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In January 2024 the REP will become open access

Dear readers and subscribers,

We would like to inform you that from January 2024 the Revista Española de Pedagogía will cease to be printed.

Additionally, the embargo for the most recent issues will be lifted. All contents will be available in both Spanish and English on our website free of charge and without restrictions.

Consequently, as of January 2024, the Revista Española de Pedagogía will end both print and online subscriptions. If you need further information regarding the subscription service, please contact us by email at rep@unir.net.

Yours sincerely, Revista Española de Pedagogía

1st International Congress on the Pedagogy of Death and Educational Development, 2-4 April 2025, Madrid

 

Dates: April 2nd, 3rd and 4th, 2025
Venue: Teacher Training and Education Faculty, the Autonomous University of Madrid (Spain).

This bilingual Spanish-English conference offers a meeting point for sharing research and theoretical advances on the Pedagogy of Death and educational development. It is an opportunity to work together, establish international networks and contribute to social and educational research and innovation.

Key topics:

  1. Research on the Pedagogy of Death and death education.
  2. Innovation, practice and social and educational transfer to schools and curricular change.
  3. Training and resources in the Pedagogy of Death for educators and professionals in the social and health sciences.
  4. Radical pedagogy, the radical curriculum and other essential issues for developing education.

 

The first deadline for proposals for oral communications is October 31st, 2024 (only an abstract is required).

This conference forms part of the Spanish state R&D project ‘Pedagogy of Death, the Pandemic and the Development of Education’ (Ministry of Science, Innovation and Universities), with an attendance certification of 15 hours of training (1.5 ECTS).

The conference will take place at the Assembly Hall of the Teacher Training and Education Faculty at the Autonomous University of Madrid for an event that promises to be enriching and inspiring. Register now and be part of the change in education.

Register, send your oral communications and more here: https://eventos.uam.es/112658/detail/i-congreso-internacional-de-pedagogia-de-la-muerte-y-mejora-de-la-educacion.html (the language can be changed between Spanish and English at the top right of the page, clicking on the “Idioma” icon).

 

 

13th European Conference on Education (ECE), 10–14 July 2025, London (UK)

The upcoming European Conference on Education (ECE2025) will take place this July in London, in collaboration with Birkbeck, University of London, the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP), Osaka University, and in affiliation with University College London (UCL).

The International Academic Forum (IAFOR) promotes and facilitates new multifaceted approaches to one of the key issues of our time: globalisation and its many forms of growth and expansion. Understanding how globalisation permeates the world of education—and its subsequent impact on societies, institutions, and individuals—is a driving force behind educational policies and practices worldwide. IAFOR’s conferences on education focus on these topics, offering participants three unique dimensions of experience: fostering interdisciplinary dialogue, encouraging intercultural awareness, and promoting international exchange. In essence, IAFOR’s education conferences are about change, transformation, and social justice. As demonstrated in previous IAFOR education conferences, education possesses the power to transform and to be continuously transformed.

The Programme Committee welcomes papers from a broad range of interdisciplinary and theoretical perspectives. Presentations are organised under the following streams and sub-streams:

  1. Teaching and Learning (Learning experiences, student learning and diversity; Teaching experiences, pedagogy, practice and praxis; Assessment theories and methods; Curriculum design and development; Adult, lifelong and distance learning; Education and difference: Gifted education, special education, learning difficulties and disability; Inter-, multi-, and transdisciplinary education)
  2. Educational Structures (Educational policy, leadership, management and administration; Educational research, development and publishing; Professional training, development and concerns in education; Primary and secondary education; Higher education)
  3. Community and Society (Education, sustainability and society: Social justice, development and political movements; International education)
  4. Language and Culture (Language development and literacy; Foreign language education and applied linguistics, including ESL/TESL/TEFL; Challenging and preserving: culture, interculturalism, multiculturalism and language)
  5. Psychology, Mind and Brain (Mind, brain and psychology: Emotional and cognitive human development and educational outcomes; Counselling, guidance and adjustment in education)
  6. Innovation and Technology (Design, implementation and assessment of innovative educational technologies; Fostering creativity and innovation: New, radical and innovative education; Creation, preservation and access to knowledge: curation, librarianship, information and archiving)

