Prof. Dr. Marit Honerød Hoveid
President of the European Educational Research Association (EERA)
Keynote Title: “Promoting Peace through Educational Research”
Biography: Marit Honerød Hoveid is the current President of the European Educational Research Association (EERA), a role she began in September 2023 for a four-year term, coming from her position as a Professor of Pedagogy at the Norwegian University of Science and Technology (NTNU). She has a long history with EERA, previously serving as its Secretary General, and leads the organization in promoting educational research across Europe, focusing on reflexive and interdisciplinary approaches to teaching and learning.
Abstract: In this keynote I will address two aspects of educational research – one related to structures (how) and one related to content (what). My contention is that educational research can play a central role in laying the ground for the peaceful development of societies. In human societies, education is required to communicate knowledge from one generation to the next. Central principles for comprehensive education are related to participation and equal rights to education. Through educational processes democratic values may or may not be promoted.
Educational research for the benefit of education and society, which is the core aim of EERA (the European Educational Research Association), entails the building of institutions and infrastructures that can promote this. EERA as an overarching structure and institution holds a promise – that we can meet across differences. EERA’s yearly conference is a meeting place to engage in scholarly discussion around educational topics. Addressing peace as an educational topic means, in accordance with Johan Galtung (Norwegian peace researcher). looking at the underlying ideas and not reach directly for a solution – how could educational research play a part in this?
Prof. Dr. Servet Bayram
Faculty of Education, Department of Educational Sciences, Istanbul Medipol University.
Keynote Title: “Educational Research Paradigms for a Digital Anthropocene: Neuroscience, Psychology,
Educational Therapy, and Ergotherapy”
Biography: Prof. Dr. Servet Bayram completed his bachelor’s degree in psychology at Istanbul University (1981-1985), his Clinical Internship at Bakırköy Psychiatric Hospital (1984-1986), and his Master’s degree at Boğaziçi University (1991), İstanbul. He worked as a School Psychologist at Boğaziçi
University (1988-1992). He completed his Doctorate in Learning and Teaching at the
University of Pittsburgh, USA (1992-1995) and his Post-Doc at Indiana University, USA
(1996). He became an Associate Professor in 2000 and a professor in 2006. He established the
“Human-Computer Interaction Laboratory” at Marmara University, Computer Education
&Instructional Technologies (CEIT). He held various administrative and academic positions
at Yeditepe University, İstanbul (2015-2021). He currently serves as Dean of the Faculty of
Education and Head of the Guidance and Psychological Counseling Programs at İstanbul
Medipol University. He works as an educational psychologist in areas such as computer and
gaming addiction, attention-perception and academic achievement development,
psychological tests, personality, and psychotherapy.
Abstract: In the digitalized world of the Anthropocene, educational research is being reshaped through
interdisciplinary approaches that comprehensively address the cognitive, emotional, and
behavioral dimensions of learning processes. This keynote explores the transformation of
current educational research paradigms, examining the effects of digital technologies on
learning, the psychological and neuroscience-based functioning of individuals, and the
implications for pedagogical practices.
Educational therapy is presented as a structured support model that integrates educational
sciences, psychology, and therapeutic approaches to assess, intervene, and monitor learning-
related academic, cognitive, and emotional challenges. This approach is not limited to
individuals with special educational needs but also supports students experiencing academic
stress, adolescents facing attention and motivation difficulties, adults under high cognitive
load, and lifelong learners, offering preventative, supportive, and enhancing strategies for
learning.
In conjunction with ergotherapy, practical examples emphasize enhancing individual
functionality in learning and working environments, including time and energy management,
structuring academic and professional tasks, ergonomic learning and work arrangements,
sensory regulation strategies, and integrating daily living activities into learning processes.
Personalized intervention strategies are illustrated through evidence-based educational
interventions tailored to individuals’ cognitive profiles, structured applications to regulate
cognitive load in digital learning environments, development of self-regulation and
metacognitive skills, attention and mindfulness exercises, and systematic learning routines
that support academic performance. The keynote aims to provide theoretical and practical
insights into inclusive, evidence-based educational practices centered on holistic human
development.
Prof. Dr. Özcan Asilkan
Business Analytics Department
Higher Colleges of Technology
Abu Dhabi, United Arab Emirates
Email: oasilkan@hct.ac.ae
Keynote Title: “Adaptive Learning Pathways Through AI Technologies”
Biography: Prof. Dr. Özcan Asilkan is an accomplished Computer Science Engineer and Academic with a robust background spanning higher education and multiple industries, including software development, data analysis, manufacturing, tourism, and healthcare. His research interests cover a broad range of interdisciplinary topics such as Management Information Systems (MIS), Business Analytics, Computer Science, Database Systems, Data Mining, Customer Relationship Management (CRM), and Hospitality Management.
