International Conference on Education and Educational Psychology
"Shaping the Future of Learning: Innovations and Challenges in Educational Psychology"
03-05 November 2025
Antalya TURKIYE
"Shaping the Future of Learning: Innovations and Challenges in Educational Psychology"
Welcome to ICEEPSY 2025, the premier international conference dedicated to advancing the field of educational psychology. Join us in Antalya, Turkey, a beautiful blend of history and natural beauty, as we explore cutting-edge research and innovative practices in education.
KEYNOTE SPEAKERS -
KEYNOTE SPEAKERS -
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Benedict du Boulay is a distinguished British computer scientist and former secondary school teacher now specializing in artificial intelligence in education and the psychology of programming. He holds the position of Emeritus Professor at the University of Sussex and serves as a visiting professor at University College London. His research focuses on understanding how novices learn programming and applying AI to educational contexts, particularly in enhancing students' metacognitive skills and motivation. He has authored or edited numerous publications, including "AI for Learning" (2022) and the "Handbook of Artificial Intelligence in Education" (2023)
Keynote Title: Learning to learn: the blended roles of human teachers and artificial intelligence systems
One of the most important outcomes for an educational institution is that its learners get better at “doing” learning. This talk explores the way that artificial intelligence systems and human teachers blend their efforts to achieve this outcome.
Central to “learning to learn” is the skill of self-regulated learning where the learner focuses on the processes of their learning in addition to the content of that learning. These processes include planning, goal setting and reflection not just in terms of meta-cognition, but also in terms of their meta-motivational and meta-emotional facets.
The division of labour between the artificial intelligence (AI) systems and the human teachers can be blended broadly in three ways:
The AI system acts as both content teacher as well as promoting self-regulated learning. This involves the human teacher introducing the AI system into their teaching and then priming and motivating the leaners into using it effectively. The AI system then (i) adaptively chooses learning tasks, (ii) gathers and analyses learner data as the learners work on those tasks, (iii) adaptively reacts to how well the learners progress on the tasks, and crucially (iv) adaptively reacts to the way the learner has gone about their learning. Finally handing back to the human teacher a summary of how things have gone for the teacher to provoke whatever discussion is then needed.
The AI system acts as content teacher but simply gathers and analyses data on learning and self-regulated learning. This is similar to the blend described above except that step (iv) “adaptively reacts to the way the learner has gone about their learning” is omitted and the system periodically pauses and hands over the analysed learner data during the lesson to the human teacher to provoke whatever discussion is then needed.
The AI system does not interact directly with the students but but simply gathers and analyses data on the learners’ learning and self-regulated learning which it then hands over to the human teacher and/or the learners for discussion.
This talk will discuss all three of the above blends with examples.
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Keynote Title: Why Empirical Evidence Does Not Predict What Will Happen in Classrooms?
Professor Pierre Dillenbourg, a leading expert in educational sciences and computer-human interaction, is a professor at the Swiss Federal Institute of Technology in Lausanne (EPFL). With a background in educational science from the University of Mons and a Ph.D. in computer science from the University of Lancaster, his research focuses on learning technologies, augmented reality, and digital education. He has played a key role in shaping EPFL’s MOOC strategy and directing the CHILI Lab (Computer-Human Interaction for Learning & Instruction).
In his keynote, Prof. Dillenbourg critically examines the limitations of empirical research in predicting classroom outcomes, particularly in the field of educational technologies (EdTech). He argues that research often isolates the effects of an EdTech-based activity from its broader learning context, mistakenly assuming that EdTech has an intrinsic effect. Even when studies follow rigorous methodologies, they often fail to account for how an activity will perform when integrated into a lesson sequence orchestrated by different teachers.
He proposes that experimental research could significantly improve its predictive power by incorporating two crucial factors:
The sequence of activities before and after the EdTech-based activity.
The way the teacher orchestrates the activity sequence.
By considering these elements, research can better assess the scalability and real-world effectiveness of EdTech in diverse educational settings. His insights highlight the complexity of classroom learning, emphasizing the need for adaptive and context-aware approaches to evaluating educational interventions.
Contributors to the First Symposium -
Contributors to the First Symposium -
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Tentative Title:
"A Multimodal AI System for Real-World Collaboration and Regulation of Higher Education Students: Lessons Learned"
Abstract:
Building on the keynote talk, this symposium component will highlight the challenges of AI systems that directly intervene in the teaching and learning processes of social and emotional competencies. To illustrate these challenges, the talk will showcase an AI system designed to support students in socially shared regulation of learning within small group collaborations.
The discussion will explore AI models as tools for examining human learning processes but will take a critical stance on the ability of these models to address complex social and emotional competencies.
