Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 20:17:41 EET
|
Daily Overview |
| Session | ||
20 SES 08 A: Diversities and Transformative Learning
Paper Session | ||
    | ||
20. Research in Innovative Intercultural Learning Environments
Paper 'Spraakmakers' - Making Talkers: New Approaches to Groupwork Within Superdiverse Newcomer Education AP HOGESCHOOL, Belgium Presenting Author:Our practice-based research project, 'Spraakmakers', focuses on training young speakers of other languages in groupwork skills and exploratory talk, or E.T.. (Mercer; Wegerif; T’Sas, amongst others). It might seem counterintuitive to go ‘back to basics’ and focus on spoken interaction in this age of AI. However, we believe that future-proof education requires investment both in skills that cannot be automated, such as live oral proficiency, and also in innovative pedagogical methodologies that respond to shared challenges including migration, inequality, and linguistic diversity. Our work thus explores whether E.T. can help a growing and vulnerable young population – specifically, 12-18-year-old newcomers to Antwerp, Belgium – gain skills for advancement into mainstream education or the labour market, alongside other benefits of E.T. for metacognition, self-regulated and lifelong learning. (Mercer, Wegerif & Dawes, 1999). Exploratory Talk emerged from the constructivist school and has been defined as discourse featuring: ‘peer collaboration/interaction, visible reasoning, knowledge construction, and public accountability’ which is achieved through ‘active and respectful listening, critically challenging or counter-challenging ideas, tentatively discussing hypotheses, giving and asking for arguments and striving for joint agreement’. (T’Sas and Daems, 2024, expanding on Mercer). In the context of language immersion for newcomers, E.T. would be present, for example, when diverse groups of pupils discuss a topic or problem through constructive exchange and mutual questioning, within a learner-centred environment designed to scaffold collaboration and equitable participation. This contrasts with less conscious forms of groupwork in which either everyone’s ideas are accepted in order to avoid disagreement (cumulative discourse) or discussions are driven by conflict (disputational discourse). A recent overview of literature from 1976-2016 found 88 articles describing interventions based on E.T. (T’sas and Daems, 2024, 21) in around 30 countries worldwide (Ibid, p. 2). To our knowledge none of these dealt with ‘basic level’ speakers (A1-A2 as per the CEFR) of the language of instruction. This gap is relevant. Mercer suggests that by 9 -10 years old, most first-language speakers have naturally acquired the ‘language strategies they need to engage in exploratory talk (and so in educated discourse)’ (Mercer 1996, 374, cited in T’Sas and Daems, 2024). In this project, we work in schools for newcomers who have been in the country less than two years, and who generally test around A1- or A2-level. By definition they do not have these ‘language strategies’ – at least not yet in Dutch, the language of instruction – which Mercer describes as the starting point for E.T. Our motivation is therefore dual. First we aim to explore whether Exploratory Talk is accessible – or measurable – without relying on explicit language strategies. Further, we hope to explore other benefits of groupwork in newcomer secondary education. This context is challenging but rich. Groupwork is anyway not always straightforward in a mixed class of pupils with basic proficiency in the language of instruction. Yet this very combination of linguistic vulnerability and diversity makes E.T. especially relevant. T’Sas and Daems (2024, 27) highlighted that E.T. has specific potential to foster ‘understanding, shared respect, openness, and trust’ in a globalised and superdiverse education context. Working in secondary education for newcomers in Antwerp thus allows us to explore this innovative pedagogy in the context of a superdiverse European city in a country marked by high levels of educational inequality (Agirdag, 2020). This can serve as a case study to investigate ways to empower a growing, often marginalized population to engage meaningfully with peers and teachers, and to cultivate agency, and a sense of belonging in educational spaces that are otherwise linguistically and culturally challenging, with relevance for comparable formal or non-formal educational contexts across Europe. Methodology, Methods, Research Instruments or Sources Used Spraakmakers is a materials-development, intervention-based study lasting three years. The researchers are working in co-creation with two schools to develop a lesson packet in Exploratory Talk for newcomers. The lessons were tested in the classroom and refined based on feedback, and the new version will be re-tested. Classes in the schools – both intervention and control groups – are filmed discussing a ‘dilemma’ in groups of three, both pre- and post-intervention. These discussions are being transcribed and analysed qualitatively and quantitatively. Regarding materials development, our work rests on the supposition that existing approaches to E.T. need adapting to fit pupils’ linguistic and cultural backgrounds. Moreover, learning and using E.T. is far from intuitive, and we want learners to own the process without simplifying the content, regardless of language proficiency. We are working within compulsory education so the lessons are also explicitly linked to official curriculum goals. Nonetheless, our