how necropolitics and its appurtenances, viz. biopower and biopolitics, shape plot constructions in the two primary works, the revolutionary leaning of the author being their drive and motivation. Theories like Gabriel Marcel’s homo viator and Alfred North Whitehead’s Process, besides necropolitics, will be availed of in the exegesis.

13:15-14:30 |

Friday Online Parallel Session 3

Cultural Studies

Session Chair: Magdalena Lestari Ginting

13:15-13:40

86906 | Korea’s Market Growth of KPOP Merchandise’s Trade: Significance of the Research and Development Sector

Smiti Iyer, Symbiosis School of International Studies, India

Over the past decade, the rise in the Hallyu Wave led to an increase in the trade of various Korean Commodities worldwide, especially official Korean Pop merchandise. Such an increase in trade happens due to the increase in demand from global consumers and small businesses who, in turn, sell the same domestically and internationally at a lower price, making South Korea expand its global value chain across the world. The trade process does not address numerous socio-economic implications based on the imposition of taxation, tariffs and quotas on the merchandise and irregularities faced by the consumers and producers in buying and selling them. Therefore, this paper emphasises the need to establish an independent research and development sector to provide transparency in regulating the trade of these merchandise. This sector is also required to formulate and influence policies from a socioeconomic perspective and influence the market in determining the price of these merchandise to make them accessible to a vast population. The paper also focuses on two major domains of this sector, the process of management and advocacy. Establishing this sector would ensure the effective management of the trading system annually through routine reporting of the product’s status by the manufacturing and private companies, as well as the shipping company. It also advocates for the accessibility of these merchandise to reduce inequality and the efficient usage of resources to prevent stock exhaustion of these merchandise. The paper highlights future economic developments and achievements after the sector’s establishment, at the end.

13:40-14:05

84641 | Understanding the Role of Upland Rice as Cultural Keystone Species in Baduy Indigenous Religion

Asep Sandi Ruswanda, Padjadjaran University, Indonesia

Budiawati Supangkat Iskandar, Padjadjaran University, Indonesia

Dede Mulyanto, Padjadjaran University, Indonesia

Abdul Syukur, Sunan Gunung Djati State Islamic University, Indonesia

Upland rice (huma) holds significant importance for the Baduy people. It is intertwined with numerous myths, taboos, rituals, and festivals that revolve around upland rice cultivation. In Baduy indigenous religion, upland rice is not viewed as an ordinary plant species, but rather as a religious plant. This study aims to unveil the role of upland rice in Baduy people. The study used observation, interviews, and documentation methods throughout a 3-month fieldwork period to gather data explaining the role of upland rice in the Baduy indigenous religion. The study reveals that swidden agriculture (ngahuma) is not seen as a profane, profit-oriented economic activity, but is instead understood as a sacred activity and a religious obligation in Baduy indigenous religion. Various knowledge and practices in Baduy religion are centered around upland rice, including the calendar, cosmology, taboos, myths, rituals, and festivals. In conclusion, upland rice is a cultural keystone species in the Baduy indigenous religion, as it significantly contributes to the religious system of the Baduy people and plays a key role in the structure and function of their religion.

14:05-14:30

84269 | Meaning and Perception of Korean Flower Arrangement: An Opportunity of Indonesia’s Florist Business

Magdalena Lestari Ginting, Pelita Harapan University, Indonesia

Fina Oktavianti, Bandung Institute of Technology, Indonesia

The flower industry has increased along with the improvisation that occurs in the standard of living of Korean society. The production figures from floriculture show that cut flowers per stem have the highest value in conveying messages. In the early stages of cultural integration, especially from the perspective of customers, there will be a moment to share meaning. This study uses the Symbolic Interaction Theory by Herbert Mead which was popularized by his student, Hebert Blumer. This theory explains that a person is motivated to act in response to the meaning of stimuli given by people, objects, and events. The meaning in this study is that flowers as a product are also interpreted as symbols that help humans to communicate with other people, groups, and with themselves; which will be carried out using qualitative research methods with FGD with florist owners in Indonesia as a data collection technique. The results of this study are information about the symbolic interaction of flowers in the development of florist businesses in Indonesia, especially Korean-style flower arrangements, which are then interpreted as a marketing strategy for florists with Korean-style flower arrangements to support the development of florist businesses.

13:15-14:30

| Live-Stream Room 2

Friday Online Parallel Session 3

Education & Sustainability

Session Chair: Berfin Toregün

13:15-13:40

85360 | Exploring Human Sustainability Through Material Agency: An Autoethnographic Examination of Remida’s Approach Across Cultures Eloisa Di Rocco, University of Modena and Reggio Emilia, Italy

Sohyun Meacham, University of Northern Iowa, United States

This proposal examines the role of material agency in fostering human sustainability through Deleuze’s philosophy, using the Remida Center as an exemplary case study and exploring its impact across diverse cultural contexts. Deleuze posits that materials possess their own agency, contributing to the dynamic interplay between human and non-human elements (Deleuze & Guattari, 1987). This perspective aligns with the Remida Center's approach, which emphasizes the use of waste industrial materials to inspire creativity and sustainability in education. The Remida Center, based in Reggio Emilia, Italy, epitomizes the practical application of new materialism in early childhood education. By engaging with materials, students and educators develop a heightened awareness of human entanglement with the world. Our study employs collaborative autoethnography of two researchers (one Italian and one Korean-American) to explore their experiences with educators and students interacting with Remida’s or Remida-inspired materials in various international settings, including Korea, the United States, and Italy. Through reflective narratives, we analyze how these interactions influence their understanding of sustainability and material agency. Preliminary findings suggest that the Remida approach cultivates a sense of responsibility and creativity, embodying Deleuze’s concept of material vitality (Deleuze & Guattari, 1987). Drawing on Latour’s Actor-Network Theory (Latour, 2005), and Karen Barad’s concept of agential realism (Barad, 2007), we frame our discussion within a broader theoretical context. We define international education in light of new materialism by emphasizing how material agency problematizes cultural and geographic barriers and demonstrates how a respectful engagement with materials leads to educational outcomes in diverse contexts.

13:40-14:05

87004 | Decolonizing Mind: Embracing Ma 間 and Anattā Through Reformulating Discourse on Self for Ecological Future Berfin Toregün Özer, UN-aligned, Finland

This paper examines the intersection of the Japanese concept of Ma, the decolonization of the mind, and the re-subjectivization of the self as a communal subject to propose a new discourse for an ecological future. It critiques the concept of sustainable development as a modern form of colonialism, revealing how it perpetuates separation and domination. By exploring Zen Buddhism's anattā (non-self) and the aesthetic principle of Ma, the study advocates for a relational understanding of self that transcends patriarchal and capitalist paradigms. The paper argues that true sustainability requires integrating diverse cultural perspectives and moving beyond the singular reality imposed by Western ideologies. The paper applies its methodology by critically analyzing the concept of sustainable development through a lens of conceptual and comparative analysis, juxtaposing it with non-Western philosophies such as Ma and anattā to reveal its inherent contradictions and colonial implications. Through this approach, it proposes a re-subjectification of the self and a shift in discourse towards more inclusive, relational modes of being that challenge Western-centric frameworks.

13:15-14:30 |

Friday Online Parallel Session 3

Social & Emotional Communication and Learning

Session Chair: Fu-Lun Lee

13:15-13:40

84284 | Communicative Functions of the Linguistic and Non-linguistic Features Embedded in the Expressions of Filipinos on Facebook Glorida Nachimma, Benguet State University, Philippines

Communication on social media illustrates the evolving nature of language. Studies in this area have paved the way for understanding language change and evolution. This paper analyzed the communicative functions of the linguistic and non-linguistic features embedded in the expressions prevalent in the publicly available profiles of Filipinos on Facebook (FB) using qualitative-descriptive methods. Content analysis was employed to examine 384 expressions, with validation provided by semi-structured interview extracts and two experts in the Filipino language. Results revealed that colloquial expressions are dominant. Four key linguistic features were identified: word formation processes, creative language elements, non-standard language traits, and sound characteristics. Additionally, five non-linguistic features were observed: emojis, emoticons, GIFs, images, and stickers. Each feature serves distinct communicative functions. FB users employ word formation processes such as acronyms, abbreviations, blending, affixation, reduplication, and clipping as time-saving strategies. To express themselves creatively, users apply colloquial terms, playful wordings, respelling, reverse spelling, and endearing expressions. Sound characteristics, including interjections, exclamations, onomatopoeia, and letter reduplication, are used to accurately convey emotions and actions. Non-standard language practices, such as misspellings, unconventional punctuation, capitalization mechanics, and code-switching, help set an informal and relaxed tone. Moreover, Filipino FB users use non-linguistic features like emojis, emoticons, GIFs, images, and stickers to convey gestures, movements, and facial expressions typical of face-to-face conversations, to complement the expressions. Collectively, these features enable Filipino FB users to achieve accuracy, brevity, efficiency, and creativity in digital communication. These findings contribute to a broader understanding of how technology influences language change and evolution.

13:40-14:05

82645 | A Meta-Analytical Study About the Impact of Mindfulness as a Pedagogic Practice in Establishing Socio Emotional Learning Environment in Schools

Puneet Rahi, Ministry of Education, India

Social and emotional abilities are thought to predict how successfully a person adjusts to his or her surroundings, adapts to change, and, eventually, how successful she or he will be in life. In reality, basic development qualities like as conscientiousness, emotional stability, openness, and agreeableness can be just as, if not more, essential than cognitive intelligence in determining future employment. Despite the fact that these competencies are associated with important life outcomes, educators may struggle to discover effective approaches to prioritise, teach, and assess social and emotional skills. Developing these essential life skills through social and emotional learning (SEL) is critical for a child's development since they are strongly related to adult success and happiness. For many kids, school is the only place. The major objective of this study is to present comprehensive data on how Mindfulness can be used as a pedagogical practice to enhance productivity and motivation amongst the learners and enable them to become socially and emotionally strong individuals. The research also aims to explore how teachers promote mindfulness using breathing techniques, yoga, and meditation for pupils and the benefits they see; How do teachers incorporate mindfulness techniques into their classrooms?; What problems do teachers have when implementing mindfulness techniques in the classroom and how do they address them?

14:05-14:30

87255 | Bridging Hearts and Minds: Exploring the Integration of Social and Emotional Learning into High School Chinese Language Arts Fu-Lun Lee, National Taiwan Normal University, Taiwan

This study aims to explore how to integrate social and emotional learning into high school Chinese language arts teaching to promote five core competencies of self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. The researcher selected two high school Chinese teachers with experience in integrating social and emotional learning into their teaching as research subjects. Through interviews, classroom observations, and document analysis, this study aims to explore their considerations and implementations of social and emotional learning in their teaching practice. The study findings are as follows: 1) Engaging students in reflective reading and writing activities promotes their self-awareness and self-management skills; 2) Connecting literature with students’ daily life fosters their social awareness development and problem-solving abilities; 3) Implementing collaborative learning tasks can improve students’ interpersonal skills such as communication and conflict management through peer interactions. This study suggests that Chinese language arts is a content area that provides the opportunity for students to explore their emotions, perspectives, relationships, and decision-making. Therefore, it is essential for teachers to incorporate social and emotional learning elements into their lesson plans to help students develop stronger emotional intelligence and social skills.

