IAFOR > The Asian Conference on Education (ACE) > ACE2023 Overview

ACE2023 Overview

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Join us in Tokyo for ACE2023!

November 22–25, 2023 | Toshi Center Hotel, Tokyo, Japan

Welcome to The 15th Asian Conference on Education (ACE2023), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.

ACE2023 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 ACE2023 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 ACE2023 Programme Committee

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: Wednesday, November 22, 2023 ​to Saturday, November 25, 2023
  • Early Bird Abstract Submission Deadline: June 23, 2023*
  • Final Abstract Submission Deadline: August 25, 2023
  • Registration Deadline for Presenters: October 06, 2023

*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.

  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Michael Klemm
    Michael Klemm
    Singapore Education Network, Singapore
  • Susie Kung
    Susie Kung
    Manukau Institute of Technology, New Zealand
  • Sean McMinn
    Sean McMinn
    The Hong Kong University of Science and Technology (HKUST), Hong Kong
  • Mary Moeke
    Mary Moeke
    Manukau Institute of Technology, New Zealand
  • James W. McNally
    James W. McNally
    University of Michigan & NACDA Program on Aging, United States
  • Murielle El Hajj Nahas
    Murielle El Hajj Nahas
    Lusail University, Qatar
  • Farish Noor
    Farish Noor
    University of Malaya, Malaysia
  • Justin Sanders
    Justin Sanders
    Minerva Project
  • Lowell Sheppard
    Lowell Sheppard
    Never Too Late Academy, Japan
  • Yvonne Ualesi
    Yvonne Ualesi
    Auckland University of Technology, New Zealand
  • Tati D. Wardi
    Tati D. Wardi
    Universitas Islam Internasional Indonesia (UIII), Indonesia

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Programme

  • The Refugee As Teacher: What Universities Cannot Teach Us
    The Refugee As Teacher: What Universities Cannot Teach Us
    Keynote Presentation: Farish Noor
  • Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
    Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
    Featured Panel Presentation: Sean McMinn, Murielle El Hajj Nahas, Justin Sanders, Tati D. Wardi
  • Navigating Lifelong Learning: A Digital Nomad’s Odyssey
    Navigating Lifelong Learning: A Digital Nomad’s Odyssey
    Keynote Presentation: Lowell Sheppard
  • Fostering Synergy in Asian Education: Bridging Gaps, Building Connections
    Fostering Synergy in Asian Education: Bridging Gaps, Building Connections
    Featured Panel Presentation: Rachel Chan, Joseph Haldane, Michael Klemm, Mike Michalec
  • Writing a Good Grant Application: Mastering Significance, Innovation and Approach for Your Career
    Writing a Good Grant Application: Mastering Significance, Innovation and Approach for Your Career
    Special Seminar Session: James W. McNally, Lowell Sheppard
  • No One Left Behind: Advocating for Equitable Opportunities for Success in Tertiary Education
    No One Left Behind: Advocating for Equitable Opportunities for Success in Tertiary Education
    Featured Panel Presentation: Susie Kung, Mary Moeke, Yvonne Ualesi

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Conference Committees

The International Academic Board (IAB)

Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom
Professor Jun Arima, President, IAFOR & University of Tokyo, Japan
Professor Anne Boddington, Executive Vice-President and Provost, IAFOR & Middlesex University, United Kingdom
Professor Barbara Lockee, Virginia Tech, United States
Professor Donald E. Hall, Binghamton University, United States
Dr James W. McNally, University of Michigan, United States & NACDA Program on Aging
Professor Haruko Satoh, Osaka University, Japan
Dr Grant Black, Chuo University, Japan
Professor Dexter Da Silva, Keisen University, Japan
Professor Gary E. Swanson, University of Northern Colorado, United States (fmr.)
Professor Baden Offord, Centre for Human Rights Education, Curtin University, Australia & Cultural Studies Association of Australasia
Professor Frank S. Ravitch, Michigan State University College of Law, United States

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Conference Programme Committee

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

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Conference Review Committee

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ACE2023 Review Committee, please visit our application page.

Apply to Join the Review Committee

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Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Founder, 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 research and teaching is on history, politics, international affairs and international education, as well as governance and decision making. 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 is Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), where he teaches Ethics and Governance on the MBA programme, and a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi at Mānoa’s College of Education (USA), collaborating on the development of the Global PhD programme.