In learning analytics, the shift "from clicks to constructs" aims to link digital traces to meaningful educational concepts. The talk will exemplify this by analyzing socially shared regulation of learning through audio and video data, processed via computer vision and NLP, to model group interaction behaviors.
Key points include:
The risks of over-reliance on mechanistic measures (e.g., timing interactions, response speeds) that might misrepresent learning as a matter of efficiency rather than quality.
The limitations of AI in fully capturing the complexity of human learning, as these measures are more suited for evaluating machine capabilities than human cognitive and emotional processes.
A descriptive approach to AI-driven insights into learning, rather than prescriptive automation.
The talk will conclude by exploring how such approaches can foster opportunities for researchers, teachers, and learners in higher education settings.At UCL, he serves as Professor of Learning and Artificial Intelligence and is affiliated with the UCL Knowledge Lab. His work focuses on AI-driven learning solutions, emphasizing the development of skills such as learning how to learn and collaborative problem-solving.
Beyond research, Professor Cukurova actively contributes to the academic community. He is an editor for the British Journal of Educational Technology and an associate editor for the International Journal of Child-Computer Interaction. He also collaborates with UNESCO’s Unit for Technology and AI in Education, shaping policy documents, including UNESCO’s recent report on generative AI in education and research.
His leadership and contributions continue to shape the future of AI in education. For more insights, his keynote address, "Beyond the Hype to Real-world Adoption," offers valuable perspectives
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Learning to learn: supporting the affective facet of learning to learn
Many AI systems have supported the affective facet of learning and some have also attempted to support the affective facet of self-regulated learning.
This talk will describe three kinds of AI system.
Purely Reactive systems try to recognise the learner’s affective state and react to it in a way that is hoped to be helpful: for example, by reinforcing a presumed, positive state through praise (say) or by empathising with a presumed, negative state. Such systems will have a limited effect on the learner’s affective self-regulatory capability.
Explicit systems both react to and name the inferred affective state of the learner. Identifying the affective state to the learner and suggesting how to deal with it during learning should develop the learners’ accuracy in identifying and managing such states.
Pro-active systems specifically engage learners in affectively focused activities during learning to help them learn to manage their affective states both negative and positive.
This talk will discuss all three of the above kinds of system with examples.
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Will be confirmed
Contributors to the Second Symposium -
Contributors to the Second Symposium -
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Prof. Pierre Dillenbourg is a leading expert in learning sciences and educational technologies at EPFL. His research focuses on how digital tools and AI enhance learning processes, with a particular emphasis on orchestration graphs, collaborative learning, and intelligent tutoring systems. He has played a key role in developing scalable pedagogical models that bridge research and classroom practice.
Tentative Title:
Designing Orchestration Graphs: Bridging Learning Sciences and Classroom PracticeAbstract:
This symposium will delve into the development of orchestration graphs, a method for modeling and scaling pedagogical scenarios to create structured learning experiences. Orchestration graphs consist of vertices representing distinct learning activities and edges defining the pedagogical relationships between these activities. By integrating individual, team-based, and class-wide activities into cohesive workflows, these graphs facilitate richer educational experiences beyond traditional Massive Open Online Courses (MOOCs).The discussion will cover the application of orchestration graphs across various educational settings, from small classrooms to large-scale online courses, and examine the role of AI in enhancing or challenging their implementation. This approach offers educators and researchers a formalized structure for lesson design and instructional planning, adaptable to diverse learning environments.
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Dr. Victoria Abou-Khalil is an expert in learning sciences and instructional design, focusing on how digital education tools shape student engagement and learning outcomes. As the Executive Director of the EPFL-ETH Zurich Joint Doctoral Program, she works at the intersection of research and practice, fostering innovative approaches to learning design in both physical and online learning environments.
Tentative Title:
Leveraging Orchestration Graphs for Effective Learning in Diverse ContextsAbstract:
This symposium focuses on the utilization of orchestration graphs to model and scale pedagogical scenarios, providing structured learning experiences across various educational settings. Orchestration graphs, composed of vertices representing distinct learning activities and edges defining their pedagogical relationships, enable the integration of individual, team-based, and class-wide activities into cohesive workflows. This methodology facilitates richer educational experiences beyond traditional Massive Open Online Courses (MOOCs).The session will explore the application of orchestration graphs in both digital and blended learning environments, addressing their relevance in small classrooms and large-scale online courses. Additionally, the discussion will consider how AI can enhance or challenge the implementation of these models, offering educators and researchers a formalized structure for lesson design and instructional planning adaptable to diverse learning contexts.