Virtual Poster Presentations

Read Virtual Poster Presentations & Watch Pre-recorded Virtual Presentations

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kcah.iafor.org/programme

KCAH2024 Virtual Poster Presentations

Immigration, Refugees, Race, Nation

84362 | Exploring the Community Health Needs and Assets of the Koryoin Community in Hambak Village, South Korea: A Qualitative Study

Jaina Lee, University of Utah, United States

Yunah Cho, University of Utah, United States

The Koryoins, a small diaspora group from the post-Soviet states, have been returning to their historic homeland of South Korea over the past few decades. Their immigration backgrounds are diverse and have been of interest to Korea due to labor shortages and a declining birth rate. The Koryoins have settled across various regions of Korea, including Hambak Village, the focal point of our research project. Despite a rapidly growing Koryoin and Russian-speaking population in this village, little research has been conducted on the community's repatriation experience. This study aims to explore the diverse needs and assets of the Koryoin community through a qualitative, community-participatory research approach using focus groups. Through the collaboration of the University of Utah Asia Campus and the local Koryoin community leaders, four semi-structured focus groups were conducted. Our findings revealed that while Koryoins share common interests and confront similar challenges as other migrant groups, their integration objectives may differ, as they aspire to be fully integrated and recognized as native Koreans. Challenges identified encompassed difficulties meeting basic needs, language proficiency, cultural assimilation, discrimination, social well-being, and mental health. Priorities also differed depending on the age of the community members. However, the community also demonstrated strong foundations for collective action and existing pathways for knowledge exchange. Future research should prioritize continued collaboration with the community members and stakeholders to find or create better integration resources and programs. In addition, studies on mental health support, especially among the younger generations, should also be pursued.

Literature/Literary Studies

86784 | Unreliable Narration and Emotional Deterioration in Jean Rhys’s Selected Short Stories Alyazia Alblooshi, United Arab Emirates University, United Arab Emirates

Jean Rhys’s use of fragmented perspectives in her short stories highlights the alienation of the narrator to their physical surroundings. In this paper I analyse the connection between unreliable narrators and fragmented perspectives in Rhys’s selected short stories, “Hunger", "A Night", and "The Sound of the River". The stories were selected on the basis that the emotional states of the main characters affect the way the story is told. The first two stories are shorter and feature one character, written mostly in first person perspective. The third story, "The Sound of the River", features three characters and is mostly in third person point of view. The fluctuating points of view works to distance the speaker from the plot and therefore brings the reader’s attention to the mental state of the character. Rhys employs this technique in her short stories to represent the deteriorating mental states of her unreliable female narrators. This has led to the conflict between categorizing Rhys’s work in the postmodernist movement or the modernist. Strictly categorizing Rhys’s does not work in her favor – as she has employed techniques belonging to multiple movements. For the sake of this study, my research focuses on modernism and postmodernism in Rhys’s short stories.

Political Science, Politics

85023 | South Korea’s Rising Presence in the Middle East: Analyzing the Drivers and Consequences

Zeynab Farhadi, Hong Kong Chu Hai College, Hong Kong

South Korea has been one of the active players in the Middle East. South Korea as a Middle Power has increased its presence in different spheres. Although economic interests and securing energy imports have been the main drivers of South Korean involvement with the Middle East, the ongoing regional dynamic in East Asia has added a new impetus to South Korean Middle East policy. In this regard, this paper aims to explore South Korean Middle East drivers from 2001 to 2024. Meanwhile, the implications of South Korea's active diplomacy in the Middle East at different levels of analysis will be discussed. This research adopts a mixed methodology including qualitative-quantitative methods. The key findings of this research are the following: Due to increased uncertainty in East Asia following the rise of China and North Korea's existential threats, South Korea is trying to expand its network of partners in the economic and security realms. South Korea's increased presence in the Middle East as a Middle power has been seen positively due to its strong soft power and non-interference approach toward the internal affairs of Middle Eastern countries. South Korean involvement will be heightened in the foreseeable future and will continue in multiple areas.

KCE2024 Virtual Poster Presentations

Challenging & Preserving: Culture, Inter/Multiculturalism & Language

87022 | Analysis of Language Politeness on Deontic Modalities in Japanese and Javanese that Declares Permission

Electra Septarani, Indonesia University of Education, Indonesia

Dasim Budimansyah, Indonesia University of Education, Indonesia

This research aims to contrast the lingual form, meaning and politeness between the deontic modality of the Japanese language and the Javanese language that states permission. The contrast of lingual forms, meaning and politeness is based on the classification of deontic modalities obtained from a combination of deontic modality theories from several experts, namely Sutedi (2008a:99), Hasegawa (2015), Palmer (2001), Sumukti (1971), Poedjosoedarmo (1979), Matsuoka (1991), and Alwi (1992). This research is a type of qualitative research with a contrasting and descriptive approach, which serves to compare the differences and similarities between the lingual constructions of two different languages with data in the form of descriptions. Research data in the form of Japanese and Javanese sentences that contain deontic modalities that state permission where there is a value of language politeness. The data collection technique used is through documentation, read and record, analyze by way of reduction, categorization, synthesis, and work hypothesis. The results of the study obtained similarities and differences from the analysis of language politeness in deontic modalities in Japanese and Javanese in terms of meaning, purpose of speech, placement of words that accompany the expression, and social rules.

Design, Implementation & Assessment of Innovative Technologies in Education

83985 | Trends in Korean Digital Therapeutics Application for Students with ADHD in Korean Schools: Scoping Review

Yunah Cho, University of Utah, United States

Casey Gee Hoon Hyun, University of Utah Asia Campus, South Korea

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent mental disorders affecting school-aged youth in Korea. This scoping review provides a review of digital therapeutics use and application in Korean schools for the diagnosis and intervention of ADHD. Digital therapeutics include 5 categories: "virtual reality (VR) & artificial intelligence (AI)", "machine-learning & robot", "gaming & visual contents", "eye-feedback & movement", and "EEG & neurofeedback". Journal articles and dissertations from the National Assembly Library and PubMed will be discussed and analyzed if they addressed relevant topics and published in 2013 or later. The findings will highlight 1) the need for digital therapeutics applications in school settings and 2) the importance of training programs about their use for teachers and parents.

83825 | The Impact of Gamification on Students’ Learning Outcomes: A Literature Review on the Affective, Cognitive and Psychomotor Domains

Charitha Samarawickrama, University of Gloucestershire, United Kingdom

Durani Rathnayake Mudiyanselage, University of Gloucestershire, United Kingdom

The implementation of gamification has become a new trend in education by integrating technological advancement with game elements to enhance students’ learning. Although a considerable number of literature reviews exist about gamification in educational contexts, few literature reviews have focused on analyzing the impacts of gamification on students’ learning and outcomes. However, there is no such review study to analyze the comprehensive impact of gamification on students’ learning outcomes by considering all the aspects of learning domains-cognitive, affective and psychomotor. This study is a review of forty (40) articles about the impact of gamification on students’ learning published in seven major educational technology research journals from January 2015 to April 2024. The major findings of this review indicate a significant positive impact on students’ learning outcomes in cognitive, affective and psychomotor domains. The strongest impact of gamification is made for learning outcomes in cognitive domain followed by psychomotor and affective domains. Moreover, the study identified several gaps in gamification literature. More longitudinal research is needed to analyze the long-term impact that gamification has made on students’ learning outcomes. Moreover, researchers and designers of gamification interventions need to pay more attention for integrating game elements other than the most common game elements- points, badges or leaderboards. The contribution of this study will lead to a better understanding of the impacts of gamification on students’ learning outcome from a broader view. Further, this study can be a valuable reference for educators and researchers working in the field of gamification.

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KCE2024 Virtual Poster Presentations

Primary & Secondary Education

84176 | Developing English Language Proficiency in Young Learners Through Social Emotional Learning

Zumratkhon Shukurova, Uzbekistan State World Languages University, Uzbekistan

Ikhlosa Ilhomova, Uzbekistan State World Languages University, Uzbekistan

Social Emotional Learning is a process including a set of skills like recognizing and controlling one’s own emotions and attitudes, setting and achieving goals, making independent decisions about personal behavior and social interactions, and leading healthy and supportive relationships with peers and adults. It has long been believed that SEL occurs naturally as children grow without intentional teaching. Nevertheless, if the children do not develop the vital skills mentioned above, they may encounter behavioural issues that impair their academic performance and capacity to assimilate knowledge and succeed in adulthood. The SEL program has been an integral part of language learning in kindergartens, schools, and other institutions for the past two decades. However, integrating SEL strategies into classes is less prevalent in Uzbekistan. One of the prominent and substantial reasons for this can be the low level of SEL skills in pupils, more precisely, the lack of integration in teaching and strengthening the SEL program into the daily interactions with children. Specific observations throughout the research indicate that students failed to behave appropriately during English classes, distracting the class from acquiring and applying the knowledge. This research will briefly introduce existing problems caused by the failure to incorporate SEL principles into English classes among primary school students. The research result will show the significant role of the SEL program in English lessons in gaining positive life outcomes, overcoming emotional distress, escaping the failure of academic performance, and creating a socially and emotionally safe and healthy environment in English lessons with youngsters.

Teaching Experiences, Pedagogy, Practice & Praxis

84299 | Active English Language Classes for Working Students in Blended Learning Environments Oswald Jochum, Carinthia University of Applied Sciences, Austria

Since the end of the COVID-19 pandemic, one important challenge for educators has been to find the right mix of face-to-face classes and virtual environments. Especially mature working students in master programs who are on a career path at their company and who may have to commute more than 100 kilometers between home, workplace, and university are provided better chances to complete their studies if scheduling becomes easier due to virtual classes. At the same time, face-to-face classes enhance a sense of community and foster a learning environment that allows for closer, interpersonal interaction that is vital to motivation and learning outcomes. This poster aims to show how the EAP (English for Academic Purposes) program at CUAS (Carinthia University of Applied Sciences) is constantly evolving to meet the needs of working students enabling them to complete their study program while finding the right blend of face-to-face classes and online learning. Environments and activities were identified that work best for blended EAP teaching in the context of the requirements of CUAS. MS Teams is the Collaboration App of choice for Virtual Classrooms and Moodle was chosen as the Learning Management System, complemented by other collaborative teaching and learning tools. A reflection of several synchronous and asynchronous teaching methods applied is presented. The findings confirmed that the cornerstones of successful implementation of blended classes included a timely face-to-face session at the beginning of the semester, a flexible, constant adaptation of teaching strategies, learning tools and contents, and access to appropriate, digital infrastructure.

Virtual Presentations

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Virtual Presentations

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

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KCAH2024 Pre-Recorded Virtual Presentations

Ethnicity, Difference, Identity

85740 | Spatial Emergence of Ethnicity: Korean Identification at the Protestant Church in Bishkek, Kyrgyzstan Aleksey Pak, Independent Scholar, Germany

The field of Korean Studies is dominated by the diasporic framework, which sees post-soviet Koreans or Koryo Saram as a bounded group with blood-based connections, common culture, and homeland orientation. Constant reapplication of such a perspective results in the replication of existing research findings, which reflect the essentialist understanding of Korean ‘identity’ and ‘ethnic group’. This qualitative study suggests the need to move beyond these self-reifying concepts and encourages constructivist scholars to think of ‘groupness’ as an event while employing ‘identification’ as a unit of social analysis in their studies on ethnicity. Given a growing body of evidence highlighting the importance of protestant churches for the emergence of Koreanness in the United States, this research examines the protestant church as a social space that facilitates the reproduction of post-soviet Korean identification in Kyrgyzstan. Due to a limited amount of Central Asian scholarship on the spatial emergence of ethnicity, this research is exploratory in nature and does not aim to produce conclusive and generalizable results. Nevertheless, this study confirms the major role of the protestant church in producing opportunities for self-identification and defining the content of the ethnic label Koryo Saram, free from stereotype-based categorization. Similarly, this research suggests that further progress in the field of ethnic sociology and Korean Studies requires complete rejection of both primordialist and essentialist ideas in favor of the constructivist paradigm, which should only turn to ‘identification’ as a relevant category of social analysis.

Globalisation

87177 | Forging Educational Alliances: Saudi Arabia and Japan’s Path to Excellence in Higher Education

Hoang-Nam Tran, Tokushima University, Japan

Ahmed S. Maklad, Taibah University, Saudi Arabia

Saudi Arabia's Vision 2030 aims to enhance educational standards through innovation and internationalization. Japan's advanced higher education system, renowned for its technological and international achievements, presents a promising partnership opportunity for Saudi universities. This research investigates university-level partnerships between universities in Saudi Arabia and Japan through an examination of educational policies and literature review. Collaborative research initiatives can harness expertise from both sides, while expanded student and faculty exchange programs have the potential to cultivate academic synergy and foster cross-cultural understanding. The development of dual degree programs and joint professional development workshops can significantly elevate the competencies of educators and researchers on both fronts. Critical areas for mutual advancement encompass the establishment of shared research centers focusing on fields like health & lifestyle, AI and robotics, bioscience, LED technology, renewable energy, and social sciences. A strategic alliance at the university level offers a mutually beneficial prospect, driving progress in educational and research outcomes while aligning with Saudi Arabia's Vision 2030 and fortifying Japan's global academic footprint. The successful execution of these initiatives necessitates unwavering commitment from both institutions, encompassing financial backing, supportive policies, and robust institutional collaborations.

