Stay tuned for important updates regarding ICL2025! Key dates, including submission deadlines, registration periods, and program announcements, are shown in the table. Nevertheless, it’s essential to keep an eye on our communications to ensure you don’t miss any critical information about the conference.
| Date | Activity | |
|---|---|---|
| 03 May 2025 | Submission of: (i) structured abstracts (for full and short papers) for the conference (ii) Special Session proposals | |
| 12 May 2025 | Invitation for complete paper submission (full, short papers) Special Sessions notification and announcement | |
| 16 Jun 2025 | Submission of: (i) complete papers for all submission types (ii) proposals for round tables, workshops, tutorials | |
| 30 Jun 2025 | Notification of acceptance | |
| 25 Jul 2025 | Camera-ready due & Author registration | |
| 01 Oct 2025 | ICL2025 opening | |
This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy. ICL2025 will be organized in cooperation with the Budapest University of Technology and Economics (BME).
Remote presentations will be possible.
Posters/workshops/tutorials, interactive demonstrations and exhibitions can also be proposed. Prospective organizers of other ICL2025 events are encouraged to contact the conference chair.
Please submit the Round Table Proposal Form to the ConfTool® Submission Server
Please submit the Workshop Proposal Form to the ConfTool® Submission Server
The main goal of the demonstration session is to foster participants discussion simultaneously with demonstration of remote and virtual labs. Online demonstrations or lectures from a remote location are also welcome. The author is supposed to use his/her personal computer.
Please submit the Demo Session Proposal Form to the ConfTool® Submission Server .
Please refer to the Call for Special Session Proposals just below.
Here are the calls for papers for the proposed special sessions.
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 10th edition of the Special Session Entrepreneurship in Engineering Education 2025 (EiEE’25) provides an opportunity for the global engineering education community to debate and share ideas, approaches, developments and experiences.
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.
Download Detailed Call as PDFDigital ESG special session aims to tackle a critical challenge facing organizations today. It delves into the dynamic interplay between digital transformation and Environmental, Social, and Governance (ESG) principles, with a particular focus on fostering sustainability, transparency, and ethical business practices across various sectors. This session serves as a platform for exploring innovative approaches, sharing best practices, and addressing implementation challenges, the session aims to advance the collective understanding and adoption of digital ESG transformation across diverse sectors and stakeholders.
The implementation of ESG in a resource consuming effort, but it is mandatory for EU organisations. Many organizations face challenges in balancing the costs of ESG implementation with the potential benefits, particularly in the context of competing priorities and limited resources.
Alignment with Company Strategy: The integration of Green transformation into the company's overall strategy ensures that ESG goals are embedded into core business objectives. This alignment facilitates a coherent and consistent approach to sustainability across all business functions and operations, enhancing long-term value creation and competitiveness.
Overall, while existing ESG transition solutions offer valuable tools and resources for organizations seeking to transition to ESG practices, they also have drawbacks that need to be addressed. These include complexity, cost, lack of standardization, and potential short-term focus on improving ESG ratings.
Download Detailed Call as PDFVirtual laboratories (including online and remote laboratories) and makerspaces have emerged as innovative educational environments, providing flexibility in terms of place, time, and individual learning pace. They not only facilitate access to complex, real-world experimental setups but also enhance creativity and hands-on experience through virtual prototyping and collaborative making activities. Prominent examples include widely-used platforms such as the VISIR Remote Lab developed by Blekinge Tekniska Högskola (BTH), as well as various virtual makerspaces that enable collaborative experimentation and prototyping across institutions internationally.
Especially relevant for Universities of Applied Sciences, virtual laboratories and makerspaces effectively promote technology-enhanced, mobile, and collaborative learning approaches. They ensure practical, application-oriented education, fostering creativity, problem-solving skills, and potentially enhancing student motivation and satisfaction.
In this special session, we welcome proposals highlighting best-practice examples and experiences with virtual laboratories (covering online and remote labs) and makerspaces, showcasing a broad spectrum of hardware and software solutions as well as pedagogical approaches.
Download Detailed Call as PDFThe quality of educators and their professional development is widely recognised as a crucial element in the reform of educational systems and the promotion of innovation within school activities. Engineering pedagogy serves as the theoretical foundation for teacher education, specifically within engineering disciplines. Since its inception, grounded in the theories and applications advanced by Professor Melezinek, engineering pedagogy has disseminated from Central Europe across the European continent and globally. Contemporary shifts in the European and global labour markets have underscored the paramount importance of high-quality education as a fundamental attribute and primary criterion for societal advancement. Consequently, rigorous teacher training is an imperative. This special section aims to explore the core principles of engineering pedagogy, including its origins and relevance in the context of current demands. The principal objectives of organisations such as the International Society for Engineering Pedagogy (IGIP) converge on the enhancement of pedagogical methodologies across both technical and general fields of study. For graduates to achieve successful entry into the labour market, they require not only robust knowledge and skills but also the capacity for rapid adaptation to evolving circumstances. This adaptability is essential for facilitating a seamless transition from academic institutions to the professional sphere and enhancing graduate employability. The special session focuses on the exchange of experiences, the presentation of exemplary practices, and the discussion of future challenges in the application of engineering pedagogy principles.
