CCEF

1.   教育转型：数字化与生成式人工智能视角

Educational Transformation:   In the Age of Digitalisation and Generative AI

数字化与生成式人工智能正在重塑教育系统的关键环节，从教学与评估的组织方式，到平台与数据基础设施的嵌入逻辑，都在被重新书写。本主题面向广义的“技术+教育”研究，欢迎投稿者围绕人工智能支持的教学与学习、智能测评与反馈、教育产品开发、学习环境设计、学校与教育系统治理、数据隐私保护、算法伦理等议题展开讨论，也欢迎基于真实场景的应用研究、设计研究与批判性反思。

This panel considers how digitalisation and generative AI are reshaping the core elements of educational systems, from teaching and assessment to the role of platforms and data infrastructures. Submissions are welcome for a wide range of research on the subject of technology in education. This includes, but is not limited to, the following areas: artificial intelligence-supported teaching and learning, intelligent assessment and feedback, educational product development, learning environment design, school and system governance, and data and algorithmic ethics. Practice-based studies, design-oriented work, and critical reflections grounded in real-world contexts are also welcomed.

2.   多元可能：全球与跨文化教育

Plural Possibilities: Global and Intercultural Education

在全球互联与地方语境交织的背景下，教育理念与实践在跨地域与文化的流动中不断被转译、调整和创造。本主题欢迎立足具体国别、区域或跨国情境展开的研究，具体包括国别教育研究、比较教育研究以及跨国合作与交流研究等。重点关注不同教育体系之间的政策流动与制度比较、政策在本土语境中的适应与重构、跨境教育合作中的文化协商与制度协调机制，语言、身份与权力关系在学习与交流中的作用，以及全球素养与跨文化理解在多元情境中的培育路径与实践经验等。

In the context of global interconnectedness interwoven with local contexts, educational philosophies and practices are continually translated, adapted and reinvented through transregional and transcultural circulation. This includes country-specific education studies, comparative education research, and research on transnational collaboration and exchange. Particular attention will be given to policy mobility and institutional comparison across different education systems; the adaptation and reconfiguration of policies within local contexts; mechanisms of cultural negotiation and institutional coordination in cross-border educational cooperation; the roles of language, identity, and power relations in learning and interaction; as well as the cultivation pathways and practical experiences of global competence and intercultural understanding in diverse contexts.

3. 教师赋能：角色转变与专业发展

Empowering Teachers: Evolving Roles and Professional Development

时代的发展变化，例如数字化学习生态正在改变教师的工作方式、专业边界与职业体验。专业判断如何形成、协作如何发生、发展机会如何获得，都面临新的情境。本主题欢迎聚焦教师、职前教师与师范生的主体性和专业成长等主题，尤其是以实践为基础的研究。议题可涉及：教师身份与职业伦理、数字与人工智能素养培训、工作过程的变化、教师协作与知识分享机制，支持教师持续创新的制度文化与社群网络，以及教师心理（如职业倦怠、幸福感、职业认同与心理韧性）等。

The evolving landscape, incorporating digital learning ecosystems, is transforming teachers' work modes, professional boundaries, and career experiences. New questions emerge around how professional judgement is formed, collaboration takes place, and development opportunities are accessed. This theme invites research focusing on teachers, pre-service teachers, and student teachers, particularly in relation to agency and professional growth, with an emphasis on practice-based inquiry. Submissions may include professional identity and ethics, training of digital and AI literacies, shifts in pedagogical workflows, collaboration and knowledge sharing mechanisms, institutional cultures and professional networks that sustain teacher innovation, as well as teachers’ occupational psychology (e.g., burnout, well-being, identity, resilience).

4. 教育何为：职业技能、生涯教育的发展、情境与实践

Rethinking the Purposes of Education: Skills, Careers, and Lifelong Learning

在社会变迁与技术加速的背景下，教育需要持续追问“培养什么样的人、支持怎样的生活、塑造怎样的社会”，成为连接价值判断与制度安排的关键枢纽。本主题欢迎从不同学科视角出发，对当前教育的目的进行重新审视与规范性论证，也欢迎以实证研究揭示这些目的如何被转化为具体的路径与制度，并在不同群体与情境中产生差异化影响。通过理论性或实证研究，我们尤其关注教育与劳动力市场的关系如何被重新组织，个人的学习与发展如何在生命历程中获得连续性的支持，以及终身学习如何在制度层面成为可获得、可持续的公共承诺。

