IAFOR > The Asian Conference on Education (ACE) > ACE2022 Overview

ACE2022 Overview

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Join us in Tokyo for ACE2022!

November 28 – December 02, 2022 | Toshi Center Hotel, Tokyo, Japan

Welcome to The 14th Asian Conference on Education (ACE2022), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.

ACE2022 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities (Virginia Tech, UCL, Singapore Management University, University of Belgrade, Lingnan University, Barcelona University, University of Hawai’i, Moscow State University), think tanks, research organisations and agencies (the East-West Center, The Center for Higher Education Research, The World Intellectual Property Organization), as well as collaborative projects with governments and international governmental organisations (Government of Japan through the Prime Minister’s office, the United Nations in New York) and media agencies (The Wall Street Journal, JWT, HarperCollins).

With the IAFOR Research Centre at Osaka University, we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations and outcomes.

IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships. We have no doubt that ACE2022 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

We look forward to seeing you in Tokyo and online!

– The ACE2022 Organising Committee

Tien-Hui Chiang, Zhengzhou University, China
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Barbara Lockee, Virginia Tech., United States
Yvonne Masters, Independent Researcher, Australia
José McClanahan, Creighton University, United States
Murielle El Hajj Nahas, Lusail University, Qatar
Justin Sanders, Minerva Project
Tati D. Wardi, Indonesian International Islamic University (UIII), Indonesia
Aki Yamada, Tamagawa University, Japan

IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.
 

Key Information
  • Venue & Location: Toshi Center Hotel, Tokyo, Japan (and online)
  • Dates: Monday, November 28, 2022 ​to Friday, December 02, 2022
  • Early Bird Abstract Submission Deadline: July 04, 2022*
  • Final Abstract Submission Deadline: September 04, 2022
  • Registration Deadline for Presenters: October 17, 2022

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.

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Plenary Speakers

Speakers and programme information will be added here in the coming months.

  • Abdulnassir Al-Tamimi
    Abdulnassir Al-Tamimi
    Lusail University, Qatar
  • Abdulqader Alyasin
    Abdulqader Alyasin
    Lusail University, Qatar
  • William C. Frick
    William C. Frick
    University of Oklahoma, United States
  • Hiba Harb
    Hiba Harb
    Lusail University, Qatar
  • Junko Hibiya
    Junko Hibiya
    International Christian University, Japan
  • Toshiya Hoshino
    Toshiya Hoshino
    The International Academic Forum (IAFOR), Japan & Osaka University, Japan
  • Susie Kung
    Susie Kung
    Manukau Institute of Technology, New Zealand
  • Fuatino Taliaoa Petelo Leafa
    Fuatino Taliaoa Petelo Leafa
    Manukau Institute of Technology, New Zealand
  • Murielle El Hajj Nahas
    Murielle El Hajj Nahas
    Lusail University, Qatar
  • Kaberi Rajendra
    Kaberi Rajendra
    Manukau Institute of Technology, New Zealand
  • Kenn Ross
    Kenn Ross
    Minerva University
  • Bernadette Solomon
    Bernadette Solomon
    Manukau Institute of Technology, New Zealand
  • Melanie Wong
    Melanie Wong
    Manukau Institute of Technology, New Zealand

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Programme

  • President of IAFOR’s Inaugural Address: Resilience and Challenges in the New Normal
    President of IAFOR’s Inaugural Address: Resilience and Challenges in the New Normal
    Keynote Presentation: Toshiya Hoshino
  • Surviving and Thriving in Times of Rapid Change: Multiple Tertiary Teaching Voices from Aotearoa, New Zealand
    Surviving and Thriving in Times of Rapid Change: Multiple Tertiary Teaching Voices from Aotearoa, New Zealand
    Panel Presentation: Kaberi Rajendra, Bernadette Solomon, Tino Taliaoa, Melanie Wong
  • Concepts Across Contexts: How to Build Durable Skills through Transdisciplinary Teaching
    Concepts Across Contexts: How to Build Durable Skills through Transdisciplinary Teaching
    Keynote Presentation: Kenn Ross
  • Mental Health in Action: Strategies to Build Teacher and Student Capacity
    Mental Health in Action: Strategies to Build Teacher and Student Capacity
    Panel Presentation: Abdulqader Alyasin, William Frick, Hiba Harb & Murielle El Hajj Nahas
  • The Future of Higher Education: Adapting to the New Normal Post-COVID
    The Future of Higher Education: Adapting to the New Normal Post-COVID
    Keynote Presentation: Abdulnassir Al-Tamimi
  • The Impact of COVID-19 on International Education
    The Impact of COVID-19 on International Education
    Keynote Presentation: Junko Hibiya

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Organising Committee

The Organising Committee of The 14th Asian Conference on Education (ACE) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Tien-Hui Chiang
    Tien-Hui Chiang
    Zhengzhou University, China
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Susie Kung
    Susie Kung
    Manukau Institute of Technology, New Zealand
  • Tzu-Bin Lin
    Tzu-Bin Lin
    National Taiwan Normal University, Taiwan
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech., USA
  • Leandro Loyola
    Leandro Loyola
    De La Salle University, Philippines
  • Yvonne Masters
    Yvonne Masters
    Executive Editor of the IAFOR Journal of Education (Scopus) & Independent Researcher, Australia
  • José McClanahan
    José McClanahan
    Creighton University, USA
  • Murielle El Hajj Nahas
    Murielle El Hajj Nahas
    Lusail University, Qatar
  • Justin Sanders
    Justin Sanders
    Minerva Project
  • Tati D. Wardi
    Tati D. Wardi
    Indonesian International Islamic University (UIII), Indonesia
  • Aki Yamada
    Aki Yamada
    Tamagawa University, Japan