For more information: The 13th European Conference on Education | London, UK, 2025

 

 

III ECVA Conference, “What Makes a Life Flourishing? Exploring the Intersection of Character, Life Skills, and Competences” | 24–26 June 2025, Vienna (Austria)

At the end of June this year, the annual conference of the European Character and Virtue Association (ECVA) will take place in the city of Vienna. Established in 2022, the Association is dedicated to advancing research, training, and networking in the field of character education across Europe. ECVA serves as a platform for collaboration among universities, academic networks, individual researchers, and practitioners, with the aim of promoting character virtues and influencing educational policy both in Europe and beyond.

The conference is entitled “What Makes a Life Flourishing? Exploring the Intersection of Character, Life Skills, and Competences.” In today’s educational landscape, many students face significant challenges related to wellbeing and mental health. The conference will focus on how holistic approaches to child development—such as Aristotelian character education and life skills programmes—can promote psychological wellbeing and happiness. It will also explore how these approaches might be integrated with more utilitarian educational methods that emphasise cognitive competence development and performance in standardised assessments. The core theme centres on exploring how these educational components can be effectively combined to help individuals thrive both personally and professionally.

The conference therefore aims to provide a deep understanding of how character education, life skills, and competence development can be harnessed to support the holistic development of students. By addressing these critical intersections, the conference will offer valuable insights and strategies for educators, policymakers, and parents committed to fostering student resilience, wellbeing, and overall flourishing in work and life.

The event will feature keynote addresses by renowned experts, alongside plenary sessions and parallel sessions for paper presentations. Possible topics include: How can character education foster individual wellbeing, personal growth, and success? What role do life skills and competences play in the holistic development of the child? How can virtues and life skills be effectively integrated into curricula? What impact do whole-child approaches—such as Aristotelian character education—have on students’ psychological wellbeing, happiness, and academic success? How can character and life skills education be aligned with modern utilitarian educational goals, such as competence development and performance in standardised testing?

Submissions are particularly encouraged in the following areas: theoretical frameworks and philosophical foundations of character and virtue education; practical applications of character and life skills education; school-based programmes; research on resilience, wellbeing, and happiness as outcomes of character and life skills education; comparative studies on the integration of character-based and competence-based educational models; and policy implications for implementing character education across educational systems.

For more information: https://ecva-character.org/ecva-conference

 

 

26th International Conference on Artificial Intelligence in Education (AIED 2025) Theme: “AI as a Catalyst for Inclusive, Personalised, and Ethical Education: Empowering Educators and Learners for an Equitable Future” 22–26 July 2025, Palermo (Italy)

This coming July, the Università degli Studi di Palermo (Palermo, Italy) will host the 26th International Conference on Artificial Intelligence in Education (AIED 2025), focusing on the potential of artificial intelligence as a catalyst for inclusive, personalised, and ethical education. The event will explore how AI can empower educators and learners by fostering equitable and tailored learning experiences, while ensuring the responsible and ethical integration of such technologies into educational contexts.

Artificial Intelligence (AI) is advancing at an unprecedented pace, with generative AI and related technologies leading this transformative shift. These developments are set to significantly reshape education, offering novel opportunities to enhance teaching and learning processes. At the same time, more "traditional" AI techniques continue to evolve, bringing fresh insights and applications. AI is broadening the scope of what is possible in education, enabling the creation of dynamic, personalised learning experiences.

As these technologies advance, they equip educators with powerful tools to better understand students’ needs, tailor instruction and resources to individual learning pathways, and promote greater learner engagement. AI is no longer just an auxiliary tool; it is fundamentally transforming the core of educational practices, making learning environments more adaptive, accessible, and impactful.