Download Detailed Call as PDFArtificial intelligence (AI) is a tool that is being applied in many areas of higher education (HE), including language education, engineering education (Shukla et al., 2019), mathematics education (Hwang & Tu, 2021), and medical education. The pedagogical approach to the issue is even less researched with empirical tools.
The emergence of AI has presented higher education with new challenges. Answering questions such as how students can legally use the services provided by artificial intelligence in solving their tasks, preparing for exams, writing their thesis, etc. cannot be postponed. This naturally poses new challenges for educators as well, namely what is the result of the student's own work and what is the result of AI, whether the content produced by AI has been properly validated or not. Institutions must develop policies for the ethical and reliable use of AI.
The aim of this symposium is to present good practices based on empirical research across the broader spectrum of higher education from a pedagogical perspective.
In this special session, we expect two types of studies. On the one hand, empirical research reports that map the beliefs and attitudes of teachers and/or students regarding the use of AI, and on the other hand, they present good practices related to the use of AI in HE from a pedagogical perspective.
Download Detailed Call as PDFThis session 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. The 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.
Download Detailed Call as PDFThe growing demands of the job market and the imperative to achieve Sustainable Development Goals (SDGs) have heightened the pressure on Africa's education system, posing challenges for training future engineers. This is especially pertinent given the region's distinct infrastructure and needs. Engineering education in Africa should equip students with technical expertise while preparing them to adapt to rapid societal, industrial, and technological changes that differ from those in Europe.
The special session, "REACT-Africa," will delve into teaching, learning, and curriculum structures that can enhance engineering education in resource-limited environments, such as those in African nations. It will investigate how higher education institutions (HEIs) can support the 'learning by doing' approach, offering engineering students access to knowledge, hands-on experiences, collaborative opportunities, and systems of engagement. This will prepare future African engineers to effectively contribute to their communities and economies, addressing local challenges and meeting the evolving demands of the job market.
The session will explore the role and effectiveness of Problem-based Learning (PBL) and Project-based Learning (PjBL), alongside other active learning methodologies, as strategies for equipping engineers to address real-world challenges. These approaches connect theoretical knowledge with practical skills, ensuring that educational outcomes meet industry demands. The focus will be on training and curriculum innovation that supports the principles of Education 5.0: integrating technology, fostering innovation, and achieving societal impact.
This special session advocates for a revival of applied, solutions-focused education, drawing on the practical, hands-on values of 19th-century learning while integrating the technological advancements of the 21st century. It highlights the essential task of equipping African engineers to be ready for industry demands and to contribute to creating inclusive futures for their communities. We seek research papers, case studies, institutional strategies, and literature reviews that investigate current initiatives, obstacles, and future directions in the transformation of engineering education across Africa.
Download Detailed Call as PDFNew developments such as artificial intelligence or innovative technologies, e. g. robotics or cyber-physical systems, depicts not only a new way of thinking but also requires new approaches in engineering education and technical vocational training. The design of complex learning processes demands not only developing technical skills but also using scientific methods and complex knowledge in a reflective manner. Reflecting own responsibility for shaping technical systems and estimating their future impacts in application scenarios makes it inevitable to integrate those aspects in competence development in a holistic approach. In the context of future developments of actual technical education and its scientific fundamentals, communicative skills, ethical questions, critical ability, interdisciplinary networking and much more will get into the focus of engineering education.
The session “Interactive and Collaborative Learning with focus on Artificial Intelligence and Innovative Technologies in Engineering Education”, organized by the Scientific Society for Engineering Education (IPW), addresses essential questions about the requirements in engineering education against the background of AI and innovative, future-oriented technologies. This includes the content of engineering training, its methodological design and questions about the engineering-pedagogical qualification of the teaching staff, whose tasks will increasingly include the development of mutliple competences in the future.
Download Detailed Call as PDFArtificial Intelligence is a game changer for engineering and general education which needs to arrive in every classroom. This session charts a course from traditional teaching methods to AI-driven innovation in Austrian technical vocational high schools. We explore the creation of a nationwide AI-based personalized learning support system, generating interactive content for CLIL materials for immersive engineering education and facing the ethical and societal challenges faced through this transformation. Additionally, we introduce learning concepts for topics ranging from critical media review based on machine learning based analysis of news media data to personalized stories reflecting students’ approaches to sustainability and the sustainable development goals as defined by the United Nations. Since these projects have been mainly implemented by our students, they provide excellent examples for interconnecting project-based learning with future relevant topics and skills, learning the application of artificial intelligence algorithms along the way.
Join us for best practice examples to transform Austrian engineering classrooms into hubs of AI-enabled learning applying MOOCs and RAG AI systems with adapted system prompts and GUI framework which are intended to incorporate flipped classrooms and student-centered learning strategies enhance digital literacy in AI while providing awareness of the digital humanities.
Download Detailed Call as PDFCopyright: ICL, Hosting: International Association of Online Engineering (IAOE), Website: Sebastian Schreiter / Agencia 609, DuocUC