2025 Conference Program

OVERVIEW

Opening Session

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA

The Development of an AI Counselor in the Metaverse and Classification of Conversational Content

Hiroko Kanoh, Ph.D., Yamagata University, Yamagata-ken, Japan

With the recent surge in the number of students who refuse to attend school, educational applications of the Metaverse have garnered increasing attention. This study focuses on the development of an AI counselor, "Hironya AI," within a Metaverse environment to support the learning of these students. We selected Cluster as the Metaverse platform and integrated ChatGPT API using Unity and Google Apps Script to enable interactive conversations. By designing the AI in the form of an animal, we aimed to reduce the anxiety and resistance associated with human-to-human interactions, particularly for individuals with social anxiety tendencies. While the system is ultimately intended for school-refusing students, in this study, we analyzed conversations of visitors who interacted with the AI in an openly accessible Metaverse environment. The collected conversations were classified into the following five categories: (1) Academic and work-related concerns, (2) Daily life and health inquiries, (3) Social and interpersonal issues, (4) Discussions about the Metaverse and AI, and (5) Casual conversations and entertainment. This classification serves as a foundational step toward the future integration of AI counselors in educational settings, providing insights into how virtual AI interactions can be effectively leveraged in schools.

Keywords: metaverse, AI, generative AI, AI counsellor, school refusal

Using Adaptivity and Personalization in Training People on Occupational Accident Prevention Based on the Artificial Intelligence Analysis of Interactions

Klaus P. Jantke, Ph.D., ADAMATIK GmbH, Weimar, Germany, Oksana Arnold, Ph.D., Erfurt University of Applied Sciences, Erfurt, Germany, Ronny Franke, Fraunhofer Institute for Factory Operation and Automation IFF, Magdeburg, Germany, and Hans-Holger Wache, Institution for Statutory Accidents Insurance and Prevention for Raw Materials and Chemical Industry, Prevention Center Berlin, Berlin, Germany

The authors’ principal area of application is training for the prevention of accidents in the process technology industries. They run a professional training center with their own 3D virtual environments. Their approach may be carried over to application domains such as health care, crime prevention, and child safety.

At TLIC 2021, the authors delivered a contribution advocating planning of training experiences as dynamically as managing disturbed technical systems back into normal operation. Trainees who failed to complete their task – thereby possibly ruining a (fortunately only virtual) technical installation – are enabled to virtually travel back in time to make good the damage…

Keywords: occupational accident prevention, game-based training, adaptivity, personalization, artificial intelligence

TRACK 2 [ONLINE] - SESSION 2D
Session Chair: TBD
9:15 AM - 10:45 AM

Enhancing Corporate Wellness through Work Passion Focused Learning Environments

Jhoanna Paula Daria, Shangri-La Group, Hong Kong, China

Corporate wellness programs traditionally emphasize physical health and superficial engagement activities, often neglecting deeper intrinsic factors like work passion. This paper redefines corporate wellness by integrating work passion into wellness programs, highlighting the importance of a supportive learning environment that fosters enthusiasm for work. By focusing on the emotional and cognitive dimensions of employee engagement and satisfaction, the paper suggests that conceptual change through online learning and self-regulated learning via performance management can effectively nurture work passion. This approach reduces stress and burnout and enhances job satisfaction, performance, and retention, ultimately contributing to organizational success. The aim is to provide a framework for developing work passion-oriented corporate wellness programs that promote a holistic approach to employee well-being, valuable for HR professionals and organizational leaders aiming to enhance corporate wellness and employee performance through a passion-driven approach.

Keywords: corporate wellness, work passion, conceptual change, self-regulated learning

Immersive Museum Experiences: Natural Sciences, Cultural Heritage, Ancient Building Techniques

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., Logosnet LLC, Houston, Texas, USA

At e-REAL labs, we are revolutionizing museum experiences by integrating extended reality (XR) and generative artificial intelligence (AI). Collaborating with leading cultural institutions, we have developed interactive and immersive solutions that bring natural sciences, cultural heritage, and ancient building techniques to life. Our projects include installations at the Regional Museum of Natural Sciences in Turin, Italy, the "Mortar Mixer" joint initiative (managed by the University of Italian Switzerland and the University of Applied Sciences and Arts of Southern Switzerland, on behalf of the Swiss Government, the Foundation Pro Kloster St. Johann in Müstair and the City of Bellinzona, Switzerland, jointly with UNESCO in Paris, France), and the Digital Alpine Museum (DAM) that is a project developed by the European Union involving two Italian regional governments (Aoste Valley and Liguria) and two French Departments (Savoy and the Hautes-Alpes).