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Dr. Richard Lee Davis specializes in technology-enhanced learning and computational modeling in education. As an assistant professor at KTH and a former co-director of the EPFL-ETH Zurich Doctoral Program in Learning Sciences, his work bridges research in AI-driven educational systems, human-computer interaction, and the practical implementation of orchestration graphs for scalable learning environments.
Tentative Title:
Innovating Educational Design: The Role of Orchestration Graphs in Technology-Enhanced LearningAbstract:
This symposium examines the concept of orchestration graphs as a means to model and scale pedagogical scenarios, creating structured learning experiences across diverse educational settings. Orchestration graphs consist of vertices representing distinct learning activities and edges defining the pedagogical relationships between these activities. By integrating individual, team-based, and class-wide activities into cohesive workflows, these graphs enable richer educational experiences beyond those typically found in Massive Open Online Courses (MOOCs).The discussion will address the application of orchestration graphs in both digital and blended learning environments, applicable to small classrooms and large-scale online courses. Furthermore, the symposium will explore how AI can enhance or challenge the implementation of these models, providing educators and researchers with a formalized structure for lesson design and instructional planning adaptable to various learning contexts.
Special Invitation from the Founder: Celebrate 16 Years of ICEEPSY
Dr. Zafer Bekirogullari (Zafer Bekir)
AFBPsS, FCBPis, BA Hons, BA, MEd, gCert, PhD
Chair, International Cognitive and Behavioural Sciences Society (CBPis)
It is with immense pride and joy that I invite you to the 16th International Conference on Education and Educational Psychology (ICEEPSY), taking place from November 03-05, 2025, in Antalya, Turkey. This year is a milestone, marking 16 incredible years of ICEEPSY as a global platform for sharing knowledge, fostering collaboration, and advancing education and psychology.
This special edition of the conference is a celebration—a time for us to come together, learn from the brightest minds, and earn Continuing Professional Development (CPD) hours while engaging with cutting-edge research and innovative practices.
Learn, Earn, and Celebrate Together
The 16th ICEEPSY is designed to deliver both inspiration and value for professionals, academics, and researchers. The program includes:
Two Keynote Speeches by world-renowned experts, each followed by 15 minutes of interactive Q&A, allowing participants to delve into critical topics.
Two Symposiums, Six Special Expert Symposium Contributors, led by keynote speakers, featuring in-depth 30-minute presentations with 15 minutes of Q&A, offering actionable insights for your professional practice.
CPD Hours: Earn valuable Continuing Professional Development hours as you participate in sessions that enhance your expertise and align with your professional development goals.
Your Registration Includes More Than Just the Event
The 16th ICEEPSY offers a comprehensive package to ensure a seamless and enriching experience for all participants. Your registration includes:
All-Inclusive Accommodation for Two Nights:
Check-in: November 03rd (including lunch).
Check-out: November 05th (including breakfast).
All meals and refreshments during your stay are covered.
Access to All Sessions:
Participate in keynote speeches and symposiums designed to expand your knowledge and skills.
CPD Hours Recognition:
Enhance your professional qualifications by earning recognized CPD hours throughout the conference.
Coffee Breaks and Networking Opportunities:
Build meaningful connections with professionals from around the globe.
Publication Opportunity:
Showcase your research in Emanate - Educational Sessions Highlights (EESH), our newly launched academic publication platform.
CPD Hours: A Key Benefit for Your Professional Growth
Continuing Professional Development is essential for maintaining and enhancing your skills and expertise in today’s rapidly evolving fields. By attending the 16th ICEEPSY, you will:
Earn CPD hours that contribute to your professional advancement.
Access a certificate of participation, documenting your learning achievements.
Benefit from sessions led by leading educators and psychologists, ensuring high-quality learning experiences.
Whether you are an academic, educator, or practitioner, these CPD hours are designed to support your growth and position you as a leader in your field.
Join the Celebration
Over the past 15 years, ICEEPSY has evolved into a global hub for innovation and collaboration. As its founder, I am deeply honored to invite you to this special 16th anniversary edition in Antalya—a city known for its warmth and history, providing the perfect setting for our shared celebration.
Together, let us learn, grow, and celebrate the achievements of the past while looking forward to the future of education and psychology.
I look forward to welcoming you to the 16th ICEEPSY and celebrating this milestone together.
