INTERNATIONAL EDUCATION CONFERENCE


International Education Conference is one of the leading research topics in the international research conference domain. International Education is a conference track under the Education Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Education.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Education).

International Education is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to International Education Conference Track will be held at “Education Conference in Paris, France in July 2020” - “Education Conference in New York, United States in August 2020” - “Education Conference in Tokyo, Japan in September 2020” - “Education Conference in Zürich, Switzerland in September 2020” - “Education Conference in Barcelona, Spain in October 2020” - “Education Conference in San Francisco, United States in November 2020” - “Education Conference in Istanbul, Turkey in November 2020” - “Education Conference in Singapore, Singapore in November 2020” - “Education Conference in Bangkok, Thailand in December 2020” - “Education Conference in Paris, France in December 2020” - “Education Conference in London, United Kingdom in February 2021” - “Education Conference in London, United Kingdom in February 2021” - “Education Conference in Barcelona, Spain in April 2021” - “Education Conference in Istanbul, Turkey in May 2021” - “Education Conference in San Francisco, United States in June 2021” - “Education Conference in Paris, France in July 2021” - “Education Conference in New York, United States in August 2021” - “Education Conference in Tokyo, Japan in September 2021” - “Education Conference in Zürich, Switzerland in September 2021” - “Education Conference in Barcelona, Spain in October 2021” - “Education Conference in San Francisco, United States in November 2021” - “Education Conference in Istanbul, Turkey in November 2021” - “Education Conference in Singapore, Singapore in November 2021” - “Education Conference in Bangkok, Thailand in December 2021” - “Education Conference in Paris, France in December 2021” .

International Education is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

X. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

XI. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

XII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

XIII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

XIV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

XV. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 20EDC11US
  • One Time Submission Deadline Reminder

XVI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 20EDC11TR
  • One Time Submission Deadline Reminder

XVII. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline October 19, 2020
  • CONFERENCE CODE: 20EDC11SG
  • One Time Submission Deadline Reminder

XVIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline November 17, 2020
  • CONFERENCE CODE: 20EDC12TH
  • One Time Submission Deadline Reminder

XIX. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline November 26, 2020
  • CONFERENCE CODE: 20EDC12FR
  • One Time Submission Deadline Reminder

XX. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline January 16, 2021
  • CONFERENCE CODE: 21EDC02GB
  • One Time Submission Deadline Reminder

XX. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline January 16, 2021
  • CONFERENCE CODE: 21EDC02GB
  • One Time Submission Deadline Reminder

XXI. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline March 16, 2021
  • CONFERENCE CODE: 21EDC04ES
  • One Time Submission Deadline Reminder

XXII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline April 01, 2021
  • CONFERENCE CODE: 21EDC05TR
  • One Time Submission Deadline Reminder

XXIII. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline May 06, 2020
  • CONFERENCE CODE: 21EDC06US
  • One Time Submission Deadline Reminder

XXIV. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline June 19, 2020
  • CONFERENCE CODE: 21EDC07FR
  • One Time Submission Deadline Reminder

XXV. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline July 10, 2020
  • CONFERENCE CODE: 21EDC08US
  • One Time Submission Deadline Reminder

XXVI. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline August 10, 2020
  • CONFERENCE CODE: 21EDC09JP
  • One Time Submission Deadline Reminder

XXVII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline August 17, 2020
  • CONFERENCE CODE: 21EDC09CH
  • One Time Submission Deadline Reminder

XXVIII. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline September 22, 2020
  • CONFERENCE CODE: 21EDC10ES
  • One Time Submission Deadline Reminder

XXIX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 21EDC11US
  • One Time Submission Deadline Reminder

XXX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 21EDC11TR
  • One Time Submission Deadline Reminder

XXXI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline October 19, 2020
  • CONFERENCE CODE: 21EDC11SG
  • One Time Submission Deadline Reminder

XXXII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline November 17, 2020
  • CONFERENCE CODE: 21EDC12TH
  • One Time Submission Deadline Reminder

XXXIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline July 14, 2020
  • Notification of Acceptance/Rejection Deadline July 27, 2020
  • Final Paper and Early Bird Registration Deadline November 26, 2020
  • CONFERENCE CODE: 21EDC12FR
  • One Time Submission Deadline Reminder
FINISHED