Under the theme “AI as a Catalyst for Inclusive, Personalised, and Ethical Education”, the conference focuses on AI’s transformative potential to promote greater equity in education. By leveraging AI’s capacity to personalise learning, educators can better address diverse learner needs and help reduce educational disparities—especially in underserved and marginalised communities. The theme also highlights the critical importance of ethical integration, ensuring that these advanced technologies are deployed responsibly and uphold principles of equity, transparency, and privacy.

AIED 2025 invites both empirical and theoretical contributions related to AI and education within the following core areas:

  • AIED Architectures and Tools
  • Machine Learning and Generative AI
  • Learning, Teaching, and Pedagogy
  • Human-Centred Design and Design-Based Research
  • AI Education (Teaching AI)
  • Ethics, Equity and AIED in Society
  • Theoretical Foundations of AIED and AI-based Educational Modelling

For more information: aied2025.itd.cnr.it

 

 

51st Annual Conference of the Association for Moral Education "Caring For and With Others: Teaching and Learning Care" 7–9 August 2025, Tampere (Finland)

In early August 2025, the annual conference of the Association for Moral Education (AME) will take place in Finland. The theme of this year’s conference is “Caring For and With Others: Teaching and Learning Care.” Care is, in fact, part of what we do in everyday life: it is practised both professionally (e.g., by teachers, doctors, nurses, domestic workers) and informally (e.g., by parents, grandparents, neighbours). Caring for others and caring about others takes place at multiple levels—individual, relational, familial, educational, neighbourhood, community, societal, and global. Without a focus on care (e.g., who cares, why, and what makes it valuable), we cannot aspire to a just global society. This conference offers a unique opportunity for transdisciplinary discussions on care as an ethic, a theory, a practice, a developmental orientation, and an educational outcome.

Presentations on a wide range of topics are welcome, though particular encouragement is given to those addressing the following themes:

  1. Caring for and with others – How can individuals learn and reflect on caring both for others (empathy, sympathy, love) and with others (compassion, help, support)?
  2. Justice and care – How can care and justice be brought together to challenge social injustices and inequalities?
  3. Ethics of care – How can the ethics of care contribute to our understanding of nurturing more caring citizens and societies?
  4. Formal and informal moral education – How can morality be taught and learned in multiple, often under-researched contexts (e.g., beyond the classroom, through everyday helping, caring, and loving)?

The theme of this conference opens the door to interdisciplinary scholarship and professional practice involving theories, practices, policies, and educational programmes—whether informal or institutional—that support and advance academic inquiry and educational practice centred on care as a core moral element of a just, ethical, and morally connected world. Submissions that address issues of gender, race, ethnicity, sexuality, age, class, nationality, immigration, religion, differing abilities, and intersectionality are particularly encouraged.

Proposals that explore the intersection of positive youth development and moral education are especially welcomed and will be prioritised during the review process. However, proposals addressing positive youth development and moral education more broadly are also welcomed and encouraged.

For more information: https://events.tuni.fi/ame25/

 

 

International Symposium on Philosophy of Education “Education, Ecology, Life: Reflections and Educational Proposals for an Integral Ecology” 4–5 September 2025, Venice (Italy)

The International Symposium on Philosophy of Education will be held in early September 2025 at the Istituto Universitario Salesiano di Venezia. The symposium invites participants to engage in debate from multiple anthropological, pedagogical and epistemological perspectives, around a renewed relationship:
a) with ourselves,
b) with other human beings,
c) with the natural environment, and
d) with transcendence.

Edgar Morin (2021) strongly emphasises our belonging to a shared earthly destiny. Although threatened by common global emergencies, humanity can also find within itself the strength and courage to overcome division, fragmentation, and constant conflict. Our shared humanity links unity with diversity, and homogeneity with differentiation—elements that form the very basis of social life.

The Encyclical Letter Laudato si’ (2015), together with the more recent Apostolic Exhortation Laudate Deum (2023), offers a promising moral compass. Laudato si’, in particular, reminds us that each person is called to restore multiple levels of ecological balance:
– internal balance with oneself,
– solidarity with others,
– harmony with all living beings, and
– spiritual alignment with God.