materials are intentionally different from typical classes, focusing on psycho-social and group skills over language or content. Regarding the physical learning environment, it is challenging to meaningfully impact this in our context (space is limited, and one partner even holds classes in shipping containers due to rapid increases in student numbers). We therefore focus on optimising pupil experience in the existing physical space, forming groups and designing tasks to intentionally scaffold participation and allow an atmosphere of constructive cooperation to emerge naturally. Further, we are embedding language scaffolding and intercultural awareness into the lessons, challenging assumptions in existing material. For example, one typical E.T. ground rule is ‘We respect everyone’s opinion’, implying that everyone has opinions! Our co-creation revealed the need to make this explicit. The idea that young people can have an ‘opinion’ is not universal, let alone express it. Therefore, to design effective lessons, it is often necessary to step backwards both conceptually and linguistically. We also rethought our approach to data analysis. One traditional measurement in E.T. is counting exploratory ‘keywords in context’– like ‘why’ or ‘therefore’ – as evidence of pupils co-constructing arguments. This approach assumes that all learners will use these constructions naturally, albeit more prominently post-intervention. In the context of newcomer education, we question this link between E.T. and linguistic markers, choosing to apply new methods of measurement alongside existing approaches in the hope of charting the authentic experience and potential for expression amongst pupils who do not yet enjoy a full palette of linguistic tools. Conclusions, Expected Outcomes or Findings Regarding our expected findings, we believe that Exploratory Talk in newcomer education may not be visible through traditional linguistic markers. In particular, transitional structures (e.g. therefore), or suppositional modals (might, could) are typically beyond the repertoire of basic-level speakers so we will not necessarily find these. We will therefore include a range of measures alongside linguistic markers, taking an open, exploratory approach. We expect to see impact in intervention groups in some other variables from the literature, including some or all of: type and quality of arguments (Rojas-Drummond & Zapata, 2004); episode types (Herrlitz-Biro, 2013); and episode sub-categories (Van Boxtel et al, 2000). In addition, we define several new variables. First, the percentage – and total number – of on-task speech units: can groups focus better, and do they learn to sustain meaningful interaction longer? Second, three new ‘episode types’ to see if E.T. in newcomer education is expressed through language clarification, task clarification, or overt negotiation of interaction. Finally, given the multilingual context, we also consider the interplay between translanguaging and E.T. (Uddling, J. & Reath Warren, 2023). Finally, regarding turn-taking, alongside a potential improvement in democratic group dynamics, we will also look for increase in absolute participation amongst quieter group members. We hypothesise that even minimal increases in utterances for newcomer pupils lacking confidence or vocabulary, is a significant and an essential competence for E.T. Although the means of measuring exploratory talk may seem like a methodological niche, we believe that it represents a significant step towards charting and valorising the interaction, negotiation, collaboration, and cooperation that may go unnoticed in newcomer learning contexts more generally. As such, we also present Spraakmakers as a starting point to discuss how inclusive methodologies and classroom environments can transform learning in diverse environments including formal and non-formal newcomer education across Europe. References Agirdag, O. (2020). Onderwijs in een gekleurde samenleving. [Education in a coloured society]. Antwerpen: Epo. Herrlitz-Biro, L., Elbers, E. & de Haan, M. (2013). Key Words and the Analysis of Exploratory Talk. European Journal of Psychology of Education, 28(4), 1397-1415. Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25, 95-111. Rojas-Drummond, S. & Zapata, M. P. (2004). Exploratory Talk, Argumentation and Reasoning in Mexican Primary School Children. Language and Education, 18(6), 539-557. T’Sas, Jan, (2018). Learning outcomes of exploratory talk in collaborative activities, Doctorate UAntwerpen. T’Sas, J., & Daems, F. (2024). Exploratory talk in times of globalization and digitalization: A narrative review. L1-Educational Studies in Language and Literature, 24, 1-38. Uddling, J. & Reath Warren, A. (2023). A newcomer’s spontaneous translanguaging in lower-secondary physics education, International Multilingual Research Journal, 17:3, 270-288. Van Boxtel, C., van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge, Learning and Instruction, 10(4), 311-330. 20. Research in Innovative Intercultural Learning Environments
