Proceedings

8 pages, 1279 KB

Open AccessProceeding Paper

DigComp and Its Limits: New Human Resource Management Constructs for Generative AI Skills

by Ioannis Zervas and Emmanouil Stiakakis

Proceedings 2026, 144(1), 1; https://doi.org/10.3390/proceedings2026144001 - 12 May 2026

The rapid diffusion of generative artificial intelligence (GenAI) is reshaping how skills are enacted and evaluated in knowledge-intensive work. This study examines how emerging GenAI-related competences and inclusive digital HRM practices influence skill utilisation and task performance. Drawing on survey data from 420 [...] Read more.

The rapid diffusion of generative artificial intelligence (GenAI) is reshaping how skills are enacted and evaluated in knowledge-intensive work. This study examines how emerging GenAI-related competences and inclusive digital HRM practices influence skill utilisation and task performance. Drawing on survey data from 420 knowledge workers in Greece and Italy, the study introduces Prompt Self-Efficacy and GenAI Readiness as complementary constructs to existing digital competence frameworks. Using PLS-SEM, the findings show that individual confidence and employees’ perceived inclusive e-HRM practices affect performance primarily through Perceived Skill Utilisation. The results highlight the importance of enabling conditions that translate GenAI competences into effective work outcomes. Full article

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1 pages, 121 KB

Open AccessEditorial

Statement of Peer Review

by Katerina Melfou

Proceedings 2026, 134(1), 68; https://doi.org/10.3390/proceedings2026134068 - 7 May 2026

Abstract

In submitting conference proceedings to Proceedings, the Volume Editors would like to certify to the publisher that all papers published in this volume have been subjected to peer review by the designated expert referees, and were administered by the Volume Editors strictly [...] Read more.

In submitting conference proceedings to Proceedings, the Volume Editors would like to certify to the publisher that all papers published in this volume have been subjected to peer review by the designated expert referees, and were administered by the Volume Editors strictly following the policies announced on the conference website [...] Full article

(This article belongs to the Proceedings of The 18th International Conference of the Hellenic Association of Agricultural Economists)

6 pages, 419 KB

Open AccessEditorial

Preface of the 18th International Conference of the Hellenic Association of Agricultural Economists

by Katerina Melfou

Proceedings 2026, 134(1), 67; https://doi.org/10.3390/proceedings2026134067 - 7 May 2026

Abstract

Global developments in the economic, social, and political domains severely affect the primary sector at all levels (local, regional, national, supra-national) [...] Full article

(This article belongs to the Proceedings of The 18th International Conference of the Hellenic Association of Agricultural Economists)

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6 pages, 183 KB

Open AccessProceeding Paper

Images, Learning and the Construction of Information

by Salvatore Mancarella

Proceedings 2026, 139(1), 19; https://doi.org/10.3390/proceedings2026139019 - 7 May 2026

Abstract

Visual learning is not merely a form of visual memory—the ability to associate an object of learning with its spatial and temporal context—or simply an explanatory aid or instrumental support, as is often assumed. The kind of visual learning addressed here aligns, more [...] Read more.

Visual learning is not merely a form of visual memory—the ability to associate an object of learning with its spatial and temporal context—or simply an explanatory aid or instrumental support, as is often assumed. The kind of visual learning addressed here aligns, more broadly, with the notion of visual thinking as conceived in the 1960s by Rudolf Arnheim, the German psychologist and art historian, for whom art and expressive forms help us understand the world, generate active and creative comprehension, and organize one’s interpretative universe. The aim, therefore, is not to describe didactic practices that employ images, maps, videos, or simulations, but to go beyond the apparent familiarity of the topic and ask: When and how does the visual dimension foster learning? And, above all, what role does the image play within the educational process? Historically, the visual has been assigned an instrumental function—or so it was believed. Yet one might doubt that this fully captures the experiences of Leonardo, Giotto, or Michelangelo. Can we truly think that sketches or elaborated images have ever been mere mnemonic aids? In both art and education, images do far more than illustrate or serve as tools for remembering, orienting, or recognizing. Especially today, in the presence of technological interference, the visual covers broader horizons: it is used to generate information, explain complex concepts, and produce new experiences—and possibly even new forms of knowledge. In a world saturated with images, there emerges a growing risk of simplification and trivialization: images abound, yet meaning often escapes us. We distrust images, and perhaps we have never truly learned how to read them. Here lies a crucial anthropological fracture: between the mnemonic and the constructive functions of the visual, genuine visual literacy is often missing. A broad methodological approach is therefore needed—one that, through theoretical, historical, and pedagogical analyses, can problematize the educational use of images beyond their mere instrumental dimension. Such reflection must draw from aesthetic and philosophical traditions while acknowledging technological influences and maintaining a clear focus on the specific contexts of contemporary teaching and learning. Full article

