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 Istanbul, Turkey in March 2019” - “Education Conference in Paris, France in June 2019” - “Education Conference in London, United Kingdom in August 2019” - “Education Conference in New York, United States in October 2019” - “Education Conference in Rome, Italy in December 2019” - “Education Conference in London, United Kingdom in February 2020” - “Education Conference in Barcelona, Spain in April 2020” .

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

INTERNATIONAL EDUCATION CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

INTERNATIONAL EDUCATION CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline March 31, 2019
  • Notification of Acceptance/Rejection Deadline April 19, 2019
  • Final Paper and Early Bird Registration Deadline May 25, 2019
  • CONFERENCE CODE: 19EDC06FR
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline March 31, 2019
  • Notification of Acceptance/Rejection Deadline April 19, 2019
  • Final Paper and Early Bird Registration Deadline July 22, 2019
  • CONFERENCE CODE: 19EDC08GB
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 09 - 10, 2019
NEW YORK, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline March 31, 2019
  • Notification of Acceptance/Rejection Deadline April 19, 2019
  • Final Paper and Early Bird Registration Deadline September 09, 2019
  • CONFERENCE CODE: 19EDC10US
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 11 - 12, 2019
ROME, ITALY

  • Abstracts/Full-Text Paper Submission Deadline March 31, 2019
  • Notification of Acceptance/Rejection Deadline April 19, 2019
  • Final Paper and Early Bird Registration Deadline November 12, 2019
  • CONFERENCE CODE: 19EDC12IT
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 18 - 19, 2020
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline March 31, 2019
  • Notification of Acceptance/Rejection Deadline April 19, 2019
  • Final Paper and Early Bird Registration Deadline January 16, 2020
  • CONFERENCE CODE: 20EDC02GB
  • One Time Submission Deadline Reminder

INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline March 31, 2019
  • Notification of Acceptance/Rejection Deadline April 19, 2019
  • Final Paper and Early Bird Registration Deadline March 16, 2020
  • CONFERENCE CODE: 20EDC04ES
  • One Time Submission Deadline Reminder

Education Conference Call For Papers are listed below:

Previously Published Papers on "International Education Conference"