Warm regards,
Dr. Zafer Bekirogullari (Zafer Bekir)
Founder, ICEEPSY
Chair, CBPis
International Advisory and Organisation Board
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Dr Zafer Bekir (Zafer Bekirogullari) CPsychol, AFBPsS, FCBPis BA Hons, BA, MEd, gCert, PhD
CBPis International Cognitive and Behavioural Psychotherapies Society ORC ID: https://orcid.org/0000-0003-1549-7171
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Kirsti Lonka, Professor
University of Helsinki, Finland
ORCID ID: 0000-0001-5487-3964 -
Lori Simons, Ph.D., LPC, Professor of Psychology
Widener University, PA, Unites States
ORCID ID: 0000-0003-1897-9862 -
Montserrat Castelló, Professor of Educational Psychology
Universitat Ramon Llull, Barcelona, Spain
ORCID ID: 0000-0003-1757-9795 -
Anita G. Welch, Ph.D., Professor
Wayne State University, Detroit, MI USA
ORCID ID: 0000-0003-0285-8572 -
Simone Emmert, LL.M.Eur., Professor Dr.,
Description goes hereTechnical University Georg Simon Ohm Nuremberg, Germany
ORCID ID: 0000-0002-2810-3103 -
Teresa Guasch, Associate Professor,
Open University of Catalonia- UOC, Barcelona, Spain
ORCID ID: 0000-0001-5767-1428 -
Maria Stec, Ph.D, Professor
University of Silesia, Poland
ORCID ID: 0000-0002-0735-2004 -
Kevin Michael Watson, Ph.D.
Learning Scientist
University of Calgary, Canada
ORCID ID: 0000-0002-4492-8308 -
Michel Hogenes, Ph.D.
The Hague University of Applied Sciences; and Codarts, University of the Arts, The Netherlands
ORCID ID: 0000-0003-2298-3266 -
Jason D. Gold, Associate Professor
Kobe University, Japan
ORCID ID: 0000-0003-3583-0998 -
Muhamad Nur Fariduddin, Ph.D.,
Senior Lecturer, University Teknologi MARA (UiTM), Malaysia
ORCID ID: 0000-0003-4131-1182 -
Jeya Amantha Kumar, Ph.D.,
Senior Lecturer, Universiti Sains Malaysia, Pulau Pinang, Malaysia
ORCID ID: 0000-0002-6920-0348 -
Maria Cerrato-Lara, Ph.D.
Universidad Internacional de la Rioja, UNIR, Spain
ORCID ID: 0000-0002-3253-9866 -
Michala Mikolášíková, Ph.D.
University of Hradec Králové, Czech Republic
ORCID ID: 0000-0002-5613-9728 -
Jan Kalenda, Ph.D.
Tomas Bata University in Zlín, Czech Republic
ORCID ID: 0000-0002-4871-4753 -
Gungah Vikramsing, Ph.D.
Lecturer
Curtin University, Mauritius
ORCID ID: 0000-0002-0076-8744 -
Stephan Schmucker, Ph.D.
University of Hamburg, Germany
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Yasmeen Bano, Ph.D.
University Tun Hussien Onn, Malaysia
ORCID ID: 0000-0001-5313-7148 -
Kristi Kõiv, Ph.D., Professor
University of Tartu, Estonia
ORCID ID: 0000-0003-3486-3501
Hot Topics:
1. AI and Education: Transforming Learning Experiences
Personalizing education with artificial intelligence.
Ethical considerations and challenges in AI-driven learning.
Utilizing AI to address learning disabilities effectively.
2. Post-Pandemic Education: Psychological and Educational Recovery
Strategies to support mental health for students and educators.
Addressing learning gaps caused by the pandemic.
Building resilient educational communities.
3. The Psychology of Hybrid and Online Learning
Enhancing student engagement in virtual classrooms.
Psychological effects of prolonged digital interaction.
Effective tools and strategies for online learning environments.
4. Neurodiversity in Education: Inclusive Practices
Supporting neurodivergent students (e.g., ADHD, autism).
Evidence-based interventions for inclusive classrooms.
Training educators to embrace and support diversity.
5. Cognitive and Emotional Development in the Digital Age
Social media’s impact on mental health and learning.
Coping with screen addiction among learners.
Building critical thinking and emotional intelligence in students.
6. Educational Psychology for Climate and Sustainability Education
Integrating environmental psychology into curricula.
Empowering students to lead sustainability efforts.
Managing eco-anxiety in the classroom.
7. Technology and Mental Health: Balancing Innovation and Well-being
Leveraging educational technology to improve mental health.
Addressing tech-induced anxiety in educational settings.
Digital tools for emotional regulation and resilience.
8. Equity and Access in Education: Global Perspectives
Bridging the urban-rural education divide.
Educational support for refugee and displaced students.
Global policies for promoting inclusive education systems.
9. Teacher Well-being: Supporting the Pillars of Education
Addressing teacher burnout with psychological interventions.