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Review Committee

ACE2022 Review Committee

Dr Sin Yu Cherry Chan, The Chinese University of Hong Kong, Hong Kong
Dr Pin-Ju Chen, Ming Chuan University, Taiwan
Professor Chingya Chiu, Chang Jung Christian University, Taiwan
Professor Dary Dacanay, St. Patrick School, Philippines
Dr Jane Fenequito, Urdaneta City University, Philippines
Dr Lisa Lam, Hong Kong Baptist University, Hong Kong
Dr Lewis Teo Piaw Liew, Politeknik Kuching Sarawak, Malaysia
Dr Sonal Mobar Roy, National Institute of Rural Development and Panchayati Raj, India
Mr Mahmoud Sultan Nafa, City University College of Ajman, United Arab Emirates
Dr Non Naprathansuk, Maejo University, Thailand
Dr Nhung Nguyen, Deakin University, Australia
Dr Marilyn Obod, Our Lady of Fatima University, Philippines
Dr Elymar Pascual, Department of Education, Nagcarlan District, Laguna, Philippines
Dr Hansel Hope Perez, Our Lady of Fatima University, Philippines
Professor Metee Pigultong, Rajamangala University of Technology Thanyaburi (RMUTT), Thailand
Dr Nitta Roonkaseam, Phranakhon Rajabhat University, Thailand
Dr Nilda San Miguel, Department of Education, Lumban District, Laguna, Philippines
Dr Diana Po Lan Sham, Hong Kong Chinese Institute of Engineers, Hong Kong
Dr Kenneth Tan, Certis Corporate University, Singapore
Dr Ko Wai Tang, Hong Kong Metropolitan University, Hong Kong
Dr Nelson Tantoco, Trinity University of Asia, Philippines
Dr Tina Wong, Hong Kong Polytechnic University, Hong Kong
Dr Jessie Ming Sin Wong, Hong Kong Metropolitan University, Hong Kong
Dr Renu Yadav, Central University of Haryana, India

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Abdulnassir Al-Tamimi
Lusail University, Qatar

Biography

Prior to joining Lusail University as the founding Dean for the College of Education and Arts in September 2020, Dr Abdulnassir Al-Tamimi served as the Vice President and Head of School for DeBakey High School for Health Professions – Qatar from August 2018 until August 2020. He has more than 20 years of experience working in schools, community colleges and universities in Texas and in the State of Qatar. In June 2010, he was selected by Houston Community College to serve on the founding leadership team that helped establish the Community College of Qatar (CCQ), the first community college in the State of Qatar. At the Community College of Qatar, Dr Al-Tamimi served as the founding Associate Dean of Student Services as well as the founding Associate Dean of Workforce Education and Community Development from June 2010 to August 2018.

Prior to his venture in Qatar, Dr Al-Tamimi held several leadership positions at Lone Star College System in Houston, Texas including Dean of Educational Programs and Organisational Development, Dean of Instructional and Organisational Development, Dean of New Program Development, Corporate Training and Continuing Education as well as Manager of Continuing Education.

Dr Al-Tamimi is known for his strong commitment to student success and outstanding leadership in academic affairs, student services, as well as program and community development. Under his leadership, he has developed a number of academic and professional development programs as well as continuing education and corporate training programs for local industries and the community. He also led in the development of a number of student engagement programs and activities that helped promote persistence, retention and student success.

Dr Al-Tamimi has conducted workshops and presented research in many local and international conferences. He has served as Secretary for the National Alliance for Community and Technical Colleges (NACTC) and Chair of the Houston Forum for Advisors to International Students. He was also an active member of the Texas Association of Continuing Education (TACE), National Association of Student Personnel Administrators (NASPA) and the Rotary Club of Cypress-Fairbanks in Texas.

He earned a Bachelor of Science Degree in Health Care Administration from Texas Southern University, a Master of Arts Degree in Cross-Cultural Studies from the University of Houston at Clear Lake, and a Doctor of Education in Higher Education Administration from the University of Texas at Austin.

Keynote Presentation (2022) | The Future of Higher Education: Adapting to the New Normal Post-COVID
Abdulqader Alyasin
Lusail University, Qatar

Biography

Abdulqader Alyasin has been working in English language teaching and education in different countries, including Syria, the UK, and Qatar. He obtained his MA in English Language Teaching (ELT) and PhD in ELT and Applied Linguistics from the University of Warwick, United Kingdom, and to further enhance his practical teaching skills, he attended a training course and was awarded a Certificate in English Language Teaching to Adults (CELTA) from Cambridge University. Prior to taking up the role of Assistant Professor at Lusail University, Alyasin worked as Academic Writing Lecturer, Research Methods Tutor, English for Academic/Specific Purposes Tutor, and Personal Tutor at the University of Warwick, United Kingdom. Throughout his career in these positions, he coordinated, developed and taught academic writing and research skills, data collection and analysis methods, phonetics and phonology, oral communication, grammar, syntax and semantics, linguistics, teaching methods, reading, composition, and comprehension. Alyasin also worked as a book proposals peer reviewer for Cambridge University Press. With a longstanding interest in theory and practice in language studies, he has mentored, supervised and examined MA students in TESOL, ELT, and Applied Linguistics. Alyasin’s research interests revolve around teacher cognition, curriculum policy and practice, educational change, teacher training and development, (English) language teaching in difficult and crisis circumstances, and bilingual education.

Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity
William C. Frick
University of Oklahoma, United States

Biography

William C. Frick, PhD is the Rainbolt Family Endowed Presidential Professor of Educational Leadership and Policy Studies in the Jeannine Rainbolt College of Education at the University of Oklahoma, United States. He is the founding director of the Center for Leadership Ethics and Change, an affiliate body of the international Consortium for the Study of Leadership and Ethics in Education (CSLEE) of the University Council for Educational Administration (UCEA). He serves on the editorial board of the Journal of School Leadership and the IAFOR Journal of Education and is currently the editor of Values and Ethics in Educational Administration. Dr Frick has approximately 15 years of experience as a practitioner in the public schools including building and district-level administration and 16 years as research university faculty. He is a former 2016-17 Core Fulbright U.S. Scholar to the Republic of Georgia and is currently a Fulbright Public Policy Fellow to Côte d’Ivoire this coming summer 2023. A doctoral graduate of Pennsylvania State University, his research interests include the philosophy of administrative leadership, school system reform within urban municipality revitalisation efforts, and broader cultural studies exploring the intersection of identity and schooling.

Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity

Previous Presentations

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Hiba Harb
Lusail University, Qatar

Biography

Dr Hiba Harb holds a PhD in Language Sciences and a master’s in Education and Training. She is currently Assistant Professor at Lusail University, Qatar, and the Head of the Training and Capacity-Building Department. She is also President of the Association of Teachers of French in Qatar. She has more than ten years of teaching experience at a university level, she teaches language courses and various subjects in French and English languages. Dr Hiba has solid experience in designing new courses and training programs, she is an instructional designer and trainer. She has participated in international conferences and her research interests focus on educational technologies, pedagogical approaches, language teaching, course design and development, teachers’ training, and communication. She believes that creative and resourceful teachers should encourage creativity and higher-order thinking in a way that increases student performance, her career goal is to build teaching methods that increase students’ autonomy through creativity.

Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity
Junko Hibiya
International Christian University, Japan

Biography

Junko Hibiya is Professor Emerita of International Christian University (ICU). She became Vice President for Academic Affairs in 2008 and President in 2012 at the university. She is a member of the Central Council for Education, and a member of the Science Council of Japan. Prior to her tenure at ICU, she was on the faculty of Keio University for fifteen years after receiving her Ph.D. in Linguistics from the University of Pennsylvania in 1988.

Keynote Presentation (2022) | The Impact of COVID-19 on International Education
Toshiya Hoshino
The International Academic Forum (IAFOR), Japan & Osaka University, Japan

Biography

His Excellency Professor Hoshino is the President of IAFOR and the senior academic officer of the organisation. In this role, Ambassador Hoshino is the Chair of the International Academic Advisory Board, as well as both the Academic Governing Board and its Executive Committee, and also sits on the IAFOR Board of Directors.

Ambassador Hoshino is an internationally-recognized scholar in the fields of Human Security, International Relations and Politics, and has had a dual, complementary academic and diplomatic career, culminating in his appointment as Japanese Ambassador and Deputy Permanent Representative of Japan to the United Nations in New York, from 2017–2020, where he was in charge of socio-economic and budgetary affairs. He had previously served as Minister-Counsellor from 2006–2008 at the same mission in charge of political affairs, and earlier in his career, was Special Assistant for Political Affairs at The Embassy of Japan, Washington, D.C., from 1988–1991.

Professor Hoshino is currently a Professor of International Politics and United Nations Studies at Osaka University’s Osaka School of International Public Policy (OSIPP). Since 2017, Professor Hoshino has been the Executive Director of the IAFOR Research Centre at OSIPP. His current research interests centres on policy and implementation of the United Nations Sustainable Development Goals (SDGs) through international multi-stakeholder public/private partnerships, and is the founding Director of the Environmental, Social, and Governance Integration Research and Education Center (ESG-IREC).

Previous to his second secondment to the United Nations in 2017, Professor Hoshino held a number of senior administrative roles in the University, including Vice-President (2014–2015) and then Executive Vice-President (2015–2016) for Global Affairs, having previously served as Dean of the Osaka School of International Public Policy at Osaka University from 2011–2014.

Before joining Osaka University in 1998, Ambassador Hoshino was a Senior Research Fellow at The Japan Institute of International Affairs (JIIA) from 1991 to 1998, and continued his association with the Institute as an Associate Fellow from 1998 to 2006. He holds a BA from Sophia University, Japan, an MA from the University of Tokyo, and a PhD from Osaka University.

Professor Ambassador Hoshino has also been a visiting scholar and researcher, principally in the United States. From 1992 to 1993 he was a Visiting Fellow at The Woodrow Wilson School of Public and International Affairs, at Princeton University; from 2000–2002 he was appointed Special Research Fellow at the Hiroshima Peace Institute, Hiroshima City University; from 2003 to 2006 he was a Research Fellow at the Stanford Institute for International Studies at Stanford University; and from 2007 to 2008 was a Guest Scholar at the School of International and Public Affairs at Columbia University.

Susie Kung
Manukau Institute of Technology, New Zealand

Biography

Susie Kung has been in education since 1980 and in teacher education for over 26 years. She has been teaching on the Bachelor of Education programme at Manukau Institute of Technology (MIT) since 2006. She is a Senior Lecturer attached to the School of Education and is also the Academic Lead overseeing the provision of pastoral care and also the retention and success of four programmes in the School of Education. She has substantial experience in the field both in Malaysia and New Zealand.