  • Entrepreneurship Skills Acquisition through Education: Impact of the Nurturance of Knowledge, Skills, and Attitude on New Venture Creation
    Authors: Satya Ranjan Acharya, Yamini Chandra, Keywords: Attitude, entrepreneurship education, knowledge, new venture creation, pedagogical intervention, skills. DOI:10.5281/zenodo.2576932 Abstract: Entrepreneurship through higher education has taken a paradigm shift from traditional classroom lecture series method to a modern approach, which lay emphasis on nurturing competencies, enhancing knowledge, skills, attitudes/abilities (KSA), which has positive impact on the development of core capabilities. The present paper was focused on the analysis of entrepreneurship education as a pedagogical intervention for the post-graduate program offered at the Entrepreneurship Development Institute of India, Gujarat, India. The study is focused on a model with special emphasis on developing KSA and its effect on nurturing entrepreneurial spirit within students. The findings represent demographic and thematic assessment of the implemented pedagogical model with an outcome of students choosing a career in new venture creation or growth/diversification of family owned businesses. This research will be helpful for academicians, research scholars, potential entrepreneurs, ecosystem enablers and students to infer the effectiveness of nurturing entrepreneurial skills and bringing more changes in personal attitudes by the way of enhancing the knowledge and skills required for the execution of an entrepreneurial career. This research is original in nature as it provides an in-depth insight into an implemented model of curriculum, focused on the development and nurturance of basic skills and its impact on the career choice of students.
  • Project Management at University: Towards an Evaluation Process around Cooperative Learning
    Authors: J. L. Andrade-Pineda, J.M. León-Blanco, M. Calle, P. L. González-R, Keywords: Cooperative-collaborative learning, educational management, formative-summative assessment, leadership training. DOI:10.5281/zenodo.2571678 Abstract: The enrollment in current Master's degree programs usually pursues gaining the expertise required in real-life workplaces. The experience we present here concerns the learning process of "Project Management Methodology (PMM)", around a cooperative/collaborative mechanism aimed at affording students measurable learning goals and providing the teacher with the ability of focusing on the weaknesses detected. We have designed a mixed summative/formative evaluation, which assures curriculum engage while enriches the comprehension of PMM key concepts. In this experience we converted the students into active actors in the evaluation process itself and we endowed ourselves as teachers with a flexible process in which along with qualifications (score), other attitudinal feedback arises. Despite the high level of self-affirmation on their discussion within the interactive assessment sessions, they ultimately have exhibited a great ability to review and correct the wrong reasoning when that was the case.
  • Students’ Perceptions of the Use of Social Media in Higher Education in Saudi Arabia
    Authors: Omar Alshehri, Vic Lally, Keywords: Saudi Arabia, social media, benefits of social media use, barriers to social media use, higher education. DOI:10.5281/zenodo.2571668 Abstract: This paper examined the attitudes of using social media tools to support learning at a university in Saudi Arabia. Moreover, it investigated the students’ current usage of these tools and examined the barriers they could face during the use of social media tools in the education process. Participants in this study were 42 university students. A web-based survey was used to collect data for this study. The results indicate that all of the students were familiar with social media and had used at least one type of social media for learning. It was found out that all students had very positive attitudes towards the use of social media and welcomed using these tools as a supplementary to the curriculum. However, the results indicated that the major barriers to using these tools in learning were distraction, opposing Islamic religious teachings, privacy issues, and cyberbullying. The study recommended that this study could be replicated at other Saudi universities to investigate factors and barriers that might affect Saudi students’ attitudes toward using social media to support learning.
  • Multivariate Assessment of Mathematics Test Scores of Students in Qatar
    Authors: Ali Rashash Alzahrani, Elizabeth Stojanovski, Keywords: Cluster analysis, education, mathematics, profiles. DOI:10.5281/zenodo.2363340 Abstract: Data on various aspects of education are collected at the institutional and government level regularly. In Australia, for example, students at various levels of schooling undertake examinations in numeracy and literacy as part of NAPLAN testing, enabling longitudinal assessment of such data as well as comparisons between schools and states within Australia. Another source of educational data collected internationally is via the PISA study which collects data from several countries when students are approximately 15 years of age and enables comparisons in the performance of science, mathematics and English between countries as well as ranking of countries based on performance in these standardised tests. As well as student and school outcomes based on the tests taken as part of the PISA study, there is a wealth of other data collected in the study including parental demographics data and data related to teaching strategies used by educators. Overall, an abundance of educational data is available which has the potential to be used to help improve educational attainment and teaching of content in order to improve learning outcomes. A multivariate assessment of such data enables multiple variables to be considered simultaneously and will be used in the present study to help develop profiles of students based on performance in mathematics using data obtained from the PISA study.