Paper Diversity, Inclusion and Interculturality in Transversal Competences: A Comparative Analysis of Education Degrees University of Valencia, Spain Presenting Author:European higher education is currently shaped by competence-based reforms promoted by the Bologna Process, the Tuning Project (González & Wagenaar, 2003), the European Framework for Key Competences (European Commission, 2019), and national regulations such as the Spanish LOMLOE (2020). These frameworks emphasize transversal competences as key elements for employability, democratic citizenship, and social inclusion, positioning them at the core of curriculum design in teacher education. Nevertheless, the extent to which these competences explicitly address diversity, inclusion and interculturality remains insufficiently explored. In this context, this contribution presents a comparative analysis of transversal competences in Education degrees examining the extent to which those competences explicitly incorporate dimensions of diversity, inclusion, and interculturality. To achieve this objective, the study adopts a clear conceptual framework. Competence is understood as an integrated configuration of knowledge, procedures, attitudes, and personal capacities that enable effective professional action across multiple dimensions, including knowing, doing, being, and learning to learn (Balaguer et al., 2025; Delors et al., 1996; Isus et al., 2002). Within the Tuning framework, transversal competences are classified as instrumental, interpersonal, and systemic, and are distinguished from subject-specific competences linked to disciplinary knowledge (Beneitone et al., 2021). This perspective provides the analytical basis for examining how transversal competences are formulated in curricula. Building on this understanding, the study conceptualises diversity as the plurality of social and cultural characteristics present in educational contexts, including cultural background, gender, sexual identity, socio-economic conditions, abilities, and belief systems (Yang et al., 2025). Inclusion is understood as a systemic process aimed at responding to diversity through structural and pedagogical transformation in order to reduce exclusion and inequality (UNESCO, 2003; Wigdorovitz, 2008). From this perspective, intercultural competence refers to the capacity to negotiate cultural meanings, communicate effectively across identities, and act in ways that promote dignity and rights (Chen & Starosta, 1996; Barrett & Borghetti, 2025). It integrates behavioural, affective, and cognitive dimensions and requires critical reflection on cultural difference and social contexts (Bronfenbrenner & Morris, 2007; Valsiner, 2019). Together, these concepts constitute the theoretical lens through which curricular competences are analysed. On this basis, the study addresses the following research question: To what extent do transversal competences included in Education degree curricula explicitly incorporate elements of diversity, inclusion, and intercultural competence? Methodology, Methods, Research Instruments or Sources Used A systematic comparative analysis of official study plans from four Education degrees—Pedagogy, Social Education, Early Childhood Education, and Primary Education—was conducted to examine how transversal competences incorporate dimensions of diversity, inclusion, and interculturality. The study adopted a qualitative comparative curriculum analysis design, focusing on the formal articulation of competences within institutional curriculum documents. Official study plans and publicly available competence descriptions from a Spanish public university were selected as the data corpus, as they represent authoritative and standardised expressions of competence-based reforms at the institutional level. To ensure conceptual coherence and analytical rigour, a coding matrix was developed based on five interrelated conceptual categories derived from relevant theoretical and policy frameworks: competence (Delors et al., 1996; González & Wagenaar, 2003), diversity (García-Prieto et al., 2021; Yang et al., 2025), cultural diversity (Díaz, 2023; Manghi et al., 2022), inclusion (UNESCO, 2003; Wigdorovitz, 2008), and intercultural competence (Chen & Starosta, 1996; Barrett & Borghetti, 2025). Each transversal competence was coded according to multiple analytical dimensions, including explicit references to diversity categories (cultural, gender, socio-economic, abilities, identity), explicit mention of inclusion or inclusive education, references to intercultural communication, respect for difference, rights or social justice, and the degree of conceptual explicitness of these elements (explicit, implicit, or absent). A comparative matrix was constructed to facilitate cross-degree analysis and to identify patterns across programmes. The analysis examined the number of transversal competences incorporating diversity-related dimensions, their distribution across instrumental, interpersonal, and systemic categories, and degree-specific emphases in the articulation of diversity, inclusion, and interculturality. Rather than applying quantitative statistical techniques, the study followed a descriptive-comparative approach aimed at identifying convergences, divergences, and underlying conceptual orientations in curricular formulations. The analysis sought to determine whether diversity and inclusion are structurally embedded in the formal definition of transversal competences or whether they remain implicit and dependent on subsequent pedagogical interpretation. In doing so, the study provides insight into how institutional curricula translate European competence-based policy discourses into explicit curricular commitments to diversity and intercultural education. Conclusions, Expected Outcomes or Findings The analysis indicates that transversal competences in the examined curricula predominantly emphasise general values such as teamwork, ethical commitment, and social responsibility. However, explicit references to cultural