Professional development programs to enhance teacher resilience.
Creating support networks for educators’ mental health.
10. Gamification and Learning Motivation
Boosting engagement through gamified learning.
Designing effective educational games.
Long-term impacts of gamification on academic outcomes.
Thematic Sections & Thematic Section Leaders
Educational Psychology: Discover how AI and educational psychology synergize to enhance learning, motivation, and cognitive processes, enriching educational practices.
Section Leader: Michel Hogenes, Ph.D.
Institutions: The Hague University of Applied Sciences; and Codarts, University of the Arts, The Netherlands
Effective Teaching Practices: Explore the realm of AI for effective teaching, where personalized instruction, differentiated learning, and real-time feedback empower educators.
Section Leader: Tatiana Nikolaevna Bokova, Professor
Institution: Department of Teaching English and Business Communication, Moscow City University, Russia
Higher Education: Gain insights into AI's profound impact on higher education, from research advancements to virtual labs and faculty support.
Section Leaders: James Ogunleye, PhD & Gordon Ade Ojo, PhD
Institutions: Middlesex University, UK & The University of Greenwich, UK
Learning Theories: Connect AI with various learning theories, including constructivism, behaviorism, and connectivism, exploring how technology aligns with pedagogical paradigms.
Section Leader: Lori Simmons, Professor
Institution: Psychology Department, Widener University, US
Distance Learning: Uncover the potential of AI-enhanced distance learning, including adaptive platforms and content delivery methods that facilitate remote education.
Section Leaders: Petra Besedová, PhDr., PhD. & Jana Ondráková, doc., PhDr., PhD.
Institution: Department of German Language and Literature, University of Hradec Králové, Czech Republic
Education and Technology: Stay at the forefront of education with discussions on cutting-edge AI in the field, from virtual assistants to innovative applications that redefine teaching and learning.
Section Leader: Jeya Amantha Kumar, Ph.D.
Institution: Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Pulau Pinang, Malaysia
Adolescent Growth and Development: Exploring AI's impact on cognitive and socio-emotional development in adolescents, fostering a deeper understanding of how technology influences young minds.
Section Leader: Ann-Katrin Swärd, Associate Professor
Institution: Department of Education and Special Education, University of Gothenburg, Sweden
Arts Education: Discover how AI-driven tools and content curation can enrich arts education, opening new avenues for creativity and expression in the digital age.
Section Leaders: Heikki Ruismaki, Ph.D. & Inkeri Ruokonen
Institution: Department of Teacher Education, University of Helsinki, Finland
Assessment and Evaluation: Delve into the realm of automating assessment and evaluation processes with AI, from grading assignments to data analysis, revolutionizing educational measurement.
Section Leader: Anita Welch, Professor
Institution: College of Education, Wayne State University, US
Continuing Education: Explore AI-powered lifelong learning, where personalized pathways and professional development opportunities are tailored to individual needs, promoting ongoing growth.
Section Leader: Kristi Köiv, Associate Professor
Institution: Institute of Education, University of Tartu, Tartu, Estonia
Counseling Psychology: Investigate the role of AI in counseling and mental health support, where virtual therapists and AI-driven interventions aid emotional well-being.
Section Leader: Kevin Michael Watson, Ph.D. Candidate
Institution: Academy of Teaching and Learning, University of Calgary, Canada
Presentation Types
Oral
Oral Presentation Process
In order to present your research at the conference as an Oral Presenter, your abstract must undergo a thorough single-blind peer review. For further details please see the information at the ICEEPSY 2025 Submission and Registration Guidelines section below.
Complete your registration on Academics Institute Abstract Submission System Website https://www.academics.institute/abstract-submission . Your participation at the conference will be confirmed upon the receipt of your registration fee payment.
Providing that your abstract is accepted, you will receive an invitation from Academics Institute to register, participate and publish in accordance with the following procedure:
Oral Presentations
In the first 15 minutes the presenters will share their research followed by 5 minutes of discussion and feedback from participants. Two parallel sessions will be scheduled on 05 November, Tuesday and 06 November, Wednesday.
Room Equipment
All rooms will be equipped with a laptop pre-installed with PowerPoint, as well as an LCD projector. If you wish, you may directly link your own laptop, although we recommend you use the computer provided by plugging in your USB flash drive.
Session Chairs
Session Chairs are expected to introduce themselves and other speakers (briefly) and ensure that the session begins and ends on time, and that the time is divided fairly between the presentations.
Each presenter should have no less than 20 minutes in which to present his or her paper and respond to any questions. We recommend that the 20 minutes presentation timeslot be divided as follows: 15 minutes for the presentation and 5 minutes for Q&A.