Dr Haldane has given invited lectures and presentations to universities and conferences around the world, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s Office and the Cabinet Office in collaboration with IAFOR.

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.

Michael Klemm
Singapore Education Network, Singapore

Biography

Michael Klemm is an education professional with extensive experience in international education, employability, education technology and entrepreneurship.

In 2020, he founded and currently heads the Singapore Education Network (SEN) as an alliance of 1,500+ educational professionals in Singapore, Asia and beyond. In 2023, SEN launched the e-commerce platform “EdTech Marketplace Asia” offering technology-enabled products for the education sector in Asia.

Michael is also a Venture Partner - Higher Education & EdTech for Education Consultancy “EDT & Partners”.

He also mentors EdTech Startups in accelerators Eduspaze and 500Global as well as Singapore University of Social Science Venture Builder Programme.

Michael is among the Top 100 influencers in EdTech 2023/24 by EdTech Digest.

Having worked for Training Institute NTUC LearningHub, the National University of Singapore, Minerva University and International Labour Organization in several countries across Asia (Singapore, India, Thailand, Sri Lanka, Indonesia), he has gained substantial expertise in the education and development sector.

Panel Presentation (2023) | Fostering Synergy in Asian Education: Bridging Gaps, Building Connections
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.

Panel Presentation (2023) | No One Left Behind: Advocating for Equitable Opportunities for
Success in Tertiary Education
Sean McMinn
The Hong Kong University of Science and Technology (HKUST), Hong Kong

Biography

Dr Sean McMinn, the Director of Center for Education Innovation at The Hong Kong University of Science and Technology (HKUST), has over 20 years’ experience in higher education. He has won the 2016 SHSS Teaching Excellence Award and the 2007 Teaching Innovation Award for his work with podcasts and education at HKUST. Sean holds a PhD in E-Research and Technology Enhanced Learning from Lancaster University, United Kingdom, and has taken up various teaching and leadership roles at the HKUST and the Hong Kong Polytechnic University. He has interests in educational technology, artificial intelligence and digital literacies, and networked learning and has published and presented at international conferences on these subjects.

Panel Presentation (2023) | Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
Mary Moeke
Manukau Institute of Technology, New Zealand

Biography

Mary Moeke is of Te Arawa and Ngāti Awa Māori descent and currently works in Te Kura Mātauranga (the School of Education) at Te Pūkenga - Te Whare Takiura o Manukau, Auckland, New Zealand. Mary has been teaching for over 30 years, across all areas of the education sector. Her research portfolio shows a strong commitment to uphold Mātauranga Māori (knowledge and understanding that are Māori) in pursuit of mokopuna Māori (children who identify as Māori) having the best start to life and positive childhood experiences. As a result, her research interest has become more focused over time on reducing and eliminating child poverty by improving the professionalism and culturally responsive teaching practices within the early childhood sector that shift the social norms, challenge colonial practices, and encourage wealth creation growth and capability so that no one is left behind. Mary is currently working on a Framework for positive change that operates as a Māori/Crown partnership and is supported by the Government – the Ministry of Social Development.

Featured Panel Presentation (2023) | No One Left Behind: Advocating for Equitable Opportunities for Success in Tertiary Education
James W. McNally
University of Michigan & NACDA Program on Aging, United States

Biography

Dr James W. McNally is the director of the NACDA Program on Aging, a research program funded by the US National Institutes of Health for almost 50 years. During his career, Dr McNally has routinely written multi-million dollar research applications. Consistently funded by agencies, including NIH, NSF, the MacArthur Foundation, and the American Association of Retired Persons (AARP), he mentors graduate students and junior faculty in developing and maintaining a grant portfolio. Dr McNally is a Senior Research Scientist at the University of Michigan's Institute for Social Research, a world-renowned organisation recognised for its leadership in survey development and independently funded research.