diversity, gender diversity, socio-economic inequality, and intercultural competence are unevenly articulated across degree programmes. Competences related to inclusion are more prominently formulated in Social Education and Pedagogy, whereas Early Childhood Education and Primary Education programmes tend to conceptualise inclusion primarily in terms of attention to diversity or special educational needs. Furthermore, when intercultural competence is addressed, it is frequently embedded implicitly within broader notions of citizenship or social commitment rather than explicitly articulated in terms of intercultural negotiation, critical reflexivity, or rights-based action. From a European perspective, these findings reveal a tension between the normative emphasis on diversity and interculturality in supranational policy frameworks and their concrete curricular implementation at institutional level. While competence-based curricula formally align with European reference frameworks such as the Bologna Process and the European Key Competences, the integration of diversity and intercultural dimensions remains partial and contingent upon programme orientation. This pattern reflects broader challenges within European higher education systems, where transversal competences related to inclusion and interculturality are often rhetorically endorsed but inconsistently operationalised in curriculum design. Overall, the results suggest that the translation of European competence-based reforms into explicit curricular commitments to diversity and intercultural education is still uneven, highlighting the need for more coherent and systematic integration of these dimensions across teacher education programmes. References Barrett, M., & Borghetti, C. (2025). What is intercultural competence? Springer. Balaguer Estaña, A., Benítez Sastoque, E., Serrano Valenzuela, B., & Orejudo Hernández, S. (2025). Key competences in education and general self-efficacy: Validation of COMINT scale. Revista de Educación, 407, 137–166. https://doi.org/10.4438/1988-592X-RE-2025-407-654 Beneitone, P. & Yarosh, M. (2021). A Comparative Analysis of Global Competences within the Framework of Internationalized Curricula. Tuning Journal for Higher Education, 8(2), 25–53. Bronfenbrenner, U., & Morris, P. (2007). The bioecological model of human development. Handbook of child psychology. Chen, G. M., & Starosta, W. J. (1996). Intercultural communication competence. Routledge. Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W., Kornhauser, A., Manley, M., Padrón Quero, M., Savane, M. A., Singh, K., Stavenhagen, R., Myong W. S., & Zhou N. (1996). Learning: The Treasure Within. UNESCO. Díaz, A. (2023). Diversidad cultural. Una definición. Disparidades. Revista de antropología, 78(2), 1-13. European Commission. (2019). Key competences for lifelong learning. Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1 García-Prieto, F. J., Delgado-García, M., Gómez-Hurtado, I., & Moya Maya, A. (2021). Prácticas de aula de los profesionales de pedagogía terapéutica para atender a la diversidad: Hacia un enfoque inclusivo. Educar, 57(2), 289–304. https://doi.org/10.5565/rev/educar.1299 González, J., & Wagenaar, R. (2003). Tuning educational structures in Europe. Informe final. Fase 1. Universidad de Deusto. Isús, S., Cela, J., & Farrús, N. (2002). Desarrollo de Competencia de Acción Profesional a través de las Tecnologías de la Información y la Comunicación. In Anais do II Congreso Europeo en Tecnología de la Información en Educación y la Ciudadanía. Barcelona: Una visión crítica. Manghi, D., Valdés, R., Godoy, G., López, T., Melo-Letelier, G., Aranda, I., & Carrasco, P. (2022). Repensando la escuela inclusiva desde la perspectiva de los/as estudiantes. Calidad en la educación, 57, 231-260. UNESCO (2003). Overcoming exclusión throug inclusive approaches in education. A challenge and a visión. Conceptial paper. www.unesco.org/education/inclusive Wigdorovitz de Camilloni, A. R. (2011). El concepto de inclusión educativa: definición y redefiniciones. Políticas Educativas – PolEd, 2(1). Recuperado a partir de https://seer.ufrgs.br/index.php/Poled/article/view/18347 Yang, C., Wang, T., & Xiu, Q. (2025). Towards a Sustainable Future in Education: A Systematic Review and Framework for Inclusive Education. Sustainability, 17(9), 3837. https://doi.org/10.3390/su17093837 This contribution is funded by a GE 2025 grant from the Regional Department of Education, Culture and Universities and forms part of the emerging research project “Comparative Analysis of Transversal Competences for the Development of University Students’ Professional Careers” (CIGE 2024/241). 20. Research in Innovative Intercultural Learning Environments
Paper Professionals’ Reflections on International Software Quality Standards in Practice and Undergraduate Education: an Interview Study from Spain and Türkiye 1: TED University, Turkey (Türkiye); 2: Çankaya University, Turkey (Türkiye); 3: UFV, Spain; 4: Open University, The Netherland Presenting Author:Topic: Emerged to guide the achievement and measurement for creating high-quality software products, International Software Quality Standards (ISQS) play a critical role in ensuring that software products meet defined levels of quality in an increasingly interconnected and competitive global market [1-3]. Despite their recognized importance, the adoption and effective implementation of ISQS vary significantly across sectors and regions, influenced by factors such as organizational maturity, resource availability, and awareness