Zayed University, College of Interdisciplinary Studies.

Dr. Areej ElSayary is an expert in Science, Technology, Engineering, Art, and Mathematics (STEAM), curriculum design and development, teaching and learning, assessment, and school accreditation. She is also a certified associate for the Blackboard Academy, a Fellow for the Higher Education Academy (FHEA), an Editor, and a researcher. She is an Approved Accreditation Lead inspector from the New England Association of Schools and Colleges NEASC & Council of International School CIS. She is also an approved visitor by CAEP accreditation.

She was the graduate program coordinator at the College of Education at Zayed University and is currently an Associate Professor and Assistant Chair for the General Education Department at the College of Interdisciplinary Studies. Her research interests include educational technology, cognitive development, positive psychology and well-being, Human-computer interaction, entrepreneurship, innovation, design-thinking, Interdisciplinary STE(A)M, and assessment. She has published her work internationally and has presented papers at conferences. Dr. Areej has also conducted several teacher training programs across the United Arab Emirates. Furthermore, she is a Mental Health Ambassador at Zayed University and specializes in positive psychology. Additionally, she is a Certified AI Lead Assessor by IEEE.

Abstract

In today’s rapidly evolving research landscape, technology, particularly Artificial Intelligence (AI), is transforming how researchers conduct their work. While AI is not a substitute for human expertise, it has become an indispensable tool that accelerates the research process by enhancing various stages of scholarly activity. This keynote will explore the role of AI in research, particularly in areas such as literature review, systematic reviews, meta-analysis, and manuscript feedback. One of the most significant ways AI supports researchers is by streamlining the literature review process. AI-powered tools allow researchers to quickly collect peer-reviewed papers across diverse topics from extensive databases. These tools can automatically retrieve relevant publications, organize them, and even analyze trends, helping researchers save time and identify key papers in their field more efficiently. Another practical application is the summarization of research papers. By uploading a research paper to AI-driven platforms, researchers can instantly receive a concise summary of the paper, along with an understanding of key aspects such as methodology, results, and implications. This is especially useful when dealing with large volumes of literature, helping researchers focus on critical insights and accelerating the knowledge synthesis process. AI also plays a pivotal role in systematic reviews and meta-analysis. By assisting in the aggregation and analysis of data from multiple studies, AI tools help researchers identify patterns, biases, and gaps in the literature more effectively. These tools can automate tasks such as data extraction, risk-of-bias assessment, and the synthesis of results, making systematic reviews and meta-analyses more accurate and less time-consuming. Moreover, AI can provide valuable feedback on research manuscripts, such as assessing whether a paper aligns with the scope of a specific journal. For example, AI tools can analyze a manuscript and offer suggestions on how to improve its quality, making it more suitable for high-impact publications like Q1 journals. These tools can evaluate aspects such as structure, clarity, and relevance to the journal's focus, empowering researchers to refine their work before submission. While AI plays a key role in accelerating research, it is important to recognize that the human element remains at the core of the research process. AI cannot replace the researcher’s critical thinking, ethical decision-making, or creative problem-solving. Instead, AI serves as a tool that empowers researchers, allowing them to focus on higher-order tasks while technology handles the more mechanical aspects. In this keynote, we will discuss how AI is revolutionizing research workflows, providing real-world examples of its applications, and illustrating how it enhances the researcher’s role rather than replacing it. By embracing AI as a supportive tool, researchers can increase their efficiency, reduce the burden of repetitive tasks, and foster more impactful, high-quality research. This presentation will demonstrate the ways in which AI accelerates research while still valuing the expertise and creativity of human researchers.

 
 
 
 

 

Borys Grinchenko Kyiv University, Head of Germanic Philology Department.

Professor Rusudan Makhachashvili is Doctor Habilitated, English and Spanish major, Head of Germanic Philology Department of Borys Grinchenko Kiyv University, Ukraine. Expert of individual grant projects evaluation for the European Commission Horizon 2020 and Horizon Europe Frameworks (MSCA Individual and Global Fellowships). Head of observer institution group for the Horizon 2020 project ELEXIS (European Lexicographic Infrastructure). Expert staff member of the 7^th Framework of the European Commission Project IRNet (International Research Network for study and development of new tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and intercultural competences). Expert staff member of the International Study of Leadership Development in Higher Education (Calgary, Canada). Member of Advisory group of Oxford English Dictionary. Advisor for Ukrainian universities on the development of curricula for master's degree in e-government - Program by Estonian Foreign Ministry & Tallinn University of Technology (Estonia), 2020. Expert of the Ministry of Education of Ukraine for e-learning platforms development (National School Online project). For 7 years, Rusudan Makhachashvili had served as a Vice-Dean for Research, before moving onto a position of the Head of Young Researchers Council to advance policy on interdisciplinary and cross-sectorial inquiry and best academic practices. Rusudan Makhachashvili was awarded the Ministry of Education Scholarship for outstanding research achievement.

Prof. Rusudan Makhachashvili is an academic supervisor of 15 successfully completed PhD theses on innovative social trends in digital communication and linguistic development in digital media. Editor in Chief of the Journal Synopsis: Text. Context. Media. Member of the Editorial boards of such journals as Open Educational E-environment of Modern University, International Journal of Research in E-learning, International Journal of Linguistics, Literature and Culture, Turkish Online Journal of Qualitative Inquiry.

Main academic interests include but are not limited to: interdisciplinary studies in Liberal Arts, digital education, digital humanities, e-society and e-governance, digital literacy development, cognitive and communicative linguistics, sociolinguistics.

Professor Rusudan Makhachashvili is the author of 17 books and over 200 published academic articles on a wide range of transdisciplinary topics covering the scope of research interests. Exemplary published works: Linguophilosophiс Parameters of English Innovations in Technosphere (UK, 2015), Models and Digital Diagnostics Tools for the Innovative Polylingual Logosphere of Computer Being Dynamics (Peter Lang, Berlin, 2020), ICT Tools and Practices for Final Qualification Assessment in the Framework of COVID-19 Lockdown (Poland, 2020), Digital Terraformation: Cyberspace Ontology, Anthropology, and Gnosis (Italy, 2021), Covid-19 context for meta assessment of digital learning on European and Oriental languages programs (USA, 2021), Linguistic Philosophy of Cyberspace (JSCI, USA, 2021).

 

Borys Grinchenko Kyiv University, Dean of Oriental Languages Faculty.

Professor Ivan Semenist, PhD, is Dean of Oriental Languages Faculty, Director of Confucius Class and Associate Professor at Borys Grinchenko Kiyv University, Ukraine. Chairman of the Board of the Chinese Language Teachers Association of Ukraine, Editor in Chief of Ukrainian Journal of Sinology Studies. Former Adviser to the Chairman of the Committee on State Building and Local Self-Government of the Supreme Council of Ukraine and CEO Services of Innovative Consulting Company L.L.C. (SIC Company).

He holds a M.A. with honors in World History from the Taras Shevchenko National University of Kyiv, Ukraine (2009). He received his Ph.D. in World History from the Taras Shevchenko National University of Kyiv, Ukraine (2013). Since 2015, have been working at the Borys Grinchenko Kyiv University of Kyiv. He is the author of more than 10 transdisciplinary B.A. and M.A. courses at the Borys Grinchenko Kyiv University. He regularly supports students as supervisor of B.A, M.A. theses. Ivan Semenist was awarded the Kyiv Mayor's Prize for special achievements in academia, the First prize of the Ambassador Extraordinary and Plenipotentiary of the People's Republic of China to Ukraine and the Medal of Borys Grinchenko for outstanding achievement.

Professor Ivan Semenist Initiated Establishment of the first Center for China Studies in Ukraine and equipment of the cutting-edge e-leaning center for Oriental languages studies, initiated and organized a number of international scientific conferences, round tables, and seminars (in Cooperation with CASS): the International Round Table "Transformational Processes in Modern Society: Ukrainian-Chinese Context", International Scientific Conferences "Confucius School: Sources-History-Present", All-Ukrainian Seminar for Chinese Language Teachers, International Scientific Conference to the 5th Anniversary of the "Belt and Road Initiative".

