The IAFOR Research Archive > ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings

ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings

Published on: December 12th, 2025

BCE2025 | Held in Barcelona, Spain (and online)
September 30 - October 4, 2025
ISSN: 2435-9467



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Proceedings Contents

1–10
Using Sketch Notes in Higher Education Classrooms: Creating Visual Roadmaps to Foster Critical Thinking and Creativity
Jo Perry
(DOI: 10.22492/issn.2435-9467.2025.1)
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11–26
Progress in the German Language Acquisition Short Before School Enrolment: Children Acquiring German Under Unfavorable Sociodemographic Conditions vs. Other Children
Eugen Zaretsky
Benjamin P. Lange
Christiane Hey
(DOI: 10.22492/issn.2435-9467.2025.2)
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27–43
Teacher Support Plan: Facilitating the Transition to Competency-Based Education
Zita Neri López-Bedolla
Teresa de Jesús Benavides-Caballero
Luis Manuel Ocegueda-Pacheco
Ma. Eugenia Solís-Saldívar
Carolina Saenz-Ibarra
(DOI: 10.22492/issn.2435-9467.2025.3)
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45–54
Drawing in Early Childhood Education and Teacher Mediation
Karla Raquel Lima Pereira
Aline Sommerhalder
Fernando Donizete Alves
(DOI: 10.22492/issn.2435-9467.2025.4)
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55–65
The Use of Virtual Reality (VR) by Future Teachers at Kuwait University
Laila Alkhayat Alazemi
(DOI: 10.22492/issn.2435-9467.2025.5)
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67–78
Metaphors Without Borders: Universal Grammar’s Role in English-Mandarin Figurative Parallels
Yung-huei Chen
(DOI: 10.22492/issn.2435-9467.2025.6)
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79–90
Negotiating Authority, Identity, and Gender: Stories of Pre-service English Teachers Challenging Stereotypes in Chilean Classrooms
Erika De la Barra
Soffia Carbone
Sylvia Veloso
(DOI: 10.22492/issn.2435-9467.2025.7)
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91–103
From Soviet Legacy to Asian Integration: Transitioning Medical Education in Mongolia Compared to Russia and Japan
Hoang-Nam Tran
Orgil Jargalsaikhan
Dolgorsuren Aldartsogt
(DOI: 10.22492/issn.2435-9467.2025.8)
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105–115
Psychological Literacy and Cognitive Dispositions in Pre-service Teachers
Eva Ballová Mikušková
Marcela Verešová
(DOI: 10.22492/issn.2435-9467.2025.9)
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117–129
The Dark Tetrad in Relation to Psychological Literacy of Future Teachers
Andrea Juhásová
Viktor Gatial
(DOI: 10.22492/issn.2435-9467.2025.10)
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131–137
The Limits and Potentials of AI in Culturally Mediated Psychological Counseling: Insights From the PASSI@Unito Project
Lei Huang
(DOI: 10.22492/issn.2435-9467.2025.11)
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139–143
Ranking Pressures and Research Quality: Internationalisation Challenges in the Azerbaijani Higher Education System
Leyla Jabbarzade
(DOI: 10.22492/issn.2435-9467.2025.12)
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145–157
“How Did This Weed Get Into Our Garden?” Explorations and Connections Between Nature and Digital
Camilla Maria Aviles
Eléna Sofia Paoli
(DOI: 10.22492/issn.2435-9467.2025.13)
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159–169
Appraising the Use of Organisational “Soft Skills” in the Application of Method and Process Techniques: An Educational Case Study Approach
Stephen G. Barker
Kieran Holling
(DOI: 10.22492/issn.2435-9467.2025.14)
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171–182
From Textbook to Talkbot: A Case Study of a Greek-Language RAG-Based Chatbot in Higher Education
Maria Eleni Koutsiaki
Marina Delianidi
Chaido Mizeli
Konstantinos Diamantaras
Iraklis Grigoropoulos
Nikolaos Koutlianos
(DOI: 10.22492/issn.2435-9467.2025.15)
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183–199
The Right to Education in Angola: Observations From Teachers in Bocoio – City in the Province of Benguela, Angola
Dalva de Oliveira
(DOI: 10.22492/issn.2435-9467.2025.16)
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201–210
Twenty Years of the Psychology and Education Master’s Program at the University of the Republic, Uruguay
Esther Angeriz
(DOI: 10.22492/issn.2435-9467.2025.17)
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211–223
Fostering Interdisciplinary Talent Through Cross-Disciplinary Project-Based Learning: A Case Study From a Japanese National University
Xixi Zhang
Natsuki Tsujita