Literature/Literary Studies

83277 | Comparative Analysis of Foucault’s “What is an Author?” and Jung Dae Yoon’s Korean Television Series “W: Two Worlds Apart”

Sanjukta Chakraborty, Amity University, India

Prachi Behrani, Amity University, India

Aarushi Upadhyay, Amity University, India

Dhritiman Chakraborty, University of Warwick, United Kingdom

This research conducts a comparative analysis between Michel Foucault’s essay “What is an Author?” and Jung’s K-Drama “W: Two Worlds Apart”, aiming to explore contemporary visual storytelling’s reflection of Foucault’s ideas on authorship and narrative agency. Foucault’s essay challenges traditional notions of authorship, advocating for a focus on the discursive formations surrounding writers and their texts. “W: Two Worlds Apart”, which blends elements of Foucault’s theories, offers a fertile ground for inquiry with its exploration of parallel universes, meta-narratives, and the interplay between creator and creation. The research design employs a qualitative approach, using textual analysis to examine the narrative structures and thematic content of both Foucault’s essay and the television series. This involves a detailed examination of the series’ episodes and Foucault’s text to identify how the concepts of authorial control, narrative manipulation, and audience engagement are presented and interwoven. Through this comparative analysis, the study elucidates how Jung’s narrative strategies intersect with Foucauldian concepts such as the author-function and textual plurality. The research draws from interdisciplinary insights in media studies, cultural theory, and philosophy to contribute to ongoing discussions about the fluidity of authorship and the negotiation of meaning in visual media. By pinpointing convergences and divergences between Foucault’s theoretical propositions and Jung’s televisual narrative, the study offers fresh perspectives on the dynamics of authorship, textuality, and audience reception in contemporary television storytelling. This research provides new perspectives and ideas for the study of modern communication media, demonstrating significant theoretical and practical implications.

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Pre-Recorded Virtual Presentations

87166 | Reclaiming the ‘Bitch’: Surpanakha’s Journey to Self-Actualization in Kavita Kané’s Lanka’s Princess Henusha Suthesan, University of Malaya, Malaysia

In the intricate tapestry of Hindu epics, vilified women, particularly Surpanakha, have been persistently portrayed as embodiments of female malevolence. Within Valmiki’s Ramayana, she is depicted as both a monstrous witch, symbolizing dark femininity, and an unruly whore, representing unbridled desire and chaos. This portrayal has perpetuated a damaging archetype, leading generations of Indian girls to internalize fear or abhorrence of Surpanakha. The pervasive nature of this phallocentric narrative underscores the formidable power of patriarchal constructs in demonizing and marginalizing women who transgress societal norms. To subvert this persistent image, this study explores Surpanakha’s individuation quest in Kavita Kané’s feminist retelling, Lanka’s Princess (2017). Utilizing Anis Pratt’s framework of the Novel of Rebirth and Transformation, the research elucidates how Surpanakha undergoes a profound metamorphosis by centring her narrative within a personal, rather than patriarchal, space. Anchored in Pratt’s framework, which aligns with Carl Jung’s concept of the “individuation” process, this study also re-evaluates Surpanakha’s so-called ‘bitch’ tendencies. These traits, traditionally stigmatized, are reconceptualized as pivotal in her quest for self-actualization. Consequently, this research posits that Surpanakha need not expunge these tendencies from her psyche but rather embrace them to enrich her existence as a fully individuated feminine archetype.

83484 | Women in Morris’s Life and His Literary Realm Md. Amir Hossain, Jahangirnagar University, Bangladesh

William Morris (24 March 1834 –3 October 1896) was a British textile designer, poet, decorated artist, utopian writer, and socialist-political activist associated with the British Arts and Crafts Movement. Morris is one of the best-known and most prolific Victorian authors. He is a passionate social reformer, an early environmentalist, an educationalist, and a would-be feminist. His literary contributions helped to establish the modern utopian genre, while he won an acceptance of socialism at the end of the century in Great Britain. His socialist beliefs make sense in that his treatment of women points towards equality, freeing women from capitalist restraints. This proposal tries to demonstrate how women are forced into confined and unequal social positions, under the influence of life experiences and contemporary socialist debates on marriage, his later writings manifest an increased appreciation of women as autonomous sexual beings and political agents. This project aims to demonstrate how Morris’s treatment of women has been mirrored in the fantasy novels, including The Wood Beyond the World (1894), The Well at the World’s End (1896), and The Water of the Wondrous Isles (1897), News from Nowhere (1890), and The Defence of Guenevere (1858). The comparative discussion of these narratives depicts how Morris liberates women from stereotypical constructs of femininity represented by the tradition of chivalric romances and nineteenth-century Victorian sensibility. The Lady and The Maid in The Wood Beyond the World; and Birdalone in The Water of the Wondrous Isles).

84364 | Natural vs Unnatural: Art in Ode to a Nightingale and Ode on a Grecian Urn River Yu-ling Chiang, Chinese Culture University, Taiwan

The research intends to make a comparison between the "natural" artistic representation in Ode to a Nightingale and the “unnatural” one in Ode on a Grecian Urn by justifying the sense in Ode to a Nightingale to be hearing and the sense in Ode on a Grecian Urn to be sight, so as to illustrate a striking relationship between aesthetics and John Keats’s poetry. The pictorial images, music, or the permanence of art are very characteristic in Keats’s poetry. In Ode to a Nightingale, music is taken as an artifact and the song of the nightingale, which is actually “natural,” pure vocal without any verbal content, turns to be the melody of beauty when it corresponds with the listener’s pure ear, the soul. Thus, the “natural” art becomes eternal beauty. On the contrary, in Ode on a Grecian Urn, the urn itself, taken as an "unnatural" representational shaping, tells us a story, history via a series of scenes or pictures which John Keats imagines must have formed the basis for the artist’s work, and thus, the poet examines the possibilities and limits of an aesthetic medium, the painted truth. By making a comparison between aesthetics and the two odes, in Ode to a Nightingale the experiment that art is pure and “natural” seems to prolong the nonrepresentational music in time, while in Ode on a Grecian Urn the truth that art is not “natural,” like leaves on a tree, but artificial seems to extend the representational visuality in space.

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Media, Film and Communication Studies

85928 | Cultural Specificity in Nollywood Comedy Films

Maureen Okwulogu, University of Texas at Dallas, United States

Noel Carroll, in his seminal work on humor, posits the notion that comedy is inherently bound to the cultural milieu in which it originates, suggesting that its resonance may be confined to specific societies and struggle to transcend national boundaries. This assertion invites exploration within the context of Nollywood, Nigeria's vibrant film industry renowned for its prolific output of movies across various genres. Nollywood presents a compelling case study for investigating Carroll's assertion and this is due to its vast size enabling the exploration of diverse comedic styles. The question arises: to what extent does Nollywood comedy adhere to Carroll's notion of cultural specificity in comedy. Therefore, this paper aims to delve into the intricacies of cultural specificity in two Nollywood film; The wedding party Part one (2016) directed by Kemi Adetiba and Aki and Pawpaw (2021) directed by Biodun Stephen, investigating how and why certain set pieces, gags, jokes, wordplay and characters seem to be culturally specific, while other film elements transcend that cultural specificity?

85737 | A Look At The Current Society Through The Prism Of Absurdity, Surrealism And Black Humor: Quentin Dupieux’s Film Cases

Miglė Munderzbakaitė, Vytautas Magnus University, Lithuania

The aim of this presentation is to present and analyse the films of Quentin Dupieux, an exceptional, yet little explored contemporary filmmaker. The research methods used are narrative content analysis, genre analysis and cultural studies approaches. Q. Dupieux is a French filmmaker and electronic music producer (known as Mr. Oizo), known for his unique and unconventional approach to cinema. His crazy films are often characterised by black humour, absurdism, surrealism and puppet characters. Watching his work gives the impression that much of it is coincidental, but all the coincidences are closely interconnected, much like Quentin's own path to cinema. With a smile, Quentin's critique takes aim at traditional film genres and narrative definitions. He also often ridicules societal norms and cultural values. For example, "Rubber" (2010) parodies the notion of spectatorship in cinema, "Réalité" (2014) the world of reality television and celebrity, narcissism, and "Au poste!" (2018) police serials, bureaucracy and the meaningless nature of power. Many of his films also deal with the idea of obsession, where characters become fascinated by strange, seemingly insignificant objects or ideas. This leads to surreal and sometimes dangerous situations, as the characters' obsessions completely take over their lives.

Other Humanities

84372 | Intangible Heritage of Aci Trezza: Historical Reconstruction of the Rodolico Shipyard and its Living Human Treasure Grazia Nicotra, Università di Catania, Italy

In the seaside village of Aci Trezza, in Sicily, the Rodolico family's shipyard has been building boats since at least 1808. They use the "mezzo garbo" construction technique passed down orally. In 1960 the golden age for the shipyard began, Salvatore Martino, assisted by his sons and over thirty workers. He began building large wooden boats by applying a modification of his own invention to insert a third engine on the hull, applying a modification in the hull of his invention to insert a third engine on board.

The MisterTuri represents the old tradition, with his own naivety he manages to relaunch the economy of the village. In 2018 he was recognized as a Living Human Treasure. Among the construction techniques of the shipyard, the use of the " Jupiter's dart" (an ancient Phoenician carpentry technique) also stands out. The importance of his work, and of his ancestors, was recognized by the inclusion in 2014 of their "trezzote wooden boats" in the REIS. The decorations present in the wooden boats, characteristic of the traditional Sicilian naval carpentry. The motivations that push to decorate the hulls are to be found in superstitions, which lead to elevate the boat to the status of a living being. The study examines literary works, paintings, engravings, videos, interviews, archive documents: to trace a continuity over time in support of the oral transmission of the wooden boat building technique l typical of Trezza. We are dealing with an intangible cultural heritage.

Political Science, Politics

87309 | Student Movement and the Democratization Process in the Islamic Republic of Iran (1997-2017)

Malektaj Khosravi, Islamic Azad University, Iran

Yahya Seifi, Islamic Azad University, Iran

The student movement in Iran is one of the contemporary movements that is recognized as an avant-garde. The student movement is one of the advocates of democracy and one of the influential movements on various discourses, including democracy, in contemporary Iran. It presents the demands of the people for achieving and deepening representative democracy based on a postmodern paradigm of social views and approaches. The main goal of the research is to address the influential factors in the process of transition and deepening of democracy in Iran. To influence the process of democratization, it is necessary to examine not only the general and global characteristics but also the specific characteristics of the studied society. This paper has analyzed the characteristics of contemporary movements based on the theory of Alain Touraine and Alberto Melucci within a combined theoretical framework and has addressed the influential factors in the process of democratization for the method of spreading and deepening democracy. While examining the characteristics of contemporary movements, general principles of democracy and democratic systems, both general and specific principles (positive factors) in influencing the process of democratization, and the general and specific obstacles in the failure of democracy in democratic interactions have been taken into account. This research has posed the question: How has the student movement affected the discourse of democracy in the Islamic Republic of Iran? This research, in terms of its fundamental goal and its historical-analytical method, has examined the information and concluded that the student movement, over the years, has benefited from all experiences to achieve its goals and create a democratic government ,It has produced a discourse by creating national consensus, bringing democracy closer to the people's right to choose, and with the creation of national consensus, civil participation, transparency, and accountability, has had an impact on the peaceful and cost-effective transition to democracy and the deepening of the discourse of democratic demand.

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KCAH2024 Pre-Recorded Virtual Presentations

Religion, Spirituality

87169 | Reshaping Church Offering and Sense of Religious Belonging After COVID-19: A Case Study Among Liberal Mennonites in the USA Tomomi Naka, Tottori University, Japan

This paper examines how liberal Mennonites attempted to reshape their sense of religious belonging as they move into new contexts after the COVID-19 pandemic. During the pandemic, many Mennonite congregations had to accommodate numerous changes, such as online and modified styles of Sunday services. Many members continued to be active in the congregation, but the pandemic provided them with opportunities to explore alternative ways to express their religious commitments. Focusing on religious offerings, this paper explores how congregants and church leaders endeavored to examine and transform their sense of religious belonging as they face postpandemic situations. Many congregants continued to contribute financially and physically to various church activities before and after the pandemic, but adjusting to the changed situations brought organizational tensions and stress. This led them to consider that simply returning to the pre-pandemic situation was not enough. Interviews with members regarding financial contributions suggested that the transition to post-pandemic contexts required time and intentional effort. Church members also made deliberate attempts to strengthen their connections with their congregation. Sunday worship themes and congregational discussions reflected their endeavors to reshape their religious belonging. Based on online and onsite ethnographic research among liberal Mennonites in the United States between 2020 and 2024, this paper examines their ongoing efforts to discern how best to respond to the shifting contexts as a faithful congregation and church members.

Sexuality, Gender, Families

83613 | Coparenting and Parental Satisfaction in Parents of Children with Disabilities

Monika Parchomiuk, Maria Curie-Skłodowska University, Poland

Coparenting describes how parents coordinate joint responsibility for raising their children, supporting or undermining each other's parenting efforts. The presentation summarises my research exploring the relationship of coparenting in parents of children with disabilities with their parental satisfaction. Variables such as the age of the child with a disability and their functional status were also included. Three tools were used: The Coparenting Relationship Scale (Feinberg et al.), the Parenting Experience Scale of my design, and a survey questionnaire. The sample included 151 mothers and 128 fathers raising children with intellectual disabilities, sensory disabilities, and ASD. The regression analyses showed that more partner support, weaker conflict tendencies, less appreciation of their maternal role by their partner, and higher child independence are important for mothers to experience a stronger sense of gratification for their efforts, satisfaction with their participation in raising a child with a disability and their ability to engage in non-family activities. Fathers with a stronger sense of support in their parenting activities from mothers and those showing less appreciation of their partners in the maternal role, raising a more independent and younger child, are more likely to experience emotional satisfaction. Greater mother’s support and less appreciation of her in this role were also associated with greater satisfaction with the child's development and upbringing, satisfaction with observed social attitudes toward the child, and a sense of gratification in the father’s role. Practical and research implications were formulated.

87161 | A Psychosocial Profile and Experiences of Children of VAW Victims: A Premise for Intervention

April Rose Buntod, Central Mindanao University, Philippines

Rudjia Faith Anino, Central Mindanao University, Philippines

Athena Jan Derayunan, Central Mindanao University, Philippines

The impact of abuse and violence on victims is a critical public health concern. Domestic violence, in particular, has profound effects on household members, especially children. Studies have revealed that children exposed to domestic violence are at a higher risk of enduring long-term challenges, like emotional instability, behavioral issues, and other psychological problems. Utilizing a descriptive research approach, we identified eleven children of VAW (Violence Against Women) victims in Bukangliwayway, Bukidnon, delving into their psychosocial profiles and experiences through projective technique tests and in-depth interviews. The psychological assessments and thematic analysis of the in-depth interview data revealed that most children were in their adolescent years, experiencing emotional imbalance, feelings of weakness, futility, poor manual skills, and lack of maturity. Children of VAW victims have weak personalities, are overly dependent, exhibit tendencies of withdrawal, and are likely to seek attention and approval. Further, children of VAW victims are likely to suffer from depression and anxiety due to witnessing domestic violence. They disclosed exposure to parental conflict from as early as five years old. During these conflicts, they often hid in corners while crying. They also feared for their safety and the safety of their mothers from the perpetrators of violence, often their fathers. The study establishes that children exposed to parental conflicts and violence experience cognitive, behavioral, emotional, and physical repercussions. The findings underscore the significant impact of domestic violence on children of VAW victims, who not only witness the violence in their homes but also become its victims.

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KCAH2024 Pre-Recorded Virtual Presentations

84465 | Effects of COVID-19 Pandemic on Sexual Life: Does Sociodemographic Characteristics make a Difference?

Hoi Nga Ng, Sant Francis University, Hong Kong

Kam Weng Boey, University of Hong Kong, Hong Kong

During the Covid-19 pandemic, measures of quarantine, physical and social distancing impose restrictions on personal mobility and social interaction. The restrictions may result in psychological distress, mental health problems, and negative outcomes of sexual life. This study evaluated the impacts of COVID-19 pandemic on sexual life and examined whether sociodemographic characteristics would moderate the effects. Methods: An online questionnaire comprising items on sexual life (e.g., sexual frequency, sexual function, sexual intimacy, etc.) and sociodemographic characteristics was designed for data collection. Data were gathered in March to August 2021 through social media by a professional research agency. A 5-point scale (1 = strongly decrease, 3 = no change, 5 = strongly increase) was adopted to gauge perceived changes in sexual life before and during the pandemic. A total of 1038 respondents (age ranged from 18 to 70, 56.1% were females) completed the online questionnaire. Results: Respondents did not perceive significant changes in sexual intimacy but reported a decrease in sexual functions, desire for pregnancy, sexual frequency, and sexual satisfaction. Unexpectedly, an increase in emotional intimacy was reported. The perceived deterioration in sexual life were more significant among respondents who were older, females, married, lower in education, lower in economic status, unemployed, and who had chronic illness. Conclusions: Several aspects of sexual life were deleteriously affected by the pandemic. To protect sexual health in a more targeted manner, sociodemographic characteristics associated with the negative impacts of the pandemic should be considered.

Teaching and Learning

83460 | From Analysis to Action: Empowering Teachers with Addie for Effective Material Design

Tatyana Khan, Kimyo International University in Tashkent, Uzbekistan

Dilfuza Tursunova, Kimyo International University in Tashkent, Uzbekistan

Teachers play a crucial role in shaping student learning experiences, but they often face challenges in crafting high-quality learning materials that would respond to diverse learning preferences and needs, aligned with curriculum objectives (Guskey, 2000).Student achievement can be hindered by the lack of effective materials and lead to teachers feeling frustrated and overwhelmed. This study investigates the application of the ADDIE (Analyze, Design, Develop, Implement, Evaluate) framework in teacher training programs, emphasizing its effectiveness in creating impactful and engaging instructional materials. This research uses a mixed-methods approach, utilizing pre- and post-surveys for both teachers and student participants, alongside a teacher questionnaire. The pre-survey assessed teacher confidence in material development while the post-survey revealed the perceived effectiveness of the ADDIE training and its impact on student engagement. The questionnaire results showed that although the model was new to implement and seemed timeconsuming in session preparation, teachers approved the high direct address of students’ skills and knowledge. Moreover, teachers reported feeling more confident in their ability to teach as they considered the materials to be highly effective. Also, teachers noticed less participant distraction and more active participation during the class while students mentioned better comprehension of the materials. This study found that the use of the ADDIE model empowered teachers in material development, having positive impacts on the quality of the materials and student engagement, which lead to better learning outcomes.

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Adult, Lifelong & Distance Learning

87220 | Digital Literacy Training Efficacy for Improving Educators and Educational Workforces’ Digital Skill

Safuri Musa, University of Singaperbangsa Karawang, Indonesia

Sri Nurhayati, IKIP Siliwangi, Indonesia

This study investigates how effective an advocacy and mentoring program is in enhancing digital literacy among Educators and Education Personnel. This project focuses on the considerable disparities in literacy highlighted by the PISA 2018 findings in Indonesia, which fall well under the OECD and ASEAN means. The importance of this study is in its ability to improve educational results by boosting the digital literacy skills of teachers and education staff. Through the efficient use of the Merdeka Mengajar Platform (PMM), the initiative aims to enhance literacy, numeracy, and character education for educators and educational staff. The main objective of this research is to assess how well the program enhances teachers' digital literacy skills and their capacity to utilize PMM resources for educational enhancement. A qualitative strategy was utilized, involving interviews, observations, surveys, and document analysis. Ten representatives from the Bandung Education Department and partner institutions were the main participants. The two-day program in June 2023 offered extensive training on enhancing PMM tools. The findings show that most participants were highly satisfied, with an average score of 3.63 out of 4, suggesting that the program successfully communicated important information and met its objectives. The research pinpointed key elements for enhancing literacy, including students' love for reading, metacognitive reading skills, and classroom management. Moreover, the organized digital literacy instruction improved the skills and knowledge of the participants.

Counselling, Guidance & Adjustment in Education

84314 | Psychological Distress and Self-evaluation of Students with and Without Disabilities in Tertiary Education

Hoi Nga Ng, Saint Francis University, Hong Kong

Kam Weng Boey, The University of Hong Kong, Hong Kong

Chi Wai Kwan, The University of Hong Kong, Hong Kong

Backgrounds: Students in tertiary education experience tremendous stresses in their academic study. Academic stress was associated with depression, anxiety and stress. It may also lead to poor academic performance, which in turn result in low level of self-efficacy and poor self-esteem. Objectives: This study compared the psychological distress and self-evaluation of students with and without disabilities in a tertiary institution, with a view to provide targeted intervention for students in need of supports. Methods: A questionnaire comprising items on demographic characteristics, disability status, and measuring instruments was put online to invite students to participate in the study. A total of 458 students without disabilities and 91 students with different types of disabilities responded to the questionnaire survey. Results: Students with disabilities were at higher risk of severe mental disorders than students without disabilities. They also showed lower general self-efficacy and poorer global self-esteem. Students with physical and sensory impairments and those with learning difficulties and developmental disabilities were in similar levels of distress or self-evaluation compared with students without disabilities. Within group analysis revealed that students with mental and emotional problems were highest of psychological distress, lowest in self-efficacy, and poorest in global self-esteem. Students with physical and sensory impairments were positive in self-evaluation and their psychological distress was in the normal range. Conclusions: Psychological distress and self-evaluation of students with different types disability ranged from normal to unhealthy. Supportive services should be targeted for students with mental and emotional problems as they are more vulnerable to academic stress.

Curriculum Design & Development

84308 | Pre-Service Teachers and Instructor Perspectives on the Practicality and Effectiveness of an Oral Evaluation on Teacher Competencies

Rosela Balinbin Santos, University of Hawaiʻi at Mānoa, United States

Rayna Fujii, University of Hawaiʻi at Mānoa, United States

This practical action research (Cresswell, 2012) is an analysis of pre-service teachers demonstrating efficacy in the teaching practices and skills they acquired in a two-year elementary teacher preparation program (TPP). In their fourth and final semester, they are required to exhibit proficiency in educator competencies. This includes the planning and implementation of a unit plan (consisting of 3-5 sequential lessons), analyzing K-6 student learning and growth, and reflecting and responding to their impact on student learning. Traditionally, pre-service teachers had executed a lengthy written response to this experience addressing specific criteria. Recently, when this TPP underwent accreditation, the current evaluation process was determined to be outdated and in need of reform. To address this feedback the researchers participated in a pilot to revise the evaluative system to create a new process that would engage practical and applicable methods for pre-service teachers to demonstrate their teacher competencies. After piloting the new system and gathering data from the assessment team, faculty and the pre-service teachers, the following research question was addressed: What were the perceptions of instructors and pre-service teachers on the effectiveness and practicality of a teacher preparation program (TPP) oral evaluation system? Understanding how teacher competencies are being acquired and providing a clear and applicable method for demonstrating them are vital to the professional growth of pre-service teachers. This ongoing study aims to identify key benefits for the revised evaluation system and its recommendation for regular implementation in teacher preparation programs.

kce.iafor.org/programme KCE2024 Pre-Recorded Virtual Presentations

86734 | Integrating Lego Serious Play (LSP) to Marketing Education Pedagogy: A Mixed-Methods Study of Undergraduate Level Students

Neeru Sharma, Western Sydney University, Australia

Lalitha Kirsnan, Western Sydney University, Australia

Higher education curricula increasingly incorporate playful pedagogical tools such as board games, digital games, simulations, and roleplaying to enhance student engagement and learning experiences. Lego Serious Play (LSP) has emerged as a useful tool for improving teaching and learning and student engagement, knowledge co-creation, and retention. Existing research on integrating LSP into curricula is limited, often constrained by small sample sizes and the lack of quantitative studies. This research aims to fill these gaps by employing a mixed-methods approach involving qualitative and quantitative methods, to provide a nuanced understanding of how LSP-based pedagogy can support students’ learning in an undergraduate marketing program. LSP is a facilitated process where participants use Lego pieces to create 3D models representing thoughts and ideas, grounded in constructivism and constructionism theories. In this study, students built metaphorical models on omnichannel marketing topics individually and in groups during the workshops. The study involved over 100 final-year business students at an Australian university, who participated in two two-hour LSP workshops during the semester. Data collection included in-class observations, post-workshop student reflections, a QR code-linked survey with a 5-point Likert scale, and open-ended questions for qualitative insights. Additionally, a comparative analysis of student engagement metrics on the Blackboard virtual learning platform, compared with previous semesters’ metrics, provides insights into LSP’s effectiveness. Key findings from this research will be presented at the conference.