Main academic interests include but are not limited to: oriental studies, interdisciplinary studies in Liberal Arts, oriental languages, cultural and linguistic-literary ties of Europe with the countries of the East, American studies, relations of Ukraine with the countries of the East.

Professor Ivan Semenist is author of 5 books and around a 100 published academic articles on a wide range of transdisciplinary topics covering the scope of research interests. Exemplary published works: Modern Chinese Society -New Perspectives: New research between China and Ukraine scientists (Social Sciences Academic Press, China 2017), Japan's New Role In The World: The Discussion Of Early 1990's (Ukraine 2016), ICT Tools and Practices for Final Qualification Assessment in the Framework of COVID-19 Lockdown (Poland, 2020), Covid-19 context for meta assessment of digital learning on European and Oriental languages programs (USA, 2021), Interdisciplinarity and Skills Development in Final Qualification Assessment: Survey Study for European and Oriental Languages Programs (JSCI, USA, 2021).

Abstract

In the keynote presentation we explore the evolving landscape of digital multimodality and its implications for transdisciplinary communication in education. We examine how digital literacy integrates multidisciplinary and multimodal approaches, fostering embodied transdisciplinarity that transcends traditional boundaries.

Multidisciplinary input into the education design and content in the form of data, information and facts across different source domains of human knowledge in order 1) to constitute the thematic content of education; 2) to constitute the semantic referents of key terms and concepts; 3) to constitute the vast framework of reference and contexts for professional communicative application. Interdisciplinary connections of the educational content for digital education – internal interconnectivity of theoretical and applied disciplines, external interconnectivity of Arts and Humanities content with non-related areas of human knowledge (computer science, physiology, anthropology, philosophy etc.). Transdisciplinary output in the transcendent nature target knowledge domains and universal applicability of skills, training and outlook of the professionals upon graduation. Interdisciplinary and transdisciplinary skills ensure universal and adaptive applicability.

This framework leads us to understand digital humanism and posthumanism as foundational to postdisciplinarity in education.

Generative AI capabilities, such as natural language processing and content generation, not only transform linguistic frameworks of cognition, but also facilitate new forms of interaction across disciplines. Through the lens of generative consciousness and the role of generative AI, we highlight how these technologies enhance transdigital communication as transdisciplinary at its core, by enabling seamless integration and transference of diverse knowledge domains and modalities.

This angle of modelling transdisciplinary communication situates digital humanism and posthumanism within the context of postdisciplinarity, advocating for a transformative approach to understanding and engaging with AI impact on knowledge creation, expression, transmission, and management.

 
 
 
 

 

University of the Aegean, School of Social Sciences.

Dr. Ekaterini Nikolarea got her BA in English Studies from Greece, her M.A. in Comparative Literature from Carleton University, Canada, and Ph.D. in Comparative Literature (with specialization in Translation and Theater Studies) from the University of Alberta, Canada. She was awarded major Canadian Fellowships, Prizes and a Post-Doctoral Fellowship for her contribution to Translation Studies. Ekaterini taught World Literature, English and Greek (Koine Dialect and Modern Greek) in Canadian and US Universities, while being in North America.

Since she came back to Greece, Ekaterini has been teaching ESP (: English for Specific Purposes) and EAP (: English for Academic Purposes) in the Departments of: Geography, Social Anthropology and History, Cultural Technology and Communication and Sociology (School of Social Studies) at the University of the Aegean, Lesvos, Greece.

Nikolarea has published articles on theatre translation, reviewed books and articles and authored two Studies Programs for Applied Linguistics. She has also published a lot of articles on ESP and EAP teaching at non-English Universities and has coined two neologisms – inter-scientificity and reverse inter-scientificity. Her main interest has been focused on how human brain and mind (nous in Greek) function in bi-multilingual environments, especially in international conferences (like IIIS) where English is used as lingua franca, that is, as a means of international language for communication.

In her spare time, Ekaterini (1) does research on: (a) teaching English at a university level; (b) perception and reception of ancient Greek tragedy by a wider English public through translations and theatrical performances; and (2) works as a freelance bi-directional translator and interpreter, when her services are required.

Abstract

This presentation will turn around the difficulties non-English researchers encounter when they try to communicate their local research in the globalized context of international conferences (such as IIIS), where English is used as lingua franca.

The presenter will embroider her presentation around some technical terms in English – such as waves of translation, grid, affinity* and in Modern Greek – such as είδη (: species, kinds/sorts), αρχές (: principles, authorities, values), πρόγραμμα (: program, studies program, curriculum schedule)** compare them with their equivalent terms in Spanish, French and German and try to systematize the research steps (or advanced translation steps and tools) required for a non-English scientist to find the right term in order to make himself/herself understood by a wider international public who communicates in English.

During the discussion, the presenter will try to show how far AI can help HIs (Human Intelligences or noes) in this kind of research, depending on whether researchers are: (1) aware of the polysemy of scientific discourse (i.e. the non-existence of 1:1 equivalence of terms between two, at least, different linguistic systems), and (2) trained in using comparative and associative thinking.

As the presenter will claim, it is finally HI (or nous) who decides which term(s) s/he is going to use, exercising his/her own judgement after s/he has taken into consideration the scientific and social context.

* This is a case of inter-scientificity, the presenter’s neologism with will be explained during the presentation.

** This is a case of reverse inter-scientificity, the presenter’s neologism which will be explained during the presentation.

 
 
 
 

 

Center for Advanced Technical Studies, Department of Aerospace Engineering.

Dr. Martin Cwiakala (pronounced: ‘Sha-kola’) earned his undergraduate and Doctoral degrees from Rutgers, the State University of New Jersey. His professional experience includes working as a machine designer, project engineer, engineering manager, software designer, and consultant. Cwiakala taught “Computer Aided Design” at Rutgers University and coauthored the textbook, “Introduction to Programming for Engineers.” In 2002, he made a career change and taught at W. J. Keenan High School in Columbia, SC. There, he coached the award-winning Robo-Raiders, Keenan’s FIRST Robotics team. In 2012, he transferred to the “Center for Advanced Technical Studies” in the Lexington Richland 5 District, where he currently teaches. He states, “Teaching high school has been the best part of his engineering career.” He currently teaches Project Lead The Way courses: Introduction to Engineering (IED), Principles of Engineering (POE), Aerospace Engineering (AE), and Engineering Design and Development (EDD). He also coaches the InvenTeam, an after-school organization that competes in multiple engineering competitions, which include TSA, Theta Tau Pumpkin Chunkin’ at USC, and The American Rocketry Challenge. He is a National Association of Rocketry (NAR) education committee member. He is Level 2 High Power Rocketry Certified and is active in bringing rocketry to teachers and students. He is a proponent of AI in education.

Abstract

This presentation explores the feasibility and benefits of an interdisciplinary competition that integrates augmented reality (AR), engineering design, and social outreach. The proposed competition challenges students to design and build interactive amusement park ride models using LEGO or K'NEX structures, equipping them with small wireless analog cameras to provide real-time, immersive experiences via head-mounted displays (HMDs). This innovation aims to enhance STEM education while also bringing experiential technology to community centers, hospitals, and senior care facilities, offering a novel way to foster social connectivity. Drawing on research in AR, education, and immersive technologies, this paper examines how such competitions can drive innovation, enhance technical skills, and create meaningful social impact.

 
 
 
 

 

President of the International Institute of Informatics and Systemics: IIIS.

Dr. Nagib Callaos earned his Ph.D. in Operations Research (Mathematical Optimization) from The University of Texas at Austin. His dissertation provided a mathematical solution to the long-standing Voter (Condorcet) Paradox, which had remained unsolved for 160 years, and demonstrated internal contradictions in the axioms used by Nobel Laureate Kenneth Arrow to support his famous Impossibility Theorem.

He obtained his Electrical Engineering degree from the University Simón Bolívar (USB) in Venezuela and a Master’s in Electrical Engineering (Electronics) from The University of Texas at Austin. Additionally, he pursued four years of full-time formal studies in Philosophy as part of his postdoctoral work.

Dr. Callaos was a professor and researcher specializing in Decision Theory, Information Systems, General Systems Theory, General Systems Methodology, and Operations Research. As Dean of Research and Development at USB, he founded the university’s Research and Development Foundation to integrate academic activities with industry and society. He also established the consulting firm "Callaos and Associates", advising Venezuela’s largest corporations. Over his career, he supervised more than 100 undergraduate and graduate theses, directed over 150 R&D projects, and published around 200 research papers and teaching monographs.

He was the founding president of multiple organizations dedicated to research, development, and technological innovation, including the Venezuelan Fund for Technological Innovations (created by presidential decree) and the Venezuelan Association of Executives in Patents and Copyrights. He was selected as one of 30 lifetime founding members of the Venezuelan Academy of Engineering from a pool of 150,000 engineers.

After retirement, and since 1995, Dr. Callaos founded and presided over the International Institute of Informatics and Systemics (IIIS). He co-edited approximately 100 books (conference proceedings) and served since 2003, as Editor-in-Chief of both the Journal of Systemics, Cybernetics, and Informatics and its Spanish counterpart, riSCI.(Revista Iberoamaricana de Sistémica, Cibernética, e Informática).

Abstract

Outreach Education serves as a critical link between the Academic World and Society, which provides both human and financial resources, The latter via tuition payments and/or government funding via public and individual educational grants; and the former via professors, lecturers, and students. This dynamic reinforces the cybernetic relationships between Society at Large and Academia, fostering reciprocal exchanges that lead to emergent properties shared by both.

Furthermore, Outreach Education, alongside Continuing Education, plays a fundamental role in lifelong learning. While Continuing Education is primarily designed for professionals and remains disciplinary or interdisciplinary, Outreach Education is inherently transdisciplinary. This follows from the dual etymological meaning of "trans-," which signifies both “across” and “beyond” disciplines, reflecting the broader societal engagement it necessitates.

Through these cybernetic relationships:

1. Academia’s Contributions to Society include knowledge, expertise, and the potential for greater collective understanding. These contributions manifest through applications of academic knowledge, access to seminars and programs for non-traditional students or the general public, and the dissemination of research outputs via transdisciplinary communication. Additionally, academic insights can benefit other fields through analogical thinking, foster problem-solving at personal, familial, and organizational levels, and enrich cultural and transcultural interactions—an increasingly vital aspect of a globalized world.
2. Society’s Contributions to Academia include financial resources, provided through (as mentioned above) tuition payments, government grants, and taxation. Beyond funding and human resources, Society also provides real-world problems and perspectives that can inspire academic inquiry, leading to new research projects and educational initiatives. Additionally, collaborative opportunities—particularly in transdisciplinary education and research—offer implicit educational benefits and enhance the relevance of academic pursuits to societal needs

 
 
 
 

 

Purdue University Global, School of General Education / Instructional Associates, Director of HR and Operations / University of Arkansas Grantham, Manager of Faculty Development.

Dr. Risa Blair has over 25 years in higher education, leadership, technology, and instructional design. She is a dynamic and passionate leader with a wealth of experience in business and higher education. She has a proven track record of success in leading global teams and developing engaging learning experiences for students of all ages. As a curriculum developer, educator, and global professor/trainer, Dr. Blair has dedicated herself to fostering relationships with colleagues and students around the world.

With a diverse educational background including a doctorate in Instructional Technology and Distance Education, as well as masters degrees in both Cybersecurity Management and Organizational Behavior, Dr. Blair brings a unique and comprehensive skill set to her work. She is also a competent job counselor, career consultant, and resume writer, helping individuals navigate their career paths with confidence and success.

In her current role as Manager of Faculty Development at the University of Arkansas Grantham, she participates in the onboarding, training, and development of faculty members. Dr. Blair thrives on speaking and presenting with a long list of presentations and publications on topics ranging from online education to cybersecurity and beyond.

 

University of Arkansas Grantham, Director of the College of Business, Management and Economics, and the MS Leadership program.

Professor Matthew Schigur, PMP, MPM, MISM, MBA, has 24 years of experience in higher education, holding positions in academics and academic administration. Some of the positions he has held are Associate Professor, Assistant Professor, Visiting Professor, adjunct instructor, Chair, Faculty Chair – School of Business, Academic Affairs Specialists, Interim Campus Director, Associate Dean – College of Business, Management, and Economics, and most recently Director of the College of Business, Management, and Economics. Matthew is completing his Doctorate in Management and Marketing. Matthew also holds master’s degrees in business administration, project management, and information systems management. Additionally, he is a certified project management professional, academic coach, and advanced tutor. Matthew also has over 37 years of experience in consulting and marketing and digital marketing, entrepreneurship in business development, strategic management, information technology, business analytics, artificial intelligence, and project management for for-profit and non-profit clients.

Abstract

In this keynote presentation, we will highlight AI’s transformative impact on creativity, sparking a broader dialogue about the future of artistic expression in an increasingly digital world. By exploring the synergy between human ingenuity and artificial intelligence, participants will be invited to consider the new and uncharted pathways where this collaboration might lead, unlocking unprecedented realms of artistic possibility.

We will begin by tracing the historical evolution of creativity, from Aristotle’s concept of poiesis to contemporary perspectives, providing a foundation for understanding how creative thought has been traditionally defined. This backdrop will help frame an essential question: What distinguishes human creativity from machine-generated outputs? By examining the fundamental traits of human artistry—such as intuition, emotion, and subjective experience—participants will be encouraged to reflect on whether AI-generated works can be truly considered “creative” or merely computational reproductions of patterns and styles.

To bring these ideas to life, case studies from diverse artistic fields, including visual arts, literature, and music, will illustrate how AI interacts with human intuition and expression. Through these real-world examples, the presentation will explore the nuanced balance between algorithmic efficiency and human emotional depth, questioning whether AI can replicate the deeply personal and spontaneous aspects of creative work.

A key focus of the discussion will be on shifting perspectives regarding AI’s role in the creative process. While AI is often perceived as a mere tool, this presentation advocates for a more transformative viewpoint: AI as a true collaborator. By showcasing successful partnerships between artists and AI, the session will demonstrate how these technologies can enhance, rather than replace, human creativity. Far from being a competitor, AI can serve as a catalyst for new forms of artistic expression, pushing the boundaries of traditional creative methodologies.

As participants navigate this evolving creative ecosystem, they will be encouraged to engage with AI firsthand, regardless of their familiarity with the technology. Experimentation is key—by embracing AI-driven tools, creators can uncover unexpected artistic possibilities and rethink the relationship between technology and human ingenuity. The presentation will emphasize that, ultimately, creativity is still driven by human intent; AI may assist in the process, but it does not replace the artist's vision and direction.

Beyond the creative implications, the session will address critical ethical and philosophical concerns, such as authorship, ownership, and representation in AI-generated works. These discussions will be essential in establishing ethical frameworks that protect the rights of human creators while ensuring inclusivity in AI-assisted artistic endeavors. Attendees will leave with a deeper understanding of how to integrate AI into their creative workflows while remaining mindful of these ethical considerations.

 
 
 
 

 

Beijing Normal University, School of Philosophy.

Mengqin Ning is currently a PhD student at the Institute of Logic and Cognitive Science, School of Philosophy, Beijing Normal University. She earned dual undergraduate degrees in Computer Software and Linguistics from Jiangxi Normal University in 2021, followed by a Master’s degree in Philosophy from Beijing Normal University in 2024. During her master’s and doctoral studies at BNU, she has specialized in Logic and Artificial Intelligence with research emphases spanning multiple domains:

- Dynamic Epistemic Logic (DEL) and BDI logic

- Higher-Order Epistemic Logic, including social cognition and metacognition

- Applied logic in AI systems and cognitive psychology

- Interpretability in multi-agent interactive systems, particularly XAI-enhanced frameworks

- Logic pedagogy and interdisciplinary curriculum design

Her scholarly contributions include the co-authored paper titled "A Novel Label Propagation Method for Community Detection Based on Game Theory," and she has also participated in the authorship and editorial process of educational materials related to logic.