Susie’s passion for teacher education includes her research on effective tertiary teaching-learning spaces and, more recently, blended teaching-learning environments through COVID-19 times, teacher identity and teacher motivation, preparing student teachers for a fast-changing, diverse world and a reconsideration of teacher education as a holistic endeavour. Case study and narrative approaches to research are her methodologies of choice but she has a special interest in the Appreciative Inquiry approach to research and has used this methodology for a number of her research projects. She is currently investigating the role of teacher identity, teacher motivation and the teacher’s perception of advocacy in the teaching role.

Fuatino Taliaoa Petelo Leafa
Manukau Institute of Technology, New Zealand

Biography

Fuatino Taliaoa Petelo Leafa was born in Samoa, and migrated to New Zealand with her family in 1986 for a better future and education. She has a bachelor’s in Social Work from Manukau Institute of Technology, a postgraduate diploma in Social Work from Auckland University, and a master’s in Indigenous Studies from Te Wananga o Aotearoa, New Zealand. She has been a community social work practitioner for over 20 years and is passionate about working for her community.

She joined the Manukau Institute of Technology in 2018 and is currently with the School of Social Work. She is a Senior Social Work Lecturer and is also the Fieldwork Placement Coordinator.

Fuatino’s passion for social work and community development is reflected in her master’s research, Looking into community engagement space and how culture is embedded and valued in social work practice. She was also part of the Talatalanoa mai; student matters, looking into the mental health impacts of COVID-19 on students’ learning. She will present and talk about the psychological impact of COVID-19 on Pasifika student learning experiences research.

Panel Presentation (2022) | Surviving and Thriving in Times of Rapid Change: Multiple Tertiary Teaching Voices from Aotearoa, New Zealand
Murielle El Hajj Nahas
Lusail University, Qatar

Biography

Dr Murielle El Hajj Nahas holds a PhD in French Language & Literature from the Lebanese University, Lebanon. She is currently Assistant Professor at Lusail University, Qatar. She is also Associate Editor of the IAFOR Journal of Literature & Librarianship and the IAFOR Journal of Education (Language Learning in Education issues), The International Academic Forum (IAFOR), Japan, as well as Editorial Board Member of In Analysis, revue transdisciplinaire de psychanalyse et sciences, Elsevier Masson SAS, France. Her domain of research focuses on psychoanalysis of literature, the perspective on the unconscious in literary study, the roles of the instances involved in the analytical/critical praxis, and the relation between literature and psychoanalysis. Her research interests include analysis of written narrative structure and focalization; comparative studies of literary genres; discourse analysis and semantics; French linguistics, literature, modernism, and postmodernism studies; gender studies; literary semiotics and semiology; psychoanalysis; psychoanalytic criticism and textoanalysis; rhetoric and stylistics; and schizoanalysis. She has published peer-reviewed book chapters and articles, as well as book reviews and poems in international journals. (ORCID ID: https://orcid.org/0000-0002-9445-6281)

Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity

Previous Presentations

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Kaberi Rajendra
Manukau Institute of Technology, New Zealand

Biography

Dr Kaberi Rajendra is Senior Academic Lecturer at Manukau Institute of Technology. Currently, she is the Academic Lead – Research and Programme Coordinator of the Level 4- Health and Wellbeing programme in the School of Health and Counselling at Manukau Institute of Technology. She received her PhD degree from Auckland University of Technology in 2019. After undertaking social work training in India, she migrated to New Zealand with her family in 1996. Her social work career of twenty-five years as a clinician in mental health kindled her research interest in culture and mental wellbeing.

Panel Presentation (2022) | Surviving and Thriving in Times of Rapid Change:
Multiple Tertiary Teaching Voices from Aotearoa, New Zealand
Kenn Ross
Minerva University

Biography

Kenn Ross is the Special Advisor to the President at Minerva University. Originally from the United States, he has lived in Asia for more than 20 years, where he is well-known for his knowledge of higher education issues, education innovation, and China-America cross-border education. In addition to Minerva University, Ross is also Founder of the International Foundation for the Promotion of Academic Soft Skills (IFPASS), a US-based nonprofit that provides non-cognitive skills-based and experiential education in China. He regularly speaks at global education events such as TEDx and is also a frequent commenter on Chinese television, where he speaks on topics related to Chinese and international education. Ross’ 2015 book Academic Soft Skills (留学软实力) is considered by many in China as a definitive guide to preparation for global study.

Keynote Presentation (2022) | Concepts Across Contexts: How to Build Durable Skills through Transdisciplinary Teaching
Bernadette Solomon
Manukau Institute of Technology, New Zealand

Biography

Bernadette is passionate about recovery in mental health & addictions, improving health outcomes for individuals affected by mental health and eliminating health disparities. She graduated from the University of Bedfordshire, United Kingdom as a Registered and Psychiatric Nurse. Bernadette is currently a senior lecturer in mental health & addictions, and also is an academic research lead in the school of nursing at Manukau Institute of Technology in Auckland, New Zealand. Bernadette has extensive experience as a mental health nurse, academic and educator. Bernadette’s specialty practice is criminology & forensic mental health nursing.