87451 | Development of Storytelling Learning Activities (Role Playing) for Junior High School

Jerico Gaspar, National University, Philippines

Jorge Mayordomo, National University, Philippines

The research aimed to develop learning materials that utilized role-playing as a means of storytelling instructional plan. The research is intended to further improve junior high school students' competencies in English, particularly their speaking skills. Through the utilization of the ADDIE model, the developer designed learning activities that integrated role-playing into storytelling. Five experts who are all seasoned master teachers in English were chosen to be the validating panel to review and assess the face and content validity of the developed learning activities. Based on the evaluation of the panel of expert, the developed learning activities has very high validity on assigned criteria namely: (a) adequacy; (b) coherence; (c) appropriateness; (d) usefulness, and; (e) content. However, the developed learning activities were yet to be implemented as actual activities for students thus, the reliability of the materials is yet to be not proven. Improvements as suggested by the validators must be considered should the learning activities would be used in actual classes. Overall, the developed instructional materials are deemed fit to be implemented for English classes of junior high school students.

Education & Difference: Gifted Education, Special Education, Learning Difficulties &

Disability

86698 | Integrating UDL, ISTE, and TPACK Frameworks to Enhance Informal Learning for Early Childhood Education

Rachel Terlop, Simpson College, United States

This study explores how pre-service teachers (PSTs) apply Universal Design for Learning (UDL), International Society for Technology in Education (ISTE) standards, and Technological Pedagogical Content Knowledge (TPACK) to create technology-enhanced informal learning experiences for early childhood-aged learners. As 21st-century educators, PSTs must adeptly integrate these frameworks to design effective learning experiences that leverage technology in settings such as museums, libraries, and community centers. This research addresses a gap in existing literature by examining the practical application of these educational theories and standards, with a focus on developing socio-technological literacy and pedagogical skills among PSTs. The study employs a mixed-methods approach, involving both qualitative and quantitative data collection, to analyze how PSTs conceptualize and implement technology-enhanced learning in informal environments. Findings will inform teacher education (TE) programs, offering insights into effective strategies for preparing future educators to meet the evolving demands of the post-COVID educational landscape. Emphasis is placed on the development of critical 21st-century skills such as critical thinking, communication, collaboration, and creativity (4Cs) within informal learning contexts. By integrating UDL, ISTE, and TPACK frameworks, this research aims to demonstrate how technology can be utilized to create inclusive and engaging learning experiences that cater to the diverse needs of early childhood learners. The implications of this study will contribute to the enhancement of TE programs, ensuring that future educators are equipped with the necessary skills to foster socio-technological literacy and innovative pedagogical practices in various learning environments.

85859 | Toward Inclusive Education: Establishing Relationship Between Pre-service Teachers’ Self-efficacy and Their Multidimensional Attitude

Jannie Manimtim,

University of Rizal System, Philippines

Even with the right to equal education set for all learners through inclusive education, it remains elusive in the Philippines. Teachers play a vital role in the success of inclusive education, highlighting the need to understand their self-efficacy and attitudes. This research aims to determine the self-efficacy of pre-service teachers and their attitudes toward inclusive education using the Teacher Efficacy for Inclusive Practices (TEIP) and the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES). Forty-two pre-service teachers from the University of Rizal System College of Education, Morong Campus, participated. Results indicate that while pre-service teachers are generally confident in their self-efficacy for inclusive practices, there is a need for improvement in two areas: increasing acceptance of the critical and positive effects of other stakeholders and understanding different forms of disabilities to address learning-related issues. The multi-dimensional attitudes scale showed that pre-service teachers score well on the behavioral dimension, indicating a willingness to encourage, adapt, and modify approaches for inclusive education. However, scores were lower for the cognitive and affective dimensions, linked to the development of effective teaching methods and social-emotional skills, respectively. To improve these areas, it is recommended to implement and offer a Bachelor of Special Needs Education (BSNEd) program to provide comprehensive training and mastery opportunities for pre-service teachers, ensuring the proper realization of inclusive education.

KCE2024 Pre-Recorded Virtual Presentations

Education, Sustainability & Society: Social Justice, Development & Political Movements

84517 | The Unspoken Voices: Access to Food Choices and Implications Among International Graduate Students at the University of British Columbia Momodou Barry, University of British Columbia, Canada

The number of international graduate students enrolled at Canadian universities has continuously increased, indicating the importance of their cultural and economic contributions. Nonetheless, there has not been much focus on the issues these students face regarding food access, which might affect their psychological well-being and academic achievement. Through a qualitative approach, this study seeks to understand how international graduate students at the University of British Columbia perceive access to food choices and how those affect their academic experiences. One ethnographic interview and five one-on-one semi-structured interviews with international graduate students at UBC were conducted. Audio recording, verbatim transcription, and manifest and inductive content analysis were all used in the data-collecting process. The research found that finding food acceptable for one's culture to be a challenge, and logistical issues, including time limits, underemployment, and lack of family support, can make it difficult to access food choices. It was discovered that these issues have a negative impact on these students’ health and academic performance, emphasizing a crucial area for action. The results highlight the necessity for Canadian governments and academic institutions to acknowledge and tackle the food access difficulties encountered by international graduate students. Improving this student population's access to reasonably priced, culturally relevant food choices might significantly impact their well-being and academic performance.

Educational Policy, Leadership, Management & Administration

80304 | Meta-Disruptive Leadership as the Basis of a Building a University Art School on AI Timi O'Neill, University of Wales Trinity Saint David, United Kingdom

A recent article noted that “School leaders have warned that AI poses a “real and present” danger to education…”. In this paper, I argue it is inevitable that managers and educators must accept that the only solution to this ‘danger’ is not only to embrace the potential of AI and immersive technology but to use it to shape a creative educational curriculum. This paper promotes a new form of education leadership called meta-disruption. This concept of Metadisruption begins with the introduction of a series of systemic shocks to the practices of art and design teaching and education management. These shocks create cracks in the traditional view of creativity and will develop new ways of thinking. For us, the form of these shocks is the use of AI and immersive technology in assessments, feedback mechanisms, and art and design practices themselves. I suggest that this leadership style is needed to usher in much-needed radical change in university art schools. These actions would generate new thinking that will provide students and staff the confidence to explore and develop new creative practices and course developments. I will present research data from postgraduate students; the data shows that even a limited introduction of meta-disruptive practices has seen a reimagining of old teaching models and infused new vitality into our classrooms. In creative practices, the students have been more engaged in new creative forms, allowing them to construct their understanding of the evolving nature of creativity in the era of AIEd.

87182 | Value Methodology-Based Study of Foundational Learning Programs for Developing Effective Framework and Remediation

Sonal Shivagunde, ENVAL Consultants Pvt Ltd, India

Ajay Deshpande, ENVAL Consultants Pvt Ltd, India

India has initiated nation-wide policy and programmatic measures in 2022 for achieving universal Foundational Literacy and Numeracy (FLN) by 2026. Research was undertaken for assessing impact of these measures at national level and 6 sample states. An innovative qualitative research design was developed integrating Value Methodology (VM). The VM technique involves 6-phase planning and execution, wherein specific tools are integrated at every stage. The study framework combined qualitative methods with VM. Literature review and secondary data analysis, participatory stakeholder consultations and appreciative enquiry were conducted focusing policy analysis and effectiveness of measures. Fund utilization and quantification of qualitative measures were assessed with Functional Cost Worth analysis and Function Resource Matrix. Systems and processes were dissected with Functional Analysis System Technique. The findings indicated gaps in guidelines and their dissemination. 20 out of 26 states did not conduct diagnostic studies resulting in flawed planning and implementation, exacerbated with inefficient institutional mechanisms. Non-alignment of learning assessments with national targets led to inconsistency and redundancy in data. 30% excess fund were utilised with delays. Capacity building of teachers lacked approach for transitioning from curriculum-based to play-based pedagogy, impacting the learning outcomes. Periodic reviews were not conducted for remedial measures. Hence, intended goals cannot be met. The findings were deliberated with stakeholders. The study led to evidence-based recommendations for each identified problem area and finalized based on Feasibility Ranking. A first-of-its kind Value Methodology-based framework was developed in consultation with stakeholders for planning and implementation at all levels further elaborated in the paper.

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KCE2024 Pre-Recorded Virtual Presentations

Higher Education

87215 | Final Year Students’ Perceptions of Global Citizenship and Responsible Behaviour: Implications for the Curriculum

Beatrice Ngulube, Tshwane University of Technology, South Africa

Graduates should become culturally sensitive and gain an awareness of global issues to create a better world. This research article seeks to understand the perceptions of final year students towards global and responsible behaviour. Higher education institutions, and workplaces are gradually becoming multiculturally diverse; therefore, identifying ways to implement global citizenship effectively into the curriculum is vital. Quantitative research was used to collect data from 250 final year students. Quantitative data was further validated and complemented with qualitative research approach. The analysis of results revealed that graduates are not fully aware of the importance of global citizenship and responsible behaviour. Combining the perceptions of the students and what emerged from literature the recommendation is that higher education institutions should strive to produce graduates with good global and moral behaviour so that they will be able to function well in every sphere of life they find themselves in. If these principles are taught intentionally, they are capable of changing students’ worldviews and promote global cohesion.

International Education

86409 | Factors Affecting Students’ Mathematics Academic Performance in the IB MYP Programme: Basis for the Formulation of an Action Plan

John Linga, Tamagawa Academy K-12 and University, Japan

Mathematics is considered one of the most important subjects around the world and plays a crucial role in the advancement of Science and Technology. This study aims to determine the factors affecting students’ Mathematics academic performance in the Tamagawa Academy - International Baccalaureate Middle Years Programme (IB MYP). The study employed the descriptive survey in gathering the quantitative data and correlational method of research to determine the factors affecting students’ Mathematics academic performance. Fifty-two students participated in this study consisting of 25 boys and 27 girls. A purposive sampling technique was used in selecting the participants. A research-made questionnaire was used to collect data from the students; the questionnaire was made with the 5-point Likert scale of measurements. The instrument reliability was checked by using Cronbach’s Alpha which shows a 0.90 coefficient value. The Pearson Correlation Coefficient was used to check the relationship between independent variables (attitude towards mathematics, study habits, achievement motivation, and communication) on the dependent variable (academic performance). The results revealed that there is a positive correlation between the dependent variable and independent variables in the range of 0.395, 0.326, 0.446, and 0.459 respectively with the significant level at 0.05. The study suggests intervention activities that will gain interest among students such as academic support and Math Day program to create an environment of camaraderie among students. Also, the leadership teams and teachers should bear in mind that factors like attitudes towards mathematics, study habits, achievement motivation, and communication have significant importance on students’ academic performance.