At the Museum of Natural Sciences in Turin, we created interactive video-mapping installations, immersive displays, and AI-powered avatars, enabling visitors to engage in dynamic dialogues with historical figures and explore ecosystems through augmented and mixed reality. Switzerland's "Mortar Mixer" initiative focuses on reconstructing medieval building methods: it features a 3D-modeled mortar mixer and interactive displays blending physical artifacts with virtual replicas. The DAM project combines digitalized artifacts and customizable virtual exhibition halls, enhancing cross-border access to cultural heritage…

Keywords: immersive technology, cultural heritage, extended reality (XR), AI-powered avatars, interactive storytelling

Fostering Climate Literacy Through the 2CG Multi-Method Approach: Imagination, Storytelling, Art & AI

Christina Merl, TalkShop/2CG, Wien, Austria

The 2CG (Content and Context) multi-method approach integrates climate fiction, polyphonic storytelling, artistic disruptions, and AI to cultivate essential future skills, including climate literacy. By empowering learners to imagine and co-create alternative futures, this innovative framework counteracts the dominance of dystopian thinking and promotes the articulation of utopian possibilities. Imagination and storytelling are positioned as critical tools for fostering emotional connections, inspiring critical reflection, and enabling creative problem-solving in the face of complex global challenges.

This session examines the application of the 2CG approach through case studies conducted across diverse educational contexts, including higher education, schools, and organizational training. These examples illustrate how integrating creative methodologies with climate education raises awareness, facilitates the co-creation of alternative narratives, and fosters individual and collective agency. By demonstrating the transformative potential of this integrated approach, the paper highlights its capacity to inspire sustainable and just futures…

Keywords: climate literacy, future skills, AI, storytelling, art and imagination

Interactive Learning in Fashion Design Education: Enhancing Creativity and Engagement with AI

Ngan Yi Kitty Lam, Ph.D., Kawai Lo, Ph.D., and Xingxing Zou, Ph.D., School of Fashion and Textiles, The Hong Kong Polytechnic University, Hong Kong, China

In the rapidly evolving landscape of fashion design education, integrating artificial intelligence (AI) is becoming increasingly essential to foster creativity and engagement among students. The interaction between learners and instructors plays a pivotal role in interactive learning environments, aiming to enrich the student learning experience and elevate learning outcomes. This paper examines the integration of AI into these environments, focusing on how AI can enhance interactions and elevate student creativity. The study employs a mixed-methods approach, utilising pre- and post-test assessments to evaluate the impact of AI integration on student creativity and engagement…

Keywords: interactive learning, artificial intelligence (AI), fashion design education, creativity enhancement, student engagement

Tourism Employees' Well-Being: An Innovative Educational Framework Integrating the PERMA Model of Well-Being and Transformative Learning

Sofia Kallou, Ph.D., Aikaterina Kikilia, Ph.D., University of West Attica, Aegaleo, Greece, Michael Kalogiannakis, Ph.D, University of Thessaly, Volos, Greece, and Dimitrios A. Papachristos, Ph.D., National Kapodistrian University of Athens, Psachna-Evia, Greece

In today's fast-changing work environment, there is a growing emphasis on the well-being of employees in both organizations and academia. While previous research in the tourism sector has mainly focused on the well-being of tourists, the psychological well-being of tourism employees has been neglected. This paper aims to fill this gap by focusing on the well-being of tourism employees and presenting an educational framework that integrates well-being, modern adult learning theories, and interactive educational technologies into tourism education and training.