6 pages, 159 KB

Open AccessProceeding Paper

Educating the Gaze in the Age of Saturation: Visual Education, Generative AI, and Critical Learning Strategies

by Maura Gancitano and Andrea Colamedici

Proceedings 2026, 139(1), 18; https://doi.org/10.3390/proceedings2026139018 - 6 May 2026

Abstract

The cognitive environment in which students are immersed today is characterised by high exposure to images and content generated, selected and modulated by algorithmic systems. Visual education, therefore, runs the risk of becoming an accessory function of the system, serving to capture attention [...] Read more.

The cognitive environment in which students are immersed today is characterised by high exposure to images and content generated, selected and modulated by algorithmic systems. Visual education, therefore, runs the risk of becoming an accessory function of the system, serving to capture attention rather than to develop a critical eye; but visual education can also be used to question narrative linearity, destabilise established representations, and activate reflective processes. Artificial intelligence is a cognitive agent, and its use in visual teaching can help to deconstruct interpretative automatisms and open up spaces for more attentive and conscious learning. Full article

8 pages, 623 KB

Open AccessProceeding Paper

Educating Emotional Recognition in Visual Education: A Convolutional Model for Professional Psychologists

by Alessandro De Santis, Francesco Antonio Santangelo and Antonino Tarantino

Proceedings 2026, 139(1), 17; https://doi.org/10.3390/proceedings2026139017 - 6 May 2026

Abstract

The digital transformation of mental health practice increasingly requires psychologists to integrate technological literacy with emotional and cognitive skills. This study presents a pilot project combining Visual Education and Artificial Intelligence (AI) through a Computer Vision model for emotional recognition. A convolutional neural [...] Read more.

The digital transformation of mental health practice increasingly requires psychologists to integrate technological literacy with emotional and cognitive skills. This study presents a pilot project combining Visual Education and Artificial Intelligence (AI) through a Computer Vision model for emotional recognition. A convolutional neural network (CNN), based on MobileNetV2, was trained to identify facial emotions and tested for educational use within a serious game for psychologists’ professional development. Using transfer learning, the model achieved an accuracy of about 75% under controlled conditions but only 15.54% on a biased dataset. These results reveal both the potential and limitations of AI in emotional learning. The findings are discussed in relation to visual literacy, digital mental health, and AI ethics, illustrating how computational bias can become a pedagogical tool for psychology professionals. Full article

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7 pages, 151 KB

Open AccessProceeding Paper

PhotoVoice and Visual Narrative: A Pedagogical Perspective on Inclusion and Intellectual Disability

by Letizia Pistone, Daniela Pasqualetto and Alessandra Lo Piccolo

Proceedings 2026, 139(1), 16; https://doi.org/10.3390/proceedings2026139016 - 5 May 2026

Abstract

The growing interest in visual methodologies within the educational field reflects the need to rethink teaching–learning processes from a participatory, multimodal, and inclusive perspective. Among these approaches, PhotoVoice emerges as a research–action and training strategy that combines photography and autobiographical narration, activating accessible [...] Read more.

The growing interest in visual methodologies within the educational field reflects the need to rethink teaching–learning processes from a participatory, multimodal, and inclusive perspective. Among these approaches, PhotoVoice emerges as a research–action and training strategy that combines photography and autobiographical narration, activating accessible expressive practices centred on subjectivity and lived experience. This contribution presents a theoretical–methodological analysis grounded in pedagogical and visual research literature, aiming to outline an operational framework for the educational application of PhotoVoice in inclusive pathways addressed to individuals with intellectual disabilities. Framed within the paradigm of Visual Education and a pedagogy oriented toward recognition and relationality, PhotoVoice is examined as a pedagogical device capable of fostering symbolic mediation, identity construction, and narrative agency. The photographic image, conceived as an embodied, situated, and relational language, enables access to forms of knowledge often excluded from dominant verbal codes, restoring visibility and epistemic dignity to marginalised subjectivities. The paper delineates key operational phases of the method and identifies core educational objectives, including the strengthening of narrative agency, self-determination, and reflective participation. From this perspective, visual narration is configured as a situated pedagogical practice integrating aesthetics, ethics, and social transformation, capable of generating equitable and meaning-generative learning environments. Within this framework, PhotoVoice shifts inclusion from an abstract principle to a concrete educational process, enabling participants to narrate, interpret, and actively reshape their own learning contexts. Full article

