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Proceedings, 2026, IOCES 2026

The 1st International Online Conference on Education Sciences

Online | 15–17 June 2026

Volume Editor:
Daniel Muijs, Queen's University Belfast, Belfast, UK

Number of Papers: 2

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Cover Story (view full-size image): The 1st International Online Conference on Education Sciences (IOCES 2026) was held from 15 to 17 June 2026. This event brought together scholars in education and related fields to discuss current [...] Read more.

8 pages, 208 KB

Open AccessProceeding Paper

Design and Pilot Implementation of the Active Music Programme (MAP) in a Special Education Centre for Adolescents and Adults with Autism Spectrum Disorder (ASD)

by Ana M. Vernia-Carrasco

Proceedings 2026, 145(1), 1; https://doi.org/10.3390/proceedings2026145001 - 17 Jun 2026

Viewed by 210

Abstract

The Active Music Programme (MAP) is an interdisciplinary initiative designed to foster inclusion, communication, and emotional well-being through participatory music-making. Integrating active music education, guided improvisation, and creative interaction, MAP seeks to enhance quality of life for individuals with diverse abilities. This pilot project, implemented in a special education centre with adolescents and adults with Autism Spectrum Disorder (ASD), combines weekly collaborative sessions led by music and education professionals. Using a qualitative, participatory framework, the study aims to examine how musical engagement is expected to support shared attention, emotional regulation, and social connection, positioning MAP as a replicable model for inclusive education and community practice. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

9 pages, 870 KB

Open AccessProceeding Paper

Metaverse Adoption in Built-Environment Education: A Kirkpatrick Model-Based Evaluation of Educator Training Outcomes

by Olusegun Aanuoluwapo Oguntona

Proceedings 2026, 145(1), 2; https://doi.org/10.3390/proceedings2026145002 (registering DOI) - 6 Aug 2026

Abstract

The rapid digitalisation of the construction and built-environment sectors has increased demand for innovative teaching methods in higher education. Among emerging digital tools, metaverse applications offer immersive and interactive learning environments with the potential to transform traditional pedagogical practices. This study evaluates the adoption of the metaverse application (EON-XR) in built-environment education by examining educator training outcomes using the Kirkpatrick model. The evaluation focuses on a structured training workshop designed to equip built-environment educators with the skills to integrate metaverse-based applications into first-year teaching modules. A post-training evaluation employed a Google Forms survey instrument explicitly aligned with Kirkpatrick’s four evaluation levels: reaction, learning, behaviour, and results, with Levels 3 (Behaviour) and 4 (Results) operationalised as behavioural-intention and perceived-results proxies collected immediately post-training, ahead of any classroom implementation. The instrument captured educators’ perceptions of usability, relevance, pedagogical value, behavioural intention to apply acquired skills, and the broader institutional and disciplinary implications of metaverse adoption. Both qualitative and quantitative data were analyzed to assess the training programme’s effectiveness across these four dimensions. Findings indicate a generally positive reaction to metaverse training, with educators recognizing the relevance and user-friendliness of the EON-XR application. Evidence of learning was demonstrated by increased confidence and perceived competence in applying metaverse tools for teaching. At the behavioural level, participants expressed strong intentions to integrate metaverse applications into their teaching practice. At the results level, the training was perceived as enhancing teaching engagement, stimulating interest in construction digitalisation, and contributing to the institutional standing of higher education providers. The study concludes that metaverse-based educator training can play a critical role in advancing digital pedagogy within built-environment education. By applying the Kirkpatrick model, this research provides a structured, replicable framework for evaluating the adoption of immersive technology in higher education contexts. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

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