The symposium invites a reorientation of pedagogical pathways toward an ecological ethic that supports human, social, economic and environmental development. This ethic should be grounded in compassion and guided by responsibility, solidarity, and the cultivation of strong virtues. The connection between virtue, character, and environmental ethics (Sandler, 2009) is especially promising from an educational standpoint.

For the horizon of Integral Ecology to be realised, it is essential to cultivate a way of thinking that supports new syntheses: between unity and diversity, between forms of knowledge, life conditions and global challenges. This implies fostering democratic modes of interaction, cooperation, commitment, responsibility and—importantly—proximity.

In light of this planetary adventure—which is urgent, challenging and fraught with difficulties—the Symposium welcomes theoretical reflections, empirical research, and accounts of practical or professional experiences on the following themes:

  • Ecology, learning environments, and future challenges in a post-media society
  • Educational professions, character, and virtues
  • Education and training between the “Global Compact on Education” and the “New Social Contract for Education”
  • Inclusion, dialogue, and transformative practices in schools and personal services

The official languages of the symposium are Italian and Spanish.

For more information: https://filosofiadelaeducacion.org

 

 

European Conference on Educational Research (ECER) – Emerging Researchers’ Network "Charting the Way Forward: Education, Research, Potential and Perspectives" 9–12 September 2025, Belgrade (Serbia) Pre-Conference for Emerging Researchers: 8–9 September 2025

ECER 2025 will serve as a platform for exploring how education, in its many forms, can contribute to the development of individual potential and well-being, while also acting as a social institution that fosters community and society, with respect for our differences.

Education undoubtedly plays a central role in society. However, its purpose remains the subject of both political and academic debate. Even more contested is the role that educational research should play in shaping the future of educational practice.

We live in a world marked by growing ideological tensions, rapid and unpredictable technological advancements, and revolutionary climate changes that affect everyday life and the prospects of all living beings. The effects of this uncertainty on education—in Europe and beyond—are both numerous and novel, yet the fundamental question remains:
How can education and educational research best contribute to charting the way forward?

In addressing this question, it is crucial to remember that neither education nor educational research constitutes a monolithic system. Educational practices vary widely across regions and nations within Europe, reflecting distinct cultural contexts. Likewise, educational research encompasses a rich diversity of disciplinary, methodological, and theoretical perspectives.

This breadth can be seen as a strength, a challenge, or an opportunity. The transdisciplinary nature of educational research holds potential for addressing the complexity of the issues at hand. Ambiguity—where boundaries increasingly blur between policy, education, and research—is especially pronounced in the field of educational research. This highlights both the belief in education’s boundless potential and the awareness of its significant limitations.

Among the pressing challenges that educational research is called to address are:

  • Identifying the most influential factors shaping educational systems and processes
  • Ensuring the personal well-being of every child
  • Positioning education within the broader societal puzzle of environmental and demographic change
  • Understanding the evolving role of artificial intelligence in everyday life and its implications for education

The Emerging Researchers’ Conference, held on 8–9 September 2025, precedes the main ECER event. It is specifically designed to provide early-career researchers with tailored activities and workshops, offering diverse opportunities to network, build global connections, and share the latest innovative ideas in their areas of interest.

For more information: https://eera-ecer.de/conferences/ecer-2025-belgrade

 

 

9th Annual Aretai Center Conference on Virtues "Human Flourishing, Psychological Well-being, and Virtue" 15–17 September 2025, Rome (Italy)

The Aretai Center’s 9th Annual Conference aims to promote a more comprehensive understanding of the relationship between flourishing, well-being, and the development of virtues, while also fostering interdisciplinary collaboration.

Well-being can be viewed as a fundamental goal of all living beings. For humans, it is a multifaceted concept that demands refinement across various dimensions of human nature. In philosophical tradition, the Greek term eudaimonia—typically translated as "flourishing"—encapsulates well-being in its ethical dimension: the meaning of a well-lived life and the actions required to fully realise human capacities.