8 pages, 880 KB

Open AccessProceeding Paper

Definitions, Taxonomies and Functions of Visual Thinking as an Educational Ecosystem: A Scoping Review

by Maria Vittoria Battaglia and Francesco Maria Melchiori

Proceedings 2026, 139(1), 15; https://doi.org/10.3390/proceedings2026139015 - 5 May 2026

Abstract

The scoping review examines how pedagogy can incorporate visual language and imagination as integral components of the learning process. Sixty-four studies were analysed following PRISMA-like guidelines to identify definitions, taxonomies, pedagogical functions and skills required by visual thinking. The results highlight the cognitive, [...] Read more.

The scoping review examines how pedagogy can incorporate visual language and imagination as integral components of the learning process. Sixty-four studies were analysed following PRISMA-like guidelines to identify definitions, taxonomies, pedagogical functions and skills required by visual thinking. The results highlight the cognitive, communicative and motivational role of visual tools and the active contribution of students in the construction of meaning through images. The study proposes an integrated definition of visualisation as an analytical, generative and socially situated process of meaning creation through visual and symbolic forms, offering a conceptual basis for the development of multimodal and creative educational practices. Full article

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7 pages, 1184 KB

Open AccessProceeding Paper

Prototypes of Democratic Resilience: Virtuous Isomorphism and Applied Research Laboratories in Cooperation Partnerships

by Alessia Sciamanna and Michele Corleto

Proceedings 2026, 139(1), 14; https://doi.org/10.3390/proceedings2026139014 - 5 May 2026

Abstract

In a media ecosystem marked by misinformation and disinformation, democratic resilience requires new strategies for digital and media literacy and participation. In the proposed model, the University, through transnational Cooperation Partnerships, activates applied research laboratories that generate high-social-impact communication prototypes. The European case [...] Read more.

In a media ecosystem marked by misinformation and disinformation, democratic resilience requires new strategies for digital and media literacy and participation. In the proposed model, the University, through transnational Cooperation Partnerships, activates applied research laboratories that generate high-social-impact communication prototypes. The European case studies Respectnet and DigiFunCollab demonstrate that the conscious use of digital media, transforming students from passive users into conscious creators, reduces vulnerability to cognitive biases, filter bubbles, and echo chambers, thereby limiting manipulation in democratic processes and stimulating civic participation. The imitative diffusion of such practices generates virtuous circles of collective learning. The theoretical framework combines institutional isomorphism, reinterpreted as a virtuous isomorphism of best practices, with democratic resilience and the UNESCO MIL and DigComp 2.2 frameworks. The methodology adopts a mixed-methods design with a quantitative prevalence. The qualitative phase includes focus groups with national stakeholders and a national report (regulatory analysis, training needs, SWOT on social entrepreneurship) preliminary to course design. The quantitative phase involves monitoring training pathways (online course and project work) and a final questionnaire. Indicators include the number of participants, certifications, projects developed, and engagement levels. By systematically implementing this approach, the Academy fuels multi-stakeholder institutional dialogue. Knowledge transfer creates communicative culture and strengthens the democratic capacity of communities. This approach confirms the role of Visual Education as a tool to integrate the University’s three missions, thus structurally reinforcing democratic resilience. Full article

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7 pages, 848 KB

Open AccessProceeding Paper

The Prompt as a Philosophical Educational Tool: Generating an Image Through AI

by Luca Romano

Proceedings 2026, 139(1), 13; https://doi.org/10.3390/proceedings2026139013 - 5 May 2026

Abstract

This article aims to highlight the close connection between prompt engineering and philosophy, with particular attention to how AI can be used in educational and teaching contexts. The study of philosophy, traditionally oriented toward the analysis of language, logic, and critical thinking, makes [...] Read more.