The educational framework is rooted in Positive Psychology, emphasizing well-being, empowerment, resilience building, and flourishing. It also incorporates Transformative Learning Theory as a contemporary adult education approach derived from adults' experiences. Incorporating Transformative Learning into the educational process helps students challenge their existing beliefs and values through critical reflection and rational dialogue…

Keywords: well-being, positive psychology, Perma model, tourism education, transformative learning

AI’s Role in Transforming Educator-Student Dynamics and Teaching Efficacy in Ugandan Secondary Schools: Advancing Quality Education in the New Competency-Based Curriculum

Saadat Kimuli, Ph.D., Makerere University Business School, Kampala, Uganda, Nashua Kimuli Nabaggala, Kibuli Secondary School, Kampala, Uganda, Samuel Walulumba, and Apio Juliet Joy, Makerere University Business School, Kampala, Uganda

This study explores the role of artificial intelligence (AI) in transforming educator-student dynamics and enhancing teaching efficacy within Uganda’s newly adopted competency-based curriculum for secondary schools. The curriculum, designed to promote critical thinking, practical skills, and student-centered learning, aligns with Sustainable Development Goal 4 (SDG 4) on Quality Education. However, achieving these objectives presents significant challenges, including limited resources, large class sizes, and insufficient teacher training, especially in rural and under-resourced areas.

Using a qualitative approach, this research incorporates in-depth interviews and case studies to gather insights from educators and students in Ugandan secondary schools that have begun integrating AI technologies. Findings reveal that AI tools, such as adaptive learning platforms and automated assessment systems, contribute to personalized feedback and more targeted instruction. However, teachers report challenges in adapting to AI-enhanced instructional roles and express concerns about limited infrastructure and training, which impact effective AI integration. Additionally, discrepancies in technology access hinder equitable student engagement, especially in rural schools…

Keywords: artificial intelligence, competency-based curriculum, educator-student dynamics, teaching efficacy, quality education

Pause for Impact! Evaluating the Efficacy of Microbreaks on Wellbeing and Productivity in Trust & Safety Content Moderation through a Controlled Study

Bindiya Lakshmi Raghunath, Wipro, Hyderabad, Telangana, India, Aparna Samuel Balasundaram, Wipro, Austin, Texas, USA, and Sunil Varma Mudundi, Wipro, Hyderabad, Telangana, India

Content moderators in the Trust and Safety field work in high-stress environments, moderating user-generated content during their shifts. Their role involves continuous exposure to potentially distressing material, making it essential to adopt innovative approaches to support their well-being and productivity. While existing research underscores the benefits of microbreaks in routine tasks, their role in mitigating stress and improving performance in the unique context of content moderation remains underexplored. Despite efforts to encourage breaks, our survey with more than 3,000 content moderators revealed that 91.68% take only three or fewer breaks per shift, with a mere 38% incorporating short breaks. Hence, there was a need to formally introduce structured breaks into the work shift to harness their benefits and examine their specific impact in the unique context of content moderation…

Keywords: microbreaks, content moderation, wellbeing, productivity, controlled experimental study

The Need for a Paradigm Shift in Engineering Education in View of Available Computation Power

Kanmani Buddhi, Ph.D., BMS College of Engineering, Bengaluru, Karnataka, India

Engineering education can be viewed as the application of fundamental concepts of mathematics, statistics, science and engineering for the benefit of society. The fundamental concepts do not change with time. The distribution of marks secured by students in a class; the height of students in a class; the emoluments earned by the alumni of graduating batch shall always follow the normal distribution with specific mean and standard deviation. The people arriving at a restaurant; the parcels arriving at a post office; the packets arriving at a node in network; always follow the Poisson distribution with interarrival times following the exponential distribution. The frequency components present in a continuous time signal can always be obtained through the Fourier Transform (FT); and this signal can be converted to an equivalent digital signal through the sampling theorem; and its frequency components obtained through the Discrete Fourier Transform (DFT).

