International Conference on Education and Learning

The International Community of Education and Learning aims to develop innovative spaces for the creation and exchange of knowledge in a wide range of disciplines related – to a greater or lesser extent – with education, teaching and learning in society. The community interacts by attending annual conferences held in different parts of the world, as well as through a ‘family’ of indexed and arbitrated journals, and a collection of books on academic reflection.

Members of this knowledge community include academics, researchers, professors, instructors, teachers, pedagogues, policy makers, university authorities, psychologists, philosophers, civil servants, educational managers. Also included are consultants, technologists and educational software companies, as well as students and PhD students

The International Conference on Education and Learning has become a forum for discussion that explores how scientific, technological, political, cultural, economic and social changes have a decisive influence – increasingly more so as the years go by – on education and learning for both new generations and adults. The conference includes prominent speakers, and some of the most prestigious thinkers in the world, as well as presentations, workshops and seminars given by professors, researchers and professionals from both the public and private sectors. The official languages are English, Spanish, and Portuguese.

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Scientific committee

Scientific Director

Gregory M. Hauser, PhD.
Roosevelt University (USA)

Gregory M. Hauser is a Professor at Roosevelt University where he taught courses in the master’s and doctoral programs in educational leadership. He is currently serving a three year term as an elected member of the Roosevelt University Board of Trustees. Prior to his faculty appointment, he served for seventeen years as a chief student affairs officer. He has served as Vice Provost of Student Affairs at Roosevelt University, as Dean of Students at Montana State University-Northern, and as Dean of Students at Monmouth College. As an outgrowth of his research interests in technology and educational leadership he co-authored, The standards-based digital school leader portfolio; A handbook for preparation and practice (2005), as well as a revised second edition in 2010. He has also written several book chapters and articles related to various aspects of school reform. Professor Hauser serves on the editorial review board for three peer-reviewed journals. He has also authored and administered numerous federal and private foundation grants from the U.S. Department of Education, the U.S. Information Agency, and the IBM Foundation, to mention a few. He is a former Fulbright Scholar to Germany.

Committee members

  • Marcelo Emilio Bianchi Bustos, Universidad Argentina J. F. Kennedy, Argentina.
  • Henry Aberto Chero Valdivieso, Los Angeles Catholic University of Chimbote, Peru.
  • Marisol Cipagauta, University Corporation Minuto de Dios, Colombia.
  • Aleska Cordero, National Open University, Caracas, Venezuela.
  • Candida Filgueira Arias, CEU San Pablo University, Madrid, Spain.
  • Aránzazu Hervás Escobar, Rey Juan Carlos University, Madrid, Spain.
  • Maria José Fueyo Muñiz, Professional Conservatory of Music, Alcalá de Henares, Spain.
  • Karim Javier Gherab Martín,  Rey Juan Carlos University, Madrid, Spain.
  • Sílvia Ester Orrú, University of Brasília, Brazil.
  • Delia Manzanero, Universidad Rey Juan Carlos, Madrid, Spain.
  • Jesús Paz-Albo, Rey Juan Carlos University, Madrid, Spain.
  • Magda Pereira Pinto, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil.
  • Miriam Persiani de Santamarina, Campana Kindergarten, Buenos Aires, Argentina.
  • Salvador Ponce Ceballos, Autonomous University of Baja California Mexicali, Mexico.
  • Antônio Vanderlei dos Santos, Integrated Regional University, Rio Grande do Sul, Brazil.
  • Judith Schneider, Campana Child Development Care Center, Buenos Aires, Argentina.
  • Nancy Viana Vázquez, University of Puerto Rico in Rio Piedras, Puerto Rico.
  • Rosa Virgínia Wanderley Diniz, University of Sorocaba, Brazil.


Political text, legislation and the history of education

  • Educational policy, educational legislation and the history of education in local contexts.
  • Educational policy, educational legislation and the history of education in an international context.
  • Comparative education.
  • Education reforms.
  • State and education.
  • Education rights.
  • Education and public life.
  • Education crisis.
  • Education systems.
  • Democratisation in education.