With nearly 30 years of combined academic and industry experience, Prof. Asilkan has held numerous teaching and professional engagements across almost 10 countries and 15 universities worldwide.
In academia, he has served in various leadership and instructional capacities; including Dean, Chair, and Lecturer, and has taught a wide array of courses while publishing nearly 70 academic papers. He has also participated as a Chair and Keynote Speaker at more than 10 international conferences.
As a Computer Science Engineer, Prof. Asilkan has undertaken diverse professional roles such as Systems Analyst, Database Administrator, Application Developer, and Consultant, contributing to several major projects, including the implementation of CRM and ERP systems.
Since July 2024, he has been serving at the Higher Colleges of Technology (HCT) in Abu Dhabi, United Arab
Emirates.
Prof. Dr. Jesus Garcia Laborda
University of Alcalá, Spain
Keynote Title: “Testing Power: Language, Geopolitics, and Access to Education”
Biodata: Dr García Laborda has a MA in ESL (University of Georgia), MA in English Language and Literature (University of Wisconsin), PhD in English Philology (Universidad Complutense de Madrid) and European Doctorate in Didactics (Universidad Complutense de Madrid). He has been Visiting Scholar at Penn State University and the University of Antwerp, and he has taught postgraduate courses in Lithuania, Cyprus, Turkey, Colombia and Brazil. He has also been the main researcher in four R&D projects and participated in eight more. In 2017-2018 he was Acting Director of the TAEG Knowledge Center (Cyprus) where he currently holds different positions. He has more than 270 published works. Since 2019 he has been the Dean of the Faculty of Education of Universidad de Alcalá, and before that he was the Director of the Department of Modern Philology of the same university (2016-2019). He is currently president of the European Language Association for Specific Purposes. Additionally, he is Editor in Chief of Revitas Encuentro (ESCI / web of Science), Global Journal of Foreign Language Teaching (ESCI / SCOPUS requested), Internal Journal of Learning & Teaching (ESCI / SCOPUS requested) and co-editor of Computer Assisted Language Learning Electronic Journal (SCOPUS), as well as a member of the scientific committee or evaluator of 15 other impact journals (JCR / SCOPUS / ESCI). He is a specialist in language teaching, assessment, educational technology and bilingual education.
Abstract: In an increasingly globalized yet geopolitically fragmented world, language education functions not only as a pedagogical practice but also as a mechanism of power, mobility, and regulation. This paper examines how geopolitical dynamics shape language learning priorities and assessment regimes within formal education systems. While English remains dominant—largely institutionalized through standardized testing frameworks such as ETS and the TOEFL (García Laborda, 2008)—other languages, including German and major Asian languages (Mandarin Chinese, Japanese, and Korean), play strategically significant but uneven roles in global education.
Looking at academia in language policy and assessment, including Laborda’s analysis of high-stakes testing and technological mediation in EUROCALL Review, this study explores how international language tests act as gatekeeping tools for academic access, migration, and professional mobility (García Laborda & Fernández Álvarez, 2021). The paper contrasts the global spread of English proficiency testing—with its monolingual biases and misalignment with Global Englishes frameworks (Boonsuk & Karakaş, 2025)—with the geopolitical motivations behind promoting German within the European Union (Ammon & Charlston, 2019) and Asian languages in contexts of economic diplomacy and regional influence (Hao & Li, 2024).
By situating language education within broader political and institutional frameworks, the paper argues that language learning outcomes cannot be understood independently of global power relations. Ultimately, it calls for more equitable, multilingual educational policies that recognize linguistic diversity while critically examining the political implications of standardized language assessment in international education.
References
Ammon, U., & Charlston, D. (2019). Policies for promoting the German language in the world. In The Position of the German Language in the World (pp. 41–60). Routledge.
Boonsuk, Y., & Karakaş, A. (2025). Global Englishes and assessment: Implications for language testing and evaluation. In Global Englishes and Language Policy (pp. 123–159). Springer Nature.
García Laborda, J. (2008). Is the TOEFL exam aimed at everyone? Research considerations in the training and application of the TOEFL exam abroad. EUROCALL Review, 14. Retrieved from https://eric.ed.gov/?id=
García Laborda, J., & Fernández Álvarez, M. (2021). Underrepresentation of the construct in Spanish standardized foreign language exams: A computer-assisted exam proposal. Porta Linguarum, 27–45. https://doi.org/10.30827/
Hao, P., & Li, F. (2024). Exploring the challenges of learning and teaching Chinese/Mandarin language at higher education institutes: Voices from non-Chinese speaker teachers and learners. Journal of Psycholinguistic Research, 53(1), 75. https://doi.org/10.1007/