The course on engineering mathematics provides the essential mathematical foundation to define and solve engineering problems in various domains; and hence the ability to implement and demonstrate an application of the engineering concept. The course on engineering mathematics also introduces students to numerical techniques for established mathematical operations like integration, differentiation, solving differential equations. Today there is significant development in the computation power; and is available with every student through the electronic device he/she possesses. However, students refer to the Tables at the back of text books to compute the area of Normal curve/ to compute the bit error rate of a digital modulation scheme/ to obtain the coefficients of a digital filters/ to compute telecom traffic using Erlang Table/ to apply the companding law/ and others. There is a need to ensure these back of book Tables vanish; and students develop simple code to compute the desired parameter in view of available computation power…

Keywords: numerical integration, Fourier transform, Gaussian distribution, FIR filter design, engineering concepts

Addressing Sustainable Development Goals through Engineering Education: An Example

Kanmani Buddhi, Ph.D., BMS College of Engineering, Bengaluru, Karnataka, India

In this work we present an example for addressing the Sustainable Development Goals through Engineering Education. In India, engineering education is governed by guidelines from the AICTE (All India Council for Technical Education), the UGC (University Grants Commission) and the NEP (National Education policy 2020). Engineering Institutions in India are broadly classified as Tier-I (institutions with academic autonomy), and Tier – II (institutions with affiliation to a University). Programs effectively addressing the guidelines together with well-defined pedagogy, assessments to address the attributes of the 21st century are accredited by NBA (National Board of Accreditation). The guidelines provide broad framework for credits to be earned for the award of degree; a suggested framework for credit distribution among various curricular components: Basic Science Courses; Basic Engineering Courses; Program Core Courses; Program Elective Courses; Humanities and Social Sciences; Projects, Internships and Seminars; Ability Enhancement Courses; and mandatory non-credit courses.

In addition to complying with the credit framework; the AICTE has mandated since 2019, the need for every student to earn 100 points through activities during semester breaks. These activities need to be spread across five different heads from the total of 15 typical activities; with each head contributing to a maximum of 20 points; with 80 to 90 hours of cumulative work/association. These domains include: creation of local job opportunities; improve quality of education in village; plan for doubling the income of villagers; developing sustainable water management system; low cost sanitation; promotion of tourism; energy conservation; skill development leading to employment; localized techniques for construction; sustainable growth of villages; support to women leading to addressing social/economic issues; efficient garbage disposal system; skill India/ digital India/Swachh Bharat initiatives…

Keywords: sustainable development goals, signals and systems analog, AICTE activity points

AI as a Co-Educator: Crafting the Perfect Balance in Modern Courses

Joseph Evanick, Ed.D., Geisinger College of Health Sciences, Scranton, Pennsylvania, USA

As artificial intelligence reshapes education, educators face a critical challenge: how to meaningfully integrate AI tools while preserving the irreplaceable human elements of teaching and learning. This presentation moves beyond the AI-versus-human narrative to explore practical frameworks for human-AI collaboration across diverse learning environments.

Drawing from current educational research and real-world implementations, we examine how AI can be a co-educator that amplifies rather than replaces instructor expertise. Through practical examples and case studies, participants will discover strategies for leveraging AI in three key areas: personalized learning support, course material development, and student engagement. We'll explore how AI tools can handle routine tasks and provide adaptive feedback, freeing educators to focus on higher-order teaching activities like mentoring, fostering critical thinking, and building meaningful student connections…

Keywords: artificial intelligence, human-AI collaboration, teaching effectiveness

AI as a Creative Partner in Instructional Design: Strategies for Effective Course Development

Carla Huck, Ed.D., and Anica Cisneroz, Ph.D., American College of Education, Indianapolis, Indiana, USA

As artificial intelligence reshapes higher education, instructional designers encounter new opportunities and challenges in effectively leveraging AI tools. This session explores AI's potential as a creative partner in evidence-based instructional design. Drawing from real-world experience developing courses for our fully online college, we'll present practical strategies for using AI to enhance four critical areas of course development: (1) creating authentic case studies, (2) crafting engaging discussion prompts, (3) formulating multi-level assessments, and (4) ensuring learning objective alignment. Participants will gain insights into specific techniques for using AI to generate realistic and career-relevant scenarios (or learning experiences) that resonate with students, transform mundane discussion questions into catalysts for critical thinking, and design assessments across cognitive complexity levels. We will showcase how we employ AI across programs of study to identify curriculum gaps, propose improvements in objective alignment, and diversify the range of learning activities while preserving pedagogical integrity. Through concrete examples and lessons learned, this session will equip participants with a toolkit of prompts and examples for integrating AI into their instructional design workflow.