Abstract

In today's rapidly changing and challenging world, complex and intersecting problems are constantly emerging. Understanding and resolving these issues require the integration of knowledge, methodologies, and diverse modes of thinking. In this problem-oriented process, the importance and potential necessity of interdisciplinary education and research are self-evident. However, how can we better promote interdisciplinary communication in the sense of transdisciplinary notions?

This presentation focuses primarily on the cognitive level, beginning with an in-depth analysis of the cognitive challenges faced during interdisciplinary cooperation and communication. To address these cognitive challenges, we introduce Logical Dynamics (as a theoretical framework) and Dynamic Epistemic Logic (as a formal tool). From three dimensions—Perspective Transformation, Cognitive Representation, and Educational Application, we elaborate on "how logical dynamics provide guidance to interdisciplinary education and research at the cognitive level."

Additionally, this presentation will introduce 'Fast Thinking' (intuitive, heuristic processing) and 'Slow Thinking' (rational, in-depth analysis), as well as how the dynamic triadic interplay among Cognition-Technology-Logic can better promote interdisciplinary E&R within the context of AI's deep involvement in transdisciplinary collaboration.

 
 
 
 

 

American University in the Emirates, Director of Research Conferences and Intellectual Engagement.

Dr. Kleanthis Kyriakidis is a retired Naval Captain Dr. Kleanthis Kyriakidis is the Director of Research Conferences and Intellectual Engagement in the American University in the Emirates (AUE). He holds three Masters’ Degrees: MS in Physical Oceanography, MA in National Security Affairs (Middle East Studies) with distinction (both from the Naval Postgraduate School) and a Master’s in Public Administration from Harvard Kennedy School, where he was presented with the Lucis Littauer Award for academic excellence. His PhD from the University of the Aegean deals with the rise of Political Islam and provides policy recommendations as how to deal with it. In AUE he has served as the Department Chair of the College of Security and Global Studies, Program Director of the MA in Diplomacy and Chair of the Faculty Senate.

Along with his security expertise, his real passion is curriculum development, student motivation and pedagogy. His other academic interests include diplomacy, security, leadership, globalization, history and International Relations. He has participated in more than 80 International Conferences and published six history and political science books, co-authored another ten and more than 250 articles (13 Scopus-indexed).

Abstract

In recent decades, there has been a significant shift in global educational systems toward prioritizing STEM (Science, Technology, Engineering, and Mathematics) over Humanities and Social Sciences. This shift is largely driven by economic imperatives, labor market demands, and technological advancements. We can trace it in governmental policies around the world, funding disparities, enrollment patterns, career prospects, institutional focus, and societal perceptions. This shift favouring STEM was clearly done at the expense of Humanities.

In this paper we will firstly analyze the aforementioned imbalance and we will explain how overlooking Humanities leads with mathematic precision to the erosion of critical thinking, the rise of individualism, the neglect of ethics and democratic values, the disregard of cultural understanding, the indifference vis-à-vis the art of communication, the repetition of mistakes we no longer learn from history, even the understanding of human nature in a much lesser extent.

In the era of AI, where machines increasingly shape our lives and societies, Humanities are not just important—they are indispensable. Obviously, we advocate for a balanced educational system with equal inclusion of Humanities via collaborative research, public engagement and interdisciplinary curricula.

 
 
 
 

 

"Luigj Gurakuqi" University of Shkodër, Faculty of Law.

Prof. Adrian Leka is an Associate Professor of Law at the Faculty of Law, "Luigj Gurakuqi" University in Shkodër, Albania. A distinguished legal scholar, he specializes in criminal procedure, criminology, and legal history. In addition to his academic career, he has been practicing law since 2012 and currently serves as the Chairman of the Administrative Board of the university.

Prof. Leka holds a PhD in Law from the University of Tirana and has published extensively on criminal justice, alternative sentencing, and comparative legal studies. His research has appeared in prestigious international journals, and he is the author of multiple books, including Drejtësia Penale and Alternatives to Imprisonment Sentence in Albania – A Comparative Overview.

As a sought-after speaker, Prof. Leka has presented at numerous conferences on topics related to criminal law reform, legal education, and human rights. His work contributes to shaping legal thought and policy in Albania and beyond.

 

University of Tirana.

Brunilda Haxhiu is a researcher and lecturer with over 22 years of experience in legal analysis, teaching, and legislative drafting. She holds an executive master’s degree in criminology from the University of Tirana and has served as a judge, legal consultant, and legal specialist in various capacities, including with the U.S. Department of Justice’s Office of Overseas Prosecutorial Development, Assistance, and Training (OPDAT). Her research focuses on victims' rights, justice reform, and the intersection of law and linguistics. She has published extensively on legal policy and has presented her work at international conferences. Currently, she teaches criminology and criminal psychology at the University of New York Tirana.

Abstract

Artificial Intelligence (AI) is being used increasingly worldwide to provide better legal education to the public by providing them with easily accessible and automated legal information. However, its integration into justice systems raises significant legal, ethical, and policy concerns. In Albania, where legal literacy remains low despite ongoing judicial reforms, AI-driven tools present both an opportunity and a challenge. This study explores the legal and regulatory implications of incorporating AI into public legal education, analyzing potential risks related to misinformation, algorithmic bias, data privacy, and human rights compliance.

Using a doctrinal legal research approach, the study examines Albania’s existing legal framework, including constitutional provisions on access to justice, data protection laws, and the justice reform strategy and subsequent legislation. This is followed by a comparative legal analysis of AI-driven legal education initiatives in Estonia, the United Kingdom, Canada, and Singapore. This analysis provides insights into regulatory best practices. Furthermore, the study evaluates AI’s alignment with international human rights norms, particularly the right to legal information under UN Sustainable Development Goal 16.

The findings of this study reveal the existing gaps in Albania’s legal system regarding AI-driven legal education and emphasize the need for including strong legal protections. The study proposes policy recommendations aiming at the usage of AI tools to enhance public legal literacy while maintaining legal accuracy, transparency, and accountability. These recommendations include AI oversight mechanisms, legal accuracy standards, and ethical AI guidelines that are tailored to Albania’s socio-political context. The responsible integration of AI capabilities into legal education can help Albania improve public trust in its justice system and strengthen democratic participation.

 
 
 
 

 

New Jersey Institute of Technology, Director of the Collaborative for Leadership Education, and Assessment Research.

Dr. James Lipuma is a faculty member in the Humanities Department at the New Jersey Institute of Technology (NJIT) and Director of the Collaborative for Leadership, Education, and Assessment Research (CLEAR).

He holds a B.S. in Chemical Engineering from Stanford University, an M.Ed. in Curriculum and Teaching focusing on Science Education from Teachers College, Columbia University, an M.S. in Environmental Policy Studies, and a Ph.D. in Environmental Science from NJIT. His research extensively covers digital learning, curriculum, and instructional design, and he is currently piloting online converged course delivery methods.

As director, Dr. Lipuma has led curriculum development, assessment design, program evaluation, and program development projects for public schools, universities, the New Jersey Department of Education, the U.S. Department of Education, and the National Science Foundation. He has taught over 5,000 students across over 200 courses during his 25 years at NJIT. He has contributed to nearly $6 million in grant-funded projects, including over $2.5 million as Principal Investigator (PI) or Co-Principal Investigator (Co-PI), and has secured more than $250,000 in donations.

Legally blind since the age of nine, Dr. Lipuma deeply understands the necessity of positive change. He actively promotes broader participation for women and underrepresented minorities in Science, Technology, Engineering, and Mathematics (STEM) through STEMforsuccess.org and other STEM literacy projects he leads.

 

New Jersey Institute of Technology, Director of Research, HCSLA, Office of Research & Development.