Bernadette’s doctoral (DHSc) research focused on mental health recovery. The research explored the experience and meaning of recovery-oriented practice for nurses working in an acute inpatient mental health service, using a hermeneutic phenomenological methodology. She is particularly passionate about the empowering potential of embedding recovery-oriented practice into mental health services and in particular within nurse education. Her other research interests are in nursing education, mental health, and Forensic mental health. Bernadette is currently involved in various research projects both within MIT and in collaboration with other educational nursing schools in NZ.

Panel Presentation (2022) | Surviving and Thriving in Times of Rapid Change: Multiple Tertiary Teaching Voices from Aotearoa, New Zealand
Melanie Wong
Manukau Institute of Technology, New Zealand

Biography

Dr Melanie Wong is a Senior Lecturer in the School of Social Work, Manukau Institute of Technology, New Zealand. Mel is also a Counsellor, Dream Therapist and Interactive Drawing Therapist who likes to work with those who connect with the world differently. Mel holds a PhD from the University of Canterbury, New Zealand; she has an extensive research interest in supporting individuals' mental and emotional needs using the lens of social constructionism and a holistic approach.

Panel Presentation (2022) | Surviving and Thriving in Times of Rapid Change: Multiple Tertiary Teaching Voices from Aotearoa, New Zealand
President of IAFOR’s Inaugural Address: Resilience and Challenges in the New Normal
Keynote Presentation: Toshiya Hoshino

Ambassador Hoshino will deliver his inaugural address as the President of IAFOR, and will speak from his experience in both diplomacy and academia to the delegates of The 14th Asian Conference on Education (ACE2022).

He will speak about the importance of international collaboration and cooperation in addressing some of the most pressing problems facing humanity, from the climate crisis to the global pandemic, that are part of the United Nations Sustainable Development Goals (SDGs), as well as the crucial role of formalised systems of education, and understanding our role in delivering sustainable solutions.

He will also shed light on his recent endeavour to promote the ESG movement; the environmental, social, and governance aspects in which various non-state actors in societies, businesses and institutions, including educational institutions, can be positive agents for change, especially in times of great political uncertainty and crisis.

Read presenter's biographies
Surviving and Thriving in Times of Rapid Change: Multiple Tertiary Teaching Voices from Aotearoa, New Zealand
Panel Presentation: Kaberi Rajendra, Bernadette Solomon, Tino Taliaoa, Melanie Wong

Mental health issues are common in tertiary education all over the world. Research shows that psycho-emotional well-being of tertiary students have a significant influence on their academic performance. The COVID-19 pandemic, and the need to respond to constant changes at a rapid rate, have intensified depression, stress and anxiety. Difficulties adjusting to the new COVID-19 tertiary studying environment, a sense of isolation, academic anxiety and the struggles of balancing work-study commitments are cited as common triggers for stress.

Members of this panel will share key findings from three research projects from Auckland, New Zealand, which captured the psycho-emotional health and well-being of tertiary students as they manoeuvred the uncertain landscape of tertiary education influx due to the COVID-19 pandemic. The panel speakers will discuss the challenges faced by both students and lecturers and how this has impacted on both the students' learning and their mental health and well-being. In addition, they will propose some recommendations for the tertiary learning sector as we move forward and adjust to new COVID-19 landscapes in tertiary education.

Recovery-Oriented Practice in Mental Health: Creating Safe Spaces in Practice & Enhancing Learning

Bernadette Solomon, School of Nursing and Health, Manukau Institute of Technology, New Zealand

This panel speaker will present and discuss the findings of a study aimed to explore the experience and meaning of recovery-oriented practice for 10 nurses working in an acute mental health service. A phenomenological and hermeneutic lens was used to explore the nurses’ experience of working in a recovery-focused manner with service users in the inpatient setting (Solomon, Sutton & McKenna 2021). The findings revealed that recovery-orientated practice is a challenge for nurses working within acute mental health wards. Although the experience and meaning of recovery-focused care varied from nurse to nurse, there were some common elements in the practice accounts. The accounts revealed the nurses’ role in creating different therapeutic spaces to promote safety, relational commitment and healing for service users. However, the nurses faced challenges to recovery-oriented care, within the team culture and the broader service systems, especially during the COVID-19 pandemic. The findings have implications for nursing practice, especially within an education context for novice nurses and the education of student nurses in a tertiary teaching-learning environment.

Restoring Hope – Addressing and Responding to the Mental and Well-being of Tertiary Students in Aotearoa New Zealand

Melanie Wong, School of Social Work, Manukau Institute of Technology, New Zealand
Tino Taliaoa, School of Social Work, Manukau Institute of Technology, New Zealand

These panel speakers will speak on and discuss the findings of a research project focused on exploring mental health issues of social work degree students. The preliminary findings indicated that many students had experienced mental health issues; they had expressed the expectation that they would be supported in a ‘safe space’ for them to feel they belong and that they can open up about heavy things on their heart/mind. Initial findings suggest that cultural components are missing in mental health conversation. Anxiety from studying can affect students’ mental health and emotional well-being. In addition, many students have other commitments on top of their studies. This along with the pressure of fulfilling their roles in their families and society has created stress and tension. This presentation will discuss some research findings which will inform strategies to address the mental health needs of undergraduate students enrolled in the social work undergraduate programme.

