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Call for Papers – C7: PTP

ICCE 2026 Subconference on

Practice‐driven Research, Teacher Professional Development, and Policy of ICT in Education (PTP)

The ICCE C7 sub-conference on Practice-Driven Research, Teacher Professional Development, and Policy of ICT in Education (PTP) welcomes contributions that examine research, dissemination, and effective practices related to ICT innovations in education. It focuses on technological advancements as well as emerging pedagogical and methodological challenges arising from the integration of ICT in educational contexts.

This sub-conference aims to advance discussions on how technological innovations can support practice-driven research and evidence-based education, particularly in fostering sustainable classroom practices. It also addresses issues of scalability in teacher professional development initiatives involving ICT, alongside policy dimensions of ICT in education, including the formulation of national and local policies and the promotion of instructional leadership.

In addition, the sub-conference explores the evolving relationships among parents, students, and teachers within ICT-enhanced learning environments, highlighting their roles in supporting meaningful and effective educational transformation.

Scope of the Conference

The C7 sub-conference invites submissions including, but not limited to, the following areas:

Practice-Driven Research

  • Research on ICT innovations in education, including their integration and effective implementation in teaching and learning.
  • Technological innovations that support practice-driven research and evidence-based education.
  • Approaches and challenges in translating research-based ICT innovations into sustainable classroom practices.
  • Assessment and learning analytics to support teacher practices and improve student outcomes.
  • Studies on integrating education for peace and sustainability into ICT-supported teaching and learning environments.
  • Applications of artificial intelligence (AI) in education, including personalized learning, data-informed decision-making, and the ethical, fair, and transparent use of AI technologies.

Teacher Professional Development

  • Effective approaches to teacher professional development for promoting ICT integration in education.
  • Scalability challenges and solutions in teacher professional development programmes involving ICT.
  • Technology-enhanced strategies for empowering teachers to integrate social-emotional learning and sustainability themes into classroom practice.
  • Digital literacy development in the era of artificial intelligence (AI).
  • Innovations in teacher education and training programmes for leveraging AI tools in teaching and learning.
  • Professional learning initiatives that support teachers in the ethical and responsible use of AI in education.
  • Institutional strategies and support systems for sustaining continuous professional development.
  • Professional development programmes aligned with education for peace and sustainability goals.

Policy of ICT in Education

  • Initiatives, planning processes, and policy analyses related to ICT implementation in education.
  • Policies that promote education for peace and sustainability through the effective use of ICT.
  • Policy formulation supporting ethical, inclusive, and scalable ICT integration in educational systems.
  • Instructional leadership practices for principals and heads of departments to foster effective ICT integration.
  • Policy frameworks addressing emerging challenges in AI-driven education.
  • Global and local perspectives on contextualizing and implementing ICT policies across diverse educational settings.

PC Executive Chair

  • Qiyun WANG, National Institute of Education, Nanyang Technological University, Singapore

PC Co-chairs

  • Xinghua WANG, Macao Polytechnic University, Macau, China
  • Zhiru SUN, University of Southern Denmark, Denmark
  • Meiying QIN, York University, Canada

PC Members

  • Cemil Gökhan KARACAN, Istanbul Beykent University, Turkey
  • Chunfang ZHOU, University of Southern Denmark, Denmark
  • Emanuela MARCHETTI, University of Southern Denmark, Denmark
  • Haneen VASEL, Hifa University, Israel
  • Hui WANG, York University, Canada
  • Inger-Marie Falgren CHRISTENSEN, University of Southern Denmark, Denmark
  • Jianwen FANG, Wenzhou University, China
  • Jing WU, National Institute of Education, Singapore
  • Jingwen HE, University of North Texas, US
  • Jinxia ZHAO, Linyi University, China
  • Katherine, Guangji YUAN, National Institute of Education, Singapore
  • Manisha KHULBE, Tallinn University, Estonia
  • Martin REHM, University of Southern Denmark
  • Mas Nida Md. KHAMBARI, Universiti Putra Malaysia
  • May HAIDAR, York University, Canada
  • Mona NASERY: York University, Canada
  • Navid MOHAGHEGH: York University, Canada
  • Niles, Yan ZHAO, National Institute of Education, Singapore
  • Pande, PRAJAKT, Aarhus University, Denmark
  • Pooja VASHISTH, York University, Canada
  • Prajakt PANDE, Aarhus University, Denmark
  • Priscilla MOSES, Universiti Tunku Abdul Rahman, Malaysia
  • Rasooli AMIRHOSSEIN, National Institute of Education, Singapore
  • Rex P. BRINGULA, Linköping University, Sweden
  • Ruba Al OMARI, York University, Canada  
  • Si ZHANG, Central China Normal University, China
  • Sunila AKBAR: York University, Canada
  • Tanmay SINHA, National Institute of Education, Singapore
  • Wei WEI, Macao Polytechnic University, China
  • Xin AN, Qingdao University, China
  • Yannis DIMITRIADIS, Universidad de Valladolid, Spain
  • Yaxin TU, Zhejiang University, China
  • Yiqing Irene HUANG: University of Toronto, Canada
  • Yuqin YANG, Central China Normal University, China
  • Zhongmei HAN, Zhejiang Normal University, China