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Global Employability Skills are skills that students acquire during their study period, that are in addition to their academic knowledge and skills, and that would help in their careers. As students continue their university journeys, they often overlook or underestimate the importance of developing Global Employability Skills that employers may consider important for their jobs. In this paper, we present a mobile application, the GES App, designed to help students recognize, document, and articulate their skills to their prospective employees. The GES App is designed to stimulate university students to reflect upon their experiences and assess the skills they may develop outside of their formal university studies. This paper presents how such an app could support students plan their careers and develop their Global Employability Skills that would make them more attractive to their future employers. A use case scenario is described to illustrate the role the GES App could play, from the perspectives of students, staff, and employers. [For the full proceedings, see ED639391.]

This study examined the effects of forest education on the environmental awareness and environmental attitudes of vocational high school students and their self-evaluations toward forest education. The study, in which the mixed research method was adopted, was designed with an explanatory design. Forest education was given within the scope of the experimental study carried out at the quantitative level. The importance of the education was emphasized and forest ecology, eco-social functions of forests, forest products were discussed with an interdisciplinary approach. The study group consists of 32 vocational high school students studying at vocational high schools in different provinces from the Thrace region. Data collection tools are the sustainable environmental awareness scale and environmental attitude scale at the quantitative level and structured interviews at the qualitative level. Related samples t-test was used for quantitative data and content analysis was performed for qualitative data. The results of the study show a permanent increase in environmental awareness and attitude of vocational high school students thanks to forest education. According to the self-evaluations of vocational high school students, it can be said that forest education provides positive environmental and academic contributions to them. Based on the results obtained, it can be suggested that forest education should be given importance to direct qualified intermediate staff candidates who can have a say in human-environment interaction to sustainable pro-environmental behaviors. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 463-475.]

The paper presents an attempt made to use the Arduino platform and the Scratch for Arduino (S4A) environment for the implementation of an educational project for 6th grade primary school students in a classroom attended by refugee, immigrants, and indigenous students. The aim was to investigate the opportunity to use educational robotics as tools to support the social interactions and social inclusion of refugee children in the classroom community. The research was a case study implemented in a primary school in rural Greece. Students had to work in groups to design, build, and program a construction that simulates an "escape room." Students of each group solving a riddle of the other groups must discover a code to unlock the door of the "escape room," based on a series of six worksheets of increasing difficulty to create their final construction. The research tools were a diagnostic questionnaire, an evaluation questionnaire, specially designed worksheets, an observation sheet for participatory observation, and sociometric test tools. Based on the findings it could be supported that educational robotics are able to support social interactions of refugee children to a certain extent. The intervention supported social interactions and collaboration among students but without solving the problem of difficulties in the social integration of refugee students in the classroom community. Verbally all students stated that they had not any problem cooperating with refugee students, but this was not strongly reflected in practice. Greek students interacted strongly with immigrant students and refugee students seemed to prefer interacting with immigrant students too. [For the full proceedings, see ED656038.]

These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

The paper investigates Greek online students' and instructors' beliefs on the role that online English as a Foreign Language (EFL) teachers play in synchronous online courses delivered through Skype. Fifty-six online teachers and 93 online adult learners participated in a quantitative research project answering two different online questionnaires. The results showed that most online teachers and learners are satisfied with their technological expertise. Students' levels of satisfaction with online courses is greater than teachers', while there is significant association between teachers' technology familiarization and their satisfaction with online instruction. Teachers' technological expertise is strongly associated with their opinion on the effectiveness of online language courses. Finally, both groups agree that it is primarily the teachers' responsibility to be familiarized with technology to support online education. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The integration of innovative interdisciplinary approaches to the ?-12 Curriculum aims to deepen students' knowledge and help them develop transversal skills. Applying an interdisciplinary lens, with a focus on pandemics, can help shape attitudes by means of inculcating the values of responsible global citizenship, and a high sense of personal and social responsibility. In the midst of the current lock-down due to Covid-19, a teaching approach to pandemics is presented, as an interdisciplinary connection between history and mathematics, based on the methodology of modeling in mathematics and the humanities. The main research questions posed: a) can modeling, as analyzed in the scientific literature, be used to interpret pandemics, e.g. in the case of the 'plague of Athens' (430 B.C.), as analyzed in the primary sources? b) Can the mathematical tools of statistical analysis be used to understand prevention measures through the centuries? Taking a longue durée perspective on history, students were asked to work on additional cases of pandemics across time and space, mobilizing both their mathematical and historical knowledge: process numerical data from primary sources, study maps, combine and compare elements of the past and the present using mathematical epidemiological models and real numerical data to study and predict the spread of infectious diseases. This paper presents the assessment of the effectiveness of this approach, conducted by means of closed and open questionnaires, administered in two phases (pre- and post-teaching) to a sample of 40 students aged 16-17 years. The results highlight statistics as a key tool for understanding real-world situations, and record the strengthening of students' knowledge in history, the raising of their critical thinking skills, as well as their enhanced ability to tackle real-world problems and understand responsible decision-making processes. Finally, the paper suggests that such good practices can prepare students for the complexity of globalized knowledge. [For the full proceedings, see ED626375.]

The purpose of this research is to explore the views of pupils of primary (6th grade) and secondary education (3rd grade of Gymnasium & 3rd grade of lyceum) of the Ionian Islands, about renewable sources and energy saving. In Greece, significant research has been carried out on renewable sources and energy saving. Their findings showed that the public as a whole has a positive attitude to energy saving and the utilization of renewable energy sources. At the same time, the contribution of RES to economic growth and society is recorded. In addition, it has been shown that the change of human behavior is considered a sufficient and necessary condition to solve the important environmental problems of our everyday life and makes students behavior; knowledge and perceptions on environment and it's problems, an act of major importance. [For the complete volume, "NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5," see ED625663.]

As a nation strives to meet the challenges posed by globalization, which is an issue of the information economy, its strength relies heavily on its citizens' intellectual prowess and critical thinking skills. Thus, institutions of teacher education play a key role in producing teachers who will be able to meet the needs of the time, with empathy, while promoting critical thinking, creative ability and the value system as a priority. Educating teachers to incorporate soft skills is critical for the profession's success. The term 'soft skills' refers to a wide range of personal and interpersonal attributes that are aimed at transforming the individual as well as society as a whole (Apple, 1996). The purpose of this research is to highlight the degree of preparation of future teachers in four large primary education universities in respective European countries. To achieve this, a mixed-mode technique was used by the researcher (questionnaires and semi-structured interviews) to gather information. The target group came from the teaching staff at the faculties of education in four European countries (Spain, Romania, France and Greece). Ten academics from each nation were handpicked to participate in face-to-face interviews. At the same time, the teaching staff of the teacher training departments participated in a focus group, in groups of 5 people each. The most crucial soft skills in their teaching profession were identified to be social skills. [For the complete Volume 20 proceedings, see ED622631.]

The purpose of this study was to examine the application of Augmented Reality (AR) Application in the Geography lesson of Primary School. The application covered the Earth's atmosphere and was evaluated by 71 students in the sixth grade of primary school who completed questionnaires before and after the educational intervention. The results were positive, since most cognitive goals were achieved, and application proved to be interesting and easy to use for students. The significance of this study is twofold. A new ready-to-use digital educational tool was created, while at the same time it is one of the few studies that have investigated the efficiency of AR in terms of cognitive and usability goals with a large sample of students. [For the full proceedings, see ED638044.]

Language teaching can be enhanced by effective uses of technology; nonetheless, there are teachers who are reluctant to integrate technology in their practice. The debated issue has resulted in a number of Ministries of Education worldwide, including the Greek Ministry, to support a transition through the introduction of Interactive Whiteboards (IWBs). This initiative was not well-received in either the public or private sector, due to the fact that teachers were not provided with any training in how to use IWBs and include them in their teaching. IWBs became intimidating to the language teacher and did not serve their intended purpose in most cases. Nonetheless, there were teachers who were intrigued by IWBs and made an effort to apply them. The present paper focuses on the development of interactive language learning and the effect the teachers' risk-taking has on pedagogy from the teachers' and students' perspectives. The outcomes of the study were that language teachers have taken charge of their own professional growth and take risks in order to help learners benefit from IWBs. However, due to lack of training, teachers and students have not reached the zenith of using IWBs. [For the complete volume of short papers, see ED572005.]

This paper investigates the utilization of a social network tool in order to promote creativity in higher education. Buddypress was selected as a social network tool and de Bono's "6 thinking hats" as a creativity strategy. The participants were 17 undergraduate students from a case study in a University in Greece in the field of social sciences. Creativity was defined by Torrance & Ball's [25] factors and the results were analyzed using authentic assessment and a questionnaire. The findings show that the research process was beneficial to students' creativity and that social network tools can be utilized successfully with such a focus. These findings should be treated carefully in terms of generalizing them, as they were derived from a case study. This research could be useful to educators and researchers as a pioneering approach in all levels of education. [This paper was published in "Advances in Intelligent Systems and Computing" v407 p141-149 Nov 2015 (ISBN 978-3-319-26688-6 print, 978-3-319-26690-9 online).]

This study presents the way Parmaxi and Zaphiris's (2015) social constructionist framework was used in order to teach and learn vocabulary in an Italian for Specific Academic Purposes (ISAP) tertiary course. The participants (beginner students) were guided to build in groups an artifact, i.e a specific academic vocabulary collection. To do so, they used "Quizlet"; this online learning tool allows the creation of digital artifacts, such as vocabulary flashcards, games and quizzes, and the sharing of the collections created. The purpose of the creation of the artifact was the learning and sharing of vocabulary in Italian used in the specific area of the students' university fields of study. The data revealed that the social constructionist approach facilitated a more engaged and motivating attitude towards learning, allowing students to work constructively and collaboratively and share their knowledge with the use of new technologies. [For the complete volume of short papers, see ED572005.]

During the last decade, Open Educational Resources (OERs) have gained increased attention for their potential to support open access, sharing and reuse of digital educational resources. Therefore, a large amount of digital educational resources have become available worldwide through web-based open access repositories which are referred to as Learning Object Repositories (LORs). These resources have the potential to facilitate teachers to improve and enhance their day-to-day teaching activities. On the other hand, it has been identified that teachers could benefit from their participation in communities of best teaching practices by sharing, not only educational resources, but also learning designs that represent their pedagogical approach. As a result, there is an increased interest for the development of web-based repositories that facilitate open access to both educational resources and learning designs. However, the process of developing and sharing learning designs through web-based repositories requires authoring tools that can represent learning designs in a machine-readable way. A commonly accepted way that provides a standard notation language for the description of learning designs is the IMS Learning Design (LD) Specification. Consequently, a number of IMS LD compatible learning design authoring tools has already been developed. Nevertheless, most of these tools (a) are not supporting the process of importing and editing learning designs and (b) they are stand-alone tools restricting their widespread use. To this end, in this paper we present a web-based learning design authoring tool that aims to overcome the previous identified problems. [For Full Proceedings, see: ED562107.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)

This paper reports on the results of the pilot of the Climatopia project at four schools in Greece. The project was described in a workshop offered by Pyrini and Ioannides at ICICTE 2023, before survey results had been collected and analysed. Results suggest that the Climatopia project had a positive effect on both teachers and students as well as parents and the local community. It encouraged collaboration among students, between students and teachers, between teachers and the community, and among community members. It increased student engagement by incorporating a narrative framework into the content and providing opportunities for students to create their own comics on the theme. In particular, as a result of the project, students at all levels were able to identify that climate change affects not only the environment but also people themselves. [ABSTRACT FROM AUTHOR]

Education, with its multifaceted role, is a key social policy instrument that has been used to address inequality of opportunities and the structure of society. Such policies are strongly predicated upon the assumption of significant positive peer effects. We analyse one such example, where university access is used as a (non-cash transfer) social policy to help large and financially constrained families. To gain university entry, students in Greece participate in a national examination system. Based on their grades and their declared preferences, students get allocated to different universities and departments. After this allocation, the Ministry of Education operates a special transfer system, as part of its social policy, to assist large and financially constrained families. This policy is giving students from such families the opportunity to "transfer" to a similar subject university department in (or near) their hometown, in case they had successfully gained entry to a university department far from home. The policy purpose was to help financially those families to pool their resources, by not needing to maintain a second household in a different city. However, transferred students were of lower academic quality than receiving students, thus raising the possibility of exerting a negative externality on their receiving peers. Various recent changes in the relevant legislation meant that there was a large, quasirandom, variability in the number of transferred students over time, creating serious problems both at the leaving and at the receiving departments. In this paper, we present the first systematic examination of transferred university students' impact on the academic performance of receiving students. We construct a novel dataset from a top undergraduate economics department in Greece, by linking students' personal and pre-university academic performance characteristics with their entire university academic performance record until graduation. Analysing the data, both at the aggregate (course) level and at the individual student level, we provide consistent evidence showing that transferred students exert a large negative externality on receiving students. This effect is larger as the percentage of transferred students increases, and is stronger at the lowest quartile of the ability distribution and becomes less intense as we move to higher quartiles, leaving the top quartile intact. In other words, we find consistent evidence that it is the weakest students that are mostly affected. Finally, we highlight that in our setting the negative externality mainly operates through courses that are heavy on mathematics and statistics. Overall, our research shows how a social policy that is meant to help financially constrained families and to alleviate inequalities has gone bad educationally, by lowering the academic achievements of receiving students. [ABSTRACT FROM AUTHOR]

Students' Perspective. The Main Factors That Contribute To Students' Dropouts. This qualitative study aims at analyzing the factors that contribute to dropout among students. The research was conducted on six different campuses (University of Camerino - Italy, University POLITEHNICA of Bucharest - Romania, University Panepistimio Thessalias - Greece, Socialiniu Mokslu Kolegija - Lietuva, Spain Zaragoza's University - Spain, Cukurova University - Turkey) and consisted of an openended interview with a sample of students. Data from the interviews were analyzed using a thematic constant comparison approach. The analysis of the data was based on Qualitative Content Analysis. The main themes were identified. The results reveal that the factors contributing to dropout were mainly related with the personal characteristics of the students, such as gender, age, the type of institution, and the knowledge of the institution. These characteristics were also related to the attitudes of the institution and the faculty toward the students. College factors that can hinder students were also identified. The students' perspective is helpful in assisting the school and the parents to discover the causes of dropout. The school and the parents should be aware that dropouts have negative effects on their personal development by delaying the students' academic development. The school should also take care of the students' personal relationships with teachers, classmates, parents, and siblings. They should take care of the students' personal relationships with classmates and with teachers.A survey was conducted with 565 students who had completed the clinical clerkship. The response rate was 84%(475 valid answers). [ABSTRACT FROM AUTHOR]

The Greek economy has been challenged during the last 10 years by the economic crisis, demonstrated among others, by recession and unemployment. Entrepreneurial activities could help pave the way from recession to growth, since entrepreneurship is an important contributor to innovation, job creation and a driver of economic and social development. As today’s university students, will to a great extent be the entrepreneurs of the future, this study tries to shed some light, based on recent data, on the entrepreneurial attitude of students in Greece, aiming to provide useful recommendations to policy makers and educators. [ABSTRACT FROM AUTHOR]