会议信息

ECTEL 2026: European Conference on Technology Enhanced Learning

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截稿日期:
2026-03-20 延期
通知日期:
2026-05-31
会议日期:
2026-09-14
会议地点:
Valencia, Spain
届数:
ICORE: B   QUALIS: B2   浏览: 18222   关注: 0   参加: 0
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会伴指数 (CP-I)

61.1 / 100
全站第 573 名 / 共 5,695 个会议 · 前 11%
学术认可 (35%)
72
投稿选择性 (20%) 无数据 —— 按中性基准 50 分计入 —
会议传承 (20%)
83
社区关注 (10%)
10
资料公开度 (15%)
55

用到的输入: 收录等级：ICORE B, QUALIS B2 · 有据可查的届次：21 · 过去 24 个月打开过本页的研究者：3 人

公开资料里还缺: 历年录用率 (+4.5) · 最佳论文记录 (+2.3)
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置信度 80% —— 分数中有多大比例来自实际观测到的数据，而不是中性基准。 这个分数是怎么算出来的 · 查看完整榜单 · 算法版本 1.1 · 算于 2026-10-11

征稿

ECTEL 2026 (European Conference on Technology Enhanced Learning) is a ICORE B / QUALIS B2 conference held in Valencia, Spain on 2026-09-14. The paper submission deadline is 2026-03-20 (extended). Acceptance notifications are sent on 2026-05-31.

The European Conference on Technology-Enhanced Learning (ECTEL) engages researchers, practitioners, educational developers, entrepreneurs, industry leaders, and policy makers to address current challenges and advances in the field. ECTEL 2026 will take place on 14-18 September 2026 in Valencia, Spain. ECTEL 2026 will be a face-to-face conference. Theme As technology and increasingly artificial intelligence shapes how we learn, teach, and research, the challenge for the TEL community is to ensure that innovation remains purposeful and grounded in learning theories and robust evidence. The theme of ECTEL 2026 invites research work that pairs scientific rigor with reflective awareness: studies that advance the design and understanding of learning technologies while keeping human values, agency and educational purpose at the center. This orientation echoes wider European work on digital citizenship in education, where technologies are framed as tools to empower learners, defend human rights and strengthen democracy (Council of Europe, 2023). At the same time, the Artificial Intelligence Act (EU) 2024/1689 explicitly classifies AI systems in education as “high-risk”, particularly those that assign, assess or monitor learners. This tension reminds us that learning technologies, including AI, are not neutral or inevitable, but must remain deliberate choices shaping the educational futures we want. Against this backdrop, Mindful TEL: Learning Technologies Shaped with Intention calls for research that is not just effective, but meaningful; devised and studied with intention, to enrich learning and shape education’s digital future. With decades of experience and deep, interdisciplinary expertise, the ECTEL community is eminently equipped to lead the way. Conference Topics We invite submissions that advance and reflect on our understanding of Technology-Enhanced Learning through the lens of purposeful design, rigorous inquiry and human-centred innovation. The topics are structured under the following four broad thematic lenses, each open to multiple research methodologies, learning contexts, and technological forms. Submissions may address but are not limited to the following: 1. Theoretical, methodological and empirical foundations of TEL Studies examining how learning technologies intersect with pedagogy, theory and design. Research exploring learners’ and educators’ epistemic and metacognitive agency in TEL systems. Methodological contributions and empirical investigations that contribute robust evidence of “what works” and “why” in TEL. 2. Technologies, tools and interfaces in TEL Design, implementation and evaluation of digital systems (including AI-mediated, immersive, mobile, adaptive) for learning, with a focus on purpose and impact. Investigations of human-technology collaboration, agency, transparency and trust in TEL environments. Issues of interoperability, scalability, sustainability, data-driven insight and real-world integration. 3. Contexts, practices and learning ecologies Studies across educational levels (K-12, higher education, lifelong learning, informal and non-formal) and diverse global, institutional, cultural settings. Research on teacher/practitioner professional agency, institutional designs and ecosystem roles in enabling meaningful TEL. Explorations of how TEL practices, environments and stakeholders are shaped and reshaped in current and future learning ecologies. 4. Societal, ethical, policy and equity dimensions Issues of fairness, inclusion, accessibility, digital/AI literacy, and power relations in TEL. Research examining governance, policy and institutional agency that enable responsible, human-centred TEL. Critical reflection on the impact of TEL innovations on human values, trust, sustainability and the broader educational mission. We encourage authors to frame their work in relation to how it contributes to shaping technology for meaningful learning, how it designs with intention, and how it brings rich new insights, not merely novelty. Studies that combine technological innovations with pedagogical depth, reflection, and real-world relevance are particularly welcome.
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