Dr. Cristo Leon is a Director of Research for the Jordan Hu College of Science and Liberal Arts at the New Jersey Institute of Technology (NJIT). In this capacity, he oversees the management and logistics of research programs, coordinates pre- and post-award activities for over 100 active grants, facilitates the annual submission of more than 200 research proposals, and serves as a liaison between NJIT’s Office of Research, the College Dean, six academic departments, and over 110 faculty Principal Investigators.

Since joining NJIT in 2015, Dr. León has assisted in submitting over 2,000 grant proposals, resulting in more than 400 new awards. His extensive experience includes managing over 83 active grants with a combined projected budget exceeding $33 million for the fiscal year 2025. He has successfully managed complex projects, ensuring compliance, handling subcontract documentation, and fostering collaborative efforts with federal, state, and private entities, particularly for initiatives exceeding $1 million in funding.

Dr. León is deeply committed to promoting Diversity, Equity, and Inclusion (DEI), actively supporting strategic programs that benefit Hispanic and Latinx students in alignment with NJIT's designations as a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). As a founding member of NJIT’s Hispanic and Latinx Employee Resource Group (ERG), he advocates for professional development, cultural awareness, networking opportunities, and a supportive community environment. His work advances academic innovation and inclusivity through strategic research initiatives, mentorship, and community engagement, empowering individuals and driving institutional transformation that positively impacts society.

Dr. León earned his Master’s in Business Administration in 2015, graduating Summa Cum Laude, and was subsequently recognized as "Generation Leader EXATEC 2021" by ITESM. In 2024, he completed his Ph.D. in Organizational Management and Institutional Innovation, graduating Magna Cum Laude. Dr. León also received an honorary Doctorate (Doctor Honoris Causa) for pioneering a research initiative that facilitated preserving and translating indigenous texts into Nahuatl, demonstrating visionary leadership, impactful community engagement, and effective collaboration between academia and rural communities. His primary research interests encompass Social Sciences, specifically in Business Development, Cultural and Social Structures, Business Innovation, Digital Marketing, Strategic Planning, Data Management, and Open Science Practices; Other Sciences, particularly in Tabletop Role-playing Games (TTRPGs) and Game Studies; and Education, covering Business and Management, Communication, Humanities, with emphasis on Trans-disciplinary and Interdisciplinary Communication and Research, Educational Innovation, STEM Education, Diversity, Equity, and Inclusion (DEI), and Digital and Hybrid Learning Environments.

Abstract

As artificial intelligence (AI) continues redefining the landscape of knowledge production, validation, and dissemination, transdisciplinary communication (TDC) must correspondingly evolve to address emerging cognitive and epistemic challenges. This evolution can be understood through distinct modes, beginning with disciplinary isolation characterized by clearly defined epistemological boundaries (Mode 1). Transitioning through collaborative and integrative interdisciplinarity (Mode 2), research progressively shifts toward application-oriented, consensus-driven approaches. Moving further, Mode 3 (transdisciplinary) expands stakeholder engagement beyond academia, involving industry, government, and civil society directly in the production of socially robust knowledge aimed at addressing complex real-world problems.

Currently, we are witnessing the emergence of Mode 4, which incorporates cyber-transdisciplinary frameworks, integrating advanced technologies such as Artificial General Intelligence (AGI) as active participants and mediators in knowledge networks. In this cyber-transdisciplinary mode, knowledge production is characterized by dynamic, adaptive, real-time epistemic validation processes that fundamentally alter how stakeholders—including academia, policymakers, industry, and civil society—interact and collaborate. Drawing from theoretical frameworks including the Kuhn–MacIntyre thesis (incommensurability), Bataille–Lyotard thesis (invention through disciplinary communication breakdown), Nicolescu–Scholz–Ostrom thesis (transdisciplinary governance and sustainability), and Haraway–Scholz thesis (situated, embodied knowledge mediated by cyber entities), this keynote critically examines the implications of these shifts. We will explore and discuss these ideas, addressing epistemic, ethical, and practical considerations, as we seek to answer the central question: How can researchers and academic institutions effectively adapt to the transformative impact of AI and AGI on transdisciplinary communication and knowledge governance?

 
 
 
 

 

Jackson State University, Graduate Program Director.

Dr. Chang is an Assistant Professor at the Department of Journalism and Media Studies at Jackson State University, teaching graduate theory and research courses and supervising projects and theses. His research explores the intersection of data science and journalism, focusing on automatic media content analysis with supervised machine learning and media topic exploration using unsupervised machine learning. His publications include work on fake news detection, the classification of Asian values through supervised learning, and frame discovery in COVID-19 tweets using Latent Dirichlet Allocation (LDA).

Dr. Chang holds a Ph.D. in Data Science from Jackson State University, a Ph.D. in Journalism from the University of Texas at Austin, and an M.A. in Journalism from the Missouri School of Journalism at the University of Missouri-Columbia. He currently serves as Graduate Program Director at the Department of Journalism and Media Studies at Jackson State University.

Abstract

Researchers often struggle with not having enough real-world data to test their ideas. This study looks at three different ways to create artificial (or “synthetic”) data that mimic the real data in areas such as averages, variations, and correlations (i.e., the relationships between variables). To see how well these methods work, the study compares the patterns of artificial datasets to the real ones and tests how accurately the datasets maintain the correlations. Additionally, the study uses seven computer-based prediction methods (machine learning**) to check how well these synthetic datasets perform. The results show that all three methods can closely match the original correlations, and one of the methods—called the Gaussian copula*** with custom marginals—produces the highest prediction performances.

* Synthetic datasets are artificially generated data used for training, testing, or validating models, mimicking real-world data while addressing privacy or bias issues.

** Computational methods that enable systems to learn patterns from data and make predictions or decisions without explicit programming.

*** A Gaussian copula models dependencies between variables using a multivariate normal distribution while allowing each variable to have its own marginal distribution.

 
 
 
 

 

Purdue University Global, School of General Education / Instructional Associates, Director of HR and Operations / University of Arkansas Grantham, Manager of Faculty Development.

Dr. Risa Blair has over 25 years in higher education, leadership, technology, and instructional design. She is a dynamic and passionate leader with a wealth of experience in business and higher education. She has a proven track record of success in leading global teams and developing engaging learning experiences for students of all ages. As a curriculum developer, educator, and global professor/trainer, Dr. Blair has dedicated herself to fostering relationships with colleagues and students around the world.

With a diverse educational background including a doctorate in Instructional Technology and Distance Education, as well as masters degrees in both Cybersecurity Management and Organizational Behavior, Dr. Blair brings a unique and comprehensive skill set to her work. She is also a competent job counselor, career consultant, and resume writer, helping individuals navigate their career paths with confidence and success.

In her current role as Manager of Faculty Development at the University of Arkansas Grantham, she participates in the onboarding, training, and development of faculty members. Dr. Blair thrives on speaking and presenting with a long list of presentations and publications on topics ranging from online education to cybersecurity and beyond.

 

University of Arkansas Grantham, Director of the College of Business, Management and Economics, and the MS Leadership program.

Professor Matthew Schigur, PMP, MPM, MISM, MBA, has 24 years of experience in higher education, holding positions in academics and academic administration. Some of the positions he has held are Associate Professor, Assistant Professor, Visiting Professor, adjunct instructor, Chair, Faculty Chair – School of Business, Academic Affairs Specialists, Interim Campus Director, Associate Dean – College of Business, Management, and Economics, and most recently Director of the College of Business, Management, and Economics. Matthew is completing his Doctorate in Management and Marketing. Matthew also holds master’s degrees in business administration, project management, and information systems management. Additionally, he is a certified project management professional, academic coach, and advanced tutor. Matthew also has over 37 years of experience in consulting and marketing and digital marketing, entrepreneurship in business development, strategic management, information technology, business analytics, artificial intelligence, and project management for for-profit and non-profit clients.

Abstract

Effective communication is fundamental to human interaction, shaping both personal and professional relationships. In this presentation we will explore key aspects of persuasive communication—ethos (credibility), pathos (emotional appeal), and logos (logical reasoning). Attendees will gain essential tools to enhance persuasion and audience engagement while addressing challenges in today's technology-driven world.

