Calls

ICL Main Conference

Call for Papers

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Remote presentations will be possible in a separate program track.

ICL Special Sessions

Calls for Papers

Here are the calls for papers for the proposed special sessions.

Entrepreneurship in Engineering Education 2026 (EiEE´26)

Entrepreneurship for Engineers is no longer a contradiction, but rather the requirement to develop innovative marketing strategies and to place the corresponding products on the global markets successfully. Therefore, companies need employees who are able to combine different disciplines and to merge them into a new approach to engineering, as for example the integration of technology and business administration.

The 11th edition of the Special Session Entrepreneurship in Engineering Education 2026 (EiEE’26) provides an opportunity for the global engineering education community to debate and share ideas, approaches, developments and experiences. The organizers are the founders of the IGIP Working Group "Entrepreneurship in Engineering Education (EiEE)" - https://igip.org/IGIP_working-groups_EiEE.php - and encourage participation from all those interested in the topics below. This platform will enable experts in the field to venture deeper into this new territory, to speak about latest trends and developments, and to draw conclusions for the future.

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Human‑Centred Professionalism in Engineering, Science and Education: Practice, Pedagogy and Professional Identity (HCP)

Professional university disciplines such as engineering, science, and related STEM fields have traditionally focused on the development of technical competence and, to some extent, generic professional skills such as project management and communication. However, growing societal, organisational, and educational challenges highlight the increasing importance of human‑centred professionalism—including empathy, inclusion, ethical judgement, emotional intelligence, cultural awareness, and reflective professional identity.

While these dimensions are widely acknowledged as important, particularly in professional practice, they are often assumed to be addressed implicitly, fragmented across curricula, or treated as secondary to technical education. Furthermore, approaches to human‑centred professionalism vary significantly across institutional, disciplinary, and cultural contexts. In contrast, some domains (notably health and nursing) have developed more explicit person‑centred or human‑centred professional frameworks, offering valuable insights that remain under‑explored in engineering and science education.

This special session provides an international forum to explore Human‑Centred Professionalism (HCP) as an integrative concept linking workplace practice, curriculum design, and pedagogy. The session aims to document and showcase current research and educational practice in this space, while fostering dialogue across disciplines and cultural contexts.

Key questions addressed include:

• What are the most pressing challenges related to human‑centred professionalism in technical and scientific education?
• How can HCP be meaningfully integrated into curricula without compromising technical rigour?
• How can students be provided with authentic opportunities to develop and practise human‑centred professional capabilities?
• How do educators, institutions, and professional communities model human‑centred professionalism in their own practice?
• How can HCP be recognised, valued, and sustained within higher education and professional environments?

The session is exploratory and dialogic in nature, aiming to establish a shared language, identify research directions, and support the development of a growing international community of practice.

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Challenges, Opportunities, and Visions in Digital Learning Processes for a future-oriented Engineering Education (IPW)

In digital age and also integrating innovative technologies in teaching and learning not only offer new opportunities, learning environments, but also lead to challenges due to new approaches in engineering education. Additionally, AI may lead to disruptive changes in industrial context, professional usage and even in every-day life. The core elements and competence development in engineering disciplines and vocational training require experiential learning environments that prepare students to seize future-oriented opportunities and minimize associated risks. Combining these constraints with the development of responsively acting engineers and technical staff necessitates an examination of content and methodology of technology-oriented educational processes within the context of ongoing digital transformation. This should also be addressed by re-designing curriculum development, capable of responding to often rapidly changing processes and requirements. This leads to fundamental research of how practical skills and competency development can be combined by digital space and environment, regarding restrictions and efforts for the realization of technological solutions in complex context such as industrial automation or digital frameworks.

The session “Challenges, Opportunities, and Visions in Digital Learning Processes for a future-oriented Engineering Education”, organized by the Scientific Society for Engineering Education (IPW), addresses essential questions about the requirements in engineering education and vocational training against the background of digital learning environment, AI and innovative, future-oriented technologies. This includes the content of technical training, its methodological design and questions about the engineering-pedagogical qualification of the teaching staff, whose tasks will increasingly include the development of digital competences in the future.

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STEM Disciplines across non-STEM Curricula (NonSTEM)

Traditionally STEM disciplines, e.g., Mathematics, Statistical Analysis, or Programming, are integral components of non-STEM programs, e.g., Business and Linguistics. The proposed session aims to offer a space for the discussion of the specifics of the content of STEM courses taught in non-STEM degrees as well as related pedagogical approaches, their adaptation to a variety of needs of the diverse student body; the characteristics and needs of faculty who are often hired from STEM departments to teach in non-STEM majors. The session invites contributions that address course design, interdisciplinary integration, faculty training, and institutional practices that support inclusive and effective teaching of STEM content beyond traditional STEM programs.