In a period of rapid social change and technological acceleration, education continues to face a classic question: what kinds of people should it cultivate, what kinds of lives should it enable, and what kinds of societies should it serve? This panel invites submissions that, from diverse perspectives, re-examine the purposes of contemporary education and engage with its conceptual and normative dimensions. It also invites empirical studies that explore how these purposes are translated into concrete pathways and institutional arrangements, and how they generate differentiated impacts across various groups and contexts. Through theoretical or empirical research, we are particularly interested in how the relationship between education and the labour market is being reconfigured, how individuals’ learning and development can be supported with continuity across the life course, and how lifelong learning can become an accessible and sustainable public commitment at the institutional level.

5．创新课堂：跨学科课程、教学与学习

Innovative Classrooms: Interdisciplinary Curricula, Teaching, and Learning

当今全球日益复杂且充满不确定性的环境与挑战，教育与教学实践本身的复杂性，加之持续推进与深化的国家课程改革，都要求课堂教学不断迭代创新、突破学科边界，构建能够支持知识整合、协作探究与深度学习的课程与教学设计。本主题聚焦课堂教学与学习的前沿研究，关注跨学科课程与学习设计如何形成、如何在真实课堂中被实施并不断迭代。我们也鼓励呈现课堂实践中教学组织、协作与学习证据的生成方式，及其如何促进学习质量的改进与学生能力的成长。

In the face of an increasingly complex and uncertain global environment and its associated challenges, alongside the inherent complexity of educational and teaching practices and the ongoing advancement and deepening of national curriculum reform, classroom teaching is required to continuously iterate and innovate, transcend disciplinary boundaries, and develop curricular and pedagogical designs that support knowledge integration, collaborative inquiry, and deep learning. This panel will present research on classroom teaching and learning, focusing on the development and implementation of interdisciplinary curricula and learning designs in real-world educational settings. Furthermore, submissions that elucidate the manner in which classroom organisation, collaboration, and the generation of learning evidence can contribute to improvements in learning quality and the development of students' capabilities are encouraged.

6.心智发展：教育心理与认知科学视角下的学生发展和心理福祉

Student Cognitive Development and Well-being: Perspectives from Educational Psychology and Cognitive Science

教育学中对学生发展的关注，不仅关乎学业表现，也关乎认知、动机、情绪与社会性成长在其学习过程中交织的机制。本主题欢迎基于教育心理学与认知科学证据的研究，探讨注意与记忆、执行功能、学习动机与自我调节、认知负荷与学习策略、社会情感学习、心理韧性与福祉，以及学习的脑与神经机制等等，并鼓励呈现测量工具、干预设计与效果评估的研究。

In educational research, attention to student development extends beyond academic performance to the intertwined mechanisms through which cognition, motivation, emotion, and social growth interact within the learning process. We welcome submissions on attention and memory, executive function, motivation and self-regulation, cognitive load and learning strategies, social and emotional learning, resilience and well-being, as well as the neural and neurobiological mechanisms of learning, especially work featuring robust measurement, intervention design, and impact evaluation.

7.公义之辨：数字鸿沟、学习差距与系统变革

Educational Justice and Equity: Digital Divides, Learning Gaps, and Systemic Change

教育理念、现代技术与社会制度既可能成为机会的均衡器，也可能进一步放大教育资源与学习结果的差距。本主题希望探讨教育学中公平与正义的具体内涵，以及教育中的规则、资源与治理安排如何塑造或改变了不平等。本主题欢迎从教育正义与结构性不平等视角出发的研究，探讨具体的教育公义问题，例如数字接入、使用与素养差异，资源分配与财政支持、政策与治理机制、评估与问责体系、社区与学校层面的行动，以及改革举措的效果评估与系统性变革路径。

Educational ideas, modern technologies, and social institutions can either equalise opportunities or widen gaps in educational resources and learning outcomes. This panel examines what justice and equity mean in education and pedagogy. In addition, it seeks to explore the manner in which rules, resources, and governance arrangements in education serve to either perpetuate or alter existing disparities.   Submissions may examine differences in digital access, use, and literacy; resource allocation and funding support; policy and governance mechanisms; assessment and accountability regimes; school and community action; and evaluations of reforms aimed at systemic change towards educational justice.