The session chair is asked to assume this timekeeping role, and to this end, a yellow and red timekeeping card is used as a visual cue for presenters, letting them know when they have 5 minutes remaining, and when they must stop.
Please follow the order in the programme, and if for any reason a presenter fails to show, please keep to the original timeslots as delegates use the programme to plan their attendance.
Poster
Poster Presentation
In order to present your research at the conference as a Poster Presenter, your abstract must undergo a thorough single-blind peer review. For further details please see the information at the ICEEPSY 2025 Submission and Registration Guidelines section below.
Providing that your abstract is accepted, you will receive an invitation from Academics Institute to register.
Complete your registration on Academics Institute Abstract Submission System Website https://www.academics.institute/abstract-submission . Your participation at the conference will be confirmed upon the receipt of your registration fee payment.
You will be responsible for transporting and being ready for display of your poster presentation before the presentation session. You will be advised of the exact location for displaying posters before the conference. Poster presenters are requested to stand by their poster to answer questions during poster presentation sessions.
Your poster must fit A2 paper size poster - within a 50 cm (width) x 100 cm (length).
We will provide easels for posters, scissor, tape etc. on the poster presentation venue before the session.
The Certificate of Presentation will be delivered to you as a PDF copy.
Publication
If your abstract had been accepted, and you presented your work at the conference (including Virtual Presentations), you are encouraged to submit a full paper for inclusion in the Emanate - Educational Sessions Highlights - EESH.
Once published, it will be submitted for evaluation and possible coverage in Web of Science Core Collection™ Conference Proceedings Citation Index - Social Sciences & Humanities (CPCI-SSH) and Google Scholar, and all issues are deposited in the CLOCKSS archive.
The ICEEPSY 2025 Conference Proceedings will be published online in a PDF and Epub format.
Testimonials
Choose Your Participation Category
Audience
£599
03 check in 05 check out November 2025
2 Nights
Accommodation Included
Popular
Author
£699
03 check in 05 check out November 2025
2 Nights
Accommodation Included
Audience / Author
£499
Participation Only
2 Lunches
Conference Participation and/or Presentation
Scan the barcode to pay above or visit our collaborator, Academics Institute, for a direct payment link here
ICEEPSY 2025 Submission and Registration Guidelines
Important Dates
Abstract Submission Deadline: June 30, 2025
Registration Deadline: July 15, 2025
Registration Periods
✅ Early Registration: November 23, 2024 – January 1, 2025 (Closed)
✅ Standard Registration: Extended until April 15, 2025 (Original deadline: March 1)
❗ Late Registration: March 2, 2025 – July 15, 2025
Please note that registration deadlines are final and cannot be extended due to logistical arrangements with the venue, Limak International Hotels & Resorts, a highly sought-after destination.
Abstract Submission
Submit an Abstract
We invite you to submit your abstracts to ICEEPSY 2025, ensuring they include original content that has not been previously presented or published. Abstract submissions will only be accepted through the Academics Institute Submission System. Submissions via email will not be entertained.
Abstracts must:
Be written in English.
Be submitted under the proper thematic section and preferred presentation format (oral, poster, virtual, or workshop).
Be submitted by June 30, 2025 (midnight CET).
Each author may submit up to four abstracts as an author or co-author.
Withdrawal Policy
If you need to withdraw an abstract, please notify us via email at admissions@academics.institute by July 15, 2025.
Submission Process
Confirmation:
Upon submission, you will receive an automatic confirmation email acknowledging receipt of your abstract.Initial Screening:
Abstracts will be screened for completeness, formatting, plagiarism, relevance to conference themes, and language level by the Program Committee, coordinated by the Program Chair.Review:
Submissions will undergo a single-blind peer review process, reviewed by two experts selected by the Program Committee.Decision Notification:
Authors will receive review decisions within two to four weeks of submission.Registration:
Accepted authors must register by the final deadline to ensure inclusion in the conference Abstract Book and Programme. At least one author must attend the conference to present the paper.
Paper Submission and Evaluation
All authors are required to submit their full papers via the Academics Institute Submission System and are encouraged to format their submissions in line with Emanate Publication House's EESH standards.
Original Research Paper:
Focus on theory and practice in education, presenting current research and thinking.
Max 6,000 words (extendable to 8,000 words after review).
Empirical Review Paper:
Review research conducted in a specific area, with empirical evidence.
Max 6,000 words (extendable to 8,000 words after review).
Final Review Notification:
All papers will undergo a final review according to Peer Review Criteria. Final decisions will be communicated by October 15, 2025.