This article aims to highlight the close connection between prompt engineering and philosophy, with particular attention to how AI can be used in educational and teaching contexts. The study of philosophy, traditionally oriented toward the analysis of language, logic, and critical thinking, makes it possible to produce and refine prompts that are more precise and effective in the creation and modification of images through major chatbots and large language models (LLMs – ChatPGT-5, Gemini 2.5). By bringing into the school educational context the theories proposed and supported by the scientific literature on the didactics of philosophy and AI education, this contribution will exemplify a phenomenological analysis of the image as developed by Sartre. It will show how refining the description of an image, typical of the phenomenological method, can lead to a more accurate and appropriate prompt, which is useful for generating increasingly sophisticated images. This approach can guide students toward formulating more effective image-oriented prompts. Full article

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5 pages, 562 KB

Open AccessEditorial

Preface of the 6th International Congress on Health Innovation—INOVATEC 2025

by Andreanne Vasconcelos, Amílcar Damazo and José Roberto Leite

Proceedings 2026, 137(1), 154; https://doi.org/10.3390/proceedings2026137154 - 28 Apr 2026

Abstract

The 6th International Congress on Health Innovation—INOVATEC 2025—was held from 21 to 23 November 2025 in Brasília, Federal District, Brazil, with the theme “Disruptive innovations for inclusive, borderless health” (inovatecdf [...] Full article

(This article belongs to the Proceedings of The 6th International Congress on Health Innovation—INOVATEC 2025)

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2 pages, 149 KB

Open AccessEditorial

Statement of Peer Review

by Andreanne Vasconcelos, Amílcar Damazo and José Roberto Leite

Proceedings 2026, 137(1), 153; https://doi.org/10.3390/proceedings2026137153 - 28 Apr 2026

Abstract

In submitting conference proceedings to Proceedings, the Volume Editors of the proceedings would like to certify to the publisher that all papers published in this volume have been subjected to peer review by the designated expert referees and were administered by the [...] Read more.

In submitting conference proceedings to Proceedings, the Volume Editors of the proceedings would like to certify to the publisher that all papers published in this volume have been subjected to peer review by the designated expert referees and were administered by the Volume Editors, strictly following the policies announced on the conference website (https://inovatecdf [...] Full article

(This article belongs to the Proceedings of The 6th International Congress on Health Innovation—INOVATEC 2025)

9 pages, 197 KB

Open AccessProceeding Paper

Temporal Anchors and Cognitive Scaffolding: A Content Analysis of Complex Narrative Structures

by Dimitrios Tachmatzidis

Proceedings 2026, 141(1), 1; https://doi.org/10.3390/proceedings2026141001 - 28 Apr 2026

Abstract

This exploratory study examines how complex non-linear television narratives support viewers’ cognitive processing through embedded compensatory mechanisms. Using Season 1 of the Netflix series Dark as a case study, we conducted a quantitative content analysis examining temporal structure across 10 episodes. The series [...] Read more.

This exploratory study examines how complex non-linear television narratives support viewers’ cognitive processing through embedded compensatory mechanisms. Using Season 1 of the Netflix series Dark as a case study, we conducted a quantitative content analysis examining temporal structure across 10 episodes. The series presents interconnected timelines (1953, 1986, 2019), creating substantial cognitive demands for viewers. Statistical analyses revealed a significant negative correlation (r = −0.745, p < 0.05) between spatial fragmentation (number of locations) and scene duration, suggesting systematic compensatory editing strategies. Despite high temporal complexity, the narrative maintains a hierarchical timeline structure with 2019 serving as the primary temporal anchor (59% of screen time). These preliminary findings suggest that complex storytelling incorporates built-in cognitive scaffolding mechanisms that may facilitate comprehension despite exceeding traditional working memory constraints. The study contributes to understanding how narrative design can support distributed cognition and has implications for theories of cognitive load and multimedia learning. Full article

2 pages, 121 KB

Open AccessAbstract

Preclinical Evaluation of the Biodistribution of AuPLU/AlClPc (Gold–Pluronic Associated with Phthalocyanine) in a Novel Murine Model of Gestational Breast Cancer

by Lara S. Almeida, Lohara S. de Lima Barboza, Giovanna Torres, Luísa Vieira, Aline B. S. Santos, Maria A. G. Soler and Laise R. Andrade

Proceedings 2026, 137(1), 152; https://doi.org/10.3390/proceedings2026137152 - 27 Apr 2026