Emphasizing the significance of clear and impactful communication, the session will reference George Bernard Shaw's insight that "the biggest problem in communication is the illusion that it has taken place." Real-world examples will highlight how clarity, emotional connection, and engagement foster understanding and influence. Participants will not only expand their theoretical knowledge but also acquire practical techniques for everyday communication.

The presentation will also focus on building credibility by examining figures like Dr. Martin Luther King Jr. and Brené Brown, demonstrating how authenticity and lived experiences strengthen communication. Techniques such as storytelling and drawing from personal experiences will be explored to develop a strong ethos that enhances message receptivity.

A key emphasis will be on pathos, illustrating how emotional appeal can make messages more impactful and drive action. Attendees will explore storytelling techniques, vivid language, and historical speeches like "I Have a Dream" to understand the power of emotional engagement in communication. The session will also discuss the psychological effects of empathy, compassion, and urgency in persuasive messaging.

Lastly, the role of logos, or logical reasoning, will be examined, teaching participants how to construct clear, well-supported arguments using data, research, and statistics. Case studies from public health campaigns and academic presentations will illustrate practical applications. The session will highlight the interplay of ethos, pathos, and logos, emphasizing the need for a balanced approach that integrates credibility, emotion, and logic for effective communication.

 
 
 
 

 

University of the North.

Dr. Dijana Vuković was born on October 30, 1968 in Zagreb, elementary and high school graduated in Zagreb and is currently employed at North University. In 2017 she received her doctorate at the Faculty of Tourism and Hospitality at the University of Rijeka, Ph.D., Sustainable Development Management on the theme "Perceived Value of a Sustainable Tourist Destination with Quality Aspects". So far, she has published as author or co-author a total of thirty-two papers. She was a reviewer of the 5th International Scientific and Professional Conference on PILC 2016 leadership. She was appointed lecturer in the field of social sciences, a field of economics at VERN University. At the Business University of Zagreb, She holds several courses in undergraduate and graduate studies. By the decision of the Faculty Council of the University of North, Varaždin, March 28, 2019 she was elected to the title scientific-teaching title of docent, in the field of social sciences, scientific field of economics.

 

Doctorate Paneuropean Studies.

Fani Kerum was born on July 27, 1984 in Split. She completed elementary and high school in Split. During the five-year undergraduate and graduate MBA studies in Zagreb, she graduated with the thesis topic "Capital budgeting on the example of investing in hotel construction", majoring in finance and accounting. She continues her education in 2020 at the international doctoral study Doctorate Paneuropean Studies, Eistenstadt, Austria, specializing in International Economic Relations and Management. She was selected for the teaching position of lecturer in the field of social sciences, area of economics, in the year 2024. The pre-defense of her doctoral dissertation entitled “Multidimensional management with the aim of achieving service quality in the hotel industry: integration of internal marketing, corporate culture and internal communication”, she held in March 2025. So far, she has published a dozen scientific papers as an author or co-author. She also gained work experience outside the academic world, as an entrepreneur.

Abstract

Given the increasing integration of digital technologies into teaching and research, critical digital literacy is becoming a key skill in higher education. This Study exlores the attitudes of students and professors in higher education institutions towards critical digital literacy, which includes technical skills, the ability to analyze and evaluate digital sources, and the active use of digital tools in an educational context. The research is based on analyzing the perception of critical digital literacy as an important component of academic success and professional development. Through survey research and interviews with 900 students and 300 professors from all levels of study, attitudes were examined on the importance of digital technologies in education, online safety, and their role in developing critical thinking and recognizing disinformation. The results show that students and professors are mostly aware of the importance of critical digital literacy. Still, there are significant differences in the level of engagement and trust in digital tools among different groups. Students at lower levels of education show greater trust in technology, while professors highlight the challenges in integrating digital tools into teaching, especially in terms of assessment and maintaining academic ethics. This paper points to the need for further development of critical digital literacy in higher education institutions and suggests strategies for improving educational practices, including training for faculty and students in critical thinking, internet safety, and proper use of digital resources. In conclusion, the paper highlights the importance of continuous investment in developing digital skills, which are necessary for successfully facing the challenges of the digital age and preparing students for the labour market.

 
 
 
 

 

WSB University.

Dr. Paweł Poszytek is PhD, DSc, associate professor, WSB University in Poland and visiting scholar at Stanford University, Center for Sustainable Development and Global Competitiveness, researching on digital transformation of universities and companies (2023/2024). Member of advisory and consultative groups to the European Commission (1999 - 2024). Director of European Union’s Erasmus+ Programme in Poland (2016 – 2023). Member of the executive board of EALTA, a European association for quality improvement in language proficiency testing (2005 – 2007).

Coordinator of the Country Profile project implemented by the Council of Europe. Expert of the EU’s Horizon 2020 programme (since 2014). Author of publications on management, organizational studies, digitalization and public policies including European language policy published worldwide by Routledge/Taylor&Francis, Cambridge University Press, Multilingual Matters/Channel View Publications, Sustainability/MDPI and Brill. Author of the book Digital Transformation in Educational Organizations: Leadership, Innovation and Industry 4.0 (2024) and The Competences 4.0 as Facilitators in the Realisation, Management and Sustainability of Erasmus+ Projects in the Times of the COVID-19 Pandemic (2021). Also, member of governmental Polish-Ukrainian Board of Youth Exchange (2016 – 2021). Interdisciplinary Fellow of the International Institute for Interdisciplinary Studies, USA. Member of the Working Group for Artificial Intelligence of the GovTech programme at the Chancellery of the Prime Minister of Poland. WorldSkills Poland Official Delegate (2017 – 2024) and deputy chairman of the Mazovia Regional Council for Future Industry (2022 – 2024).

He earned a Doctorate in Humanities in the discipline of linguistics in 2007 at the University of Warsaw and habilitation in social sciences in the discipline of management and quality in 2022 at the Silesian University of Technology.

Dr. Paweł Poszytek is also a musician, composer, author, and member of the Society of Authors ZAiKS.

Abstract

In the era of Industry 4.0, massive global changes and new emerging socio-economic patterns fostered by technological advancement, there is a need to have a clear view on what leadership should be nowadays and why we need great leadership to go through socio-economic transformations successfully. Leadership is understood here very broadly: from leading in local, or informal initiatives, through leading of small interdisciplinary units, up to global, or corporate, social and political leadership. In this presentation leadership is considered through the lenses of the current transformational era characterized by fast changing contexts, conditions and environment, especially due to an unprecedented speed of technological advancement. Furthermore, leadership on both individual and organizational levels are discussed in the presentation, the former defined through behaviors and organizational skills of an individual, and the latter being associated with innovation and adaptability to changing social, economic and political conditions but also connected with digital transformation that is eventually supposed to lead to gaining competitive advantage on the market.

 
 
 
 

 

New Jersey Institute of Technology, Director of the Collaborative for Leadership Education, and Assessment Research.

Dr. James Lipuma is a faculty member in the Humanities Department at the New Jersey Institute of Technology (NJIT) and Director of the Collaborative for Leadership, Education, and Assessment Research (CLEAR).

He holds a B.S. in Chemical Engineering from Stanford University, an M.Ed. in Curriculum and Teaching focusing on Science Education from Teachers College, Columbia University, an M.S. in Environmental Policy Studies, and a Ph.D. in Environmental Science from NJIT. His research extensively covers digital learning, curriculum, and instructional design, and he is currently piloting online converged course delivery methods.

As director, Dr. Lipuma has led curriculum development, assessment design, program evaluation, and program development projects for public schools, universities, the New Jersey Department of Education, the U.S. Department of Education, and the National Science Foundation. He has taught over 5,000 students across over 200 courses during his 25 years at NJIT. He has contributed to nearly $6 million in grant-funded projects, including over $2.5 million as Principal Investigator (PI) or Co-Principal Investigator (Co-PI), and has secured more than $250,000 in donations.

Legally blind since the age of nine, Dr. Lipuma deeply understands the necessity of positive change. He actively promotes broader participation for women and underrepresented minorities in Science, Technology, Engineering, and Mathematics (STEM) through STEMforsuccess.org and other STEM literacy projects he leads.