  • Federalism and Foreign Affairs: The International Relations of Mexican Sub-State Governments
    Authors: Jorge A. Schiavon, Keywords: Federalism, foreign policy, international relations of sub-state governments, paradiplomacy, Mexico. DOI:10.5281/zenodo.2363316 Abstract: This article analyzes the international relations of sub-State governments (IRSSG) in Mexico. It aims to answer five questions: 1) What explains the recent and dramatic increase in their international activities? 2) What is the impact of federalism on the foreign affairs of the federal units? 3) What are the levels or degrees of IRSSG and how have they changed over the last years? 4) How do Mexican federal units institutionalize their international activities? 5) What are the perceptions and capacities of the federal units in their internationalization process? The first section argues that the growth in the IRSSG is generated by growing interdependence and globalization in the international system, and democratization, decentralization and structural reform in the national arena. The second section sustains that the renewed Mexican federalism has generated the incentives for SSG to participate more intensively in international affairs. The third section defends that there is a wide variation in their degree of international participation, which is measured in three moments in time (2004 2009 and 2014), and explains how this activity has changed in the last decade. The fourth section studies the institutionalization of the IRSSG in Mexico through the analysis of Inter-Institutional Agreements (IIA). Finally, the last section concentrates in explaining the perceptions and capacities of Mexican sub-State governments to conduct international relations.
  • Predominance of Teaching Models Used by Math Teachers in Secondary Education
    Authors: Verónica Diaz Quezada, Keywords: Teaching models, math teachers, functions, secondary education. DOI:10.5281/zenodo.2363278 Abstract: This research examines the teaching models used by secondary math teachers when teaching logarithmic, quadratic and exponential functions. For this, descriptive case studies have been carried out on 5 secondary teachers. These teachers have been chosen from 3 scientific-humanistic and technical schools, in Chile. Data have been obtained through non-participant class observation and the application of a questionnaire and a rubric to teachers. According to the results, the didactic model that prevails is the one that starts with an interactive strategy, moves to a more content-based structure, and ends with a reinforcement stage. Nonetheless, there is always influence from teachers, their methods, and the group of students.
  • The Boundary Element Method in Excel for Teaching Vector Calculus and Simulation
    Authors: Stephen Kirkup, Keywords: Boundary element method, laplace equation, vector calculus, simulation, education. DOI:10.5281/zenodo.2022753 Abstract: This paper discusses the implementation of the boundary element method (BEM) on an Excel spreadsheet and how it can be used in teaching vector calculus and simulation. There are two separate spreadheets, within which Laplace equation is solved by the BEM in two dimensions (LIBEM2) and axisymmetric three dimensions (LBEMA). The main algorithms are implemented in the associated programming language within Excel, Visual Basic for Applications (VBA). The BEM only requires a boundary mesh and hence it is a relatively accessible method. The BEM in the open spreadsheet environment is demonstrated as being useful as an aid to teaching and learning. The application of the BEM implemented on a spreadsheet for educational purposes in introductory vector calculus and simulation is explored. The development of assignment work is discussed, and sample results from student work are given. The spreadsheets were found to be useful tools in developing the students’ understanding of vector calculus and in simulating heat conduction.
  • A Six-Year Case Study Evaluating the Stakeholders’ Requirements and Satisfaction in Higher Educational Establishments
    Authors: Ioannis I. Αngeli, Keywords: Quality in higher education, students’ requirements, education standards, student’s survey, stakeholder’s requirements, Mechanical Engineering courses. DOI:10.5281/zenodo.2022751 Abstract: Worldwide and mainly in the European Union, many standards, regulations, models and systems exists for the evaluation and identification of stakeholders’ requirements of individual universities and higher education (HE) in general. All systems are targeting to measure or evaluate the Universities’ Quality Assurance Systems and the services offered to the recipients of HE, mainly the students. Numerous surveys were conducted in the past either by each university or by organized bodies to identify the students’ satisfaction or to evaluate to what extent these requirements are fulfilled. In this paper, the main results of an ongoing 6-year joint research will be presented very briefly. This research deals with an in depth investigation of student’s satisfaction, students personal requirements, a cup analysis among these two parameters and compares different universities. Through this research an attempt will be made to address four very important questions in higher education establishments (HEE): (1) Are there any common requirements, parameters, good practices or questions that apply to a large number of universities that will assure that students’ requirements are fulfilled? (2) Up to what extent the individual programs of HEE fulfil the requirements of the stakeholders? (3) Are there any similarities on specific programs among European HEE? (4) To what extent the knowledge