Reflection as a Tool for Improving Online Teaching and Learning Practices

Kaberi Rajendra, School of Health and Counselling, Manukau Institute of Technology, New Zealand

The final panellist will present and discuss the findings of a study aimed at exploring the experience and meaning of recovery-oriented practice for 10 nurses working in an acute mental health service. A phenomenological and hermeneutic lens was used to explore the nurses’ experience of working in a recovery-focused manner with service users in the inpatient setting (Solomon, Sutton & McKenna 2021). The findings revealed that recovery-orientated practice is a challenge for nurses working within acute mental health wards. Although the experience and meaning of recovery-focused care varied from nurse to nurse, there were some common elements in the practice accounts. The accounts revealed the nurses’ role in creating different therapeutic spaces to promote safety, relational commitment and healing for service users. However, the nurses faced challenges to recovery-oriented care, within the team culture and the broader service systems, especially during the COVID-19 pandemic. The findings have implications for nursing practice, especially within an education context for novice nurses and the education of student nurses in a tertiary teaching-learning environment.

Read presenters' biographies
Concepts Across Contexts: How to Build Durable Skills through Transdisciplinary Teaching
Keynote Presentation: Kenn Ross

Universities today often teach students in one of two ways: by providing them training for a specific career path (without the soft skills needed to succeed in that profession or a recognition that one’s career might change in the future) or by teaching broad liberal arts concepts without the toolkit to apply them effectively to solve real world challenges. Neither of these approaches prepares young people for a lifetime of meaningful work in our rapidly changing world. Transdisciplinary teaching, which sometimes faces scepticism from traditional disciplinary silos, promotes the development of durable, transferable skills such as critical thinking, problem-solving, effective communication, and more. Considering both Asian and global examples, this talk will describe how a true – and modernly reimagined – transdisciplinary approach teaches students how to apply core concepts across contexts, thereby developing durable skills applicable to any career path they pursue.

Read presenter's biography
Mental Health in Action: Strategies to Build Teacher and Student Capacity
Panel Presentation: Abdulqader Alyasin, William Frick, Hiba Harb & Murielle El Hajj Nahas

Mental health of teachers and students has been a growing concern in recent years even prior to the COVID-19 pandemic. One of the tangible side effects of the pandemic is its negative impact on teachers’ and students’ mental health. Teachers experienced difficulties in using technology for online classes and were unsatisfied with the administrative support for online education. In addition, the number of online lectures and the preparation time have increased, which resulted in a huge workload, stress, and anxiety. The stresses and restrictions associated with the pandemic have also put students at greater risk of developing mental health issues, which drastically decreased their academic success, their social interactions, as well as their future career and personal opportunities. Regardless of how long or short a time the current pandemic lasts, the normal in education is unlikely to return anytime soon. The pandemic led to a change in the educational system, ranging from delivery mode to shifting to a new paradigm moving to digital and hybrid solutions. This forum discussion will identify strategies to address mental health challenges and promote well-being among teachers and students. For all those who are struggling with mental health issues, the discussion will provide valuable insights into various ways of capacity building in the new normal of education.

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The Future of Higher Education: Adapting to the New Normal Post-COVID
Keynote Presentation: Abdulnassir Al-Tamimi

The disruption caused by COVID-19 created a global crisis in education. Higher education institutions were not prepared for this sudden and unexpected transition. Colleges and universities all over the world were forced to perform their day-to-day operations remotely from their homes, while teaching, learning and assessment shifted to hybrid or to fully online. Student engagement and extra-curricular activities were conducted through online portals which may have influenced student success.

At the same time, access to equal and quality education was a challenge to most students and faculty around the world during the pandemic due to a lack of resources. Educators, administrators, and policymakers were compelled to adopt creative and innovative techniques as well as new policies to ensure they are maintaining their missions and educational objectives.

This talk will focus on the current and future of education post-COVID-19 pandemic. Dr Al-Tamimi will share the experiences of higher education institutions in Qatar during the pandemic, how they were able to successfully overcome their challenges and provide his insights on the future of higher education in Qatar.

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The Impact of COVID-19 on International Education
Keynote Presentation: Junko Hibiya

As a former president of International Christian University (ICU) in Tokyo and a pioneer of liberal arts and international education in Japan, Junko Hibiya has constantly encouraged students to gain a broad background in diverse areas, to integrate knowledge from across the disciplines, and to respond to the challenges of the world with a goal of nurturing responsible global citizens. In her presentation, she will discuss how COVID has changed how we learn and what will happen in the future.

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Tien-Hui Chiang
Zhengzhou University, China

Biography

Distinguished Professor Tien-Hui Chiang is the Vice President of RC04 (Sociology of Education) of International Sociological Association, UNESCO, a member of the Constitutional Standing Committee of the World Congress of Comparative Education Societies UNESCO and the International Distinguished Professor of University of Crete, Greece. He was a Fulbright Senior Scholar, visiting at UW-Madison, Wisconsin, USA, Guest Professor at Beijing Normal University and is the Ex-President of the Taiwan Association for Sociology of Education. His specialty covers sociology of education, globalization and education policy, sociology of curriculum, teaching profession and comparative education. He has written over 100 essays. He was the co-editor of Cross Education Dialogue, Crisis in Education and Interculturalism. He was also a contributor to Elite, Privileges and Excellence edited by Professor S. Ball. His outstanding academic achievements have awarded Professor Chiang many prizes, such as the Distinguished Scholar of the Ministry of Education, Taiwan. He is the editor of International Journal of Educational Research and Asia-Pacific Journal of Teacher Education, and a section editor of the Springer Encyclopedia: Educational Philosophy and Theories and the Springer Encyclopedia: Teacher Education.