 

New Jersey Institute of Technology, Director of Research, HCSLA, Office of Research & Development.

Dr. Cristo Leon is a Director of Research for the Jordan Hu College of Science and Liberal Arts at the New Jersey Institute of Technology (NJIT). In this capacity, he oversees the management and logistics of research programs, coordinates pre- and post-award activities for over 100 active grants, facilitates the annual submission of more than 200 research proposals, and serves as a liaison between NJIT’s Office of Research, the College Dean, six academic departments, and over 110 faculty Principal Investigators.

Since joining NJIT in 2015, Dr. León has assisted in submitting over 2,000 grant proposals, resulting in more than 400 new awards. His extensive experience includes managing over 83 active grants with a combined projected budget exceeding $33 million for the fiscal year 2025. He has successfully managed complex projects, ensuring compliance, handling subcontract documentation, and fostering collaborative efforts with federal, state, and private entities, particularly for initiatives exceeding $1 million in funding.

Dr. León is deeply committed to promoting Diversity, Equity, and Inclusion (DEI), actively supporting strategic programs that benefit Hispanic and Latinx students in alignment with NJIT's designations as a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). As a founding member of NJIT’s Hispanic and Latinx Employee Resource Group (ERG), he advocates for professional development, cultural awareness, networking opportunities, and a supportive community environment. His work advances academic innovation and inclusivity through strategic research initiatives, mentorship, and community engagement, empowering individuals and driving institutional transformation that positively impacts society.

Dr. León earned his Master’s in Business Administration in 2015, graduating Summa Cum Laude, and was subsequently recognized as "Generation Leader EXATEC 2021" by ITESM. In 2024, he completed his Ph.D. in Organizational Management and Institutional Innovation, graduating Magna Cum Laude. Dr. León also received an honorary Doctorate (Doctor Honoris Causa) for pioneering a research initiative that facilitated preserving and translating indigenous texts into Nahuatl, demonstrating visionary leadership, impactful community engagement, and effective collaboration between academia and rural communities. His primary research interests encompass Social Sciences, specifically in Business Development, Cultural and Social Structures, Business Innovation, Digital Marketing, Strategic Planning, Data Management, and Open Science Practices; Other Sciences, particularly in Tabletop Role-playing Games (TTRPGs) and Game Studies; and Education, covering Business and Management, Communication, Humanities, with emphasis on Trans-disciplinary and Interdisciplinary Communication and Research, Educational Innovation, STEM Education, Diversity, Equity, and Inclusion (DEI), and Digital and Hybrid Learning Environments.

Abstract

The primary purpose of the Components of Role-Playing in Experiential Learning (CREL) framework is to facilitate effective interdisciplinary collaboration and enhance experiential learning by clearly defining roles, responsibilities, and dynamics among interacting parties. When applied between two distinct disciplines or entities, the CREL framework promotes mutual understanding, clarifies communication channels, and establishes a shared social contract that respects each group's autonomy and contributions. Similarly, in contexts involving an experience designer and a learner, the CREL framework supports structuring educational encounters that balance guided instruction with learner autonomy, optimizing engagement, educational outcomes, and student learning objectives while maintaining student engagement. Ultimately, the impact of the CREL framework lies in its ability to transform collaborative scenarios into dynamic learning environments that empower participants, foster transdisciplinary understanding, and produce more profound, more reflective learning experiences.

The CREL framework assists participants in designing, administering, and evaluating experiential learning scenarios. It draws on insights from various disciplines to cultivate a transdisciplinary perspective necessary for effective interdisciplinary communication. The framework identifies five interrelated components: Scenario, Social Contract, Collaboration, Choice, and Experience, each influencing the participants' levels of responsibility, autonomy, and control. This keynote will explore these dynamics thoroughly.

Role-playing scenarios within CREL fall into three primary categories: Railroad (high control), Sandbox (high autonomy), and Playground (an intermediate balance). CREL further categorizes these styles into scenario-driven groups, subject to external parameters, and collaboration-driven groups, characterized by greater internal control. At one extreme, a closed scenario involves external authorities dictating interactions, roles, decision-making, and collaborative processes. In contrast, the opposite extreme, open collaboration, places minimal constraints, allowing participants maximum autonomy over decision-making and collaborative interactions.

Between these extremes is a continuum where scenarios merge elements of openness and control, compelling participants to manage nuanced levels of autonomy and responsibility. Participants operating within these intermediate scenarios may encounter tensions, such as unanswered questions arising from restrictive collaboration environments within open scenarios or overly prescriptive scenarios that limit participant autonomy. Understanding and navigating these tensions enables participants to optimize their collaborative experiences by effectively balancing externally imposed constraints with internal collaborative freedom. This keynote will address how participants can successfully leverage the CREL framework to navigate these dynamics and enhance interdisciplinary collaboration.

 
 
 
 

 

Newlane University / President-Emeritus of the Southwest Area Division of the American Association for the Advancement of Science: AAAS.

Dr. Jeremy Horne concentrated in logic, social/political philosophy, philosophy of education, and the history of philosophy for his Ph.D. in philosophy from the University of Florida. His ongoing research interests are in the philosophy of organicity, recursion in three-dimensional binary space, autonomous hybrid systems, the ontology of number and time, and states of life and consciousness. Present work is researching the Voris methodology underpinning the Authentic Systems’ personal identity location and description as an aspect of consciousness.

Dr. Horne taught many courses in philosophy (including his specialty logic), political science, and technology, having delivered many presentations on the philosophy of scientific methods for the American Association for the Advancement of Science (AAAS), the IIIS, and quantum mind conferences. With several others (1991), he helped lay the foundation for the current The Science of Consciousness (TSC) conferences, the largest of its kind in the world. He has been a peer reviewer for various journals about the structure and process in binary space, consciousness studies, systems theory, and philosophy of science. In applying the theoretical to the practical, he was the CEO of the Inventor’s Assistance League. For "bread and butter" work, he was a documentation systems developer for the White Sands Missile Range in New Mexico, a culmination of some twenty years' work in the field of technical presentation. His recent publications include a book Philosophical Perceptions on Logic and Order, chapters of several books released by IGI Global Press, a "kernel" chapter, "Philosophical foundations of the Death and Anti-Death discussion", and 2023 book, Managing Complexity Through Social Intelligence: Foundations of the Modern Organic Corporatist State. Others appear under ORCID ID: 0000-0002-9179-0815 and https://philpeople.org/, under "Jeremy Horne".

Abstract

Artificial intelligence (AI) creators and developers attempt to simulate human thinking and our environment (e.g., popular web-based Second Life), but, controversially, claim to seek replicating the human brain (e.g., Human Brain Project) and what it does. However, some salient questions are, "Who are we? Are we truly who we believe we are? What is thinking/mentation/ideas? Why is our world rife with contradictions and conflict? What is reality, itself?" Experts, like David Chalmers, refer to "consciousness" as the "hard problem". If we don’t fully understand these concepts in humans, how can we possibly recreate them in AI? It’s a puzzle, much like the challenge of defining and creating life itself. Answers are to be founded on what exists, not merely our desires. For replicating humans, AI developers must confront the difference between belief and authentic self. Beliefs can mask the true self. A major flaw of the well-known Turing Test—which assesses whether a machine can imitate human intelligence—is that it cannot verify whether someone’s beliefs are reflected in their actions. AI developers must be competent technicians but integrate philosophy, thus addressing overlapping questions of meaning, ethics, purpose, and ethos. Even AI creators acknowledge AI could threaten humanity. If future technology integrates self-awareness or subjective experience into advanced computing systems, we will need to revisit some ancient wisdom, "Know thyself." Any viable human identity probe (such as Authentic Systems) must be underpinned by philosophy, thus revealing the extent to which one has internalized belief by action.

 
 
 
 

 

President of the International Institute of Informatics and Systemics: IIIS.

