Paper, Special Track and Workshop Submission

All submissions to TECH-EDU 2024 should be done by using the Microsoft Conference Management Toolkit: Before submitting your paper, special track and/or workshop proposal, you should read carefully the general guidelines presented at and be aware of the important dates published at

Please, submit your paper to TECH-EDU 2024 Main Track at

lease, submit your Special Track Proposal to TECH-EDU 2024 at

Please, submit your Workshop Proposal to TECH-EDU 2024 at

special Tracks’ Paper Submission

Below you can find a list of the current accepted Special Tracks and related links for TECH-EDU 2024.

The recent boom of artificial intelligence has uncovered the hidden potential for intelligent models to address and effectively solve a wide range of problems from multiple domains. Education is a transversal domain of research, which is benefiting significantly from the latest advances in the development of intelligent solutions. While the contributions of artificial intelligence in education are diverse, the practical application of such models has a huge potential, concerning physical and virtual classrooms for all age ranges and adapted to very distinct needs and circumstances.

The Artificial Intelligence in Education Special Track brings together the latest advances in the conception, development and application of artificial intelligence models for education. These models address aspects such as student performance assessment, student engagement enhancement, emotion and learning styles and predisposition identification, virtual assistants, classroom enhancement technologies, and automatic adaptation of teaching processes, among others.

Organizers: Arsénio Reis (, Tiago Pinto (, and Eduardo Pires ( – INESC TEC & University of Trás-os-Montes e Alto Douro, Portugal

Paper Submission:

Artificial Intelligence (AI) applications can become powerful tools to support science, mathematics and technology (SM&T) teaching and learning. Although there are several digital educational resources for learning SM&T, many teachers derive little educational benefit from them. This problem is even more acute when it comes to AI applications. The proponents of this Special Track (ST) have been working consistently since 2017 on the “instrumental orchestration” theoretical approach that envisages the integration of technological artifacts in SM&T teaching, converting them, for students, into tools that are used in learning environments with greater student engagement and stimulating intellectual challenges (e.g. epistemic learning). The focus of this ST is, therefore, this: in the midst of so many artifacts that incorporate AI, how can we take advantage of its use as tools to learn new knowledge, develop skills, learn new ways of thinking and communicating in the context of SM&T education?
Based on theoretical approaches that support the integration of technological artifacts in SM&T teaching and in particular on the “instrumental orchestration” theoretical approach, this ST aims to encourage the sharing of knowledge about the use of AI tools, or other technologies, in formal contexts teaching SM&T to promote higher-order cognitive learning or explore its potential to help create more productive, stimulating, and intellectually challenging learning environments for students (e.g., learning in an epistemic environment).

Therefore, theoretical or empirical studies that explore the use of AI tools, or other technologies, in formal SM&T teaching contexts to promote high-level cognitive learning, especially those that value the epistemic aspects of learning, are welcome. Studies that focus on non-formal contexts of SM&T education in which technology plays an important role are also welcome.

Organizers: J. Bernardino Lopes ( and Cecília Costa ( – CIDTFF and University of Trás-os-Montes e Alto Douro, Portugal

Paper Submission:

The special session “Sustainable Development of Artificial Intelligence based Teaching, Learning and Assessment in Higher Education” at the International Conference on Technology and Innovation in Learning, Teaching and Education focuses on exploring the application of artificial intelligence (AI) in higher education settings. The session aims to discuss how AI can enhance teaching, learning and assessment experiences in universities and colleges, as well as the challenges and opportunities associated with its implementation.

Topics that may be covered in this session include the use of AI-powered tools for personalized learning, adaptive learning systems, virtual assistants for student support, AI-driven assessment and feedback mechanisms, and the ethical implications of AI in education. Participants in this session will likely delve into case studies, research findings, and best practices related to integrating AI technologies into higher education curricula.

In terms of knowledge level, this session is likely to cater to attendees with an intermediate to advanced understanding of both artificial intelligence and the higher education sector. Participants are expected to have a foundational knowledge of AI concepts and an interest in exploring its applications in educational contexts. The session may also touch upon cutting-edge research and developments in AI-driven teaching and learning initiatives.

Organizers: Thangavel Murugan ( – United Arab Emirates University, UAE; Karthikeyan P. ( and A.M. Abirami ( – Thiagarajar College of Engineering, India

Paper Submission:

The special session titled “Online Teaching, Learning, and Assessment in Higher Education – Challenges and Innovations” will explore the current landscape of virtual education in the higher education sector. As universities and colleges around the world continue to adapt to remote learning environments, this session will delve into the unique challenges faced by educators, students, and institutions, while also highlighting innovative strategies and technologies that have emerged in response. By bringing together experts, researchers, and practitioners in the field, this session aims to facilitate discussions, share best practices, and inspire new approaches to online teaching, learning, and assessment.

Organizers: Thangavel Murugan ( – United Arab Emirates University, UAE; Karthikeyan P. ( and A.M. Abirami ( – Thiagarajar College of Engineering, India

Paper Submission:

Due to its practical nature, Tourism and Hospitality Education is becoming an increasingly relevant topic both for researchers and Higher Education Institutions. Service-oriented and people-centered, over the last decade the industry has undergone significant changes, stemming from technological developments and consumer and societal demands, which have not only transformed what is expected from graduates in this field, but has also had an impact on the role institutions and educators can play within this scope. As a result, in addition to revising syllabi and broadening the educational offer, there is a growing demand for innovative, hands-on approaches that incorporate digital platforms and solutions.
As more researchers experiment with these approaches, it is important to share good practices, giving the floor to practitioners to describe and reflect on their work, ultimately supporting the creation and further development of communities of practice. This special track aims at providing a space for sharing these experiences within the scope of tourism education, welcoming works that describe and reflect on the potential of simulation-based learning, Artificial Intelligence (AI) and pedagogical innovation, and the role these elements can play in equipping future professionals with 21st century skills.  In addition to encouraging reflection, it hopes to inspire other educators, thus making valid contribution to the field. 