Learning Experiences, Student Learning & Learner Diversity

84303 | Peer Teaching to Improve Student Construction Cost Estimation Learning Outcomes In Differences of Cognitive Style

Gde Agus Yudha Prawira Adistana, University of Surabaya, Indonesia

Mirotus Sakdiah, University of Surabaya, Indonesia

Heri Suryaman, University of Surabaya, Indonesia

The implementation of Peer Teaching (PT) is to appoint students as tutors and tutees in a learning group to improve student learning outcomes in construction cost estimation learning. In this study, the authors analyzed the effect of PT to improve learning outcomes of Vocational High School students with different cognitive style characteristics namely Field Independent (FI) and Field Dependent (FD). This study aims to determine the differences in learning outcomes between experimental and control classes with different learning models, differences in learning outcomes between FI and FD, and the interaction between learning models and cognitive styles. The type of research used was Quasi Experimental Design-Posttest Only Control Design-Factorial Experimental 2x2 with a total sample of 71 students. The results of the analysis showed that there were differences in learning outcomes between experimental and control classes, there were differences in learning outcomes between FI and FD, and there was an interaction between learning models and cognitive styles. Based on these results, it can be concluded that PT is the appropriate learning models to be applied to learning construction cost estimation according to the superiority of learning outcomes obtained by experimental classes with different cognitive styles.

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82622 | Differential Reactions of Male and Female Students to the New Innovative and Flexible Learning Modality

Adelfa

Silor, Mindanao State University-Iligan Institute of Technology, Philippines

This study endeavors to bridge a gap in the literature by examining the distinct perceptions, experiences, and outcomes of male and female students within the context of a novel, innovative, and flexible learning approach. Through a nuanced exploration of these differences, valuable insights are garnered to inform the design and implementation of educational interventions that promote inclusivity and efficacy for all students. I used a mixed-method approach in this research, which delves into the perceptions, experiences, and outcomes of male and female college students regarding the recently introduced innovative and flexible learning modality. Utilizing purposive sampling, 125 students from diverse higher education institutions in Northern Mindanao, Philippines, were thoughtfully selected to ensure representation across genders, academic standings, and willingness to participate. The survey data underwent meticulous descriptive statistics analysis to uncover patterns, trends, and disparities in perceptions and outcomes between male and female students, offering quantitative insights into the research objectives. The findings of this study shed light on generally positive perceptions of the innovative learning approach among both male and female students. Despite marginal differences in mean age, a balanced distribution across academic standing indicates equitable accessibility and appeal across various educational stages. While male students tended to report slightly higher levels of engagement, a notable proportion of female students demonstrated moderate engagement, indicative of active participation. Furthermore, both genders expressed elevated satisfaction levels with the new learning modality, with a marginal preference observed among male students. Findings underscore the importance of recognizing gender-specific preferences and experiences in educational interventions.

87246 | Using Learning Portfolios to Investigate Students’ Understanding of Positive Leadership and Their Experience with Teamwork

Janine Bittner, Ruhr University Bochum, Germany

This presentation examines students‘ understanding of good leadership and successful teamwork. I used learning portfolios as a reflection tool for bachelor students in geography who participated in a community-based research course, which was combined with elements of service learning. The learning portfolios consisted of seven reflection-stimulating key questions, which were answered in writing by the participants after completion of the course. These key questions were raised on the students‘ perceptions of good leadership, successful project work and individual teamwork components, such as the organization of decision-making processes and dealing with risks. The focus of the presentation will be on the first mentioned points. Here, the students had the opportunity to reflect on their own experiences about to the role(s) taken on, tasks performed and collaboration with team members of the course, to place the results on a meta-level. This reflection enabled a sustainable learning process. I chose qualitative content analysis as a widely used qualitative data analysis technique to code the text material from the learning portfolios. The data analysis approach was inductive. About the idea of good leadership, the most frequent categories are "taking responsibility for others", "organisational skills", "having an overview of the process", "high degree of expertise", "friendly appearance", "adequate handling of team dynamics", and the "need for consistent behaviour". About the question of which key factors contribute to the success of work in project teams, the most frequent categories are "good communication", "equitable division of tasks", and "respectful interaction with each other".

87184 | Enhancing High-school Students Argumentative Writing Through Inquiry-Based Learning Almagul Nurgaliyeva, Nazarbayev Intellectual School of Physics and Mathematics, Kazakhstan

This research sought to investigate the impact of inquiry-based learning on students’ ability to present arguments in writing. A quasiexperimental design was employed and the sample consisted of 23 11th-grade students at NIS PhM in Astana. An interview with students was applied to gather information on how students perform in writing. A paired t-test was used to analyze pre and post experiment intervention results and qualitative data was presented through narrative analysis. The pre and post-experiment intervention results were examined using a paired t-test, and qualitative data was presented through narrative analysis. The results indicate that inquiry-based learning positively affects students' writing performance. The interview results revealed improvements in terms of organization of ideas (concept structure), argumentation (logic), and coherence in students’ writing. Inquiry-based learning affects students’ writing skill by fostering critical thinking, problem-solving skills, and deeper engagement with the writing process. Through inquiry-based approaches, students are encouraged to ask questions, explore topics, and seek answers independently or collaboratively. This active involvement in their learning process often leads to significant improvements in their written argumentation skills. Inquiry-based learning approach stimulates active involvement in analysis, argumentation, and problem-solving aligning with communicative language teaching. It enhances language learning through discovery, particularly improving argumentative writing by fostering critical thinking and analytical skills.

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Mind, Brain & Psychology

84072 | Exploring the Relationship Between Realistic Optimism and Big Five Personality Traits Among Indian University Students

Aneesah Nishaat, Higashi Nippon International University, Japan

Objective: This study investigates the association between Realistic Optimism and Big Five personality traits among Indian university students. Methodology: A questionnaire survey was conducted at three universities in India, comprising 209 participants aged 18 to 25 (Male: 97, Female: 112). The Realistic Optimism Scale (Nishaat, 2021) was utilized, encompassing Future Orientation, Flexibility, and Will/Courage factors, alongside the Ten-Item Personality Inventory (Gosling et al., 2003). Data were analyzed using Pearson correlation coefficient analysis. Result: Results revealed a positive correlation between realistic optimism and Big Five personality dimensions. Notably, realistic optimism was significantly associated with Emotional Stability (r = .37, p < .01), Agreeableness (r = .28, p < .01), Openness (r = .21, p < .01), and Conscientiousness (r = .15, p < .05). Furthermore, a positive correlation was found between realistic optimism subcomponents and Big Five traits. Future Orientation demonstrated a positive correlation with Agreeableness (r = .30, p < .01), Emotional Stability (r = .20, p < .01), and Openness (r = .19, p < .05). Flexibility exhibited positive correlations with Emotional Stability (r = .36, p < .01) and Agreeableness (r = .22, p < .01). Additionally, a significant correlation emerged between Hope/Will Power and Emotional Stability (r = .18, p < .01). Conclusion: This study underscores the positive relationship between realistic optimism and personality traits, particularly emphasizing the impact of emotional stability on optimism. The correlation between Flexibility and Emotional Stability and Agreeableness suggests that adaptable individuals tend to exhibit emotional stability and agreeableness in challenging circumstances.

87213 | Infusing PERMAH into Education Courses: Effects on Pre-service Teacher Well-being and Social-Emotional Competence

Desiderio IV Camitan, University of the Philippines, Philippines

Lizamarie Campoamor-Olegario, University of the Philippines, Philippines

This study examined the impact of integrating Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMA) training into undergraduate Educational Psychology and Developmental Psychology courses for 147 pre-service teachers in the Philippines during the post-COVID-19 lockdown. The intervention aimed to enhance pre-service teachers' well-being and social-emotional competencies (SEC) amidst unique pandemic stressors. Participants engaged in weekly online sessions, individual practices, and reflective exercises, emphasizing mindfulness, self-awareness, emotional regulation, gratitude, empathy, and positive relationships. Pre- and posttest data, using the PERMA Profiler and the Social and Emotional Competence Questionnaire (SECQ), revealed significant improvements in multiple PERMA domains (positive emotions, p < 0.01; engagement, p < 0.01; relationships, p < 0.01; meaning, p < 0.01; overall happiness, p = 0.02) and key SEC subscales (self-awareness, p < 0.01; social awareness, p = 0.02; self-management, p < 0.01). These findings highlight the importance of prioritizing well-being in teacher preparation programs, equipping pre-service teachers with tools to cultivate their own well-being and SEC, potentially enhancing their capacity to foster positive learning environments for future students.

Primary & Secondary Education

85863 | Causal Factors, Academic Motivation, Academic Coping and Performance of Students in the “New Normal”

Johanne Aterrado, University of Rizal System, Philippines

Jannie Manimtim, University of Rizal System, Philippines

Jeremy Aterrado, University of Rizal System, Philippines

Jansen San Juan, University of Rizal System, Philippines

Jenisus Dejarlo, University of Rizal System, Philippines

Public elementary and secondary schools in the Philippines face a significant challenge with high dropout rates. While factors such as family problems, poverty, peer pressure, juvenile delinquency, and student vices contribute to this issue, other factors such as school facilities, learning atmosphere, and teacher influence may also play a role. This study examined the relationship between causal factors, academic motivation, and student coping strategies on classroom performance in the new normal, aiming to develop an external program to address these issues. Utilizing a Mixed-Methods Research approach with a Concurrent Triangulation Design, the study included 175 participants: 10 students for in-depth qualitative interviews and 165 students who completed self-report scales for quantitative analysis. The study found that demographics, parental support, academic motivation, and coping strategies are significant factors affecting academic performance. Despite low correlation, academic motivation and coping mechanisms were significantly related to academic performance. These findings suggest that while the correlations are low, the relationships between these variables are statistically significant. The researchers recommend an extension program that offers a holistic approach to learning, addressing the identified concerns to improve academic performance.

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KCE2024 Pre-Recorded Virtual Presentations

83608 | Science Education Initiatives in Tanzania: National Interventions from the 1960s to the 2020s

Francis William, The University of Dodoma, Tanzania

Investment in science education is crucial for the economic development of any country. This systematic review examines science education initiatives in Tanzania, focusing on key interventions, challenges, and strategies for improvement. A critical question is: What are the short, medium, and long-term strategies Tanzania could rethink for science education to foster the growth of a skilled and capable STEM workforce? The review encompasses the period from the 1960s to 2020, incorporating sources such as literature and reports. It identifies key initiatives, including the Nuffield Science Teaching Project, School Science Project, Tanzania UNICEF-UNESCO Educational Reform Project, Education for Self-Reliance, Secondary Education Development Programme, and various teacher training projects. These initiatives aimed to enhance teaching resources, curriculum, examination systems, and infrastructure, while emphasizing inquiry-based learning, practical skills development, and teacher training. The review highlights persistent challenges, including inadequate teacher qualifications, tensions between quantity and quality of education, a mismatch between education and job market needs, a shift away from inquiry-based learning towards lecture-based instruction, and the need for comprehensive teacher training. To address these challenges, the review suggests improving teacher qualifications, striking a balance between quantity and quality, bridging the gap between education and job market demands, promoting inquiry-based learning, and providing comprehensive teacher training. While acknowledging the limitations of relying on existing literature and secondary data, the review provides insights into the current state of science education initiatives in Tanzania. It highlights the importance of continued investment, comprehensive interventions, and sustainable programmes to improve science education for the country's economic development.

