Keynote and Invited speakers

Keynote Speakers

  • Andy Hargreaves

    • Director of CHENINE (Change, Engagement and Innovation in Education) at the University of Ottawa in Canada
    • Professor Emeritus at Boston College, USA
    • Student Engagement: the Post - Pandemic Priority in Education

    • The greatest pandemic in over 100 years has raised many questions about its longer-term effects on young people. One of the most prominent concerns has focused on learning losses. Most of the world’s children have missed at least a few weeks of regular schooling, some young people have missed an entire year or more, remote learning alternatives have often proved problematic, on-site learning with physical distancing has sometimes diminished or disrupted the regular learning experience, and millions of young people fell off the educational radar altogether, when their schools shut down.

      Many have claimed that these losses are resulting in serious shortfalls or losses in skill and competence in literacy and mathematics, depressed test scores, widened achievement gaps, gaps in knowledge needed for access to post-secondary education and employment, loss of lifelong income, increased social inequalities, and damage to the global economy. In response, they recommend summer learning programs, extra school hours, and additional tutoring and special education support to help students catch up and close achievement gaps.

      The learning loss narrative has a number of flaws, however. Some children actually made gains in learning by having more opportunities to learn and play outside, by being relieved of high school examination preparation, and by being shielded from threats and harms such as in-person bullying.

      Second, learning losses and catch -up requirements are typically calculated in relation to pre-pandemic benchmarks of mainly tested literacy and mathematics that are really somewhat arbitrary norms or averages of proficiency for their time, rather than absolute standards that must be retrieved at all costs.

      Third, learning gaps have widened, in part, because of learning gains among some young people in more privileged or affluent families, who have gained support, encouragement and even a bit of competitive nudging from on-hand family members during virtual school.

      Fourth, the narrative of lost learning also tends to focus on losses in easily tested core skills that form part of students’ learning experience, but that are far from other aspects of it such as deeper learning, problem-solving, social and emotional learning, learning in nature, digital proficiency, and learning to be democratic citizens.

      The more important priority is addressing the fact that millions of children became disengaged from their learning during COVID-19 – tuning out when the online teacher was talking, turning off their devices, or walking away from learning altogether. After the pandemic, our first priority must be to re-engage all these young people with their education, and, for the first time, to engage upwards of the 20-30% of students who, according to OECD data, are already often disengaged from school.

      Drawing on 7 years of research with teachers seeking to increase student engagement in 5 US States, this presentation describes 5 paths of engagement revealed by the research that can help achieve learning and success for all students. These paths are: cultivating creativity and magic; infusing the curriculum with meaning and purpose; developing stronger senses of belonging; empowering students in their own learning; and building experiences of focus and mastery.

      Keywords: Student Engagement, Teaching, Pandemic, Learning Loss
  • Byoung-Tak Zhang

    • POSCO Chair Professor of Computer Science and Engineering, Seoul National University (SNU)
    • Director of the SNU Artificial Intelligence Institute
    • How AI Will Shape Future Education

    • AI has made great advancements during the last decade. Everyone can experience AI such as robo advisors, self-driving cars, smart speakers, and digital assistants. AI has changed the work and life of everyone and it will change everything in the future. Education will not be an exception. AI will revolutionize how people learn and how teachers and schools provide education. In this talk we review the recent progress of AI technologies and industries and discuss how they will reshape the educational landscape in the future.

      Keywords: AI, Future
  • Koumbou Boly Barry

    • The United Nations Human Rights Council Special Rapporteur on the Right to Education
    • The Head of Education Sector, ICESCO (Islamic World Educational, Scientific, and Cultural Organization)
    • Former Minister of National Education and Literacy in Burkina Faso
    • Reconceptualizing Education and the Right to Education in Time of Global Crisis

    • In an increasingly uncertain world, hit by countless security, economic and other crises, and most notably the most recent crisis, COVID-19, remains one of the major challenges for a resilient world as defined by Sustainable Development Goal 4: "to ensure equal access to quality education for all and to promote lifelong learning opportunities". Indeed, over the past two decades, javascript:closeLayer()the world has been confronted with an increasing number of crises, natural disasters and epidemics, the worst of which was the COVID-19 pandemic. This pandemic continues to threaten the continuity of education and impact on its quality and equity, as it has resulted in the closure of schools and universities and has deprived more than 1.6 billion learners worldwide in more than 191 countries, not to mention the disparities that exist between men and women and girls and boys. For example, 23.8 million children may drop out of school due to lack of resources and women account for two-thirds of the 750 million adults lacking basic literacy skills, a situation that is likely to be exacerbated by the current health crisis.
      In the face of such a crisis, the solution is EDUCATION. To this end, the major actors, more specifically the States and Inter-Governmental Organizations, continue to work towards alternative education, in this case distance learning, with an emphasis on the use of digital technology. However, this is not without consequences, if learning through digital means has allowed, in the first instance, to ease only part of the problem, the use and access for all to these technologies remain a challenge and are one of the origins of school dropouts.
      On the other hand, in some countries of the world where distance learning has remained under-exploited until now, there are recurrent difficulties for both teachers and pupils, which are added to the problems of training for the two bodies mentioned previously.
      Faced with this crisis and its disastrous consequences for our future, we are obliged to continue our efforts, to take up the major challenges and to determine appropriate solutions for quality learning, accessible to all in times of crisis.

      Key words : Reconceptualization of Education, Right to Education, Equal Access to Quality Education, Digital Technology in Education
  • Michalinos Zembylas

    • Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus
    • Honorary Professor at Nelson Mandela University
    • (Non)violence and Ethics in Times of Pandemic: Renewing Pedagogies for Nonviolence in Education

    • The pandemic has exposed a global vulnerability as well as many forms and experiences of violence (political, economic affective) that have expanded social injustices around the world. This talk draws on Judith Butler’s recent work on The Force of Nonviolence to advance an argument for a nonviolent ethic and politics in education. This argument complements existing educational efforts of foregrounding nonviolence on inner reflexive work with approaches that highlight notions of nonviolence as both subjective and collective resistance to the norms and structures of social injustice and violence. It is argued that Butler’s theorization of ethics and (non)violence can serve as a productive entry point, especially in the aftermath of the pandemic, into enriching our understandings of ethical and political responses to different forms of violence in education, especially in renewing pedagogies for nonviolence. In particular, the construal of nonviolence as enmeshed with ethics and affect is noteworthy for an educational approach that envisions to promote social justice for two important reasons: first, it highlights how the ethical and the political are intertwined, just as violence and nonviolence are entangled, hence reframing understanding of nonviolence in education is founded in the claim that we are all from the beginning enmeshed in both resistance and complicity to social injustice. Second, an understanding of nonviolence as an interruption or suspension of norms that have been taken for granted before the pandemic emphasizes the need to take into consideration how affective relations may be renewed in education, not only on the basis of ethical appeals but also on political terms.

      Keywords: Nonviolence, violence, affect, ethics, social justice, education, pedagogy.

Invited speakers

  • Alicia Cabezudo

    • University of Rosario, Argentina
    • Political awareness and influence in citizenship and peace education
  • Bernadette V. Gonzales

    • MOES/Asian Development Bank, Philippines
    • ADB’s higher education development strategy in Laos: The case of second strengthening higher education project
  • Cher-Ping Lim

    • The Education University of Hong Kong, Hong Kong
    • Strengthening the education workforce for inclusive and quality digital learning in Asia
  • Chris Higgins

    • Boston College, USA
    • Value pluralism in the arts: Considerations from Nancy
  • Curtis J. Bonk

    • Indiana University, USA
    • Self-direct to learn, self-direct to live: Exploring learner choices, experiences, and possibilities in a self-directed learning world
  • David Wei Loong Hung

    • National Institute of Education of Singapore
    • TBD
  • Donggil Song

    • Sam Houston State University, USA
    • Differentiating computer programming performance into knowledge and skills focusing on computational thinking and self-regulated learning
  • Eduardo Duarte

    • Hofstra University, USA
    • Being and learning with originary coexistence
  • Florence Martin

    • University of North Carolina at Charlotte, USA
    • How important is digital citizenship professional development for K-12 educators?
  • Gerald K. LeTendre

    • Penn State University, USA
    • Eroding professional status: Global trends in national policy initiatives around teacher professionalization
  • Gert Biesta

    • Maynooth University, Ireland
    • Trying to be at home in the world: A view for the present
  • Han Xibin

    • Tsinghua University, China
    • Online learning in vocational education of China during the COVID-19: Achievements, challenges and future development
  • Hyu-Young Park

    • Jeonbuk National University, Korea
    • Critical reflections on the humanistic curriculum epistemology: With a lens of critical posthumanism
  • Jiyun Kang

    • Keck School of Medicine of University of Southern California, USA
    • Changes and challenges in mental health services at university counseling centers in the time of COVID-19
  • Jongpil Cheon

    • Texas Tech University, USA
    • Online education in post-pandemic era
  • Joshua M. Rosenberg

    • University of Tennessee, USA
    • All together now: Leveraging data science techniques alongside traditional approaches to understand learning
  • Jung Aa Moon

    • Educational Testing Service, USA
    • Experimantal research on technology-enhanced items and their effects on test-taker cognition
  • Keita Takayama

    • Kyoto University, Japan
    • TBD
  • Kenneth Y T Lim

    • National Institute of Education, Singapore
    • Pedagogical applications of data science and AI (Machine Learning) in the teaching and learning of the humanities
  • Kyungbin Kwon

    • Indiana University, USA
    • AI Education in K-12: What to teach and how to teach?
  • Magnus Haavelsrud

    • Norwegian University of Science and Technology, Norway
    • Political awareness and influence in citizenship and peace education
  • Maryellen Schaub

    • Penn State University, USA
    • Policy reformer’s dream or nightmare? Contradiction and symbiosis in the schooled society
  • Megan Laverty

    • Columbia University, USA
    • Nancy, listening, and the coming into being of meaning for teacher and student
  • Minkang Kim

    • The University of Sydney, Australia
    • The feeling of what happened: Insights from affective neuroscience for digital learning design
  • Mona Jebril

    • University of Cambridge, UK
    • Between occupation and a global pandemic: The experience of educationalists at Gaza's universities
  • Nasir M. Ali

    • University of Hargeisa, Somaliland
    • The effects of COVID-19 on education facilities in Somaliland: A higher education perspective
  • Perman Gochyyev

    • University of California, USA
    • Assessing students’ ICT literacy in a context of digital interactive social networks
  • Rene Arcilla

    • New York University, USA
    • Jean-Luc Nancy and the ontological dimension of democracy
  • Robert Thornberg

    • Linköping University, Sweden
    • The social-cognitive group dynamics of the school class and their associations with school bullying and bystander behaviors in peer victimization
  • Soo-yong Byun

    • Penn State University, USA
    • The global growth of shadow education: 1995-2018
  • Sophie Haroutunian-Gordon

    • Northwestern University, USA
    • Nancy, listening, and the coming into being of meaning for teacher and student
  • Sungsup Ra

    • Asian Development Bank, Philippines
    • ADB’s strategy for higher education development and HRD in Asia
  • Swee-Hin Toh

    • University of Alberta, Canada
    • From global citizenship education to glocal citizenship education for a culture of peace: A paradigm for the philippines
  • Terumasa Ishii

    • Kyoto University, Japan
    • TBD
  • Victoria Fontan

    • American University of Afghanistan, Afghanistan
    • Built-in resilience: How the 2016 Taliban attack on AUAF paved the way for a country-wide COVID-19 Response in Afghanistan
  • Virginia Cawagas

    • University of Alberta, Canada
    • From global citizenship education to glocal citizenship education for a culture of peace: A paradigm for the philippines
  • Yuri Choi

    • University of California, USA
    • Changes and challenges in mental health services at university counseling centers in the time of COVID-19