Special Seminar Session (2023) | Writing a Good Grant Application: Mastering Significance, Innovation and Approach for Your Career

Previous Presentations

Featured Presentation (2017) | The Use of Archival Data Resources for Generating Original Research, Thesis Development, Teaching and Knowledge Generation
Murielle El Hajj Nahas
Lusail University, Qatar

Biography

Dr Murielle El Hajj Nahas holds a PhD in French Language and Literature from the Lebanese University, Lebanon. She is currently Assistant Professor and Director of Lusail University Press (LU Press) 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 analytical/critical praxis, and the relation between literature and psychoanalysis. Her research interests include analysis of written narrative structure and focalisation; 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 book chapters, original articles, academic interviews, translated articles, book reviews and analyses, as well as poems. She has also authored a contemporary theatre book titled Fragments chaotiques published by Les impliqués Éditeur, France. (ORCID Link)

Panel Presentation (2023) | Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education

Previous Presentations

Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity
Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Farish Noor
University of Malaya, Malaysia

Biography

Professor Farish A. Noor is Professor of History at the Department of History, Faculty of Arts & Social Sciences FASS, University of Malaya, Malaysia. His main area of work has been Southeast Asian history, with a special focus on colonialism in Southeast Asia. His recent works include Data Collecting in Colonial Southeast Asia: Framing the Other (Amsterdam University Press, 2020) and Before the Pivot: America's Encounters with Southeast Asia 1800-1900 (Amsterdam University Press, 2019).

Keynote Presentation (2023) | TBA
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 (2023) | Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education

Previous Presentations

Panel Presentation (2019) | Academic Governance/Management/Administration in Higher Education in Asia
Lowell Sheppard
Never Too Late Academy, Japan

Biography

Lowell Sheppard is an author, speaker, social entrepreneur, former minister, Fellow of the Royal Geographic Society, husband, father, long-distance cyclist, and aspiring sailor. Lowell has spent his entire adult life working with established non-government organisations (also known as non-profit societies) and in several NGO start-ups. As Founder of HOPE International Development Agency Japan, Lowell has seen the growth of HOPE-JP to be in the top 2% of charitable organisations in Japan with the coveted “nintei” certified tax-deductible status.

Lowell has served for the last twenty years as an informal advisor to companies and boards in the area of ethical decision making and thought leadership with a focus on community legacy. He has dedicated much of his life to social and environmental improvement projects.

As an author, his book Never Too Late (Lion Hudson PLC, 2005) was published in four languages and was the catalyst for his latest social enterprise called the Never Too Late Academy. His latest book, Dare to Dream, is being published in November 2023 in the UK and next spring in the US.

Lowell moved onto a sailboat two years ago in Tokyo and is currently sailing full time around Japan, working as a digital nomad running small companies.

Keynote Presentation (2023) | Navigating Lifelong Learning: A Digital Nomad’s Odyssey
Yvonne Ualesi
Auckland University of Technology, New Zealand

Biography

Dr Yvonne Ualesi hails from the villages of Samoa (Mulivai Safata, Pu’apu’a, Saipipi, Savalalo, Lotopa), Tokelau (Fakaofo), Fiji (Ovalau). She is a lecturer at Te Wānanga Aronui o Tāmaki Makau Rau (Auckland University of Technology) in Te Kura Mātauranga (School of Education) and lectures across the B.Ed Primary, B.Ed Early Child Education and B.A in Education degree programmes. A doctoral scholar, she completed her PhD at the University of Auckland, New Zealand. Yvonne’s PhD research explored Culturally Responsive, Sustaining and Safe Youth Mentoring Practice in Aotearoa New Zealand – A Va Relational Approach. She developed a novel multimethod approach underpinned by indigenous knowledge systems to explore key ingredients in youth mentoring as a strategy of adolescent development. Her research interests include Pacific/Pasifika research methodologies and indigenous social psychology in education.

Her most recent scholarship as a co-editor of a special edition for the Ethnographic Edge Journal, focussed on amplifying the voices of Pacific/Pasifika and indigenous Principals and school leadership focussed on how they are shifting the system in education from an indigenous lens. Dr Ualesi is an early career researcher (ECR) forum committee member of the Royal Society of New Zealand as part of the national voice of NZ’s ECR community.

Featured Panel Presentation (2023) | No One Left Behind: Advocating for Equitable Opportunities for Success in Tertiary Education
Tati D. Wardi
Universitas Islam Internasional Indonesia (UIII), Indonesia

Biography

Tati Lathipatud Durriyah (Tati D. Wardi) is the Head of the MA Education program at Universitas Islam Internasional Indonesia (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.