Professional Training, Development & Concerns in Education

86612 | Navigating Pedagogical Disparity: Faculty Approaches and Tools for Enhancing Teaching Skills

Elizabeth Jerome, Atlas SkillTech University, India

Design education is continuously evolving, especially in how educators foster creative thinking. The effectiveness of faculty in delivering quality teaching is a significant challenge within a multidisciplinary design school. Some faculty highly prioritize innovative pedagogical techniques and interactive learning environments, while others rely on traditional methods, needing more dynamism to inspire and empower aspiring designers. The differences in teaching approaches among faculty have a significant impact on students' learning and aspirations, at times leading to a decrease in their trust in both their faculty and the institution. Addressing this matter requires a joint effort from faculty and institutional leadership. Hence, this study employed a mixed-method approach to examine pedagogical differences in design education. Surveys and interviews were used to gather data from faculty with teaching experience ranging from one to fifteen years to understand disparities and inform more equitable teaching practices. In addition, comprehensive desk research was conducted to analyse the pedagogical approaches and their evolution from the Bauhaus era to the present, encompassing various socio-economic and cultural contexts. The study analysis showed that Professional development initiatives, including workshops and mentorship programs, can provide the tools and support needed to enhance teaching skills and expertise. Design schools should help build a cohesive culture that prioritizes recruiting and retaining faculty committed to engaging in innovative teaching practices. Regular feedback from faculty members and fostering a sense of community and collaboration can help highlight areas for improvement and encourage a culture of continuous growth and progress.

84651 | Competency and Performance-Based Professional Development Program for Basic Education Teachers of UST-Legazpi Lilian Legson, University of Santo Tomas-Legazpi, Philippines

The professional development of teachers, who are considered the most important resources of an institution, is one of the areas given due importance by schools, especially among universities like the University of Santo Tomas-Legazpi, where academic excellence and continuous improvement are among its thrusts. This study explored the competency and performance of teachers using the Philippine Professional Standards for Teachers (PPST) as a comprehensive assessment framework and the performance evaluation tool employed by the University of Santo Tomas-Legazpi to evaluate teachers in terms of job competencies, job factors, and personal qualities. Aiming to design a strategic five-year professional development program, the research assessed teachers' competencies across the seven PPST domains and their performance in the specified areas. Furthermore, it examined whether there is a significant relationship between teachers' competencies and their performance. A descriptive-correlational approach was used in this study. Results revealed that teachers were proficient and their performance was very satisfactory, but areas for improvement were still identified. As to the relationship between teacher competencies and performance, a positive correlation exists between teacher competencies and their performance; however, the correlation was statistically significant only between teacher competencies and job competencies. The findings formed the basis for developing the five-year professional development program aimed at enhancing teacher quality, promoting continuous improvement, and ultimately raising the overall standard of education in the basic education department of the university in line with national educational goals.

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Teaching Experiences, Pedagogy, Practice & Praxis

84283 | A Comparison of Teacher Professional Identity in Indonesia and South Korea: An Analysis Based on Gender and Amount of Experience

Ilfiandra Ilfiandra, Universitas Pendidikan Indonesia, Indonesia

Nadia Aulia Nadhirah, Universitas Pendidikan Indonesia, Indonesia

The purpose of this study is to describe the tendency of teachers' professional identity based on length of service and gender. This study used a cross-sectional survey method. The research participants comprised 105 teachers of Technical High School, South Korea, whose data collection was assisted by partners from Hyupsung University and 91 teachers of State Vocational High School 11 Bandung, Indonesia. The research instrument was a Likert Scale with a five-point scale and 25 items revealing the dimensions of job satisfaction, job satisfaction commitment, job commitment, motivation, and self-efficacy. The results of Multivariate Tests using Roy's Largest Root showed that several dimensions of teachers' professional identity in South Korea were also influenced by gender (F = 4.970; p = 0.001) and tenure (F = 6.521; p = 0.000). Gender affects the commitment dimension (F=4.818; p=0.031), while tenure affects two dimensions, namely the commitment dimension (F=3.578; p=0.032) and the efficacy dimension (F=4.099; p=0.019). Female teachers' commitment is relatively stronger than male teachers, and teachers who have worked for more than 15 years have more substantial commitment than other teachers and have higher efficacy than teachers who have worked for less than five years. The four dimensions of teachers' professional identity in Indonesia were not influenced by gender (F = 1.201; p = 0.317) or tenure (F = 0.964; p = 0.432). The job satisfaction of male teachers with more than 15 years of service tends to be superior to that of male teachers with less than five years or 5-15 years.

82707 | Exploring Teaching Experiences with SPARK Using Augmented Reality and 5G Technology

Tammie Leong Li

Cheng, Media Design School, New Zealand

This case study provides a unique lens into teaching experiences through the innovative project "Matariki Hunga Nui", which embodies co-learning with SPARK utilizing Augmented Reality and 5G Technology. In a transformative journey in design education, educators collaborate with industry partners to co-design live briefs aligned with course objectives. This project, a pedagogical innovation beacon, invites final-year Bachelor of Media Design students to form interdisciplinary teams. These groups, comprising motion designers, UX/ UI specialists, and graphic designers, transcend traditional roles to embrace novel positions such as relationship designer, translator, behaviour designer, and visualiser, thereby nurturing an inclusive and dynamic learning environment. Recognised with a silver award in student and academic categories from the Design Institution of New Zealand, "Matariki Hunga Nui" demonstrates the power of experiential learning. The project aimed to revive Maori traditions in celebrating and appreciating the Matariki festival, utilising storytelling and augmented reality tools to locate the Matariki star cluster meaningfully. Educators facilitate co-learning and co-designing in studiobased settings, nurturing reflective practices through prototyping and design thinking. Agile tools enable iterative refinement, with ongoing evaluations before formal presentations. Under the program director's mentorship and with SPARK's collaboration, lecturers and students embark on technical exploration and hands-on experimentation, culminating in installations.

The projects sourced from external entities offer invaluable insights derived from case studies and stakeholder perspectives. Educators evolve from knowledge dissemination to active mentorship, shaping student-led projects. This holistic approach equips educators and students with practical skills, fostering adaptability in design education's evolving landscape.

86851 | Factors Research on Design Students’ Learning Motivation: Flipped Classroom and Blended Learning in the Post-pandemic Era

Qianhui Shen, The Hong Kong Polytechnic University, Hong Kong, China

Henry Ma, The Hong Kong Polytechnic University, Hong Kong, China

KaYan Chung, The Hong Kong Polytechnic University, Hong Kong, China

Yating Li, The Hong Kong Polytechnic University, Hong Kong, China

Ameile Chan, The Hong Kong Polytechnic University, Hong Kong, China

Education has undergone a significant change in the post-pandemic period, shifting from traditional face-to-face classroom teaching to a combination of online and offline learning methods known as blended learning. Online education has become a flexible and easily accessible alternative, particularly under extraordinary circumstances such as pandemics. The change has resulted in an increasing demand for student-centered blended learning methodologies to overcome the constraints of conventional educational delivery systems. The flipped classroom approach, which is a type of blended learning, has been widely recognized in higher education as an effective pedagogical strategy. Nevertheless, there is an absence of thorough instruments to evaluate the motivation of design students in flipped classrooms. The objective of this study is to examine the factors that impact the motivation of design students in flipped classrooms and develop a motivation scale to measure this motivation. The objective of the research is to investigate the factors that influence the motivation of design students to learn in a blended learning environment, particularly in flipped classrooms. The goal of our investigation is to create a reliable and validated motivation scale that can be used to measure the motivation of design students in flipped classrooms. This scale will contribute to the evaluation and improvement of the effectiveness of flipped classroom pedagogy in design education. Thus, it aims to enhance the quality of design education by promoting student motivation and engagement in the post-pandemic period.

kce.iafor.org/programme KCE2024 Pre-Recorded Virtual Presentations

85375 | Stakeholders in Industry Oriented Learning: Developing Specific Professional Skills for Design Management

Amparo Alvarez Meythaler, Pontifical Catholic University of Ecuador, Ecuador

In 2022, the end of quarantine gave way to a hybrid teaching model. Despite increased face-to-face contact, the conflicts of virtual education became more evident about specific professional competencies. These include isolation, lack of social interaction, problem management, difficulty maintaining discipline, motivation and autonomy. Therefore, this study aims to reinforce the learning of the theoretical subject of Design Management from the field study of manufacturing companies, strengthen professional competencies and include external actors as a teaching strategy. The study was conducted on 17 fourth-level Product Design students and 7 company cases during a year using quantitative and qualitative methods. Instruments such as interviews and surveys were conducted with students and employers, and the specific professional skills and academic skills acquired by the students at the end of the course were analyzed and compared using statistical methods. The results showed that students had significantly improved in specific professional competencies related to Critical and Creative Thinking, Context Mastery, and empathy with the business culture. There was also an essential initial development in teamwork and time management. In addition, there was a significant increase in academic competencies related to Reflection In and On Action demonstrated during class reflection sessions. In conclusion, the new perspectives on the Industry-Oriented Learning model suggest identifying the specific roles of each model actor within the learning activities and exercises. This suggests an initial strategy for increasing the company's involvement throughout the inclusive co-creation and co-participation learning process.

85472

| A

Study on the Shifting Perceptions of Skills-based Teaching in Engineering

Mauryn Chika Nweke,

University College London, United Kingdom

The establishment of skills-based education has meant a shift in pedagogical practice across the faculty of Engineering Sciences at University College London (UCL). There has been some resistance from traditionalist educators that push for a more solely technicalfocused pedagogy (Mitchell et al., 2019). Resultantly, when students enter the first year of their engineering degree programme in their disciplines and come across the Integrated Engineering Programme (IEP - An interdisciplinary programme framework that 1st year engineering students are automatically enrolled on), they are more often than not, taken aback by this relatively new approach to teaching and their views on this are captured in the annual student evaluation questionnaires (SEQs) taken after the first term of studies. Outcomes of this exercise captured over a number of years generally indicate views of dissatisfaction in the skills-based approach. One of the aims of this study is to determine whether the general student perception continues as so throughout their 3-4 years of studies or whether it changes, and if the latter, what the reasons are behind this shift. Interviews and focus groups were carried out with both educators and students to capture perceptions through both lenses. The findings indicate that whilst students may not fully grasp the need for skillsbased teaching in their first year of studies, in their latter years of studies perceptions shift due to more sustained interactions with graduate employers, extra-curricular engagements and internships/work placements where the need for these skills is highlighted.

85473 | A Critical Appraisal of How Science Communication is Used to Educate and Persuade for the Recruitment of Students into Engineering

Mauryn Chika Nweke,

University College London, United Kingdom

Many reports, including an article released by The Royal Academy of Engineering 2016, highlight that the past decade has seen a gradual global skills shortage in the field of engineering, with particular emphasis on the UK not producing enough engineers in specific and highly-sought-after engineering disciplines, as well as a decline in the percentage of the population taking up engineering degrees compared to the increasing need for workers in the sector (Perkins, 2019). There are many contributing factors to the engineering skills shortage reported in literature including but not limited to – misconceptions about the engineering profession (Marshall, Mcclymont and Joyce, 2007), a general lack of awareness of what engineers do (Marshall, 2019), the perception that engineering is only for men (Neave et al., 2018), among others. Science communication is seen to be having a transformative impact on the public communication and engagement with science beyond scholarly communities and is considered to be an important tool in the engagement of future engineers (Rimer and Kreuter, 2006) as a means of both educating and persuading GCSE/A-Level students (aged 16-18) on what the Engineering profession entails and to consider choosing Engineering as a degree. However, there were a number of challenges faced concerning the effective transmission of scientific knowledge to specific audiences. This literature appraisal will critically evaluate the efficacy of the use of science communication as a means of informing the praxis of recruitment strategies used in higher education for engineering students at University College London.

85860 | Unlocking Potential: The Impact of Success Criteria as a Self-assessment Strategy on Elevating Mathematics Achievement Among AlKhair School Students in U.A.E.