levels [1-3]. A clear understanding of the status of ISQS adoption, the challenges inherent in their implementation, and their measurable impact on software development is critical to advancing both the pedagogical frameworks for ISQS training in undergraduate software engineering programs and the refinement of industry practices in software engineering [4-9]. A well-documented challenge in software engineering is the persistent gap between academic curricula and industrial practice [4-7]. Studies consistently show that academia overemphasizes theoretical foundations while under-delivering on practical skills essential to industry, such as testing, configuration management, and software processes [10]. This gap between education and industry’s expectations persists despite decades of awareness, driven by intertwined systemic issues [7]. Analyses of curriculum coverage reveal that core industrial requirements, including design, testing, and soft skills, remain underrepresented [12]. A critical but underexplored component of this gap is the inadequate treatment of ISQS in undergraduate education. A critical but underexplored component of this gap is the role of international software quality standards (ISQS). Muñoz identified the challenges professors face in teaching ISQS, including the abstractness and documentation-heavy nature of standards [10]. There are many studies on practical ways of teaching software engineering [10-12]. Laporte et al. proposed an innovative model where students actively implemented and improved ISO/IEC 29110, thereby fostering “standards professionals” with industry-relevant skills [12]. This study, conducted within an ERASMUS+ project, that explores software professionals’ perceptions of ISQS in Spain and Türkiye. Through semi-structured interviews with 20 experts from academia and industry, we investigate awareness, adoption, perceived ease of use, usefulness, actual usage, and barriers. By connecting professional reflections to educational needs, the study offers insights into current practices and provides recommendations for integrating ISQS into undergraduate software engineering curricula. Given the existing gap between the software engineering industry requirements and the SE curriculum agenda regarding ISQS, this study aims to help mitigate this gap by exploring and understanding the experiences and perceptions of SE professionals with ISQS. These insights can then be used to give more practical relevance to educational initiatives for integrating ISQS into the software engineering curriculum. Objectives: The objective of this study is to measure and mitigate the gap on ISQS between practice and academia. The IT-ISQS project aims at generating an innovative learning environment by combining state of the art digital technologies (AI and virtual tutors) with games, interactive activities, exercises, and course material. Research Questions:
Note: The study will be performed to fulfill requirements of an Erasmus+ Project titled as Innovative Training for International Software Engineering Standards (IT-IS-QS). The IT-ISQS project will be implemented at three countries: Türkiye, Span and the Netherlands. Methodology, Methods, Research Instruments or Sources Used To understand views and experiences of professionals related to ISQS, we conducted semi-structured interviews. In a semi-structured interview, the interview generally follows a conversational flow. Depending on the flow, new questions may be devised as new information is learned. In semi-structured interviews the same topics are covered in each interview, and it is typical that some open-ended questions allow for greater interaction. The data from semi-structured interviews is usually analyzed using qualitative analysis methods. Semi-structured interviews are versatile, flexible, and adaptable qualitative research methods The overall methodology adopted in this study, which consists of two phases, following a qualitative approach. Phase 0, Planning & Preparation, is followed by Phase 1, in which interviews were conducted and reported. For the interviews, we applied ethical principles specific to software engineering research. Participation of the interviewees was voluntary. Both in Türkiye and Spain, the researchers selected a sample participant list, targeting different kinds of roles and employers, and invited them for online meetings. To protect the privacy and confidentiality of the participants, we anonymized their identities. Before recording the interviews, oral consent of the participants was requested and collected. The researcher documented participant responses. We prepared a research protocol and drafted two main types of interview questions: (1) demographics and (2) open-ended. For demographics, we asked about participants’ job roles, years of experience, and company background. For open-ended questions, we asked about: levels of awareness and use of ISQS, perceived ease of use of ISQS, perceived usefulness of ISQS, actual level of use of ISQS, stated barriers regarding use of ISQS, professionals’ other comments on ISQS. Before conducting the interviews, the list of participants to be interviewed online was predetermined. One researcher prepared the main interview questions and shared them with other researchers who also conducted interviews. N.B. The data on/of the interviews for which concent is taken from the participants will be made available for other researchers upon request. Conclusions, Expected Outcomes or Findings This interview study examined how software professionals