Keywords: artificial intelligence, instructional design, curriculum, higher education

Decolonizing Cultural Heritage: Virtual Museums and Co-Design with Marginalized Communities in Italy

Luca Contardi, Sapienza University of Rome, Bologna, Emilia Romagna, Italy

Museums play a central role in informal learning and are increasingly reclaiming their social mission (Poce, 2020). In recent years, many institutions worldwide have embraced a paradigm shift inspired by the concept of decoloniality (Mignolo, 2018) and are pioneering practices that promote equity, diversity, and inclusion. A key driver of this transformation has been the adoption of co-design practices within the framework of the participatory museum (Simon, 2010).

According to the Museums Association's ‘Decolonising Principles’, effective decolonisation involves challenging neutrality, acknowledging power and privilege, building meaningful relationships, and valuing diverse knowledge systems. As Simona Bodo (2012) highlights, museums can achieve this by engaging communities in creating new narratives through storytelling, theatre, and other interpretative methodologies. These approaches recognize participants' unique contributions to understanding and reinterpreting museum collections…

Keywords: decolonization, participatory museum, virtual heritage, co-design, social inclusion

Preparing Ugandan University Students for the AI-Driven Gig Economy: Advancing Decent Work for All through Education

Saadat lubowa Kimuli Nakyejwe, Ph.D., Sarah Nassali, Nashua Kimuli Nabaggala, and Ibtihal K Nabayego, Makerere University Business School, Kampala, Uganda

The gig economy, characterized by short-term, flexible, and task-based employment facilitated through digital platforms, is reshaping the labor market globally. In Uganda, university students face significant challenges in aligning their education with the skills needed to thrive in this evolving employment landscape. This study focuses on achieving "Decent Work for All," a key target of SDG 8, by examining how universities in Uganda—Makerere University Business School, Makerere University, Kampala University, Kampala International University, and Kyambogo University—prepare students for meaningful and equitable participation in the gig economy.

The research adopts a qualitative approach, using interviews with students and university staff to explore the alignment of curricula and teaching practices with the skills required for the gig economy. The study also highlights the role of emerging technologies, including artificial intelligence (AI), in shaping the gig economy landscape. Interviews with academic staff reveal that while universities recognize the growing importance of the gig economy, they often struggle with integrating practical, technology-driven skills such as AI proficiency, digital literacy, and entrepreneurship into their curricula due to resource constraints and a lack of industry collaboration…

Keywords: gig economy, artificial intelligence in education, university curriculum development, skills for future work, decent work for all

Online Simulations in the Service of Death Education in Higher Education

Rivi Frei-Landau, Ph.D., Achva Academic College, Yinon, Israel

In recent decades, there has been increased advocacy of death education and grief literacy, which refers to the ability to understand grief and loss in order to act competently when supporting grieving individuals (Breen et al., 2022). This is particularly important in the context of pediatric grief as childhood bereavement can profoundly affect child development, yet children may receive insufficient support post-loss (Frei-Landau, 2023). Similarly, in the last decade, simulation-based learning has been extensively integrated into higher education (Dotger & Chandler-Olcott, 2022) and during the COVID-19 pandemic it was modified to the online platform (Frei-Landau et al., 2022). Although digitalization was previously explored in the context of death education (Sofka & Gilbert, 2012), the benefits of using online simulations to facilitate death education related to pediatric grief have yet to be examined.

The current study explored the integration of simulation-based death education, related to childhood bereavement, in an undergraduate online course, to gain insight into the learning outcomes alongside the role of the online platform. Employing a qualitative case study design, 37 students participated in an online simulation workshop related to pediatric grief. Data collection included open-ended reflections, a focus group, and semi-structured interviews, all of which were analyzed using thematic analysis. Findings revealed four themes denoting the learning outcomes. In addition, the analysis indicated the ways in which the online format facilitated these learning outcomes. The study provides theoretical insights into the role of simulation-based death education in the service of grief literacy alongside practical implications to promote best practices when supporting grieving children.