Peer Review Criteria
Submissions will be evaluated based on:
Originality
Relevance
English proficiency
Methodological rigor
Consistency of results and design
Publication Details
Accepted papers will be published in Emanate - Educational Sessions Highlights (EESH) under a Gold Open Access Model. This ensures that:
Articles are freely available online immediately upon publication.
Authors retain copyright, with papers published under a CC BY-NC-ND license.
No additional publication fees are required for authors, as the conference covers these costs.
Please note: Publication is contingent on the presentation of the paper at the conference (oral, poster, or virtual) during the allocated time slot.
For more information on publication opportunities, visit ICEEPSY 2025 Publication Opportunities or contact admissions@academics.institute.
ICEEPSY 2025 Registration Categories and Fees
Audience Registration
Early Registration (23 Nov 2024 – 1 Jan 2025): £499
Standard Registration (2 Jan 2025 – 1 Mar 2025): £599
Late Registration (2 Mar 2025 – 15 Jul 2025): £649
What's Included:
2 nights of accommodation (check-in Nov 03 check-out Nov 05)
Access to symposiums
Access to conference sessions
Attendance at oral and poster presentations
Coffee breaks
This category does not include the publication of any papers, as it does not include a presentation component.
Author Registration
Early Registration (23 Nov 2024 – 1 Jan 2025): £599
Standard Registration (2 Jan 2025 – 1 Mar 2025): £699
Late Registration (2 Mar 2025 – 15 Jul 2025): £749
What's Included:
2 nights of accommodation (check-in Nov 03, check-out Nov 05)
Access to symposiums
Access to conference sessions
Attendance at oral and poster presentations
Coffee breaks
Publication of one full paper in Emanate - Educational Sessions Highlights (EESH) proceedings (up to 8,000 words after review).
Author / Audience Registration Without Accommodation
Early Registration (23 Nov 2024 – 1 Jan 2025): £399
Standard Registration (2 Jan 2025 – 1 Mar 2025): £499
Late Registration (2 Mar 2025 – 15 Jul 2025): £549
What's Included:
Access to symposiums
Access to conference sessions
Attendance at oral and poster presentations
Coffee breaks
Lunches on conference days
This category does not include accommodation, breakfast, or dinner. For authors, it includes the publication of one paper in EESH as part of the registration.
Important Notes
Deadline for Registration: All registrations must be completed by July 15, 2025. This deadline is final and cannot be extended due to logistical commitments with the hotel and venue.
Publication Details: Author registration includes the publication of one paper in Emanate - Educational Sessions Highlights (EESH), following acceptance through the peer-review process.
Non-Presentation Categories: Audience registrations do not include publication options, as there will not be a presentation requirement for this category.
Our Team
Director
Irmak Çavuşoğlu
Email: admissions@academics.institute
Conference Secretariat
Sevim Asvaroğlu
Email: support@academics.institute
Digital Marketing Specialist
Fezile Olkanlı
Email: support@academics.institute
Specialist Subject Trainers and Senior Examiners:
Dr. June Glenn (USA)
Dr. James Ogunleye, Middlesex University (UK)
Privileged Organization Members:
Vagelis Aidiniou, Project Manager (Belgium)
Natalie Pollard, English Ballet School (Germany)
MBA Gökhan Ecesoy, Managing Director, Intergaz (Cyprus)
Our staff is committed to providing professional services and has the right to work without fear of abuse or intimidation. We kindly ask all correspondences to be respectful and professional.
Contact us.