in Spain and Türkiye perceive and apply ISQS. While participants report strong conceptual awareness, consistent practice lags due to perceived complexity, documentation overhead, and uneven curricular coverage. Adoption is facilitated by tool support, role-specific training, and an organizational culture that values quality; conversely, access cost and interpretation difficulty—especially outside regulated domains—remain practical barriers. These findings reinforce the long-observed gap between theory-heavy education, and the hands-on competencies industry expects, and point to the need for standard-aware, practice-integrated pedagogy. Awareness of ISQS among professionals is high; however, the practical application of these standards often lags behind due to their inherent complexity and the significant resources required for implementation. Tool support emerges as a critical factor in making ISQS easier to use and promoting wider adoption across organizations. There is also a pronounced gap between academia and industry when it comes to ISQS education and the development of practical skills, which underscores a need for more hands-on, experience-based training. Key barriers to ISQS adoption include the financial and time costs, documentation burden, cultural resistance within organizations, and a general lack of awareness, particularly among less experienced developers. Moving forward, efforts must prioritize practical, context-sensitive ISQS education and the development of tools that streamline and support the integration of standards into real-world practice. We will (i) field a larger cross-country survey to validate and generalize these results; (ii) design and evaluate classroom interventions (serious games, case-driven projects, role-based labs) that operationalize ISQS; (iii) prototype lightweight, standards-aware tool integrations that auto-capture process evidence in CI/CD; and (iv) extend the cross-cultural analysis beyond Spain and Türkiye to derive adaptable teaching patterns and context-specific adoption guidance. References [1] Peng, S., Ding, X., Ren, W., & Yang, C. (2018). Research on software quality assurance based on software quality standards and technology management. 19th IEEE/ACIS International Conference on Software Engineering, Artificial Intelligence, Networking and Parallel/Distributed Computing (SNPD), Busan, Korea, 385–390. https://doi.org/10.1109/SNPD.2018.8441142 [2] Souza-Pereira, L., Pombo, N., & Ouhbi, S. (2022). Software quality: Application of a process model for quality-in-use assessment. Journal of King Saud University – Computer and Information Sciences, 34(7), 4626–4634. linkinghub.elsevier.com/retrieve/pii/S1319157822001173 [3] Tunç, S. K. (2024). Investigating the adoption of international software quality standards in Türkiye: A comprehensive analysis. 9th International Conference on Computer Science and Engineering (UBMK), Antalya, Türkiye, 1052–1057. https://doi.org/10.1109/UBMK63289.2024.10773457 [4] Garousi, V., Giray, G., Tüzün, E., Çatal, C., & Felderer, M. (2018). Closing the gap between software engineering education and industrial needs. IEEE Software, 35(5), 36–44. http://dx.doi.org/10.48550/arXiv.1812.01954 [5] Garousi, V., Giray, G., & Tüzün, E. (2019). Understanding the knowledge gaps of software engineers: A survey of practitioners. ACM Transactions on Computing Education, 19(3), 1–34. https://doi.org/10.1145/3303771 [6] Akdur, D. (2022). Analysis of software engineering skills gap in the industry. ACM Transactions on Computing Education, 22(4), 1–28. https://doi.org/10.1145/3567837 [7] Oğuz, D., & Oğuz, K. (2019). Perspectives on the gap between the software industry and software engineering education. IEEE Access, 7, 117527–117543. http://dx.doi.org/10.1109/ACCESS.2019.2936660 [8] Liargkovas, G., Papadopoulou, A., Kotti, Z., & Spinellis, D. (2021). Software engineering education knowledge versus industrial needs: SEEK coverage and gaps. IEEE Transactions on Education, 64(3), 234–246. http://dx.doi.org/10.1109/TE.2021.3123889 [9] Muñoz, M. (2022). Challenges toward teaching international standards in higher education institutions. 11th International Conference on Software Process Improvement (CIMPS), 141–150. [10]Monteiro, R. H. B., Oliveira, S., & Souza, M. (2021). A standard framework for gamification evaluation in education and training of software engineering: An evaluation from a proof of concept. In 2021 IEEE Frontiers in Education Conference (FIE) (pp. 1–9). IEEE. https://doi.org/10.1109/FIE49875.2021.9637175 p. 1–8). IEEE. https://doi.org/10.1109/SCSE.2025.00025 [11]Faizi, J., & Umar, M. S. (2021). A conceptual framework for software engineering education: Project-based learning approach integrated with industrial collaboration. International Journal of Education and Management Engineering, 11(1), 1–12. https://doi.org/10.5815/ijeme.2021.01.01[33] [12] Laporte, C. Y., O’Connor, R. V., Paucar, L. H., & Gerancon, B. (2014). An innovative approach in developing standard professionals by involving students in implementing and improving international standards. International Conference on Software Process Improvement and Capability Determination, 85–96. Springer. 20. Research in Innovative Intercultural Learning Environments