I. INTERNATIONAL EDUCATION CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

II. INTERNATIONAL EDUCATION CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

FINISHED

III. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

FINISHED

IX. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

Education Conference Call For Papers are listed below:

Previously Published Papers on "International Education Conference"

  • Design for Classroom Units: A Collaborative Multicultural Studio Development with Chinese Students
    Authors: C. S. Caires, A. Barbosa, W. Hanyou, Keywords: Product design, interface design, interactive design, collaborative education and design research, design prototyping. DOI:10.5281/zenodo. Abstract: In this paper, we present the main results achieved during a five-week international workshop on Interactive Furniture for the Classroom, with 22 Chinese design students, in Jiangmen city (Guangdong province, China), and five teachers from Portugal, France, Iran, Macao SAR, and China. The main goal was to engage design students from China with new skills and practice methodologies towards interactive design research for furniture and product design for the classroom. The final results demonstrate students' concerns on improving Chinese furniture design for the classrooms, including solutions related to collaborative learning and human-interaction design for interactive furniture products. The findings of the research led students to the fabrication of five original prototypes: two for kindergartens ('Candy' and 'Tilt-tilt'), two for primary schools ('Closer' and 'Eks(x)'), and one for art/creative schools ('Wave'). From the findings, it was also clear that collaboration, personalization, and project-based teaching are still neglected when designing furniture products for the classroom in China. Students focused on these issues and came up with creative solutions that could transform this educational field in China.
  • Korea and Japan Economic Relations: An Analysis through the World Trade Organization
    Authors: Caroline S. Dutra, Tatiana C. Squeff, Keywords: International economic relations, Japan, South Korea, World Trade Organization. DOI:10.5281/zenodo. Abstract: It is well known that the history between South Korea and Japan influences their international relations; thus, also encompassing their economic relations. In this sense, it is impossible to analyze the latter without understanding the development of the former, which is known for episodes of hostility, like on Japanese colonization, but also had moments of cultural and trade interexchange. Indeed, since 1965, with the establishment of diplomatic relations between both countries, their trade relations have improved, especially after both nations have signed the General Agreement on Tariffs and Trade (GATT). Thereafter, with the establishment of the World Trade Organization (WTO) in 1995, another chapter of their diplomatic and economic relations have been inaugurated. Hence, bearing in mind this history between both nations, this research intends to examine their relations through the analysis of the WTO panels they have engaged in between each other, which are, in chronological order, “DS323: Japan – Import Quotas on Dried Laver and Seasoned Laver”, “DS336: Japan - Countervailing Duties on Dynamic Random Access Memories from Korea”, “DS495: Korea - Import Band, and Testing and Certification Requirements for Radionuclides”, “DS553: Korea - Sunset Review of Anti-Dumping Duties on Stainless Steel Bars” and “DS571: Korea - Measures Affecting Trade in Commercial Vessels”. The objective of this case analysis is to point out what are the areas that are more conflictual between Japan and South Korea in regard to their economic relations so that it is possible to assert on their future (economic) relations and other possible outcomes. And in order to do so, bibliographic and documental research will be made, particularly those involving the WTO and the nations under consideration. Regarding the methods used, it is important to highlight that this is applied research in the field of international economic relations and international law, which follows a hypothetic-deductive model.
  • Challenges and Professional Perspectives for Pedagogy Undergraduates with Specific Learning Disability: A Greek Case Study
    Authors: Tatiani D. Mousoura, Keywords: Specific learning disability, dyslexia, pedagogy department, inclusion, professional role of SLDed educators, higher education, university policy. DOI:10.5281/zenodo. Abstract: Specific learning disability (SLD) in higher education has been partially explored in Greece so far. Moreover, opinions on professional perspectives for university students with SLD, is scarcely encountered in Greek research. The perceptions of the hidden character of SLD along with the university policy towards it and professional perspectives that result from this policy have been examined in the present research. This study has applied the paradigm of a Greek Tertiary Pedagogical Education Department (Early Childhood Education). Via mixed methods, data have been collected from different groups of people in the Pedagogical Department: students with SLD and without SLD, academic staff and administration staff, all of which offer the opportunity for triangulation of the findings. Qualitative methods include ten interviews with students with SLD and 15 