Keywords: simulation-based learning, online learning, death education, childhood bereavement, qualitative study

Talking with the Expert: An Intelligent Avatar Performing with Emotional and Social Intelligence

Fernando Salvetti, Ph.D., Logosnet LLC, Houston, Texas, USA

At the e-REAL labs, we are transforming digital interaction and expertise-sharing with Mia Williams, an agentic application designed to perform as an expert across diverse programmed topics. Powered by Retrieval-Augmented Generation (RAG) and advanced AI technologies, Mia combines human-like emotional intelligence, dynamic multimedia capabilities, and expert knowledge-sharing to provide a cooperative and engaging experience.

Mia’s revolutionary design enables her to observe and interact with her interlocutors in a highly realistic manner. She follows users with her gaze using microphone arrays and webcam-based computer vision, creating an immersive and personalized connection. Her realistic non-verbal cues—including facial expressions, gestures, and gaze alignment—make her emotionally and socially intelligent, enhancing the user experience through meaningful, human-like interactions.

Thanks to an intuitive editor, Mia’s knowledge base can be updated in minutes, allowing her to adapt effortlessly to new topics and scenarios. Whether explaining complex subjects, sketching diagrams, or presenting videos and images, she provides an interactive, multimedia-rich environment tailored to user needs…

Keywords: agentic application, emotional intelligence, retrieval-augmented generation (RAG), human-centric interaction, multimedia capabilities

Faculty Insights on Utilizing Generative AI in Professional Programs

Negar Farakish, Ed.D., Kristine Rodriguez Kerr, Ed.D., and Hui Soo Chae, Ed.D., NYU School of Professional Studies, New York, New York, USA

This study explores the adoption rates and generative AI tool use among undergraduate and graduate faculty across various disciplines. Based on survey data from faculty at NYU School of Professional Studies, this study illuminates generative AI adoption patterns and provides critical insights on actual experiences of these tools by this group. The core of this analysis pulls from quantifying the percentage of faculty who are (or are not) actively using these technologies across academic, personal, and professional spaces. We believe this information is crucial for devising effective pedagogical strategies that leverage AI capabilities to maximize engagement and learning efficiency. That is, we wanted to know faculty members' (1) self-reported level of AI adoption, (2) perceptions of these tools, and (3) perceived benefits, challenges, and concerns about using generative AI tools. Additionally, the findings enrich theoretical discussions about generative AI technology adoption in education and contribute substantially to the evolving discourse on the role of these tools in education, informing theoretical, practical, and policy advancements in this evolving area.

Keywords: generative AI, AI faculty use, AI engagement, AI adoption

Transformative Learning in the Age of Generative AI: Educators' Perspectives on a Paradigm Shift

Mara Alagic, Ph.D., and Jaehwan Byun, Ph.D., Wichita State University, Wichita, Kansas, USA

This study investigated the multifaceted disruption and transformative potential of Generative Artificial Intelligence (GenAI) in reshaping teaching and learning paradigms. Grounded in transformative learning theory, it examined two key dimensions: (a) Educators' Engagement: The adoption and adaptation of GenAI by educators, and (b) Paradigm Shifts: The potential shifts in educational practices, as reflected in participants' experiences with GenAI implementation.

The analysis of participants' perspectives on GenAI prevalence in the context of transformative learning revealed several themes. The most prominent theme, Critical Reflection, indicated that participants are actively evaluating the potential impact of GenAI on their teaching practices and student learning. The study highlighted the importance of considering diverse perspectives to develop effective strategies for integrating GenAI and explicated the need for further research to understand how to implement it meaningfully in educational settings…

Keywords: generative AI (Gen AI), transformative learning, paradigm shift, disruption, education

Transforming Education: Harnessing Generative AI to Empower Students with Disabilities

Alyse Jordan, Ed.D., Indiana State University, Terre Haute, Indiana, USA

In an increasingly digital world, the integration of generative AI technologies in education presents a transformative opportunity, particularly for students with disabilities. This presentation explores the potential of tools like Otter.ai and similar generative AI applications to create inclusive learning environments that cater to diverse needs. Generative AI can facilitate personalized learning experiences by adapting educational content to match the unique abilities and preferences of each student, ensuring that all learners have equitable access to knowledge.

