ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings

Published on: March 17th, 2026

IICE2026 | January 03-07, 2026
The Hawai'i Convention Center & the Ala Moana Hotel, Honolulu, Hawaii, United States and Online
ISSN:2189-1036

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Proceedings Contents

1–8
Predicting a New Student’s Mathematics Achievement Based on Prior Student Performance
Iyad Suleiman
Rozan Abbas
Amani Attallah
Rula Jiryis
(DOI: 10.22492/issn.2189-1036.2026.1)
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9–17
Advantages and Considerations of e-Portfolios Using General-Purpose Cloud Tools in Elementary School English Education
Aki Ohta
Shin Kurata
Emiko Izumi
(DOI: 10.22492/issn.2189-1036.2026.2)
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19–26
Designing a Custom GPT: Considering the Implications for Media Education
John V. Pavlik
Tristan M. Pavlik
(DOI: 10.22492/issn.2189-1036.2026.3)
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27–40
A Conceptual Framework for Enhancing Neuroinclusivity in Higher Education
B. Edward Benoit
Shendah Benoit
(DOI: 10.22492/issn.2189-1036.2026.4)
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41–57
How Do Futurism and Land Art Approaches Affect Creativity in Visual Arts Education Within the Context of Contemporary Art
Tuğba Uzun
Tuğba Çelebi
(DOI: 10.22492/issn.2189-1036.2026.5)
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59–64
Changing Internal Medical Residents’ Attitudes Towards Managing People With Obesity Using an Interactive Educational Session With Embedded Real-Life Patients’ Experiences
Ellina Lytvyak
Nikita Mittal
Jennie Wei
Tuo Lin
Kun Yang
Xin M Tu
Ottar Lunde
Evelyn Ross
Jessica Cheng
Jennifer DeConde
Neil Farber
Eduardo Grunvald
(DOI: 10.22492/issn.2189-1036.2026.6)
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65–75
Integrating Generative AI Into Construction Education: A Structured Classroom Activity for Reasoning, Reflection, and Responsible Use
Yajie Liu
Minerva Bonilla
(DOI: 10.22492/issn.2189-1036.2026.7)
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77–83
Perceptions of the Metaverse in Education: An Exploratory Qualitative Study on Creative Destruction From the Perspective of Generation Z
Mathis Kleffner
Katerina Schmitz-Jakovou
Alexander Zureck
(DOI: 10.22492/issn.2189-1036.2026.8)
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85–94
Information Skills of University Freshmen and General Informatics Education
Tomohiro Inagaki
Naohiro Chubachi
Kazuki Kawamura
Yuko Murakami
(DOI: 10.22492/issn.2189-1036.2026.9)
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95–104
Scientific Literacy as Part of the Science-for-All Movement
Emilio Landolfi
(DOI: 10.22492/issn.2189-1036.2026.10)
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105–118
An Evaluation of the Athlete Leadership Development Program at National University
Reine Joshua L. Cruz
Mariano Thomas S. Ramirez
(DOI: 10.22492/issn.2189-1036.2026.11)
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119–127
Designing Inclusive Data Science Literacy for Non-STEM Majors: A 2023 Baseline and Design-Based Extensions Through 2025
Yuko Murakami
Rie Enomoto
Yoshinori Honma
Tomohiro Inagaki
Naoki Itoh
Ryosuke Oyanagi
Motoo Sekiguchi
(DOI: 10.22492/issn.2189-1036.2026.12)
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129–142
Attitude, Involvement, and Capability in Librarianship Among Librarians in BRLC
Jose Leandro M. Lanuzo III
Pedrito Jose V. Bermudo
Abigail B. Sadueste
(DOI: 10.22492/issn.2189-1036.2026.13)
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143–153
Can Japan Learn From Hawaiʻi for Its Multicultural Future? An Analytical Journey From Multicultural Hybridity to Multicultural Complexity
Mitsuko Takei
Kenta Babasaki
(DOI: 10.22492/issn.2189-1036.2026.14)
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155–163
Design, Implementation, and Early Engagement Outcomes of a Student-Led AI Tutor in Higher Education
Ahmed Alsharif
(DOI: 10.22492/issn.2189-1036.2026.15)
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165–174
Breaking Barriers: Expanding Science Fair Participation Among Title I Middle and High School Students
Narasimha Shashidhar
Cihan Varol
Amar Rasheed
(DOI: 10.22492/issn.2189-1036.2026.16)
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175–182
ICT-Based Instructional Materials and Butterfly Stroke Skill Acquisition in Junior High School Students: A Pre–Post Evaluation