interviews with academic staff and 60 hours of observation of the students with SLD. Quantitative methods include 165 questionnaires completed by third and fourth-year students and five questionnaires completed by the administration staff. Thematic analyses of the interviews’ data and descriptive statistics on the questionnaires’ data have been applied for the processing of the results. The use of medical terms to define and understand SLD was common in the student cohort, regardless of them having an SLD diagnosis. However, this medical model approach is far more dominant in the group of students without SLD who, by majority, hold misconceptions on a definitional level. The academic staff group seems to be leaning towards a social approach concerning SLD. According to them, diagnoses may lead to social exclusion. The Pedagogical Department generally endorses the principles of inclusion and complies with the provision of oral exams for students with SLD. Nevertheless, in practice, there seems to be a lack of regular academic support for these students. When such support does exist, it is only through individual initiatives. With regards to their prospective profession, students with SLD can utilize their personal experience, as well as their empathy; these appear to be unique weapons in their hands –in comparison with other educators− when it comes to teaching students in the future. In the Department of Pedagogy, provision towards SLD results sporadic, however the vision of an inclusive department does exist. Based on their studies and their experience, pedagogy students with SLD claim that they have an experiential internalized advantage for their future career as educators.
  • Cultural Effects on the Performance of Non- Profit and For-Profit Microfinance Institutions
    Authors: Patrick M. Stanton, William R. McCumber, Keywords: Hofstede cultural dimensions, international finance, microfinance institutions, non-profit. DOI:10.5281/zenodo. Abstract: Using a large dataset of more than 2,400 individual microfinance institutions (MFIs) from 120 countries from 1999 to 2016, this study finds that nearly half of the international MFIs operate as for-profit institutions. Formal institutions (business regulatory environment, property rights, social protection, and a developed financial sector) impact the likelihood of MFIs being for-profit across countries. Cultural differences across countries (power distance, individualism, masculinity, and indulgence) seem to be a factor in the legal status of the MFI (non-profit or for-profit). MFIs in countries with stronger formal institutions, a greater degree of power distance, and a higher degree of collectivism experience better financial and social performance.
  • Spreading Japan's National Image through China during the Era of Mass Tourism: The Japan National Tourism Organization’s Use of Sina Weibo
    Authors: Abigail Qian Zhou, Keywords: National image, tourism, international communication, Japan, China. DOI:10.5281/zenodo. Abstract: Since China has entered an era of mass tourism, there has been a fundamental change in the way Chinese people approach and perceive the image of other countries. With the advent of the new media era, social networking sites such as Sina Weibo have become a tool for many foreign governmental organizations to spread and promote their national image. Among them, the Japan National Tourism Organization (JNTO) was one of the first foreign official tourism agencies to register with Sina Weibo and actively implement communication activities. Due to historical and political reasons, cognition of Japan's national image by the Chinese has always been complicated and contradictory. However, since 2015, China has become the largest source of tourists visiting Japan. This clearly indicates that the broadening of Japan's national image in China has been effective and has value worthy of reference in promoting a positive Chinese perception of Japan and encouraging Japanese tourism. Within this context and using the method of content analysis in media studies through content mining software, this study analyzed how JNTO’s Sina Weibo accounts have constructed and spread Japan's national image. This study also summarized the characteristics of its content and form, and finally revealed the strategy of JNTO in building its international image. The findings of this study not only add a tourism-based perspective to traditional national image communications research, but also provide some reference for the effective international dissemination of national image in the future.
  • The Attitude towards Sustainable Development Issues among Malaysian Engineering Undergraduates
    Authors: Balamuralithara Balakrishnan, Keywords: Sustainable development, engineering education, Malaysia, attitude. DOI:10.5281/zenodo. Abstract: This paper reports the findings of the perception and attitude towards Sustainable Development among Malaysian undergraduates. The study was carried out involving 86 engineering undergraduates from three universities in Malaysia. This research was conducted based on a survey whereby the respondents were given a questionnaire to gauge their attitude towards sustainable development. The output of the analyses showed that the respondents have an appropriate attitude towards the sustainability issues expect for economic and social equality aspects. These findings suggest that the engineering educators involved in sustainable development education need to educate undergraduate students on this important issue. This investigation serves as a cornerstone to which the current paradigm of sustainable development education can be examined for further improvement by related stakeholders.