Farah Khaled, Alkhair Scool, United Arab Emirates

Aysha Alghfeli, Alkhair School, United Arab Emirates

This study aims to determine success criteria-based (self-assessment) strategies for mathematics sixth-grade students. This study is, therefore, specific to the sixth-grade students of the United Arab Emirates (U.A.E.). It aligns with the U.A.E. 2031 vision for education, and the study explores the importance of the 2031 vision by analyzing the importance of self-assessment strategy as a success-based criterion. This study used a quasi-experimental design; the study method is primarily qualitative, which involved 120 students from sixth grade at a U.A.E. school (Al Khair Public School in Al Ain). Two classes were selected as an experimental group (60 students) and another two as a controlled group (60 students). Data analysis encompassed descriptive and inferential statistics, including independent t-tests in SPSS. The findings revealed a significant improvement in mathematics achievement among students exposed to success criteria-based self- assessment compared to traditional assessment methods, with a mean score difference of 10.572 (p < 0.05). Additionally, the analysis of M.A.P. test scores showcased a substantial median score difference of 15.92 in favor of the success criteria-based selfassessment group, further reinforcing the effectiveness of this approach in promoting long-term academic growth and proficiency in mathematical concepts. Success criteria enhanced teacher clarity, student learning, and self- regulation abilities. Recommendations are provided for the success of criteria-based self- assessment in teaching practices and policy frameworks to improve student engagement and academic performance. Future research directions involve exploring diverse populations, conducting longitudinal studies, and comparing different self-assessment strategies for effective implementation in education.

kce.iafor.org/programme

KCE2024 Pre-Recorded Virtual Presentations

83363 | Teacher’s Work Motivation – Administrators’ Leadership Styles Nexus

Jonaidah Hadji Said, Mindanao State University, Philippines

This study focuses on the relationship between leadership styles and work motivation in five private and five public elementary schools in Marawi City, Lanao del Sur. The research uses the Path-Goal Theory of Robert House to analyze the administrators’ leadership styles and the relationship between teachers' work motivation and their leaders' leadership styles. The researcher utilized a descriptive-inferential method to analyze data. The researcher used self-constructed questionnaires. The study found that private school teachers are between 20-25 years old, single, LET passers, and English majors. They moderately observe their principal's directive leadership style and prefer to follow standard rules and regulations. Public school teachers, on the other hand, are 41-45 years old, married, LET passers, English majors, and Teacher I in rank. They prefer their principal to maintain friendly working relationships, listen receptively to teachers, and love their profession. The study found significant differences in respondents' perceptions on administrators' leadership style and work attitude and values between the two groups, and no significant difference in preferred leadership behavior. The recommendations include increased openness between administrators and subordinates, regular meetings to ensure efficiency and effectiveness, and the use of 100% LET passers for teaching. Teachers should be open about leadership styles and be aware of their roles in the institution. Students should be aware of the roles of school administrators and their limitations. Parents should work cooperatively with teachers to understand their roles. Attending trainings and seminars on leadership and work attitudes and values can improve work output and knowledge.

82513 | Enhancing Reading Comprehension Through Literature Circles: Insights from Eighth Grade Students in the UAE

Karima Almazroui, Mohamed bin Zayed University for Humanities, United Arab Emirates

Amani Saeed Dyan, Mohamed bin Zayed University for Humanities, United Arab Emirates

Literature circles are renowned for their efficacy in fostering reading comprehension, particularly in the United States. However, their utilization remains limited in the Middle East, including the United Arab Emirates (UAE). This study aimed to assess the impact of literature circles on eighth-grade students' reading comprehension in the UAE. Initially, a pre-test was administered to gauge students' baseline comprehension levels, revealing areas for improvement. Subsequently, teachers underwent training to implement literature circles effectively. Observations were conducted during literature circle sessions, focusing on dynamics and outcomes. The study encompassed six diverse reading genres, with assessments conducted through tests and written retellings. Results indicated a significant enhancement in students' comprehension skills across various genres following literature circle implementation. This underscores the strategy's efficacy in promoting reading comprehension among UAE eighth graders. This research highlights their potential as a versatile tool for enhancing adolescent learners' proficiency in engaging with textual material.

Reviewers

IAFOR depends on the assistance of a large number of international academics and practitioners who contribute in a variety of ways to our shared mission of promoting international exchange, facilitating intercultural awareness, encouraging interdisciplinary discussion, and generating and sharing new knowledge. Our academic events would not be what they are without a commitment to ensuring that international norms of peer review are observed for our presentation abstracts. With thousands of abstracts submitted each year for presentation at our conferences, IAFOR relies on academics around the world to ensure a fair and timely peer review process in keeping with established international norms of double-blind peer review.

We are grateful for the time, effort, and expertise donated by all our contributors.

KCE2024 Review Committee

Dr Amel Beldjenna, University of Oran 2, Algeria

Dr Denver Cho-oy, De La Salle University, Philippines

Dr Aileen Diansuy, Antipolo Institute of Technology & Mathematics Teachers Association of the Philippines Tertiary Level, Inc, Philippines

Dr Hassiba Koriche, University of Ain Temouchent, Algeria

Dr John Linga, Tamagawa Academy (K-12) & University, Japan

Dr Annie Wy Ng, The Hong Kong University of Science and Technology, Hong Kong

Professor Kittipong Phumpuang, Naresuan University, Thailand

Dr Sonal Shivagunde, Indian Value Engineering Society & ENVAL Consultants Pvt Ltd (Research and Technology), India

Dr Sittipong Wattananonsakul, Srinakharinwirot University, Thailand

KCE2024 Senior Reviewers

Dr Mauryn Chika Nweke, University College London, United Kingdom

Dr Erlinda Tibus, Southern Leyte State University-Tomas Oppus Campus, Philippines

Dr Jonaidah Hadji Said, Mindanao State University, Philippines

Dr Paulo Mangubos, Schools Division Office of Santa Rosa City (DepEd), Philippines

Dr Benigno Garil, Basilan State College, Philippines

Dr Joseph Quinto, Benguet State University, Philippines

Dr Wachirapong Yaemtui, Srinakharinwirot University, Thailand

Dr Surapon Boonlue, King Mongkut’s University of Technology Thonburi, Thailand

Dr Crisanto Daing, Our Lady of Fatima University, Philippines

Dr Desiree Daniega, Far Eastern University – Dr. Nicanor Reyes Medical Foundation, Philippines

Dr Khadijah Omar, Kyushu University, Japan

Dr Chandrasekaran S, Singapore University of Singapore, LASALLE, College of the Arts, Singapore

Professor Cai Lian Tam, Monash University Malaysia, Malaysia

Dr Yvonne, Chin Chen Yong, Ministry of Education, Brunei Darussalam, Brunei

Dr Abigaile Rose Mary Capay, University of St. La Salle, Philippines

Dr Ahmad Khoironi Arianto, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, Indonesia

Professor Fu-lun Lee, National Taiwan Normal University, Taiwan

Dr Arief Wahyudi Jadmiko, Universitas Pembangunan Nasional Veteran Jakarta (UPNVJ), Indonesia

Dr Valentina Pallo, University of Science and Technology of Southern Philippines, Philippines

Dr María Teresa Martínez García, University of Valladolid, Spain

Dr Fatemeh Ranjbaran, Sultan Qaboos University, Oman

Dr Yeunjoo Lee, California State University, Bakersfield, United States

Dr Eleni Meletiadou, London South Bank University, United Kingdom

Dr Maris Lasco, Caraga State University, Philippines

Dr Dung Le Quang, Dai Nam University, Vietnam

KCE2024 Reviewers

Dr Puneet Rahi, Department of School Education and Literacy, Ministry of Education, New Delhi, India

Dr Santiago Moll-lopez, Technical University of Valencia, Spain

Dr Sri Dewi Nirmala, Universitas Terbuka, Indonesia

Dr Amanda Taggart, Utah State University, United States

Professor Eman Abukhousa, University of Europe for Applied Sciences, United Arab Emirates

Dr Gde Agus Yudha Prawira Adistana, Universitas Negeri Surabaya, Indonesia

Dr Mariam Alkalbani, Mohamed bin Zayed University for Humanities, United Arab Emirates

Dr Omaymah Alsuwaihel, Kuwait University, Kuwait

Dr Olanrewaju Ariyibi, Lagos State University, Nigeria

Dr Alberto Luis August, University of Nottingham Malaysia, Malaysia

Dr Rosela Balinbin Santos, University of Hawai'i at Mānoa, United States

Dr Ellie Cheung, The Education University of Hong Kong, Hong Kong

Dr Denver Cho-oy, De La Salle University, Philippines

Dr Andrea Furková, University of Economics in Bratislava, Slovakia

Dr Stephanie Furuta, University of Hawaii at Manoa, United States

Dr Eran Gur, Azrieli College of Engineering, Israel

Dr Huiying (Cynthia) Hou, The Hong Kong Polytechnic University, Hong Kong

Dr Oswald Jochum, Carinthia University of Applied Sciences, Austria, Austria

Dr Marlizayati Johari, Universiti Brunei Darussalam, Brunei

Dr Lilian Legson, University of Santo Tomas-Legazpi, Philippines

Dr Menny Malka, School of Social Work, Sapir Academic College, Israel, Israel

Dr Veronika Mitkova, Comenius University in Bratislava, Slovakia

Dr Irda Nalls, Nanyang Technological University, Singapore

Dr Clarence Ng, Australian Catholic University, Australia

Professor Yasunori Nishina, Kobe Gakuin University, Japan

Dr Zikhona Seleke, Walter Sisulu University, South Africa

Dr Aminath Shiyama, The Maldives National University, Maldives

Professor Mamiko Takeuchi, Aichi Gakuin University, Japan

Professor Mzia Tsereteli, Ivane Javakhishvili Tbilisi State University, Georgia

Dr Wan Hoong Wong, Singapore Institute of Management, Singapore

Dr Xiao Xu, University of New South Wales, Australia

Dr Meng Zhang, New York University Shanghai (NYUShanghai), China

Dr Mutaz Abdel Wahed, Jadara University, Jordan

Dr Shamsinar Haji Husain, Universiti Brunei Darussalam, Brunei

Professor Raj Mestry, University of Johannesburg, South Africa

Dr Roslinawati Mohd Roslan, Universiti Brunei Darussalam, Brunei

Dr Mary Ann Pandan, University of St. La Salle, Philippines

Dr Neeru Sharma, Western Sydney University, Australia

Dr Toyoko Shimamura, Osaka University, Japan

KCAH2024 Review Committee

Dr Mohd Syuhaidi Abu Bakar, Universiti Teknologi MARA, Malaysia

Dr Haydee Cabasan, Mater Dei College, Philippines

Dr Blenn Nimer, Notre Dame of Kidapawan College, Philippines

Dr Sascia Pellegrini, School of the Arts of Singapore, Singapore

Dr Nadine Zahreddine, Antonine University, Lebanon

KCAH2024 Senior Reviewers

Professor Virginija Jureniene, Vilnius University, Lithuania

Professor Adewale, Olukayode Ogunrinade, Gombe State University, Nigeria

Dr Ani Avetisyan, University of Cambridge, United Kingdom

Dr Teddy Hendiawan, University of Multimedia Nusantara, Indonesia

Professor Ilhem Mortad-serir, university of Tlemcen, Algeria

Dr James Riley, Spring University Myanmar, Myanmar

Dr Merisa Skulsuthavong, Xi'an Jiaotong-Liverpool University, China

Dr Chi-lin Chang, Weixin Shengjiao College, Taiwan

Dr River Yu-ling Chiang, Chinese Culture University, Taiwan

Dr Branckly Picanussa, Institut Agama Kristen Negeri (IAKN) Ambon, Indonesia

KCAH2024 Reviewers

Dr Letsoalo Napjadi, University of South Africa, South Africa

Professor Yael Fisher, Achva Academic College, Israel

Dr Skaiste Jurene, Vilnius University, Lithuania

Dr Padma Kikkisetti, Lakireddy Bali Reddy College of Engineering [Autonomous], India

Dr Miglė Munderzbakaitė, Vytautas Magnus University, Kauno Kolegija Higher Education Institution, Lithuania

Dr Tomomi Naka, Tottori University, Japan

Professor Simeon Adebayo Oladipo, University of Lagos, Nigeria

Dr Durojaiye Owoeye, University of Lagos, Nigeria

Dr Bebina Pakig, Bulacan State University, Philippines

Dr Anner Raffin, National University of Singapore, Singapore

Dr Nedİm Saban, Halic University, Turkey

Dr Jingwen Yang, Tsinghua University, China

Dr Jiyu Zhang, Xi'an Jiaotong-Liverpool University, China

Dr Anlin Zhuang, Shanghai International Studies University, China

IAFOR Upcoming Events

2024-2025

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November 12-16, 2024

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February 21-25, 2025

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June 10-14, 2025

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