admissions@academics.institute
Academics Institute
Post Box 345
Famagusta - Cyprus
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Join ICEEPSY 2025
10 November 2025
04 November 2025
Program (will be announced on 01 August 2025)
05 November 2025
- PAST EVENTS -
- PAST EVENTS -
15th ICEEPSY 2024
Madrid - Spain
Chair & Keynote Speaker
Professor Kirsti Lonka
University of Helsinki, Finland
14th ICEEPSY 2023
Barcelona - Spain
Co-Chair & Keynote Speaker
Professor Kirsti Lonka
University of Helsinki, Finland
Co-Chair & Keynote Speaker
Professor Jan Vermunt
Professor,
Eindhoven University of Technology, Netherlands
13th ICEEPSY 2022
Madrid - Spain
Co-Chair & Keynote Speaker
Professor Kirsti Lonka
University of Helsinki, Finland
Co-Chair & Keynote Speaker
Inkeri Ruokonen
Ph.D.; Professor, Vice Dean, Faculty of Education University of Turku; Adjunct professor and Fellow of Teachers’ Academy, University of Helsinki
12th ICEEPSY 2021
Chair & Keynote Speaker
Inkeri Ruokonen
Ph.D.; Professor, Vice Dean, Faculty of Education University of Turku; Adjunct professor and Fellow of Teachers’ Academy, University of Helsinki
11th ICEEPSY 2020
Co-Chair & Keynote Speaker
Hannele Niemi
Unesco Professor Chair of Educational Ecosystems for Equity and Quality of Learning
Faculty of Educational Sciences, University of Helsinki, Finland
Co-Chair & Keynote Speaker
Lotta Uusitalo-Malmivaara
PhD, Docent, Adj Prof
Faculty of Educational Sciences, University of Helsinki, Finland
Co-Chair & Keynote Speaker
Inkeri Ruokonen
Ph.D.; Professor, Vice Dean, Faculty of Education University of Turku; Adjunct professor and Fellow of Teachers’ Academy, University of Helsinki
10th ICEEPSY 2019
Co-Chair & Keynote Speaker
Hannele Niemi
Unesco Professor Chair of Educational Ecosystems for Equity and Quality of Learning
Faculty of Educational Sciences, University of Helsinki, Finland
Co-Chair & Keynote Speaker
Lotta Uusitalo-Malmivaara
PhD, Docent, Adj Prof
Faculty of Educational Sciences, University of Helsinki, Finland
Co-Chair & Keynote Speaker
Inkeri Ruokonen
Ph.D.; Professor, Vice Dean, Faculty of Education University of Turku; Adjunct professor and Fellow of Teachers’ Academy, University of Helsinki
9th ICEEPSY 2018
Co-Chair & Keynote Speaker
Marta Olivetti Belardinelli, Prof Dr
"La Sapienza" University of Rome
Faculty of Psychology
Chair of the Cognitive Psychology
Chief-Editor of “Cognitive Processing – International Quarterly of Cognitive Science” SSCI Social Sciences Citation Indexed; Consulting Editor of “Musicae Scientiae” SSCI Social Sciences Citation Indexed; Associate Editor of the PsyCh Jounal SSCI Social Sciences Citation Indexed;; Advisory Editor of “International Journal of Neural Systems” SSCI Social Sciences Citation Indexed. Italy
8th ICEEPSY 2017
Co-Chair & Keynote Speaker
Maria Amélia Duarte Ferreira, Prof Dr
Dean of the Faculty of Medicine of the University of Porto (FMUP)
7th ICEEPSY 2016
Co-Chair & Keynote Speaker
Professor Kirsti Lonka
University of Helsinki, Finland
Co-Chair & Keynote Speaker
Prof. Dr. Heikki Ruismäki
Vice Dean, Faculty of Behavioral Sciences, Department of Teacher Education, Art Research Centre, University of Helsinki, Finland
Co-Chair & Keynote Speaker
Pavlo Kanellakis
CPsychol, FBPsS (British Psychological Society)
HCPC Registered Clinical, Counselling, Health, Sport and Exercise Psychologist,
United Kingdom
Association for Psychological Therapies (APT)
6th ICEEPSY 2015
Co-Chair & Keynote Speaker
Pavlo Kanellakis
CPsychol, FBPsS (British Psychological Society)
HCPC Registered Clinical, Counselling, Health, Sport and Exercise Psychologist,
United Kingdom
Association for Psychological Therapies (APT)
5th ICEEPSY 2014
Co-Chair & Keynote Speaker
Prof. Dr. Kirsti Lonka
Professor of Educational Psychology
University of Helsinki, Finland
Co-Chair & Keynote Speaker
Dr. Soňa Vávrová
Vice-Dean for Master's and Doctoral Study Programmes
Tomas Bata University, Czech Republic
4th ICEEPSY 2013
Chair & Keynote Speaker
Pavlo Kanellakis
CPsychol (British Psychologial Society)
HCPC Registered Clinical, Counselling, Health, Sport & Exercise Psychologist (United Kingdom)
Association for Psychological Therapies (APT), Couples SIG, The Royal College of Psychiatrists
3rd ICEEPSY 2012
Chair & Keynote Speaker
Prof. Dr. Jim Johnson
School of Education and Department of Psychology
Point Loma Nazarene University
2nd ICEEPSY 2011
Chair & Keynote Speaker
Dr James Ogunleye
FRSA, Middlesex University, United Kingdom
Professor Patrick Ainley, University of Greenwich, United Kingdom
1st ICEEPSY 2010
Chair (Founder of the ICEEPSY)
Dr Zafer Bekir (Zafer Bekirogullari)
AFBPsS, FCBPis BA Hons, BA, MEd, gCert, PhD