  • Motivational Antecedents that Influenced a Higher Education Institution in the Philippines to Adopt Enterprise Architecture
    Authors: Ma. Eliza Jijeth V. dela Cruz, Keywords: Enterprise architecture, adoption, antecedents, higher education institution. DOI:10.5281/zenodo. Abstract: Technology is a recent prodigy in people’s everyday life that has taken off. It infiltrated almost every aspect of one’s lives, changing how people work, how people learn and how people perceive things. Academic Institutions, just like other organizations, have deeply modified its strategies to integrate technology into the institutional vision and corporate strategy that has never been greater. Information and Communications Technology (ICT) continues to be recognized as a major factor in organizations realizing its aims and objectives. Consequently, ICT has an important role in the mobilization of an academic institution’s strategy to support the delivery of operational, strategic or transformational objectives. This ICT strategy should align the institution with the radical changes of the ICT world through the use of Enterprise Architecture (EA). Hence, EA’s objective is to optimize the islands of legacy processes to be integrated that is receptive to change and supportive of the delivery of the strategy. In this paper, the focus is to explore the motivational antecedents during the adoption of EA in a Higher Education Institution in the Philippines for its ICT strategic plan. The seven antecedents (viewpoint, stakeholders, human traits, vision, revolutionary innovation, techniques and change components) provide understanding into EA adoption and the antecedents that influences the process of EA adoption.
  • Illicit Return Practices of Irregular Migrants from Greece to Turkey
    Authors: Enkelejda Koka, Denard Veshi, Keywords: Greece, migrants, push-back policy, violation of international law. DOI:10.5281/zenodo. Abstract: Since 2011, in the name of ‘humanitarianism’ and deaths in the Mediterranean Sea, the legal and political justification delivered by Greece to manage the refugee crisis is pre-emptive interception. Although part of the EU, Greece adopted its own strategy. These practices have also created high risks for migrants generally resulting in non-rescue episodes and push-back practices having lethal consequences to the life of the irregular migrant. Thus, this article provides an analysis of the Greek ‘compassionate border work’ policy, a practice known as push-back. It is argued that these push-back practices violate international obligations, notably the ‘right to life’, the ‘duty to search and rescue’, the prohibition of inhuman or degrading treatment or punishment and the principle of non-refoulement.
  • An Evaluation of a Psychotherapeutic Service for Engineering Students: The Role of Race, Gender and Language
    Authors: Nazeema Ahmed, Keywords: Psychotherapy, efficacy, engineering, education. DOI:10.5281/zenodo. Abstract: Mental health in higher education has received increasing attention over the past few decades. The high academic demands of the engineering degree, coupled with students’ mental health challenges, have led to higher education institutions offering psychotherapeutic services to students. This paper discusses an evaluation of the psychotherapy service at the University of Cape Town. The aim was to determine (i) the efficacy of the service; and (ii) the impact of race, gender, and language of the therapist on the students’ therapeutic process. An online survey was sent to 109 students who attended psychotherapy. The majority expressed favorable experiences of psychotherapy, with reports of increased capacity to engage with their academic work. Most students did not experience the gender, race, or language of the psychologists to be barriers to their therapy. The findings point to a need for ongoing psychological support for students.
  • Virtual Reality Learning Environment in Embryology Education
    Authors: Salasabeel F. M. Alfalah, Jannat F. Falah, Nadia Muhaidat, Amjad Hudaib, Diana Koshebye, Sawsan AlHourani, Keywords: Virtual reality, student assessment, medical education, 3D, embryology. DOI:10.5281/zenodo.3593206 Abstract: Educational technology is changing the way how students engage and interact with learning materials. This improved the learning process amongst various subjects. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing medical education. This paper utilizes VR to provide a solution to improve the delivery of the subject of Embryology to medical students, and facilitate the teaching process by providing a useful aid to lecturers, whilst proving the effectiveness of this new technology in this particular area. After evaluating the current teaching methods and identifying students ‘needs, a VR system was designed that demonstrates in an interactive fashion the development of the human embryo from fertilization to week ten of intrauterine development. This system aims to overcome some of the problems faced by the students’ in the current educational methods, and to increase the efficacy of the learning process.