In psychological tradition, well-being refers to a positive state involving the balanced satisfaction of both objective and subjective individual needs. While both traditions offer valuable insights, they are not necessarily aligned. A philosopher such as Wittgenstein, for example, might claim to have lived a "wonderful life" despite profound psychological torment, cultural displacement, global conflict, and personal suffering. Conversely, an individual engaged in criminal activity may report high levels of psychological well-being but lack key mental qualities that would be central to any philosophical account of flourishing.

Nonetheless, it would be an overstatement to suggest there is no overlap between these accounts. Scholars have long sought to clarify the role of psychological well-being within the broader framework of human flourishing, and to explore how the concept can inform psychological understandings of well-being.

Key questions and topics for the conference include:

  • How can psychological models of well-being incorporate concepts of virtue and flourishing?
  • In what ways might various dimensions of well-being support the ethical aspects of flourishing—and vice versa?
  • Can the cultivation of virtue enhance long-term psychological health?
  • What is the relationship between happiness and virtue?
  • Should counselling and psychological interventions address the ethical dimensions of flourishing?
  • How can complex concepts like flourishing and well-being be applied in clinical and research settings?
  • What are the philosophical foundations of well-being, and how do they intersect with empirical accounts?
  • Is eudaimonia a culturally contingent or universally applicable framework for well-being?
  • How do different philosophical traditions conceptualise flourishing and its link to virtue?
  • Is there a tension between individual flourishing and the well-being of communities or societies?
  • Given the multifaceted nature of well-being, what are the most reliable methods for measuring it across diverse populations and contexts?
  • How is well-being affected by different behaviours, thought processes, and emotional arousal?
  • What creates discrepancies between others’ perceptions of our well-being and our own perceptions?
  • How is psychological well-being (and flourishing) affected by interventions that enhance emotional regulation skills or counter maladaptive strategies?

For more information: https://www.aretaicenter.com/next-annual-conference.html

 

 

III Latin American and Caribbean Conference on Higher Education Research "Exploring New Frontiers: Research for Innovation in Higher Education in Latin America and the Caribbean" 1–3 October 2025, San José (Costa Rica)

In recent years, innovation and research in teaching, training, management, and practice within higher education have become essential to ensuring continuous improvement and the quality assurance of educational systems. In response to this need, SoTL (Scholarship of Teaching and Learning) has emerged as a global movement that promotes systematic research on university-level teaching and learning. It encourages the dissemination and exchange of educational experiences and research findings.

LatinSoTL is a continental network that brings together institutions, academics, and higher education professionals across Latin America and the Caribbean. Its mission is to promote and advance the Scholarship of Teaching and Learning (SoTL) within the region—known in Spanish as Enfoque Académico sobre la Docencia de Nivel Superior. This initiative aims to foster educational innovation, improve academic practice, and share evidence-based insights to enhance the quality of higher education.

The third edition of this conference will revolve around the theme of exploring new frontiers in the context of global change and the transformation of higher education. Special attention will be given to the development and strengthening of academic disciplines. The focus will be on how different fields of study can adapt, innovate, and respond to 21st-century challenges and opportunities—particularly in light of emerging technologies such as Artificial Intelligence (AI).

The conference will offer both in-person and online participation options, making it accessible to a broad and diverse audience across the region. The event’s thematic approach is aligned with the Sustainable Development Goals (SDGs) of the 2030 Agenda, which advocate for a transformative vision of economic, social, and environmental sustainability.

The conference welcomes submissions related to higher education and academic training from a variety of dimensions and perspectives. Researchers and practitioners are invited to submit contributions addressing, among others, pedagogical, methodological, technological, assessment, and management aspects of higher education. The aim is to foster interdisciplinary dialogue and explore innovative approaches that contribute to the advancement of educational practices across Latin America and the Caribbean.

All submitted papers will undergo peer review by the Scientific Committee, and accepted contributions will be published in the conference proceedings, available in Spanish, Portuguese, English, and French. Oral presentations may also be delivered in any of these four languages, according to each presenter’s preference.

For more information: https://latinsotl.org