Dr. Nagib Callaos earned his Ph.D. in Operations Research (Mathematical Optimization) from The University of Texas at Austin. His dissertation provided a mathematical solution to the long-standing Voter (Condorcet) Paradox, which had remained unsolved for 160 years, and demonstrated internal contradictions in the axioms used by Nobel Laureate Kenneth Arrow to support his famous Impossibility Theorem.

He obtained his Electrical Engineering degree from the University Simón Bolívar (USB) in Venezuela and a Master’s in Electrical Engineering (Electronics) from The University of Texas at Austin. Additionally, he pursued four years of full-time formal studies in Philosophy as part of his postdoctoral work.

Dr. Callaos was a professor and researcher specializing in Decision Theory, Information Systems, General Systems Theory, General Systems Methodology, and Operations Research. As Dean of Research and Development at USB, he founded the university’s Research and Development Foundation to integrate academic activities with industry and society. He also established the consulting firm "Callaos and Associates", advising Venezuela’s largest corporations. Over his career, he supervised more than 100 undergraduate and graduate theses, directed over 150 R&D projects, and published around 200 research papers and teaching monographs.

He was the founding president of multiple organizations dedicated to research, development, and technological innovation, including the Venezuelan Fund for Technological Innovations (created by presidential decree) and the Venezuelan Association of Executives in Patents and Copyrights. He was selected as one of 30 lifetime founding members of the Venezuelan Academy of Engineering from a pool of 150,000 engineers.

After retirement, and since 1995, Dr. Callaos founded and presided over the International Institute of Informatics and Systemics (IIIS). He co-edited approximately 100 books (conference proceedings) and served since 2003, as Editor-in-Chief of both the Journal of Systemics, Cybernetics, and Informatics and its Spanish counterpart, riSCI.(Revista Iberoamaricana de Sistémica, Cibernética, e Informática).

 

Newlane University / President-Emeritus of the Southwest Area Division of the American Association for the Advancement of Science: AAAS.

Dr. Jeremy Horne concentrated in logic, social/political philosophy, philosophy of education, and the history of philosophy for his Ph.D. in philosophy from the University of Florida. His ongoing research interests are in the philosophy of organicity, recursion in three-dimensional binary space, autonomous hybrid systems, the ontology of number and time, and states of life and consciousness. Present work is researching the Voris methodology underpinning the Authentic Systems’ personal identity location and description as an aspect of consciousness.

Dr. Horne taught many courses in philosophy (including his specialty logic), political science, and technology, having delivered many presentations on the philosophy of scientific methods for the American Association for the Advancement of Science (AAAS), the IIIS, and quantum mind conferences. With several others (1991), he helped lay the foundation for the current The Science of Consciousness (TSC) conferences, the largest of its kind in the world. He has been a peer reviewer for various journals about the structure and process in binary space, consciousness studies, systems theory, and philosophy of science. In applying the theoretical to the practical, he was the CEO of the Inventor’s Assistance League. For "bread and butter" work, he was a documentation systems developer for the White Sands Missile Range in New Mexico, a culmination of some twenty years' work in the field of technical presentation. His recent publications include a book Philosophical Perceptions on Logic and Order, chapters of several books released by IGI Global Press, a "kernel" chapter, "Philosophical foundations of the Death and Anti-Death discussion", and 2023 book, Managing Complexity Through Social Intelligence: Foundations of the Modern Organic Corporatist State. Others appear under ORCID ID: 0000-0002-9179-0815 and https://philpeople.org/, under "Jeremy Horne".

Abstract

Philosophy is an ongoing intellectual pursuit that explores reality, knowledge, existence, and meaning through critical inquiry rather than fixed answers. It engages with fundamental questions across disciplines, shaping both personal reflection and collective intellectual traditions.

Philosophical research is a rigorous and systematic examination of foundational concepts, assumptions, and arguments. Unlike empirical studies, it advances through conceptual analysis, synthesis, and dialogue, contributing to a deeper understanding of knowledge, reasoning, and meaning across disciplines.

Philosophical education prioritizes critical thinking, reflection, and open-ended exploration over memorization. It cultivates skills in logical reasoning, conceptual analysis, and engagement with complex, ambiguous problems. Beyond academia, it influences scientific inquiry, ethical reasoning, and decision-making in various domains.

Philosophy as a support for transdisciplinary communication provides essential tools for bridging conceptual and epistemological gaps between disciplines. By clarifying assumptions, refining questions, and fostering meta-level dialogue, it facilitates the integration of diverse perspectives and methodologies. Through critical reflection, argumentation, and adaptive thinking, philosophy ensures that transdisciplinary knowledge exchange is not merely informational but a co-constructive process of meaning-making and understanding.

 
 
 
 

 

Touro University, Graduate School of Education, TESOL Practicum Coordinator.

Dr. Jasmin (Bey) Cowin is a Fulbright Scholar; Associate Professor and TESOL Practicum Coordinator at Touro University, Graduate School of Education; project coordinator for access and equity in digital literacy for Computers for Schools Burundi; co-Chair of the Technology Enhanced Language Learning SIG 2022 conference, elected member of the CALL-IS Steering Committee for the TESOL International 2023 Electronic Village, and past conference chair of the 51st NYS TESOL conference, 2021.

Dr. Cowin also served as an Editorial Board member of the Journal of Systemics, Cybernetics, and Informatics for its special issue "Trans-Disciplinary Communication; TESOL expert and Train the Trainer for the Future Horizons Foundation for Translation, Training, and Development in Sanaa, Yemen. She served Rotary as the retired Chair of the Rotary Club of New York United Nations International Breakfast Meetings and past President and past Rotary Assistant Governor for New York State for District 5.

Recent presentations focused on: The Metaverse: Layers, Applications, and Terminology, Leading Forward: Distributed Ledger Technologies for Education and Government Institutions, The Power of Trustless Immutability and The Future of Higher Education and Extended Reality: The Next Normal: Metaverse, Virtual Beings, AI cloning for the World Higher Education Ranking Summit (WHERS), Dubai, UAE.

Dr. Cowin brings over twenty-five years of experience as an educator, technology specialist and institutional leader. As an Education Policy Fellow at the EPFP™ Institute, Columbia University/Teachers College, she became part of a select group of strategic leaders analyzing trends regarding effective educational policy and leadership with a focus on preparing qualified educators for the complexities of 21st-century classrooms. Her extensive background in education, the Fourth Industrial Revolution, augmented and virtual reality simulation training, Green and Black Swan market shifts, not-for-profit leadership, and commitment to education as a basic human right provide her with unique skills and vertical networks locally and globally.

Abstract

This presentation weaves together the peculiar trade of narwhal tusks as “unicorn horns,” the veto of California’s SB 1047*, and Big Tech’s Messiah Savior Complex. Drawing on historical outliers - like Vikings who capitalized on magical thinking and Ivan the Terrible’s faith in a “unicorn” cure - this transdisciplinary presentation interleaves old-world profit schemes to the contemporary fervor for artificial intelligence (AI). By tracing how narwhals and unicorns once symbolized purity and power, we see echoes of those beliefs in today’s tech titans who promise to “save” humanity but often ignore ecological and social complexities. The missed opportunity in SB 1047, a bill intended to rein in frontier AI models through safety protocols, highlights a lack of situational awareness reminiscent of illusions that fueled centuries-old myths. Instead of comprehending the broader security risks and moral responsibilities spelled out by voices like Leopold Aschenbrenner, the focus fell on stifling or accelerating innovation. This transdisciplinary exploration proposes a Talos defense, underscoring that uncritical acceptance of visionary rhetoric - whether from medieval traders or Silicon Valley “Robber Barons” - invites a collapse of common sense, reminding us that regulation without historical insight can be as misguided as believing Unicorn tusks cure mortal ills.

* Governor Gavin Newsom vetoed California’s SB 1047, a bill aimed at regulating large-scale AI models through safety testing and accountability measures. He cited concerns that its focus on computational size might overlook smaller, high-risk models and emphasized the need for adaptable regulations. Despite the veto, Newsom supports AI-related legislation on deepfakes and content labeling. The veto was met with criticism from advocates citing AI risks and support from tech companies concerned about innovation constraints.