【Announcement】2026 International Conference: Accepted Abstracts Announced
2026 International Conference
Co-Educating the Future: Transcend Across Borders, Disciplines, and Technologies
List of Accepted Abstracts
摘要審核通過名單公告
We are pleased to announce that the abstract review process for the 2026 International Conference on Learning and Instruction (IMPLAI) has concluded. We extend our deepest gratitude to all scholars, educators, and graduate students for their active submissions and support. Warmest congratulations to all accepted authors!
🔒 Personal Data Protection Notice:
In compliance with the Personal Data Protection Act and information security regulations, this announcement only displays the titles of accepted abstracts. The official Letters of Acceptance (LOA) have been individually sent to the corresponding authors via email.
ORAL PRESENTATION
| 1 | College Students’ Reading Comprehension Skill and English Writing Skills: Achievement based on TOEIC and IELTS Standards |
| 2 | Beyond Recruitment: Cross-Border Partnerships and Sustainable Student-Migrant Pathways in Taiwan |
| 3 | Building Partnership Infrastructures for EMI Teacher Learning in Taiwanese Higher Education |
| 4 | Student Experiences in Transnational Higher Education in Vietnam: A Systematic Review of Empirical Evidence |
| 5 | Factors Influencing the Acceptance of the 3+2 Architecture Curriculum Model: A Quantitative Evaluation of Bulacan Architecture Students |
| 6 | Examine the use of generative AI and Understanding by Design (UbD) in cultivating interdisciplinary and technologically oriented prospective teachers in bilingual education |
| 7 | Leveraging Artificial Intelligence for Digital Learning Material Design to Enhance Self-Study Efficiency: An Empirical Study on Grade 11 Biology |
| 8 | Human–Technology Synergy in Higher Education: The Role of Artificial Intelligence in Enhancing Student Engagement and Future Learning Sustainability |
| 9 | AI- Assisted Learning and Academic Integrity: Student Attitudes, Ethical Reasoning, and Institutional Trust in Higher Education |
| 10 | Human–Technology Synergy in AI-Supported Learning: Preservice Teachers’ Experiences, Behavioral Intentions, and Professional Responsibility |
| 11 | The Generative AI Adoption in Mathematics Learning of Junior High School Students: Case of Chumsaengchanutid School, Nakhon Sawan, Thailand |
| 12 | Needs Assessment for Promoting the Use of Generative Artificial Intelligence in Student Learning for Secondary Education: A Case Study of a Non-Urban Secondary School in Thailand |
| 13 | Sustainable Careers in Education through Self-Regulated Learning: Academic Stress and Coping Strategies among Preservice Teachers |
| 14 | Developing Corpus Literacy and Data-Driven Learning Competence among Pre-Service English Teachers in Taiwan: Insights from a Training Workshop |
| 15 | Co-Teaching Research in Taiwan: A Systematic Review of Current Trends, Research Gaps, and Future Directions for Foreign Teachers |
| 16 | The Impact of the Program on Bilingual Education for Students in College (BEST Program) on Taiwanese Students’ English Comprehension Performance: The Case of Yuan Ze University |
| 17 | Professional Ethics in the Digital Era: Preservice Teachers’ Perceptions of the Boundaries between AI Support and Academic Misconduct |
| 18 | Silent but Thinking: Tracing Unspoken Mathematical Ideas Through Written Work and Group Interaction |
POSTER PRESENTATION
| 1 | Attracting International Exchange Students to Viet Nam: the Role of International Partnerships, Lessons from Taiwan, and Implications for Local Universities |
| 2 | Enhancing Construction Management Proficiency in Bulacan Architecture Programs: A Readiness Assessment for the Proposed 3+2 Curriculum Model |
| 3 | Digital Competence for Interdisciplinary Futures: Preservice Teachers’ Readiness and Barriers in Digital Learning Environments |
| 4 | Making Technology Visible Again: Analogue Constraint, Design Fiction, and the Human–Technology Relationship in an Interdisciplinary Classroom |
| 5 | Pedagogical Habitus and Assessment Practices: A Critical Analysis of Cultural Misalignment in Taiwan’s EFL Spaces |
| 6 | From Curriculum Reform to Classroom Practice: Teacher Professional Learning and Instructional Readiness Across Six Sub-Saharan African Countries |
Important Notes for Full Paper Submission
- Full Paper Submission Deadline: The deadline for uploading your full manuscript is August 24, 2026 (Monday) by 11:59 A.M. (GMT+8).
- Submission Method: The full paper submission portal and instructions have been sent via email. Please check your registered email address (including spam/junk folders) for your dedicated upload link and guidelines.
- Manuscript Formatting & Template: All full manuscripts must strictly follow the official conference formatting guidelines. Please download the template files below and prepare your paper accordingly:
- Official Letter of Acceptance (LOA): Official Letters of Acceptance (LOA) along with presentation guidelines were dispatched on July 27, 2026 to each corresponding author's email address. Please kindly check your inbox.
For any further inquiries or conference-related assistance, please feel free to contact the Conference Secretariat at: implai.conf@gmail.com.