Toshiya Tsujita
Yosuke Otani
Goro Yamazaki
(DOI: 10.22492/issn.2435-9467.2025.18)
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225–236
How to Optimize Résumés With AI Tools
Najwa Saba ‘Ayon
(DOI: 10.22492/issn.2435-9467.2025.19)
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237–249
Informing Curriculum Design and Policy: Insights From Technology Integration in Circle Geometry Teaching at South African TVET Colleges
Hlengiwe Mbhele
(DOI: 10.22492/issn.2435-9467.2025.20)
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251–263
Teachers’ Psychological Literacy in Practice
Lucia Rapsová
Katarína Grznárová
(DOI: 10.22492/issn.2435-9467.2025.21)
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279–293
Investigating Mature Learners’ Experiences of Social Inequality Stemming From Digitalisation in Higher Education
Eleni Meletiadou
(DOI: 10.22492/issn.2435-9467.2025.23)
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295–306
Teacher Protagonism in the Continuing Education of School Managers: Democracy, Dialogicity and Ethics in the Pioneer North of Paraná, Brazil 2025
David da Silva Pereira
Aline de Souza Sanches
Isabella Fernanda Souza Alves
Mara Peixoto Pessôa
Renata Aparecida Rossieri
Silvana Dias Cardoso Pereira
(DOI: 10.22492/issn.2435-9467.2025.24)
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307–318
Developing Inferential Thinking Through Academic Listening
Yulia Tregubova
(DOI: 10.22492/issn.2435-9467.2025.25)
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319–340
Critical Thinking Engagement in Online Environments: A Proposal of a Test for Young Mexicans
Cecilia Chávez Aguilera
(DOI: 10.22492/issn.2435-9467.2025.26)
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341–350
Inclusive Education and Personalized Neurological Stimuli: Psychogenetics Applied to the Development of Digital Tools
Waldir Siqueira Moura
Edgar Delbem
Tainá Guimarães de Souza
Juliana Baptista dos Santos França
Angélica Fonseca da Silva Dias
(DOI: 10.22492/issn.2435-9467.2025.27)
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351–362
From the School Inspection Report to Inclusive Impacts: Challenges and Leadership Perspectives in Portugal
Jennifer Silva
Alexandre Ventura
Diana Oliveira
(DOI: 10.22492/issn.2435-9467.2025.28)
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363–370
Exploring the Feasibility of Integrating Personalised AI in Project Work and Its Impact on Student Learning and Staff Load
Rana Khalife
Tamas Laufer
Mauryn C. Nweke
(DOI: 10.22492/issn.2435-9467.2025.29)
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371–379
Culturally Responsive Pastoral Care: Creative Strategies for Embracing Learner Diversity
Anamua Lole
Krishan Mani
(DOI: 10.22492/issn.2435-9467.2025.30)
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381–391
University Management and the Inclusion of Students With Disabilities in Higher Education
Joana Maria de Moraes Costa
Tania Mara Zancanaro Pieczkowski
(DOI: 10.22492/issn.2435-9467.2025.31)
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393–403
AI-Driven Framework for Academic Program Evaluation and Accreditation Standards
Yasser E. Ibrahim Mansour
Ahmed Ibrahim
(DOI: 10.22492/issn.2435-9467.2025.32)
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405–417
Reimagining Design Education: Integrating Generative AI Through the Bloom’s Taxonomy for Cognitive Growth in Fashion and Interior Design
Jeannine Vail
Chanjuan Chen
(DOI: 10.22492/issn.2435-9467.2025.33)
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419–433
Developing Oral Speech Skills Using Artificial Intelligence in High School Students
Lidia Fabián Acevedo
Miriam Joanna Cossío Vallejo
(DOI: 10.22492/issn.2435-9467.2025.34)
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435–445
Elicitation of Teachers’ Mind Frames: An Approach to Optimize Teaching Effectiveness
Laura Menichetti
Silvia Micheletta
(DOI: 10.22492/issn.2435-9467.2025.35)
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447–463
How Do Indonesian Civil Society Organisations Perceive the Success of Their Counter- and Alternative Narrative Programmes?
Arum Ningsih
Serena Hussain
(DOI: 10.22492/issn.2435-9467.2025.36)
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465–475
The Accreditation Journey in Engineering Education: Insights From a Dean’s Perspective
Yasar Guneri Sahin
(DOI: 10.22492/issn.2435-9467.2025.37)
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477–491
Developing Leadership Competencies in Medical Education: A Study of Challenges and Strategies in the Georgian Context
Nino Gomurashvili
(DOI: 10.22492/issn.2435-9467.2025.38)
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