Symposia consist of an 80-minute session including 3-4 papers organised around a theme. There will be a Chairperson/Discussant during Symposia. 

Note that there should be a single abstract for each symposium as a symposium focuses on a key issue. Authors who plan to present their work within a symposium should describe the main idea for it and how each paper/study will contribute to it rather than generating abstracts for their own papers.

Roundtable discussions can be about presenting work in progress or ongoing projects to colleagues for critical feedback and input before taking on the next level of development, as well as possible collaboration ideas on a future project.

Posters are graphical presentations submitted by an author using A1 size (594 x841 mm/ 23.3 x33.1 in) paper. There will be a special area for poster presentations.

Educational Technologies, AI, and Data-Driven Learning: Leveraging digital tools, open resources, artificial intelligence, and learning analytics to enhance accessibility, personalization, and evidence-based decision-making.

b. Curriculum Redesign and Digital Pedagogies: Embedding digital literacy, creativity, and 21st-century competencies in curriculum design, teaching methods, and assessment practices.

c. Capacity Building and Digital Equity: Strengthening educators’ digital competencies and fostering inclusive, sustainable EdTech ecosystems supported by equitable infrastructure and policy frameworks.

d. AI and authentic assessment: Examining the potential of Artificial Intelligence to enhance authentic, learner-centered assessment practices while upholding academic integrity, promoting equity, and preserving the centrality of human judgment in evaluating student learning.

e. AI and indigenous knowledge systems in education: Examining how Artificial Intelligence can be harnessed to preserve, integrate, and promote indigenous knowledge systems while ensuring cultural relevance, ethical use, and contextual equity in education.

Decolonizing Knowledge and Curriculum: Embedding African epistemologies, histories, and worldviews into teaching and learning to promote culturally relevant and empowering education.

b) Inclusive and Culturally Responsive Pedagogies: Advancing gender equity, disability inclusion, and multilingual approaches that value learners’ diverse identities and contexts.

c) Access, Policy, and Accountability for Equity: Expanding learning opportunities for marginalized and rural communities through strong policy frameworks, resource allocation, and monitoring mechanisms

a) Curriculum Relevance, Innovation, and Green Skills: Aligning TVET programmes with evolving industry needs while fostering creativity, sustainability, entrepreneurship, and self-reliance among trainees.

b) Digital Transformation and Inclusive Access: Harnessing technology to modernize vocational training, enhance flexibility, and promote gender, disability, and regional equity in participation.

c) Partnerships, Policy, and Sustainable Financing: Strengthening collaboration among government, industry, and education stakeholders to support responsive policy frameworks and long-term TVET development.

a) Integrating Entrepreneurship in Teacher Education: Examining how teacher preparation programs can embed entrepreneurial competencies to foster innovation, self-reliance, and sustainable livelihoods among educators and learners.

b) Linking Education to Local Economic Opportunities: Exploring strategies for aligning curriculum and pedagogy with community-based enterprises and emerging economic sectors to enhance employability and local development.

c) Fostering an Entrepreneurial Mindset for Sustainable Futures: Investigating pedagogical models that cultivate creativity, problem solving, and resilience, empowering learners to become agents of economic and social transformation.

a) Education as a Catalyst for Community Empowerment: Examining how schools and teacher education programs can drive social transformation, civic engagement, and local capacity building.

b) Strengthening School–Community Partnerships: Exploring collaborative models that link educational institutions with communities to co-create solutions for local challenges and sustainable development.

c) Embedding Sustainability in Community Learning Practices: Investigating approaches to integrate environmental stewardship, cultural preservation, and lifelong learning into community-based education initiatives.

a) Re-envisioning Policy for Contextual Relevance: Examining how education policies can better reflect African realities, values, and priorities to ensure equity, inclusivity, and sustainability in teaching and learning.

b) Bridging Policy and Practice in Teacher Education: Exploring mechanisms for aligning policy frameworks with classroom realities to enhance teacher effectiveness, professional growth, and learner outcomes.

c) Policy Innovation for Future-Ready Education Systems: Investigating adaptive, evidence-based policy approaches that respond to technological change, youth needs, and the demands of dynamic labor markets.

a) Policy Frameworks for Teacher Wellbeing and Professional Sustainability: examining how continental, regional, and national education policies address teacher wellbeing, motivation, workload, professional development, and retention.

b) Innovative and Digital Education Policies for Inclusive and Resilient Teaching Systems: Focuses on continental policy responses that leverage educational innovation, including digital learning, blended pedagogies, artificial intelligence, and open educational resources, to strengthen inclusive access and system resilience.

c) Inclusive Education Policies and Transformative Pathways for Equity and Social Justice: Addresses international, continental and national policies aimed at promoting inclusive education for learners with disabilities, gender equity, linguistic diversity, and socio-economic inclusion.

a) Creative Expression for Mental Health and Wellbeing: Exploring how engagement with the arts supports emotional regulation, self-expression, and mental health among learners, educators, and communities.

b) Arts for Healing and Social Cohesion: Examining the role of artistic practices in rebuilding community trust, fostering empathy, and promoting peace and resilience during and after crises.

c) Integrating Wellbeing into Arts Education: Developing pedagogical models that embed wellbeing, mindfulness, and emotional literacy into arts-based curricula and teaching practices

a) Decolonizing Arts Education: Rethinking curricula and pedagogies to reflect African worldviews, indigenous knowledge systems, and local creative traditions.

b) Cultural Identity and Diversity in Learning: Exploring how the arts affirm learners’ cultural identities and foster appreciation of diversity and intercultural understanding.

c) Arts for Social Justice and Equity: Using the arts to empower marginalized voices and advance gender equity, disability inclusion, and social transformation through education.