ABSTRACT. Cross-border higher education offers significant opportunities for knowledge sharing, global citizenship, and institutional cooperation, yet it is hindered by systemic barriers such as misaligned accreditation systems, cultural differences, language challenges, and uneven digital infrastructures. This paper argues that Constructive Alignment (CA), a framework aligning Intended Learning Outcomes, Teaching and Learning Activities, and Assessment Tasks—can serve not only as a pedagogical methodology but also as a lingua franca for international collaboration. Building on experiences from Erasmus+ projects, we show how CA enables the design of modular, portable, and adaptable educational units that transcend institutional and national boundaries. The proposed workshop engages participants in redesigning fragmented course materials into constructively aligned units, simulating their adaptation across diverse contexts. By combining theoretical input with hands-on exercises, the workshop equips educators, curriculum designers, and project coordinators with practical tools to overcome systemic and cultural fragmentation. Expected outcomes include enhanced curriculum portability, transparent assessment practices, and the strengthening of international collaboration networks. Ultimately, this contribution positions CA as a cornerstone for inclusive, flexible, and sustainable cross-border education, fostering longterm impact at the participant, institutional, and ecosystem levels

ABSTRACT. Developing critical and scientific thinking in engineering students remains a persistent challenge in higher education. Traditional teaching practices in mathematics and physics often prioritize procedural knowledge over analytical reasoning, leading to limited reflection, superficial understanding, and low levels of engagement. This ongoing research study explores the potential of retrieval-augmented generation (RAG) systems, artificial intelligence models supported by validated scientific corpora, to enhance critical and scientific thinking in first- and second-year engineering students. Based on constructivist and deep learning theories, the study proposes a mixed-method quasi-experimental design that integrates technological mediation, ethical literacy, and active learning strategies. The study contributes to the field by providing an empirical basis and ethical framework for the integration of generative AI in engineering education.

ABSTRACT. This article presents the development of an academic management model integrating artificial intelligence, aimed at the early prediction of school failure risk. The study employed scientifically validated psychometric instruments, from which multi-stage databases were constructed, incorporating variables related to reading comprehension, mental health, spelling, and mathematical performance. Regression and clustering algorithms were compared with traditional linear approaches, showing a substantial enhancement in predictive performance. The proposed model is designed to support institutional data-driven decision-making and to guide timely pedagogical interventions. The findings confirm the high potential of artificial intelligence as a tool to strengthen educational inclusion, optimize academic management processes, and improve school performance in public education contexts marked by socioeconomic vulnerability. These findings lay the groundwork for scalable, ethical AI systems supporting inclusive education.

ABSTRACT. Assessment in programming courses represents a constant challenge, especially for young students without training in computer science. This workshop presents JULIUS, an intelligent assessment assistant that supports instructors in generating students' feedback on PSeInt algorithms. Through a structured methodology based on the “traffic light method," JULIUS enables the analysis considering inputs, processes, and outputs before evaluating pseudocode, thereby reducing subjectivity, improving error traceability, and enhancing teacher efficiency in the classroom. The system generates personalized reports, group performance indicators, and identifies error patterns, facilitating precise pedagogical interventions. This approach fosters understanding of logical thinking and transforms assessment into a formative experience for students and instructors.

ABSTRACT. Too often, higher education leaves students technically competent but fearful, siloed, and risk-averse. When grades dominate motivation, students chase points instead of learning, and fear of failure undermines confidence and collaboration. Yet, when challenged through project-based, challenge-based, and research experiences, students consistently exceed expectations—designing industrial automation systems, solving authentic research and industry problems, and discovering their own self-efficacy.