The primary outcome of this presentation is to equip educators, administrators, and policymakers with a comprehensive understanding of how generative AI technologies, such as Otter.ai and similar applications, can be effectively integrated into educational settings to support students with disabilities…

Keywords: students with disabilities, student retention, student support

AI Academic Policies: Establishing Ethical, Transparent, and Equitable Use in Higher Education

Humberto Hernandez, Ed.D., and Susan Arnold, D'Youville University, Buffalo, New York, USA

As Artificial Intelligence (AI) becomes increasingly integrated into academic environments, it is critical to establish comprehensive guidelines that ensure ethical, transparent, and equitable usage. This session will present the development and key principles of D’Youville University's AI Academic Guidelines, designed to uphold faculty autonomy, protect intellectual property, and align with higher education standards.

The presentation will explore the foundational principles of these guidelines, including fairness, accountability, reliability, and innovation. It will also delve into the roles and responsibilities of faculty, students, and the university in fostering responsible AI usage while safeguarding privacy and security…

Keywords: AI ethics in academia, faculty autonomy, AI policy development, educational innovation, responsible AI integration

Redesigning Learning Activities in the AI Age

Kristine Rodriguez Kerr, Ed.D., Negar Farakish, Ed.D., and Hui Soo Chae, Ed.D., NYU School of Professional Studies, New York, New York, USA

Evidence-based uses of generative AI in course activities, assignments, and assessments are central to the development of student-centered, inclusive educational practices. During this demonstration, we discuss the transformative potential of generative AI to advance critical thinking, creativity, and academic writing with examples from two undergraduate and two graduate courses. We outline the purposeful integration of tools such as Microsoft Copilot, Open AI ChatGPT, Google Gemini, and HeyGen, showcasing how they can facilitate student learning while maintaining academic integrity and student voice. In this demonstration, we share four examples of faculty-led redesigned assignments that thoughtfully integrated generative AI to serve as models with significant potential to enhance student learning. By (re)designing courses to incorporate AI tools, faculty simultaneously deepen student knowledge and provide students opportunities for hands-on experience with emerging technologies that will enable them to contribute to a rapidly evolving economy.

Keywords: generative AI, AI-enhanced assignments, faculty-led curriculum development

Leveraging Generative AI as a Secondary Research and Thought Partner: Lessons and Ethical Considerations in a Qualitative Instrumental Case Study Dissertation

Pamela McCray, Ph.D., and Norman S. St. Clair, Ph.D., The University of the Incarnate Word, San Antonio, Texas, USA

This position paper explores our experiences as a doctoral candidate and dissertation Chair leveraging and integrating Generative Artificial Intelligence (GenAI) as secondary research and thought partner in a qualitative instrumental case study dissertation. The purpose of our paper is to share lessons learned and provide strategies, insights, and ethical considerations for researchers in academia and the social sciences seeking to responsibly incorporate GenAI into their work. We developed protocols to ensure the doctoral candidate maintained their role as the primary research instrument, content producer, and analyst while leveraging GenAI as a supportive tool. GenAI assisted with data organization, theme identification, and iterative coding, enhancing efficiency while preserving the researcher’s critical role in analysis and interpretation.

Using domain-specific prompts and structured workflows, we found GenAI could complement traditional research methods by streamlining synthesis and coding processes, validating themes, and deepening insights without compromising rigor or integrity. Through this process, we balanced the capabilities of GenAI by emphasizing and prioritizing researcher judgment, ensuring ethical standards, methodological accuracy, and accountability were upheld. This paper highlights actionable lessons and methodologies for integrating GenAI into academic research, emphasizing transparency and the researcher’s primary role in the research process…

Keywords: generative artificial intelligence (GenAI), instrumental case study dissertation, ethical considerations, GenAI-assisted research

Communication and Presentation Skills (CaPS!) Project: A Scalable Approach to Enhancing Presentation Skills

Maaike Bouwmeester, Ph.D., New York University, Brooklyn, New York, USA and Elaine Li, Columbia University, New York, New York, USA

The Communication and Presentation Skills Project (CaPS!) enhances the presentation skills of graduate students and professionals through a structured, mastery-based program. By combining AI-driven feedback, peer feedback, and scaffolded practice, CaPS! integrates seamlessly into coursework and professional development efforts, helping participants improve delivery, organization, and visual design skills while allowing instructors to focus on their course's core learning objectives. This presentation will showcase the CaPS! approach, learning modules, and outcomes, providing a scalable and replicable model for skill development in higher education and professional settings.