acquired in a specific course program is utilized or used in a specific country? For the execution of the research an internationally accepted questionnaire(s) was used to evaluate up to what extent the students’ requirements and satisfaction were fulfilled in 2012 and five years later (2017). Samples of students and or universities were taken from many European Universities. The questionnaires used, the sampling method and methodology adopted, as well as the comparison tables and results will be very valuable to any university that is willing to follow the same route and methodology or compare the results with their own HHE. Apart from the unique methodology, valuable results are demonstrated from the four case studies. There is a great difference between the student’s expectations or importance from what they are getting from their universities (in all parameters they are getting less). When there is a crisis or budget cut in HEE there is a direct impact to students. There are many differences on subjects taught in European universities.
  • The Impact of Information and Communication Technology in Education: Opportunities and Challenges
    Authors: M. Nadeem, S. Nasir, K. A. Moazzam, R. Kashif, Keywords: Information and communication technology, ICT, education, ICT infrastructure, teacher education. DOI:10.5281/zenodo.2022121 Abstract: The remarkable growth and evolution in information and communication technology (ICT) in the past few decades has transformed modern society in almost every aspect of life. The impact and application of ICT have been observed in almost all walks of life including science, arts, business, health, management, engineering, sports, and education. ICT in education is being used extensively for student learning, creativity, interaction, and knowledge sharing and as a valuable source of teaching instrument. Apart from the student’s perspective, it plays a vital role for teacher education, instructional methods and curriculum development. There is a significant difference in growth of ICT enabled education in developing countries compared to developed nations and according to research, this gap is widening. ICT gradually infiltrate in almost every aspect of life. It has a deep and profound impact on our social, economic, health, environment, development, work, learning, and education environments. ICT provides very effective and dominant tools for information and knowledge processing. It is firmly believed that the coming generation should be proficient and confident in the use of ICT to cope with the existing international standards. This is only possible if schools can provide basic ICT infrastructure to students and to develop an ICT-integrated curriculum which covers all aspects of learning and creativity in students. However, there is a digital divide and steps must be taken to reduce this digital divide considerably to have the profound impact of ICT in education all around the globe. This study is based on theoretical approach and an extensive literature review is being conducted to see the successful implementations of ICT integration in education and to identify technologies and models which have been used in education in developed countries. This paper deals with the modern applications of ICT in schools for both teachers and students to uplift the learning and creativity amongst the students. A brief history of technology in education is presented and discussed are some important ICT tools for both student and teacher’s perspective. Basic ICT-based infrastructure for academic institutions is presented. The overall conclusion leads to the positive impact of ICT in education by providing an interactive, collaborative and challenging environment to students and teachers for knowledge sharing, learning and critical thinking.
  • Factors Affecting Access to Education: The Experiences of Parents of Children Who Are Deaf or Hard of Hearing
    Authors: Hanh Thi My Nguyen, Keywords: Access to education, deaf, hard of hearing, parents experience. DOI:10.5281/zenodo.2022067 Abstract: The purpose of this research is to examine the experiences of parents of children who are deaf or hard of hearing in supporting their children to access education in Vietnam. Parents play a crucial role in supporting their children to gain full access to education. It was widely reported that parents of those children confronted a range of problems to support their children to access education. To author’s best knowledge, there has been a lack of research exploring the experiences of those parents in literature. This research examines factors affecting those parents in supporting their children to access education. To conduct the study, qualitative approach using a phenomenological research design was chosen to explore the central phenomena. Ten parents of children who were diagnosed as deaf or hard of hearing and aged 6-9 years were recruited through the support of the Association of Parents of Children with Hearing Impairment. Participants were interviewed via telephone with a mix of open and closed questions; interviews were audio recorded, transcribed and thematically analysed. The research results show that there are nine main factors that affected the parents in this study in making decisions relating to education for their children including: lack of information resources, perspectives of those parents on communication approaches, the families’ financial capacity, the psychological impact on the participants after their children’ diagnosis, the attitude of family members, attitude of school administrators, lack of local schools and qualified teachers, and current education system for the deaf in Vietnam. Apart from those factors, the lack of knowledge of the participants’ partners about deaf education and the partners’ employment are barriers to educational access and successful communication with their child.