PROCEEDINGS OF ICICTE 2025

 

Editors:

Evangeline (Litsa) Marlos Varonis & Anastasia (Nancy) Pyrini

 

 

 

VISUAL NARRATIVES THAT TEACH: THE ROLE OF PRINT AND DIGITAL COMICS AS EDUCATORS

Ġorġ Mallia

University of Malta

MALTA

 

ALIGNING THE AFFORDANCES OF IMMERSIVE VIRTUAL REALITY WITH EDUCATIONAL OBJECTIVES THROUGH THE IVRPM

Daniela Rocha Bicalho and João Piedade

UIDEF, Instituto de Educação, Universidade de Lisboa

PORTUGAL

 

AI EDUCATION THROUGH STORYTELLING

George Gadanidis

Western University

Janette M. Hughes

Ontario Tech University

CANADA

 

FROM THE BOARD TO THE MIND: THE ROLE OF MODERN BOARD GAMES IN FOSTERING COMPUTATIONAL THINKING IN PRIMARY EDUCATION

João Piedade and Fábio Machuqueiro

UIDEF, Instituto de Educação, Universidade de Lisboa

PORTUGAL

 

COMMUNICATION AND ENGAGEMENT ARE KEY - ACADEMICS' VIEWS OF OPPORTUNITIES AND CHALLENGES WITH FULLY ONLINE ASYNCHRONOUS TEACHING

Christine Armatas & Vikki Pollard

Australian Catholic University

AUSTRALIA

 

PROMOTING CRITICAL THINKING THROUGH THE NEWSPIRACY PROJECT: INSIGHTS FROM GREECE

Konstantinos Karampelas and Konstantinos Tsolakidis

University of the Aegean

Anastasia Pyrini, Georgios Sarrigeorgiou, and Despina Sarrigeorgiou

PARAGON-eduTech

GREECE

 

ATTITUDES OF HEAD TEACHERS TOWARD DIGITAL MATERIALS  IN GREECE

Konstantinos Karampelas, Nikolaos Raptis, and Maria Kouroutsidou

University of the Aegean, Rhodes

GREECE

 

EVALUATING GPT-4’S PROFICIENCY ON NORWEGIAN EXAMS AND TESTS—AND EXPLORING THE BROADER IMPLICATIONS FOR EDUCATIONAL PRACTICE

Rune Krumsvik and Lise Jones

University of Bergen

NORWAY

 

EVALUATING CHATGPT’S EFFECTIVENESS IN FORMATIVE ASSESSMENT PRACTICES FOR CS EDUCATION: A SWOT ANALYSIS

Jacqui Chetty

University of Birmingham

United Kingdom

 

TOWARDS EFFECTIVE AUTOMATED GRADING IN CS1: A COMPARISON BETWEEN GenAI AND THE IN-HOUSE GRADING TOOL

Pieter Joubert, Wendy Yanez-Pazmino, and Jacqui Chetty

University of Birmingham

United Kingdom

 

STUDENT EXPERIENCES WITH CHATGPT IN HIGHER EDUCATION: INSIGHTS FROM A TWO-YEAR GLOBAL STUDY

Aleksander Aristovnik and Dejan Ravšelj

Faculty of Public Administration, University of Ljubljana

SLOVENIA

 

GENERATIVE ARTIFICIAL INTELLIGENCE IN PRIMARY AND SECONDARY EDUCATION IN PORTUGAL: ACCEPTANCE AND USE BY STUDENTS

Nuno Dorotea and Célia Ribeiras

UIDEF – Unidade de Investigação e Desenvolvimento em Educação e Formação

Institute of Education, University of Lisbon

PORTUGAL

 

ARTIFICIAL INTELLIGENCE (AI) AND SCHOOL LEADERSHIP — SCHOOL LEADERS’ REFLECTIONS ON PROFESSIONAL USE OF AI

Marcia Håkansson Lindqvist

Department of Education, Mid Sweden University

SWEDEN

Fanny Pettersson

Department of Education, Umeå University

SWEDEN

 

DEVELOPMENT OF A THEORETICAL FRAMEWORK FOR SELF-EVALUATION OF ADAPTIVE DIGITAL LEARNING PLATFORMS BASED ON ARTICIAL INTELLIGENCE: A SYSTEMATIC REVIEW

Ana Pedro, Nuno Dorotea, and Bárbara Azevedo

UIDEF – Unidade de Investigação e Desenvolvimento em Educação e Formação

Institute of Education, University of Lisbon

PORTUGAL

 

INNOVATIVE TECHNOLOGIES IN ETHICAL EXPERTISE: ARCHITECTURE AND FUNCTIONAL CAPABILITIES OF THE SYSTEM

Gulmira Bekmanova, Assel Omarbekova, Dinara Kabdylova, Aiganym

Bessembayeva, Alina Yerbolatova, Altanbek Zulkhazhav, and Lena Zhetkenbay

L.N. Gumilyov Eurasian National University

ASTANA, KAZAKHSTAN

 

THE CHALLENGES THAT ARTIFICIAL INTELLIGENCE BRINGS TO AUSTRALIAN TRANSNATIONAL PROGRAMS

Kathy Michael

Victoria University

AUSTRALIA