Kazumasa Ozeki
Shunsuke Ogura
Yasuhiro Kawashima
(DOI: 10.22492/issn.2189-1036.2026.17)
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183–197
Teacher Self-Use Predicts Classroom Adoption of Generative AI Among Japanese High School Informatics Teachers
Shunsuke Inagaki
(DOI: 10.22492/issn.2189-1036.2026.18)
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199–204
Enhancing Education in Disaster Management With the Responding Lab
Thomas Säger
Lennart Landsberg
Konrad Barth
Niklas Tschäschke
Ompe Aimé Mudimu
(DOI: 10.22492/issn.2189-1036.2026.19)
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205–215
Collaborative Online International Learning: Connecting Chilean and American University Students Through Journalism-Based Virtual Exchange
Nicole A. Porcaro
(DOI: 10.22492/issn.2189-1036.2026.20)
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217–230
Jazz Education in Contemporary Shanghai: Informal Learning and Identity Status Among Secondary Students
Liu Yufei
(DOI: 10.22492/issn.2189-1036.2026.21)
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231–241
A Comparative Study of Procedural and Strategic Scaffolding in Interactive Video-Based Learning for Financial Literacy
Ching Fang Hu
Hao Chiang Koong Lin
(DOI: 10.22492/issn.2189-1036.2026.22)
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243–252
Student Attitudes and Perceptions of AI and AI-Generated Practice in the Classroom
Rachel Van_Campenhout
Michelle Clark
(DOI: 10.22492/issn.2189-1036.2026.23)
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253–263
Negotiating Obligation: Investment, Positioning, and Identity in Duty-Based Korean Language Learning
SooJin Jung
(DOI: 10.22492/issn.2189-1036.2026.24)
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265–272
AI-Generated 3D Building Block Image Assistance: Impact on Junior High School Students’ Learning Outcomes, Cognitive Load, and Creative Design Ability
Ming Chun Wu
Hao Chiang Koong Lin
(DOI: 10.22492/issn.2189-1036.2026.25)
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273–281
Educational Challenges and Prospects for Counseling Support in Pet Loss: Toward Training and Public Awareness
Yuka Miyazawa
Osamu Yoshie
(DOI: 10.22492/issn.2189-1036.2026.26)
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283–290
Mediation Found in Intercultural Communication Within Multicultural Classes
Etsuko Yamada
(DOI: 10.22492/issn.2189-1036.2026.27)
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291–300
From Text to Visual Story: Enhancing STEM Students’ English Writing
Makoto Shishido
(DOI: 10.22492/issn.2189-1036.2026.28)
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301–318
How Informal Digital Engagement Shapes Vocabulary Growth Among Saudi EFL Learners
Mohammed Hassan Alshaikhi
(DOI: 10.22492/issn.2189-1036.2026.29)
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319–329
The Impact of AI-Driven Speaking Practice in VR on Foreign Language Anxiety Among Japanese EFL Learners
Yukie Saito
(DOI: 10.22492/issn.2189-1036.2026.30)
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331–345
Normalization and Its Relation to Peace Education Using a Sampling of Montessori Preschools From Around the World
Ritsu Dansako
(DOI: 10.22492/issn.2189-1036.2026.31)
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347–365
Linking Context to Concept: How Different Types of Context Shape Grade 9 Mathematics Learning
Nel Maboko
(DOI: 10.22492/issn.2189-1036.2026.32)
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381–387
Examining Graduate Students’ Opinions About the Impact of AI on Their Teaching
Holly Hansen-Thomas
Ann Wheeler
(DOI: 10.22492/issn.2189-1036.2026.34)
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389–399
Faculty Mentorship for Underserved Senior STEM Students: Insights From a Hispanic-Serving Institution
Elodie Billionniere
Lawrence Meyer
(DOI: 10.22492/issn.2189-1036.2026.35)
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401–408
Teaching on Shifting Ground: A Self-Study of AI Policy, Practice, and Online Graduate Education
Georgann Cope Watson
(DOI: 10.22492/issn.2189-1036.2026.36)
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409–416
Plural Pedagogies and Inclusion in French Primary Schools: Building Teacher Self-Efficacy
Kari Stunell
(DOI: 10.22492/issn.2189-1036.2026.37)
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