The Success Story of ICMETL 2026

The Success Story of Education conference, held in Cambridge from June 05 – 07 2026, brought together global leaders in education to discuss transformative strategies and innovations in learning. The event featured keynote speaker, networking, and presentations focused on elevating educational outcomes through collaboration and technology. Attendees left with actionable insights and a renewed commitment to advancing education worldwide.

Abstract Book

Highlighted Speakers

Author Article Title Affiliation
Prof. Majed Abu Dabeel Artificial Intelligence in English for Specific Purposes: Transforming Pedagogical Practices and Learner Engagement Imam Mohammed Ibn Saud, Saudi Arabia
Prof. Gift Mheta Academic Writing Support in the Age of Artificial Intelligence: Perspectives from Durban University of Technology Writing Centre Tutors Durban University of Technology, South Africa
Prof. Sara Zamir Peace Education Through Bilingual Children’s Literature Written in Arabic and In Hebrew Achva Academic College, Israel
Prof. Igor Miladinovic How Part-Time Studies Can Work: A Computer Science Case Study in Austria University of Applied Sciences Campus Vienna, Austria
Prof. Ana Vanesa Valero-García From Teaching Delivery to Educational Impact: Rethinking Professional Development in Higher Education Universidad de Murcia, Spain
Dr. Eveline Tomaz Souza Conceptual Transfer in Bilingual Speakers of Portuguese as L1 and English as L2 State University Of Ceará, Brazil
Dr. Chingching Cheung Reimagining Integration: An Interdisplinary Study for Multiculturalism for Hong Kong Chinese as a Second Language Education Hongkong Polytechnic University
Dr. Janeen Pizzo Critical Literacy, Reading, and True Crime: Popular Culture in the Classroom Suny Brockport, USA
Dr. Chingching Cheung Co Learning through Translanguaging in Early Childhood Chinese as a Second Language: A Case Study of Strategic Multilingual and Multimodal Pedagogy in a Hong Kong Kindergarten Hongkong Polytechnic University
Dr. Janka Szilágyi Math, Literacy, and Games: Teacher Preparation Across the Globe Suny Brockport, USA
Dr. Sultan Hamed Hilal Al Ghafri AI-Augmented Pedagogy for GFP English Speaking Skills: A Rubric-Based Approach to Instruction, Practice, and Assessment Reliability University of Technology and Applied Sciences, Oman
Dr. Mimi Li Leveraging Generative AI in Second Language Writing Classrooms East Texas A&M University, USA
Dr. Wei Sun Leong Enabling Mid-Career Transitions through Lifelong Learning Frameworks Singapore University of Social Sciences
Dr. Olubunmi Adebola Olanipekun Community-Based Disaster Risk Education: Strengthening Flood Awareness And Preparedness In Nigerian Communities Ekiti State University, Nigeria
Dr. Ana M. Vernia-Carrasco Cardio-Musical Synchronization and Neurophysiological Performance: A Single-Case Study Using EEG Biofeedback in Moderate Activity Jaume I University, Spain
Dr. Jude Oguejiofor Akubude Human Capital Development and Education Leadership in Sub-Saharan Africa: Policy Pathways for Transforming Learning Systems Human Capital Africa, Education Alliance Initiative, Nigeria
Dr. Mirjana Radetić-Paić Prevalence of Certain Behavioural Problems in Children and Adolescents with Intellectual and Co-Occurring Disabilities – Results of the “POINT” Project Faculty of Educational Sciences, Juraj Dobrila University of Pula, Croatia
Dr. Carol Moxam Structured Clinical Reflection and Feedforward Planning: A Metacognitively Informed Supervision Framework for Practice Based Education Newcastle University, UK
Dr. Jessica Amarilla Efficacy of a Digital Competence Training Program for Teachers Based on Implementation Modality Universidad Nacional de Asuncion, Paraguay
Dr. Maria Jose Ramirez Global Evidence of Wide Variability in Mathematics Achievement Within Classrooms EduMetrica LLC, USA
Dr. Meg Colasante Activity Theory Methodology to Frame Fieldwork in Higher Education Research RMIT University, Australia
Ms. Rania Nafie The Impact of COVID-19 on Digital Teaching Practices: The Case of Faculty at the American University in Cairo The American University in Cairo, Egypt
Ms. Klara Brcko When Interest Leads Learning: Developing Civic and Social Competences through English Language Learning – Practices from Croatia Kindergarten Trnsko, Croatia
Ms. Esra Günseli Erol Exploring Gamer Students’ Willingness to Communicate, Self-esteem and Foreign Language Speaking Anxiety: A Descriptive Research Marmara University, Turkey
Ms. Rosie Ching CSI: Agent on a Mission Games Singapore Management University
Ms. Alodía López-Sola Promoting Educator Well-Being: A Digital Training Programme for Higher Education Universidad de Murcia, Spain
Ms. Marina Olmos-Soria Teacher Profession Attractiveness: The Perception of Teacher Students University of Murcia, Spain
Ms. Gulistan Cigdem Yalcin Designing Interdisciplinary E-Learning for Complex Systems: Insights from the LEAP Erasmus+ Project Istanbul University, Turkey
Mrs. Margarita Alcaide Risoto The Relationship Between Self-Concept Dimensions and Academic Performance Across Different University Entry Grades Camilo José Cela University, Spain
Mrs. Ekaterina Dawson From Real-World Materials to Real Learning: Authentic Materials in Beginner Language Acquisition Independent ELT Educator, UK
Mrs. Abdulkhaeva Marifat Modern Methods of Teaching English in Higher Education: Challenges and Practical Solutions Tajik National University, Tajikistan
Mrs. Sri Roshini Devi Theva Manoharam ESL Master Trainer Teachers Cognition in Enacting Process Writing through Digital Storyboarding Sultan Idris Education University, Malaysia
Mr. Geoffrey F. C. Lim The Application of Generative AI (SUNO) for Stress Management Among ESL Learners in Malaysian Higher Education Institutions Institute of Teacher Education (IPG), International Languages Campus, Malaysia
Mr. Akshay Vadavathi Exploring the Hybrid Frontiers: A Study on the Systemic Barriers of App-Based Language Learning among the Underprivileged Learners in Kerala, India The English and Foreign Languages University, India
Mr. Haider Hussain Student Perception on Cultivating Ownership of Feedback for Foundation and Undergraduate Level Engineering Courses University of Nottingham, UK