Organizers: Sandra Vasconcelos ( and Carla Melo ( – Polytechnic Institute of Porto, Portugal

Paper Submission:

In contemporary educational landscapes, the evolution and global integration of digital technology have fundamentally transformed the educational paradigm, in different areas, rendering digital competence indispensable for both teachers and students. Recognizing the importance of equipping them with competences to navigate the ever-evolving digital landscape effectively, it is increasingly relevant to share and discuss innovative teaching, learning and assessment strategies that nurture the development of digital literacy.
The primary goal of this special track is to draw submissions that explore into innovative approaches to technology-enhanced learning design. These submissions may address pertinent learning design issues ranging from redefining course structure to bolster student engagement, to crafting technology-enhanced activities that uphold the students’ experience throughout the learning process.
Given that more traditional learning approaches are undergoing transformation, rethinking learning design in the digital era may involve, for instance, personalising learning based on digital feedback, addressing innovative approaches to transparent assessment design, including the use of rubrics, developing technology-enhanced collaboration experiences or incorporating the use of digital platforms/tools to develop knowledge, competences, beliefs and values to enhance active learning.
Thus, with this track, we aspire to foster the exchange of ideas and insights that can inspire transformative practices in learning design in the digital age.

Organizers: Ana Rita Costa ( – CIDTFF and University of Aveiro, Portugal; Sandra Vasconcelos ( – Polytechnic Institute of Porto, Portugal; Ana Balula ( – CIDTFF and University of Aveiro, Portugal

Paper Submission:

Educational robotics, educational gaming and, virtual and augmented Reality (VR and AR), represent innovative paradigms in modern learning. Educational robotics involves the use of robots to facilitate learning, fostering problem-solving skills and creativity in students. Through hands-on activities, learners engage in programming and engineering problem-based concepts, enhancing their understanding of STEM subjects and cultivating their computational thinking. Educational gaming leverages gamification principles to make learning more enjoyable, effective and creative. Through interactive gameplay, students develop critical thinking, collaboration, and decision-making skills while exploring educational content in a fun and immersive way. Virtual and Augmented Reality (VR and AR) offer immersive experiences that redefine how we interact with digital content. VR creates entirely simulated environments, while AR overlays digital elements onto the real world. Both technologies have vast applications in education, training, entertainment, and various industries, revolutionizing user experiences.

This special track brings together latest research work on embedding these emerging approaches in learning environments towards revolutionizing education, by providing dynamic and personalized learning experiences that cater to individual needs and preferences, ultimately preparing students for success in an increasingly complex and technologically driven world.

Organizers: Sofia Hadjileontiadou ( – Democritus University of Thrace, Greece; George Koutromanos ( – National and Kapodistrian University of Athens, Greece; Kyparissia Papanikolaou ( – School of Pedagogical and Technological Education, Greece

Paper Submission:

Nowadays, we need to change how we teach to engage all students (from kindergarten to higher education) to develop what they know and all their skills to produce enough science and technology specialists and empower them as critical and interventive citizens.

We are in 2024, AI is here, and our students access ChatGPT (or similar) daily. Shall we continue to do the same in our classrooms? What news can we bring to the teachers’ community to interest them in 21st-century changes? How do we search for high-quality research into teaching and learning mathematics, sciences, and technology at all the teaching levels? How do we search for high-quality teaching and learning at all the teaching levels? What do we research, and what does research tell us about teaching at all the teaching levels? How do we support students’ learning of mathematics, sciences, and technology through the development of learning strategies, attitudes toward learning those subjects, and their uses in real-world contexts, application of research results, and special efforts to support students’ efforts to improve their performance?

We present these questions not as a challenge but as an invitation to all of you – all the mathematics, sciences, and technology teachers – to join us in a special session. Let’s discuss these and other pressing issues in the current mathematics, sciences, and technology teachers’ courses or disciplines at all education levels. Your insights and experiences are invaluable in shaping the future of mathematics, sciences, and technology education.

Organizers: Maria M. Nascimento ( and Paula Catarino ( – University of Trás-os-Montes e Alto Douro, Portugal

Paper Submission:

Educators and researchers, in the fields Artificial Intelligence and Data Science, are heavily dependent of the availability of software tools and properly built datasets to conduct their activities, regarding specific sub-areas and applications of AI and Data Science.

The Special Track “Tools and Datasets for Teaching and Researching in Artificial Intelligence and Data Science” brings together the latest innovations in the conception and usage of tools and datasets to teach and research in the various areas of applied artificial intelligence and data science. On the tools side, the focus is on the academic usage of the currently available software systems that can be applied to implement AI and data science approaches to problem solving. On the dataset perspective, the focus is the construction and usage of datasets to train and build systems in the educational and research context.

Organizers: António Paulino ( – Instituto Politécnico de Coimbra, Arsénio Reis ( and Vitor Filipe ( – INESC TEC and University of Trás-os-Montes e Alto Douro

Paper Submission: