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Call for Proposals

ICCE 2025 Subconference on

Practice‐driven Research, Teacher Professional Development and Policy of ICT in Education (PTP)

The ICCE C7 sub-conference on Practice‐driven Research, Teacher Professional Development and Policy of ICT in Education (PTP) welcomes contributions concerning research, diffusion and effective practices of ICT innovation in education. It focuses on issues regarding technological innovation, and related emerging pedagogical and methodological concerns. This theme based conference aims to explore issues regarding technological innovation to support practice-driven research and evidence based education in the context of sustainable practices in the classroom. It covers scalability issues appearing in teacher professional development when using technology and ICT in education and the area of policy of ICT in education, focusing particularly on formulating national and local policies, promoting instructional leadership of principals and heads of department. Additionally, the goal of this sub-conference is also to explore relationships of parents, students and teachers in the context of ICT in Education. Here, it is an important factor to identify work modes that allow a fruitful integration of all stakeholders in the learning process. The sub-conference aims to connect researchers in the Asia-Pacific region and other parts of the world to share scholarly findings and professional insights into the research, practice and policies on ICT in education. The C7 sub-conference focuses on, but is not limited to, the following areas:


Practice-Driven Research

  • Research on ICT innovations in education, including their diffusion and effective practices.

  • Technological innovations to support practice-driven research and evidence-based education.

  • Approaches and issues in translating research-based ICT innovations leading to sustainable practices in the classroom

  • Assessments and analytics supporting teacher practices and student outcomes.

  • Research on integrating education for peace and sustainability into ICT-supported teaching and learning.

  • AI applications in educational settings include integrating AI to personalize learning, support data-driven decisions, and ensure ethical, fair, and transparent use.


Teacher Professional Development

  • Effective methods for teachers' professional development to promote ICT in education.

  • Scalability challenges in teacher professional development programs.

  • Technology-driven strategies for empowering teachers to integrate social-emotional learning and sustainability themes in classrooms.

  • Digital Literacy in the era of Artificial Intelligence

  • Innovations in teacher training programs for leveraging AI tools in education.

  • Training teachers regarding the ethical use of AI in education.

  • Strengthening Institutional Support for Continuous Professional Development.

  • Professional development programs aligned with education for peace and sustainability objectives.


Policy of ICT in Education

  • Initiatives, planning, and analysis of ICT policies in education.

  • Policies promoting education for peace and sustainability through ICT.

  • Formulation of policies in education to support ethical, inclusive, and scalable implementations.

  • Instructional leadership for principals and heads of departments to foster ICT integration.

  • Policy frameworks to address emerging challenges in AI-driven education.

  • Global and Local Perspectives on contextualizing ICT policies


All contributions in relation to accomplished research or work in progress under the sub-conference areas are valued.

PC Executive Chair
Navneet Kaur, MGIEP, UNESCO, India


PC Co-chairs

  • Lucian NGEZE, University of Dodoma, Tanzania

  • Prajakt PANDE, Southern Methodist University, USA

  • Shashi Kant SHANKAR, Ahmedabad University, India


PC Members

  • Anil MAMMEN, CETE, TISS, India

  • Arlene VALDERAMA, Jose Rizal University, Mandaluyong City, Philippines

  • Briju THANKACHAN, EdTech Society, India

  • DurgaPrasad KARNAM, Illumine Knowledge Resources, India

  • Ekaterina MURAVEVSKAIA, Indiana University, USA

  • Herold PC, Indian Institute of Technology Bombay, India

  • Juhi BANSAL, Ahmedabad University, India

  • Kapil KADAM, DYPCET, India

  • Mahesha DE SILVA, Tallinn University, Estonia

  • Manisha KHULBE, Tallinn University, Estonia

  • Mas-Nida KHAMBARI, Universiti Putra Malaysia, Malaysia

  • Merike SAAR, Tallinn University, Estonia

  • Milena SARMIENTO, Tallinn University, Estonia

  • Nimita PANDEY, Amrita University, India

  • Prajish PRASAD, FLAME University, India

  • Pramod GOYAL, Delhi Skill and Entrepreneurship University, India

  • Priscilla MOSES, Universiti Tunku Abdul Rahman, Malaysia

  • Rajesh KHAMBAYAT, NITTTR Bhopal, India

  • Reet KASEPALU, Tallinn University, Estonia

  • Rex BRINGULA, University of the East, Manila, Philippines

  • Ruchi KUMAR, CETE, TISS, India

  • Sadaqat MULLA, CETE, TISS, India

  • Sambit PRAHARAJ, KIIT, Bhubaneswar, India

  • Samvet KURIL, Ahmedabad University, India

  • Sunita RASTE, Indian Institute of Technology Bombay, India

  • Vikram VINCENT, Freethought Labs, India

  • Vivek SABANWAR, Texas A&M University, USA

  • Yannis DIMITRIADIS, Universidad de Valladolid, Spain

  • Yogendra PAL, ETmantra eLearning Solutions, India

  • Yogesh VELANKAR, Symbiosis Open Education Society, Pune, India

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