Leadership and management of educational centers

  • Internal school organisation:
  • The organisation of teaching staff in education centres.
  • Interdepartmental and intradepartmental organisation.
  • The organisation of management teams.
  • School organisation at an external level:
  • Family-school relationship processes.
  • Collaboration processes with other public and private organisations.
  • Relationship with educational administration.
  • Relationship processes with other education centres.
  • The teacher as a leader in the classroom.
  • Leadership and strategic direction in educational centres.
  • Leadership styles and models.
  • The evaluation and measurement of educational quality.
  • Improvement plans as quality generators in the teaching / learning process.

The stages of education and their curriculum 

  • Education in the different educational stages.
  • Infant school.
  • Primary education.
  • Secondary education.
  • Vocational training of medium and higher degrees.
  • High school.
  • Higher education.
  • Universities and Special Schools with university status.
  • Masters and postgraduates.
  • Doctorates.
  • Languages.

The Psychology of education and learning

  • Psychopedagogy and educational guidance.
  • Evolutionary psychology.
  • The psychology of education.
  • Social psychology and sociology applied to education.
  • Difficulties and learning disorders.
  • Difficulties and behavioral disorders.
  • Difficulties and developmental disorders.
  • Giftedness.
  • Educational intervention programmes.
  • Work-professional intervention programmes.
  • Children in a situation of social exclusion: child / youth abuse.
  • Coeducation, integrated, inclusive and segregated education. Sexism in education.
  • School dropout and failure.

Continuous education and professional training

  • Adult education.
  • Literacy and regulated training.
  • University.
  • Informal education. Different proposals for continuous training.
  • Education for job placement.
  • Professional training and professional training.
  • ‘Outplacement’ or professional relocation.
  • Long distance education. Online learning. Interactive and autonomous learning.
  • Education directed by different public and private organizations and institutions.

Educational methodologies

  • Student evaluation.
  • Summative and formative evaluations.
  • Teacher evaluation.
  • The teaching profession.
  • Training, improvement and updating of teachers.
  • The work of teachers and professors: Roles and responsibilities.
  • The teacher as manager of personal and material resources.
  • Teaching modes (didactic, research, collaboration).
  • Traditional and innovative learning methodologies. The active methodology.
  • Learning contexts and tools:
  • Educational environment. The classroom atmosphere.
  • Buildings and school architecture.
  • Resources, tools and educational materials.
  • Resource centers for learning and research.
  • The role of libraries in learning literacy.
  • Text Organisations and entities collaborating in education.

Science, technology and innovation in education

  • The teaching of mathematics, physics, chemistry, biology and other sciences.
  • Learning about the natural environment.
  • Education 3.0.
  • E-learning. B-learning
  • ‘The Flipped Classroom’.
  • Augmented reality. Immersive reality. Mixed reality.
  • Project based learning.
  • 3D technology.
  • Robotics.
  • Gamification.
  • Transmedia narratives. (‘Transmedia storytelling’).
  • ‘Mobile learning’ and ‘Educational apps’
  • Parental control. Cybersecurity
  • The use of MOOCs.
  • The use of educational platforms.
  • Other innovative technological proposals.
  • ICTs: Information and communication technologies.
  • LKTs: Learning and knowledge technologies.
  • TEPs: Technologies of empowerment and participation.
  • Digital literacy. The digital gap.
  • The responsible use of new technologies and the treatment of new addictions.

Social aspects of education

  • Emotional education.
  • Education for health.
  • School hygiene.
  • Physical education.
  • Infancy, health and food.
  • Identity and diversity.
  • Multicultural and intercultural education. Inclusive education
  • Special education. Disability.
  • Sex education.
  • Moral education. Values Education.
  • Education for peace.
  • Consumer education.
  • Education for equality.
  • Road safety education.
  • Environmental and sustainable education.
  • Family education. Society, family and school.
  • ‘Home schooling’, ‘Homeschool’ or Home Education.
  • Parents’ school. The role of the family in education.