Panel Presentation (2023) | Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
The Refugee As Teacher: What Universities Cannot Teach Us
Keynote Presentation: Farish Noor

It has often been said that we live in chaotic and unpredictable times, and all over the world governments have begun to address the question of social resilience and how societies, as well as individuals, can cope with the challenges that we face today. In the social sciences and the humanities, great strides have been made in terms of furthering the boundaries of knowledge and knowledge-production, where new forms of knowledge (once deemed irrelevant or even unworthy) have now come to be regarded as valid and important. Oral history, material history, and gendered history are now part and parcel of the mainstream discipline of history, and similar developments are taking place in other disciplinary fields as well. As we seek to expand our frontiers of knowledge, there remain groups that have been relatively neglected. One community in particular - refugees - have been studied to some extent, but the manner in which they have been framed - sometimes as an economic burden, sometimes as a potential threat to security - has robbed them of both their voice and identity. Yet refugees are a glaring reminder of the failure of the world over so many political systems, and they also embody the spirit of resilience and determination that some societies lack. In this presentation I will be calling for the recognition of refugees as human actors and agents, imbued with identity, purpose and history, and who also bring with them vital lessons that can be learned. Rather than seeing refugees and the global 'refugee crisis' as a 'crisis', I am calling for a more nuanced, inclusive and empathetic approach to the study of refugees today, who in many ways are knowledge-bearers and knowledge-producers in their own right.

Read presenter's biography
Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
Featured Panel Presentation: Sean McMinn, Murielle El Hajj Nahas, Justin Sanders, Tati D. Wardi

The incorporation of artificial intelligence (AI) into the educational field is revolutionising conventional teaching and learning methods. AI’s adaptability and personalised approaches cater to the diverse needs of students, leading to improved overall learning outcomes. Moreover, AI streamlines administrative tasks, providing educators with more time and resources to engage in meaningful interactions with students. As AI continues to evolve, it possesses the potential to create an education system that is more inclusive, effective, and responsive to the rapidly changing world. Among the most versatile AI tools making waves in education are chatbots, with ChatGPT leading the way based on its advanced GPT-3.5 architecture. The adaptability and versatility of ChatGPT offer immense potential to revolutionise the learning experience for both educators and students. However, as we embrace this transformation, it becomes necessary to address ethical concerns and ensure equitable access to AI technologies to preserve its positive impact in the educational sector. The purpose of this panel discussion is to emphasise that embracing AI’s potential in education is not merely an option but a strategic imperative to shape a brighter future for the next generation of learners and educators. Throughout the discussion, various examples from different educational institutions will be showcased, focusing specifically on the policies and practices related to implementing AI, particularly ChatGPT, among faculty members and students. The conversation will also analyse the exciting possibilities that arise from integrating ChatGPT in the educational field, exploring how ChatGPT can serve as a nurturing virtual tutor, offering guidance to students, tailoring learning experiences to their individual needs, and boosting their engagement and motivation. Furthermore, the panel will explore the transformative impact of leveraging ChatGPT’s capabilities, potentially revolutionising educational paradigms to create interactive and efficient learning environments.

Read presenters' biographies
Navigating Lifelong Learning: A Digital Nomad’s Odyssey
Keynote Presentation: Lowell Sheppard

In an ever-evolving world, the pursuit of knowledge knows no age or boundaries. Join me on a voyage of discovery as I share my personal odyssey through lifelong learning.

Four years ago, Lowell embarked on an unconventional journey, leaving behind the comforts of a traditional lifestyle to live, work and learn aboard a sailboat. This transition to a digital nomadic existence not only redefined his way of life but also presented a profound learning curve.

Lowell’s talk at the IAFOR Education Conference in Tokyo this November will explore the transformative power of lifelong learning in the context of a "never-too-late" journey.

Through anecdotes, practical strategies, and reflections on his voyage, his talk will inspire educators, learners, and digital nomads alike to embrace the idea that learning is not confined to a classroom or a certain age. Lifelong learning is a dynamic force that propels us forward, enabling us to adapt, connect, and thrive in an ever-changing world.

Lowell’s talk at the conference coincides with the release of his latest book Dare to Dream, a four step plan to redesign your life. A companion book to an upcoming History Channel Series of the same name.