Keynote Presentation (2018) | Teacher Competences Function as the Discourse of International Competitiveness within the Institutionalized Milieu in the Epoch of Globalization
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

He is also a Visiting Professor in the Faculty of Philology at the University of Belgrade, a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaii at Manoa, and a Member of the World Economic Forum’s Expert Network for Global Governance.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

A black belt in judo, he is married with two children, and lives in Japan.

Susie Kung
Manukau Institute of Technology, New Zealand

Biography

Susie Kung has been in education since 1980 and in teacher education for over 26 years. She has been teaching on the Bachelor of Education programme at Manukau Institute of Technology (MIT) since 2006. She is a Senior Lecturer attached to the School of Education and is also the Academic Lead overseeing the provision of pastoral care and also the retention and success of four programmes in the School of Education. She has substantial experience in the field both in Malaysia and New Zealand.

Susie’s passion for teacher education includes her research on effective tertiary teaching-learning spaces and, more recently, blended teaching-learning environments through COVID-19 times, teacher identity and teacher motivation, preparing student teachers for a fast-changing, diverse world and a reconsideration of teacher education as a holistic endeavour. Case study and narrative approaches to research are her methodologies of choice but she has a special interest in the Appreciative Inquiry approach to research and has used this methodology for a number of her research projects. She is currently investigating the role of teacher identity, teacher motivation and the teacher’s perception of advocacy in the teaching role.

Tzu-Bin Lin
National Taiwan Normal University, Taiwan

Biography

Dr Tzu-Bin Lin (林子斌) is an associate professor at the Department of Education and Graduate Institute of Education Policy and Administration, National Taiwan Normal University (NTNU). Prior to this position, he was the full-time learning researcher at Bournemouth University (BU) in the UK and assistant professor in the Policy and Leadership Academic Group in the National Institute of Education (NIE), Singapore. While working at NIE, He was the Coordinator for Management and Leadership in Schools (MLS) program for two years. Currently, Dr Lin is the Head of Intern Program and Supervision Division at the Office of Teacher Education and Career Service at NTNU. He is also in charge of the nation-wide leadership empowerment program for potential curriculum leaders in junior high schools funded by the Ministry of Education, Taiwan. Dr Lin’s research interests are in education policy and leadership, media literacy and TESOL. He was the executive editor and editorial board member of the Bulletin of Educational Research. Currently, he is an assistant editor of Cogent Education and editorial board member in several international journals such as Asia TEFL, NAMLE journal of Media Literacy Education, Secondary Education Quarterly (Chinese) and Journal of Educational Research and Development (Chinese).

Featured Presentation (2017) | Continuing Professional Development for Educational Professionals in Secondary Schools: A Case Study of a Leadership Empowerment Program in Taiwan
Barbara Lockee
Virginia Tech., USA

Biography

Dr Barbara Lockee is Professor of Instructional Design and Technology at Virginia Tech, USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Leandro Loyola
De La Salle University, Philippines

Biography

Dr Leandro A. Loyola is currently an Associate Professor at the Department of Management and Organization of the Ramon V. del Rosario College of Business of De La Salle University, Philippines. He also served as Director of College Student Affairs at the De La Salle University Laguna Campus. Dr Loyola is the Immediate Past National President of the Philippine Association of Practitioners of Student Affairs and Services (PAPSAS), Inc. He is also active with international student affairs and services groups being the President-elect of the Asia Pacific Student Services Association (APSSA) and as Regional Director for Asia of the International Association of Student Affairs and Services (IASAS). He consistently imparts his expertise in developing professionally competent and socially responsible students to become global citizens and leaders. His research interests include Student Development and Welfare, Leadership, Management, and Organization Development.

Yvonne Masters
Executive Editor of the IAFOR Journal of Education (Scopus) & Independent Researcher, Australia

Biography

Yvonne Masters is an independent researcher in Australia. She has been involved with IAFOR for several years as a member of The Asian Conference for Education Organising Committee, as co-facilitator of The Asian Undergraduate Research Symposium, and as a member of the International Academic Advisory Board. Yvonne is the current Editor-in-Chief of the IAFOR Journal of Education, a Scopus indexed, open access journal on education.

Yvonne was a teacher and teacher educator for over 40 years and is still passionate about education. She was a senior lecturer in Professional Classroom Practice in the School of Education, University of New England, Australia, a position that she accepted after five years as Director of Professional Experience in the same School. Prior to taking up her position at UNE, she had 30 years’ experience in secondary schools including in the roles of Curriculum Coordinator, Deputy Principal and Principal. Her teaching experience spans three Australian states. Her research interests centre on undergraduate research, academic publication, teacher education and policy, professional experience, teacher identity, online learning and virtual worlds. Yvonne was awarded her PhD, focused on school principalship, from Deakin University.

She is an active researcher and gained, in collaboration with other researchers, 4 Internal UNE School of Education Research grants; was a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative assessment using a 3D virtual world with pre-service teachers; in 2014 achieved a UNE Seed Grant for a one year project to explore teacher quality; and in 2015 gained a $50,000 OLT seed grant to develop resources to assist pre-service teachers to gain online teaching skills to assist them in teaching wholly online into virtual schools.

Yvonne serves as a reviewer for several education journals and is a senior reviewer for IAFOR conferences. She presents on a variety of education topics including publishing as an academic, teacher education policy, undergraduate research, and online teaching at a range of conferences, both Australian and international.