This workshop will explore how initiatives such as the No Limits Program and the RISS Program have fostered resilience, curiosity, and collaborative learning communities. Drawing on Bandura’s work on self-efficacy, Amy Edmondson’s concept of psychological safety, Ginsburg’s pillars of resilience, Barrett’s levels of consciousness, and our own applied research, we will highlight how intentional adversity, experimentation, and mentorship can raise the “floor” of what every graduate is able to achieve. Through interactive breakout discussions, participants will co-create strategies to redesign assessment, reframe failure, and cultivate resilient learning communities. The session aims to spark new models of education that empower students with confidence, competence, and a lasting sense of belonging.

ABSTRACT. This interactive online workshop introduces "Whytson" a novel mobile application designed to gamify and enhance student participation in educational settings. Traditional methods of eliciting student questions often fail to engage the entire class, limiting the development of critical thinking and social intelligence. Whytson addresses this by providing a structured platform for students to request turns to speak, with instructors providing real-time, qualitative feedback on their contributions. Originally developed and tested in face-to-face bachelor's degree courses, this workshop will adapt the Whytson methodology for online and hybrid environments. Participants (primarily educators and educational innovators) will experience the app from a student's and instructor's perspective, engage in collaborative discussion on its pedagogical foundations, and brainstorm implementation strategies for their own contexts. The session is grounded in constructivist learning theories, neuroscience of learning, and gamification principles. Furthermore, the workshop will serve as a live research session to validate our instruments (measuring empathy, critical thinking, technology adoption, and engagement) with an expert audience. Attendees will leave with a practical understanding of how technology can be used to foster a culture of respectful, empathetic, and high-quality classroom dialogue.

ABSTRACT. The aim of this workshop is to introduce educators, researchers, and practitioners to the upcoming IEEE P3722 standard: Guide for Responsible Artificial Intelligence (AI) in Higher Education. The goals of this standard are to: 1. Increase awareness of responsible AI use in teaching, learning, and student support, 2. Provide hands-on guidance on implementing transparent and ethical AI practices, 3. Foster dialogue across academia, industry, and policy stakeholders. The workshop directly aligns with EDUCON’s mission of advancing engineering education through innovation, equity, and global collaboration. By equipping participants with practical strategies for responsible AI integration, the session contributes to EDUCON’s goal of enhancing the quality and impact of engineering education worldwide.

ABSTRACT. This workshop explores the transformative potential of digital twins as a strategic enabler for innovation in both industry and education within the framework of Industry 4.0. By integrating key technologies such as IoT, cloud and edge computing, and data management platforms, digital twins empower organizations to optimize processes, anticipate failures, and design immersive learning environments. The program combines conceptual presentations, case studies, and interactive discussions aimed at strengthening participants’ understanding of the core technological enablers and high-impact application areas. Targeted at educators, researchers, students, and industry professionals, this workshop provides practical tools to implement digital twins in academic and industrial contexts. By the end of the session, participants will be equipped to identify use cases, assess benefits and challenges, and generate value-driven strategies for effective adoption of digital twin technologies.

ABSTRACT. This workshop will provide a hands-on exploration of a teaching framework designed to introduce critical consciousness in engineering education courses. The session is designed as a narrative experience, starting with a foundational overview of critical consciousness principles—drawn from Freire’s [1] ideas on awareness and action against social inequities—and transitioning into practical components for course integration. As the session progresses, we will introduce intergroup dialogue [2] as a transformative pedagogical tool, allowing participants to experience how dialogic activities can bring awareness to social issues, power dynamics, and positionality. Unlike traditional debate or discussion, this practice encourages reflective dialogue that prepares students to approach engineering challenges with a nuanced, responsible mindset.

Participants will engage with key concepts, such as critical consciousness and intergroup dialogue, through the lens of engineering design. These methods empower students to consider systemic fairness and social impact in their work, moving beyond traditional human-centered or user-centered approaches. The session combines interactive discussion, practical demonstrations, and a group activity in which participants brainstorm how to integrate this framework into their own courses. By session’s end, participants will leave with actionable ideas and resources to adapt this critical consciousness teaching framework [3,4] to various educational settings.