Read presenter's biography
Fostering Synergy in Asian Education: Bridging Gaps, Building Connections
Featured Panel Presentation: Rachel Chan, Joseph Haldane, Michael Klemm, Mike Michalec

This panel session aims to facilitate a dynamic discussion among leaders from diverse education networks across the region. The session will focus on the crucial importance of fostering collaboration and synergy among various stakeholders in the field of education, including school leadership and administration, faculty and teachers, ed tech providers, and education researchers. The panel will explore the potential of bridging gaps between these groups and creating platforms for meaningful connections. The session will delve into the need for stakeholders to consider and understand each other's perspectives, highlighting the potential for innovation, knowledge exchange, and enhanced educational practices that result in better learning outcomes for students. Moreover, the panel will emphasise the significance of learning from failures and discussing what may not work so well and why. By openly addressing challenges and examining the reasons behind ineffective strategies or initiatives, participants can collectively work towards improved solutions and outcomes. This interactive session aims to inspire participants to seek more opportunities to actively engage with diverse stakeholders, consider new approaches, and explore effective ways of collaboration for the betterment of education in Asia.

Read presenters' biographies
Writing a Good Grant Application: Mastering Significance, Innovation and Approach for Your Career
Special Seminar Session: James W. McNally, Lowell Sheppard

The ability to write, submit and administer research grants has become an increasingly vital role in developing an academic career. Funders seek good ideas and innovative approaches that enhance research designs, classroom pedagogies, student and professional growth, conference development and travel. The wide array of organisations representing potential funders can be summarised as federal or governmental awards, foundation or philanthropic awards, and private business awards. Typically structured as contracts, grants or gifts, these mechanisms have critical distinctions, often requiring very different deliverables and outcomes expectations. The mechanism will also impact the fungibility of the provided funds to accomplish the project goals.

This workshop will offer training, guidance, and opportunities to discuss grantsmanship as an integral part of the learning process and a critical element of academic advancement, as well as review identifying funders who best reflect research interests, interacting with funding agencies, and ways to build funding networks. The critical elements for developing a successful grant application and effectively budgeting requested funds will also be discussed. It will also offer time management tips for meeting deadlines and ensuring applicants have crossed all "t's" and dotted all "i's."

While the rules, expectations, and procedures for grant applications will vary internationally, organisationally and internally, the basics of grantsmanship all share commonalities regarding significance, innovation, and approach. Understanding and mastering these skills will enhance and expand an applicant's capacities as an instructor, mentor, and researcher.

Read presenter's biography
No One Left Behind: Advocating for Equitable Opportunities for Success in Tertiary Education
Featured Panel Presentation: Susie Kung, Mary Moeke, Yvonne Ualesi

There is much literature on the global expansion of tertiary education and the exponential growth of online teaching platforms. This move has been expediated by the COVID-19 pandemic. This relentless rise in the use of Education Online Technologies (EOT) has necessitated a closer examination of how various equity groups have fared in this time of rapid change in education. It is proposed that all these changes in education do not necessarily bring about equal access, participation and opportunity for success. Several issues have been noted when exploring the relationship between tertiary education and equity. However, less research is available on the relationship between culturally responsive, sustaining and safe online teaching-learning spaces and equitable opportunities for success in learning. This panel argues that the heart of teaching and learning is in relational connectedness and the rapid reliance on Education Online Technologies (EOT) has led to the marginalisation of some social groups. The literature on equity of access, participation and success is mostly oriented towards some clearly defined social groups that were, or still are considered as being discriminated against. The primary objective of this panel presentation is to propose that focusing on access and opportunity in education will open the door to a discussion on issues of moral equality and the belief that human beings should be given equal access to life chances. This will ignite a different perception of ‘equity’ and how it is lived and practised in tertiary classrooms. It is envisioned that this will, in turn, move our professional dialogue into issues of moral equality and the fundamental right of human beings to equal access to life chances. This panel seeks to address some questions on social groups that favour relational pedagogy and face-to-face teaching-learning environments. How might this rapid global march towards online learning and the pervasive rise in technologically enhanced teaching-learning environments, disadvantage such groups? Will power imbalances contribute to one form of delivery subjugating the other; one way of knowing and doing enslaving the other? Will this then lead to unequal opportunities for participation and success for some social groups in tertiary education?

Read presenters' biographies