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times

Previous Presentations

Keynote Presentation (2020) | Embracing Difference/Challenging Difference: Two Sides of the Same Coin
Workshop Presentation (2020) | Embracing Difference, Finding Commonality – Collaborative Research and Writing
Featured Panel Presentation (2018) | Thriving in Publication: Ethical Guiding Principles for Academic Publication
Featured Presentation (2017) | Change in Education: By Whom? For Whom?
José McClanahan
Creighton University, USA

Biography

Dr Joseph (José) McClanahan is an Associate Professor of Spanish and Associate Chair of the Department of Modern Languages and Literatures at Creighton University in Omaha, Nebraska. There, he teaches at all levels of the curriculum, including language and culture courses abroad. He has taught in both Latin America and Spain. Recently, his research interests have focused on the area of teaching courses related to Languages for Special Purposes, in particular courses related to teaching Spanish to future healthcare professionals. He also has a strong interest in curricular development and design that centres on new students entering the university. He has also led student educational trips to almost every continent on the globe.

Featured Presentation (2017) | Skills for the Future: How Mentoring Students Through Undergraduate Research Provides Tools for Success After University
Murielle El Hajj Nahas
Lusail University, Qatar

Biography

Dr Murielle El Hajj Nahas holds a PhD in French Language & Literature from the Lebanese University, Lebanon. She is currently Assistant Professor at Lusail University, Qatar. She is also Associate Editor of the IAFOR Journal of Literature & Librarianship and the IAFOR Journal of Education (Language Learning in Education issues), The International Academic Forum (IAFOR), Japan, as well as Editorial Board Member of In Analysis, revue transdisciplinaire de psychanalyse et sciences, Elsevier Masson SAS, France. Her domain of research focuses on psychoanalysis of literature, the perspective on the unconscious in literary study, the roles of the instances involved in the analytical/critical praxis, and the relation between literature and psychoanalysis. Her research interests include analysis of written narrative structure and focalization; comparative studies of literary genres; discourse analysis and semantics; French linguistics, literature, modernism, and postmodernism studies; gender studies; literary semiotics and semiology; psychoanalysis; psychoanalytic criticism and textoanalysis; rhetoric and stylistics; and schizoanalysis. She has published peer-reviewed book chapters and articles, as well as book reviews and poems in international journals. (ORCID ID: https://orcid.org/0000-0002-9445-6281)

Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity

Previous Presentations

Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Justin Sanders
Minerva Project

Biography

Justin Sanders has spent nearly 20 years in a wide range of educational settings globally. In his current role as Senior Academic Program Manager for the Minerva Project, he works with partner organisations to build and implement some of the world's most innovative educational programs based on the science of learning. Prior to joining Minerva, he served as Director of Continuing and Corporate Education at Temple University’s Japan Campus, Global Recognition Manager and Research Manager for the International Baccalaureate (IB) in Singapore and Washington, DC, respectively, and worked with community college leadership across the United States with the Association for Community College Trustees. Prior, he served as an education volunteer with the United States Peace Corps in Azerbaijan, contributing to improving educational infrastructure and capacity in a small rural community. Throughout his career, he has helped to organise dozens of local, national and international education conferences and events and has published research on internationalisation, secondary to tertiary transitions, and partnerships in higher education. He holds a BA Social and Behavioural Sciences from the University of Arizona, an MA in Education and Human Development from the George Washington University, and a PhD in Education from Osaka University, Japan, where his research explored approaches to international strategy development at universities in Asia.

Panel Presentation (2019) | Academic Governance/Management/Administration in Higher Education in Asia
Tati D. Wardi
Indonesian International Islamic University (UIII), Indonesia

Biography

Tati Lathipatud Durriyah (Tati D. Wardi) is the Head of the MA Education program at the Indonesian International Islamic University (UIII), Indonesia. She was a Fulbright recipient for her Master’s degree at Teachers College, Columbia University, and earned a PhD from the School of Education and Human Ecology from Ohio State University.

Her research interests revolve around literacy education in teacher education, specifically digital literacy, literature-based literacy education, and children’s literature. Dr Wardi’s article was published in Reading Horizons and was included in the National Council of Teachers of English (NCTE)’s 2021 Annotated Bibliography of Research in the Teaching of English which is carefully curated by literacy luminaries. Tati has authored chapters on children’s literature and student teachers’ reading engagement in two books published by Rowman & Littlefield, United States.

Aki Yamada
Tamagawa University, Japan

Biography

Aki is currently an Assistant Professor at Tamagawa University, Japan. Her research interests include globalisation, contemporary Asian immigration, transnational identity, STEM & STEAM education, and internationalisation of higher education. She has published several comparative studies on higher education trends in Japan and the United States. Aki co-edited New Directions of STEM Research and Learning in the World Ranking Movement: A Comparative Perspective, published by Palgrave MacMillan as part of its International and Development Education series – a series for which John Hawkins, Reiko Yamada, and W. James Jacob served as co-editors. She has also published "Japanese Higher Education: the Need for STEAM in Society 5.0, an Era of Societal and Technological Fusion" in the Journal of Comparative and International Higher Education, 2021, and three book chapters on "Globalisation in Higher Education: Bridging Global and Local Education'' (Springer 2022, International Handbook of Globalisation, Education and Policy Research), "Globalisation and Higher Education Reform in Japan: Pre and Post Covid-19" (Springer 2022, Discourses of Globalization and Higher Education Reforms: Emerging Paradigms), "STEM Field Demand and Educational Reform in Asia-Pacific Countries'' (The Oxford Handbook of Higher Education in the Asia-Pacific Region).

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