Converging Technologies for Inclusive Education

Converging Technologies for Inclusive Education

Proceedings of the 2025 5th International Conference on Modern Educational Technology and Social Sciences

This book offers a forward-looking exploration of how converging technologies are reshaping inclusive education across diverse learning contexts. Bringing together interdisciplinary research at the intersection of engineering, artificial intelligence, pedagogy, and social sciences, the volume examines how digital innovation, generative AI, deep learning, and data-driven methodologies can enhance teaching effectiveness, learner engagement, and equitable access to education. The chapters address topics such as AI-enabled interventions for aging learners, early detection of abnormal behaviors in children through biological signal analysis, innovative teaching models for mechanical design based on TRIZ, and new pathways for industry–education integration in cultivating digital innovation talent. Ethical, cultural, and social dimensions are also critically discussed, including challenges of AI in language education, youth discourse in social media, and the evolving role of educators in AI-supported mathematics learning environments. Additional studies explore learner autonomy in second-language academic writing, faculty development in engineering education, children’s programming education supported by generative AI, and data-informed decision-making in overseas study trends. By combining technological innovation with pedagogical reflection, this collection highlights practical strategies and theoretical insights for advancing inclusive and adaptive learning ecosystems. This book is intended for researchers, educators, policymakers, instructional designers, and graduate students interested in educational technology, engineering education, artificial intelligence in learning, and inclusive educational development.

This book offers a forward-looking exploration of how converging technologies are reshaping inclusive education across diverse learning contexts. Bringing together interdisciplinary research at the intersection of engineering, artificial intelligence, pedagogy, and social sciences, the volume examines how digital innovation, generative AI, deep learning, and data-driven methodologies can enhance teaching effectiveness, learner engagement, and equitable access to education. The chapters address topics such as AI-enabled interventions for aging learners, early detection of abnormal behaviors in children through biological signal analysis, innovative teaching models for mechanical design based on TRIZ, and new pathways for industry–education integration in cultivating digital innovation talent. Ethical, cultural, and social dimensions are also critically discussed, including challenges of AI in language education, youth discourse in social media, and the evolving role of educators in AI-supported mathematics learning environments. Additional studies explore learner autonomy in second-language academic writing, faculty development in engineering education, children’s programming education supported by generative AI, and data-informed decision-making in overseas study trends. By combining technological innovation with pedagogical reflection, this collection highlights practical strategies and theoretical insights for advancing inclusive and adaptive learning ecosystems. This book is intended for researchers, educators, policymakers, instructional designers, and graduate students interested in educational technology, engineering education, artificial intelligence in learning, and inclusive educational development.

Highlights

• Explores how converging technologies are reshaping inclusive education across diverse learning contexts Combines technological innovation with pedagogical reflections Addresses the ethical, cultural, and social dimensions of using technology in education

Über den Autor

Dr. Harrison Hao Yang is a Distinguished Teaching Professor at the State University of New York (SUNY) and a Professor in the Department of Curriculum and Instruction in the College of Education, Health, and Human Services at SUNY Oswego. He specializes in preparing educators for technology-rich teaching and learning. He is a recipient of both the SUNY Chancellor’s Award for Excellence in Teaching and the SUNY Oswego President’s Award for Teaching Excellence. Dr. Yang has published extensively in educational technology. His research interests include distance and flexible education, technology literacy and integration, and emerging trends and issues in e-learning.

Dr. Michele Biasutti is Full Professor at the University of Padova, Italy, specializing in experimental pedagogy and educational research. He has led numerous research projects as scientific director, including initiatives funded by the Inter-University Center of Excellence for Educational Research and Advanced Training. Dr. Biasutti has actively contributed to national research efforts, such as the Progetti di Rilevante Interesse Nazionale (PRIN) 2002 project on university teaching evaluation, and has coordinated or participated in several international projects on higher education and sustainability. Internationally recognized for his expertise in educational innovation and sustainability, Dr. Biasutti serves as Associate Editor for several high-impact journals, including the International Journal of Sustainability in Higher Education, Frontiers in Psychology, and Sustainability. He is Editorial Board Member for esteemed publications such as Musicae Scientiae and Journal of Teacher Education for Sustainability. He is Author of over 200 publications, including books and articles in leading international journals.