Paper The Sense of Realism in Nonformal Adult Learning in the Digital Space 1: WSB Merito University in Torun, Poland; 2: DSW University of Lower Silesia, Wroclaw Poland Presenting Author:The theoretical framework of the research integrates contemporary theories of adult learning, concepts of learning in digital environments, as well as approaches to sustainable development and Wikinomics, jointly providing a coherent basis for interpreting the determinants of adults’ evaluations of online learning as valuable yet realistically appraised. Our research problem is to reconstruct and analyze how adults learn online as a hybrid process—one that unfolds at the intersection of virtual participation (platforms, networks, digital tools) and real-life experience (work, family roles, biography, social position, emotions, everyday constraints). We treat online learning not simply as information acquisition, but as a process in which adults reinterpret experience and reshape their ways of seeing themselves and the world while moving between digital and offline contexts. Drawing on Misawa’s (2024) view of transformative learning as a “living theory,” we focus on learning as a constantly evolving, lifelong trajectory grounded in experience, reflection, and action. In this framing, the key issue is how online encounters and practices can become catalysts for perspective transformation: adults face tensions or “disorienting” moments, engage in critical self-reflection, negotiate meanings through dialogue and exposure to diverse viewpoints, and work through the emotional dimension of change. We analyzed survey data from 1,088 respondents collected with the questionnaire. To identify which variables most strongly explain adults’ online perceptions and activity, we applied Bayesian Averaging of Classical Estimates (BACE), which averages model estimates across many possible model specifications to account for model uncertainty and highlight robust determinants. Our analysis identified five key areas critical to explaining the degree of adult engagement and openness to networked learning. We present the nonlinear dynamics of these five pivotal factors, which interconnect real-world experiences with participation in non-formal online learning:
The research is situated within the andragogical tradition, which underscores adults’ autonomy, accumulated life experience, and intrinsic motivation, mirrored here in the analysis of developmental, economic, and professional drivers of participation in online learning. The contributions of Knowles (1980), Jarvis (2004), Merriam, and Bierema (2013) make it possible to conceptualize nonformal online learning as a process anchored in adults’ educational biographies, their needs, and the socio-professional contexts in which they operate. Tapscott and Williams’ concepts of Wikinomics (2008), alongside Benkler’s notion of networked social production (2006), allows the field of inquiry to be construed as a “Wikinomic space” in which knowledge emerges through large-scale collaboration, open participation, and systematic sharing of resources. Theories of nonformal and self-directed learning emphasized autonomy, flexibility, and the embedding of learning in everyday practices, which closely corresponds to the forms of online engagement examined in this research. The use of digital tools and educational platforms is interpreted as an expression of self-directed construction of learning pathways, while the findings indicate predominantly pragmatic, moderately enthusiastic evaluations of the value of such learning, rather than unreservedly celebratory assessments References to UNESCO (2015) and European Commission (2010, 2020) digital education strategies position the research within the broader paradigm of sustainable development, in which digital competences, lifelong learning, and equitable access to online education are framed as elements of a global common good. Methodology, Methods, Research Instruments or Sources Used The questionnaire The diffusion of personal and professional development of adults in the open space of Wikinomy comprised nearly 29 questions, designed to provide a broad overview of both the demographic situation and the experiences and attitudes of the study participants. Respondents answered questions about their basic socio-demographic characteristics, such as gender, age, level of education, place of residence, and occupational status, which allowed for the characterization of the study group. An important part of the survey concerned digital activity. Questions also addressed motivational factors, such as openness to change, willingness for professional development, the need to improve economic status, and the tendency to share knowledge and resources. In addition, barriers to virtual activity were included, such as family and professional obligations, costs, or health conditions. The survey also touched upon issues related to the rapid development of new technologies, including artificial intelligence, and its anticipated impact on respondents’ professional and personal lives. The survey (CAWI) was conducted on 19-28 December 2024. A total of 1088 respondents participated in the study. Women accounted for 52.3% of the sample, while men represented 47.7%. The age distribution showed that 8.2% of participants were between 18 and 24 years old, 29.7% were aged 25–34, 32.4% were aged 35–44, and 29.7% were aged 45 or older. In terms of education, the largest group consisted of respondents with higher education (46.1%), followed by those with secondary education (38.5%), while a smaller proportion had vocational or primary education (a total of 15.4%). The structure of residence was also diverse: 27.4% lived in rural areas, 19.6% in small towns of up to 20,000 inhabitants, 22.1% in medium-sized towns (20,000–200,000), and 30.9% in