Keywords: presentation skill development, AI-enhanced learning, performance assessment, mastery-based learning, deliberate practice

“Writing is not a frill for the few, but an essential skill for the many”-- A Must-Have Skill!

Alicia Aiken, Ed.D., Petrojma Limited, Kingston, Jamaica

“Writing today is not a frill for the few, but an essential skill for the many.” According to The National Commission on Writing (2003). Since writing is so essential, it is imperative that all university stakeholders employ an inclusive approach to academic writing to minimize students’ deficiencies in writing. Therefore, since writing is considered as the most essential skill needed for all core academic courses, collaboration is needed among all faculties and not just among language and literacy instructors and practitioners. The university and in particular, the language and linguistic division should consider investing in the most current technological infrastructure to aid in the development of students’ language competency. One example is AI (Artificial Intelligence), such as ChatGPT; however, these new technologies must be rooted in alterability, critical thinking, and referencing. There is also a need for a virtual writing centers or language labs to be developed…

Keywords: pointed, needed skill, new trends, AI

How Technology-Supported Museum Activities Can Effectively Promote Language Learning

Maria Tolaini, Università degli Studi di Genova, Genova, Italy

Multilingual competence is recognized as essential for active participation in society making it crucial for all individuals, regardless of socio-economic status or disabilities, to have equal opportunities to develop this skill. This is especially important for high school seniors, as proficiency in multiple languages can improve their academic and career prospects. In Italy, however, only 34% of respondents in a European survey report being able to converse in English. To address this, the European Commission suggests exploring informal learning settings like museums and integrating digital technologies into education. In line with these recommendations, this paper presents preliminary findings from an ongoing doctoral project that investigates how technology-supported museum activities can effectively promote language learning. The study involved 131 Italian high school students, aged 17, with English levels ranging from A2 to B2 over 26 weeks. The students were divided into four groups: a control group and three experimental sub-groups. One group used digital tools, such as customizable interactive digital resources, in school workshops. Another participated in museum visits and workshops, while the third group followed a similar path but used educational technologies, like QR codes, augmented reality, and a real-time collaborative platform during museum visits…

Keywords: museum education, language learning, educational technologies

Using OpenAI GPTs and Google NotebookLM to Enhance Learner Experience

Jose Mendoza, DBA, and Hui Soo Chae, Ed.D., New York University's School of Professional Studies, New York, New York, USA

In this paper, we discuss the development of an OpenAI GPT in a graduate Marketing course and the implementation of Google NotebookLM in an undergraduate Internship course. Specifically, we describe how the purposive integration of these applications impacted the design of course activities, assignments, and assessments. We also highlight research on technology-mediated learning and educational theories such as social constructivism that informed our optimization of these technologies to support personalized and self-directed learning. Lastly, we theorize the impact of these generative AI tools on student interactions with instructors and peers, student engagement with course resources, and student motivation and metacognition.

The GPT was created as a course assistant, providing 24/7 support to graduate students in a Business Analytics and Data Visualization course at the NYU School of Professional Studies. By uploading the syllabus, assignments, projects, and rubrics to the GPT, students were able to receive relevant guidance on demand as they navigated the class. Students reported that the GPT effectively responded to various prompts, from broad logistical questions to assignment-specific inquiries. The use of the GPT in the course also enabled students and the instructor to focus on applying knowledge and research to real-world contexts…

Keywords: large language models, higher education technology, adaptive learning, custom GPT, NotebookLM

Improving STEM Education for Hispanic Students: A Case Study at Our Lady of the Lake University

Stacy Ybarra Evans, Ed.D., and Steven Linely, Ph.D., Our Lady of the Lake University, San Antonio, Texas, USA

This presentation will explore the challenges and successes of Our Lady of the Lake University's (OLLU) initiative to improve STEM education for Hispanic students. Funded by a Title V Developing Hispanic-Serving Institution (DHSI) grant, the program focuses on redesigning core STEM courses and expanding academic support resources.

Keywords: Hispanic-Serving Institutions (HSIs), STEM education, UDL, experiential learning, Title V grant