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Responsible AI in Engineering Education: Competence Development, Pedagogical Design, and Institutional Transformation (RAIEE)

Artificial Intelligence is fundamentally reshaping engineering practice—and, consequently, redefining the foundations of engineering education. Looking toward 2030, the critical question is no longer whether AI will be integrated into engineering education, but how this integration can be designed to preserve human agency, professional judgment, and long-term societal responsibility. Addressing this challenge requires proactive pedagogical design rather than reactive technological adoption. While AI-enabled systems offer significant potential for efficiency, personalization, and expanded access to knowledge, they simultaneously challenge core principles of engineering pedagogy, including competence development, reflective judgment, accountability, and professional responsibility.

This special session conceptualizes Responsible AI in Engineering Education as a comprehensive educational design challenge rather than a purely technological innovation. Responsibility is framed not as a regulatory add-on, but as a guiding pedagogical principle shaping curriculum design, assessment strategies, institutional governance, and the formation of future engineers. Engineering graduates must not only be capable of using AI systems, but also of critically evaluating, supervising, and contextualizing them. This requires rethinking competence models in AI-augmented learning environments, preventing cognitive deskilling and passive outsourcing of thinking, and fostering reflective, human-centered learning processes grounded in human-in-the-loop pedagogies.

The session addresses risks such as cognitive deskilling and overreliance on automated systems, while highlighting strategies that ensure AI enhances rather than replaces core engineering competencies.

We invite theoretical, empirical, and design-based research contributions that explore how engineering education can integrate AI in alignment with ethical standards, emerging regulatory frameworks, sustainability goals, and long-term professional responsibility. Contributions may address curriculum redesign, assessment innovation, AI-supported collaborative learning environments, and the integration of AI into engineering problem-solving processes, design-based tasks, and laboratory-based learning environments. By linking engineering pedagogy with responsible innovation, this special session contributes to a sustainable, human-centered, and globally informed transformation of engineering education in the age of AI. Transdisciplinary and international perspectives are explicitly welcomed, particularly those addressing cross-cultural, contextual, and equity-related dimensions of responsible AI integration.

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Accessibility, Learning and Technologies (SALT)

This session (SALT) includes papers related to accessibility, inclusive platforms, learning with related innovative technologies, resources, standards, repositories, policies, methods, environments and best examples. Accessibility (incl. people with disabilities) is not wishful thinking anymore, it is a must and an obligation for institutions, organizations, and education facilities in different nations and countries across the world (and especially in EU), part of human development.

Technologies also develop fast and enable new ways for communication and presentation of information in ways that are more interactive, understandable and adjustable to different needs. Another main focus of this special session is to present research, models, good practices and future directions related to the use of innovative technologies (STEM, artificial intelligence, robotic and other technologies) in higher education, including for people with special educational needs. Worldwide technologies, practices, laws and policies at national and international level are improving toward more inclusive and accessible education, including for people with different disabilities, as education and cultural access is part of human rights and policies for peace and human development.

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Strategies for Modern Advancement in Research and Teaching (SMART)

The rapidly evolving landscape of education and research demands innovative strategies that bridge traditional methodologies with emerging technologies and interdisciplinary approaches. This special section, “Strategies for Modern Advancement in Research and Teaching,” aims to explore forward-thinking practices that enhance both the quality of research and the effectiveness of teaching in contemporary academic environments. The section will focus on the integration of digital tools, collaborative learning frameworks, and evidence-based pedagogical innovations that respond to the needs of diverse learners and globalized research communities. Emphasis is placed on fostering interactive and inclusive learning environments, promoting research-driven teaching, and leveraging technological advancements such as artificial intelligence, virtual laboratories, and data-driven decision-making. Contributions are encouraged to address topics including, but not limited to, innovative curriculum design, interdisciplinary collaboration, hybrid and online learning strategies, student engagement techniques, and methods for improving research impact and dissemination. The section also welcomes case studies, empirical research, and theoretical perspectives that demonstrate measurable improvements in learning outcomes and research productivity. By bringing together educators, researchers, and practitioners from various disciplines, this special section seeks to facilitate knowledge exchange and inspire the adoption of modern, sustainable, and scalable approaches in both teaching and research. Ultimately, it aims to contribute to the advancement of engineering pedagogy and interactive collaborative learning by highlighting strategies that prepare learners and researchers to thrive in an increasingly complex and digital world.

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Artificial Intelligence, STEM and the Digital Humanities: From AI-assisted inclusion to the ethical design of learning platforms (AIDH)

Artificial Intelligence is fundamentally changing modern education. From general education to digital competences and essential future skills, the landscape of AI in education is a dynamically evolving field. This session bridges the gap between AI-driven innovation and the preservation of the classical and digital humanities. Topics include AI integration into languages, the arts, and ethics, with a particular focus on inclusion and the psychological impact of AI on learners and educators alike. We delve into evolving AI-related projects which focus on inclusive language support of non-native speakers in the classroom, exploring storytelling approaches to grasp students’ realities, Content Language Integrated Learning, generating interactive content for classroom materials in both liberal arts and STEM education, as well as psychological and ethical risks involved in the creation of a nationwide AI-based personalized learning support system.

Join us for best practice examples and theoretical approaches to transforming classrooms into hubs of AI-enabled learning, where we apply methods from the humanities and STEM education, explore ethical frameworks and IT security-safeguarded RAG AI systems, personalized system prompts, agentic frameworks, and GUI approaches.

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