large cities with more than 200,000 inhabitants. Occupational status also revealed considerable diversity: 41.2% were white-collar workers, 18.7% blue-collar workers, 14.3% students, 8.9% self-employed, and the remaining 16.9% were unemployed, retired, or otherwise inactive. We employ the Bayesian Averaging of Classical Estimates (BACE) approach, which provides an effective framework for dealing with model uncertainty in high-dimensional settings (Raftery, 1995; Sala-i-Martin, Doppelhofer, and Miller, 2004). Rather than relying on a single preferred specification, BACE explicitly accounts for uncertainty by combining information across a large set of competing models. This approach enables the ranking of the most plausible models, the computation of weighted average parameter estimates, and the assessment of the relative importance of individual regressors. Conclusions, Expected Outcomes or Findings The conducted survey, covering 1088 adult respondents (Cronbach’s α = 0.96), provided a broad perspective on socio-demographic characteristics, digital activity, and attitudes toward online and informal learning. The analysis, based on an ordered logit model supported by the Bayesian Averaging of Classical Estimates (BACE) method, identified that factors such as openness to change, professional experience, intensity of online activity, perceptions of artificial intelligence, as well as economic motivations and willingness to share resources, are associated more with moderate than with highly enthusiastic evaluations of online learning. Respondents perceive digital education as a useful tool, but they assess it in a balanced way, recognizing both its benefits and its limitations. The prevailing approach is pragmatic: learning is viewed primarily as a means to achieve specific goals rather than as an experience of exceptional intrinsic value. This realistic perspective fosters the development of sustainable and more enduring attitudes toward education in the digital environment. Our analysis identified five key areas critical to explaining the degree of adult engagement and openness to digital learning. We present the nonlinear dynamics of these five pivotal factors, which interconnect real-world experiences with participation in non-formal online learning: Openness, Resource Sharing, Economic Status, Access to Services, and AI Impact (Personal). Nonformal adult learning within the Wikinomic space constitutes an important factor supporting sustainable social development. Determinants such as openness, collaboration, accessibility, reflexivity and adaptability enable the development of key competences in a dynamically changing world. Educational models inspired by Wikinomics align with the assumptions of the 2030 Agenda, particularly in the areas of ensuring high-quality education, strengthening social equity and promoting active citizenship. References Benkler, Y. (2006). The wealth of networks: How social production transforms markets and freedom. Yale University Press. EAEA. (2018). Adult education and the wikinomic turn: Peer learning, open resources and the future of lifelong learning in Europe. European Association for the Education of Adults. European Commission. (2010). Learning 2.0: The impact of Web 2.0 innovations on education and training in Europe. Publications Office of the European Union. European Commission. (2020). Digital education action plan 2021–2027: Resetting education and training for the digital age. Publications Office of the European Union. Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). Routledge. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Books. Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Jossey-Bass. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997 (74), 5-12 https://doi.org/10.1002/ace.7401 Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass. Misawa, M. (2024). Transformative Learning as a Part of Living Theory: A Constant Evolution of Transformative Learning Theory in Lifelong Education. Adult Education Critical Issues, 4(1), 57–63. https://doi.org/10.12681/haea.36238 Organisation for Economic Co-operation and Development. (2019). OECD skills outlook 2019: Thriving in a digital world. OECD Publishing. https://doi.org/10.1787/df80bc12-en Priftis, A. (2022). Openness and co-creation in digital education. Educational Innovations Journal, 8(2), 45–63. Priftis, A., Trabichet, J.-P., & Molas-Castells, N. (2016). Collaborative knowledge production in higher education: Case studies on peer learning. International Journal of Educational Technology, 13(1), 15–29. Raftery, A. E. (1995). Bayesian model selection in social research. Sociological Methodology, 25, 111–163. https://doi.org/10.2307/271063 Sala-i-Martin, X., Doppelhofer, G., & Miller, R. I. (2004). Determinants of long-term growth: A Bayesian averaging of classical estimates (BACE) approach. American Economic Review, 94(4), 813–835. https://doi.org/10.1257/0002828042002570 Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/ Journal/Jan_05/article01.htm Smulska, K., Krzychała, S., & Reczkowski, M. (2024). Demographic determinants of digital openness in adult learning during COVID-19. Journal of Digital Learning, 12(3), 75–91. Tapscott, D., & Williams, A. D. (2008). Wikinomics: How mass collaboration changes everything (2nd ed.). Portfolio. UNESCO. (2015). Rethinking education: Towards a global common good?. UNESCO Publishing. WikiSkills Project. (2014). Final report: Empowering educators through wiki-based learning. European Commission Lifelong Learning Programme. | ||