8. 因材施教：创造力、艺术教育与个性化发展

Nurturing Individual Potential: Creativity, Arts Education, and Personalised Learning

如何回应学习差异、激发创造性表达并支持个体潜能发展，是教育实践的重要命题。本主题欢迎围绕差异化教学与艺术/创造力教育的研究与案例，包括艺术融入课程与跨媒介创作、创造力发展与学习表征、差异化学习任务与支持策略、多元作品与学习证据的呈现方式，以及数字工具在促进表达、想象与审美经验中的作用与局限。

Addressing learning differences, stimulating creative expression, and supporting the development of individual potential constitute vital propositions in educational practice. We invite submissions on differentiated instruction alongside arts and creativity education, including arts-integrated curriculum and cross-media making, creativity development and forms of learning representation, differentiated tasks and support strategies, ways of showcasing student work and learning evidence, and the affordances and limits of digital tools for expression, imagination, and aesthetic experience.

1. 复制以下链接至浏览器进入报名表，或点击“阅读原文”:
   https://app.oxfordabstracts.com/stages/81614/submitter

2. 在报名表中填写个人信息（姓名、联系方式、所属单位等）；如有多名作者，请全部填写，并注明哪一位作者会线下到场参会。若未标注，默认第一作者为线下参会者。本次论坛将在剑桥线下举行，不提供同步线上 Presentation。

3. 在相应区域附上标题和摘要。摘要需以英文书写，字数上限为400个英文单词。

4. 请在投稿中注明 Presentation类型（15 分钟口头报告或海报展示）。我们会考虑您的优先选择，但最终结果以评审结果为准。

5. 如有任何问题，请在问询邮件中注明姓名及所投主题方向编号，格式示例：Ming Zhang +1，发送至邮箱：ccef@cambridgesu.co.uk。

1. Copy this link to your browser to access the registration form:
   https://app.oxfordabstracts.com/stages/81614/submitter

2. Fill in the personal information in the registration form (name, contacts, affiliated institution, etc.). If there are multiple authors, please provide information for all and indicate which author will attend in person. If not specified, the first author will be assumed as the in-person attendee. This forum will be held offline in Cambridge, and no online presentation will be available.

3. In the designated area, provide the title and abstract. The abstract should be written in English, with a maximum of 400 English words.

4. Please indicate your preferred presentation format (15-minute oral presentation or poster presentation) in your submission. While we will consider your preference, the final decision will be based on the review results.

5. For inquiries, please include your name and submission theme number in the email, formatted as Ming Zhang +1，and send it to: ccef@cambridgesu.co.uk.

*以下是一个关于“摘要书写结构”的样例，请大家参照撰写投稿。（图片来源：https://thesislink.aut.ac.nz/?p=6446）

*Here is an example of the "Abstract Writing Structure" for your reference. Please use it as a guide when preparing your submission. (Image source: https://thesislink.aut.ac.nz/?p=6446)

• 您所提交的摘要将由专业学术团队进行匿名审议。

• 审议标准主要依据学术水平、独创性以及与本届论坛主题的契合度。

• 今年的摘要征集仅进行一轮评审，并且不提供除录取信之外的任何签证材料。

• 本届论坛为线下举办，摘要一经录用，我们会联系投稿者安排注册及演讲要求相关事宜。

• The abstract you submit will undergo anonymous review by a professional academic team.

• The review criteria primarily consider academic proficiency, originality, and alignment with the theme of this forum.

• This year, there will only be one round of abstract review, and no visa-related documents will be providedapart from the acceptance letter.

• As this forum will be held in person. Once an abstract is accepted, we will contact the author to arrange matters related to registration and presentation.

每项标准的评分范围是1到5分，1分为最低，5分为最高。

1. Relevance of the topic to CCEF’s themes
和CCEF的主题是否相关

2. Clarity of research question(s) or focus of enquiry
是否明确体现出研究主题和研究问题

3. Appropriateness of research method(s) and/or literature
提出的研究方法和引用文献是否合适

4. Robustness of analytical and/or theoretical frame
研究框架和理论框架是否严谨且立得住

5. Significance for educational practice, policy, or theory
对实践、政策和理论是否有贡献/意义

6. Research findings and/or contribution to knowledge
研究发现是否清晰阐述且原创

7. Overall quality (not the average score)
整体评分，是否认为这篇研究适合在论坛中present（不是平均分）