Abstract

Introduction: Breast cancer during pregnancy (GBC) is a rare and challenging condition due to the limited availability of safe and effective therapies for both mother and fetus [...] Full article

(This article belongs to the Proceedings of The 6th International Congress on Health Innovation—INOVATEC 2025)

6 pages, 182 KB

Open AccessProceeding Paper

Reflective Practice and Performance Art in the Training of Support Teachers

by Donatella Visceglia

Proceedings 2026, 139(1), 11; https://doi.org/10.3390/proceedings2026139011 - 24 Apr 2026

Abstract

This contribution explores the role of reflective practice and performative methodologies in the professional development of support teachers, framing reflectivity as a complex and articulated form of thinking that goes beyond intuitive reflection. Drawing on theories of transformative learning and practice-based research, the [...] Read more.

This contribution explores the role of reflective practice and performative methodologies in the professional development of support teachers, framing reflectivity as a complex and articulated form of thinking that goes beyond intuitive reflection. Drawing on theories of transformative learning and practice-based research, the paper argues that performative approaches—grounded in embodied, emotional, and narrative experience—can effectively foster teachers’ critical awareness, professional identity construction, and capacity for inclusive educational action. The study presents a teacher training experience implemented within the Specialization Course for Support Teaching Activities at Link Campus University, involving a 20-h workshop attended by 200 lower secondary school teachers. Centered on performance art practices, the workshop aimed to promote reflective processes related to themes of exclusion and inclusion through bodily engagement, collective meaning-making, and non-verbal communication. Participants were actively involved in designing and performing activities, thus positioning themselves as protagonists of their own learning trajectories. Data collected through pre- and post-intervention questionnaires highlight participants’ positive perceptions of the experience and its transferability to school contexts. Findings suggest that performative methodologies support emotional sharing, enhance group cohesion, and contribute to the creation of a supportive classroom climate, while also strengthening teachers’ reflective and transformative capacities. The paper concludes by emphasizing the pedagogical value of performative practices as tools for fostering inclusive, reflective, and experience-based teacher education. Full article

8 pages, 626 KB

Open AccessProceeding Paper

Disruptive Technologies and Workforce Transformation: The Mediating Role of HR Strategy

by Ioannis Zervas and Emmanouil Stiakakis

Proceedings 2026, 140(1), 1; https://doi.org/10.3390/proceedings2026140001 - 24 Apr 2026

Abstract

This study examines how disruptive technologies reshape workforce skill requirements and organizational responses. As tools such as Artificial Intelligence, the Internet of Things, and cloud infrastructures become embedded in everyday operations, employees increasingly confront evolving competence demands. Drawing on data from 622 employees [...] Read more.

This study examines how disruptive technologies reshape workforce skill requirements and organizational responses. As tools such as Artificial Intelligence, the Internet of Things, and cloud infrastructures become embedded in everyday operations, employees increasingly confront evolving competence demands. Drawing on data from 622 employees across Greece, Spain, and Italy, the study proposes and tests a structural model linking disruptive technology exposure with perceived skill gaps, organizational readiness, strategic HR alignment, and skill update intention. The findings show that disruptive technology exposure is positively associated with perceived skill gaps, which in turn relate to organizational readiness, strategic HR alignment, and stronger skill update intention. These results highlight the importance of coordinated organizational and HR mechanisms in supporting continuous learning. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Administrative Sciences (IOCAS 2026))

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6 pages, 183 KB

Open AccessProceeding Paper

Visual Learning and Innovative Teaching in Primary Schools: A Mixed-Methods Study of Foreign Pupils

by Davide Di Palma, Gianluca Gravino, Fabiola Palmiero, Giovanna Scala and Maria Giovanna Tafuri

Proceedings 2026, 139(1), 10; https://doi.org/10.3390/proceedings2026139010 - 22 Apr 2026

Abstract

Visual learning is a valuable resource in inclusive educational settings. This study aims to analyse the effectiveness of using visual tools and media in the teaching process in primary schools, with a particular focus on foreign pupils. A mixed-methods approach was employed, integrating [...] Read more.

Visual learning is a valuable resource in inclusive educational settings. This study aims to analyse the effectiveness of using visual tools and media in the teaching process in primary schools, with a particular focus on foreign pupils. A mixed-methods approach was employed, integrating quantitative (pre–post tests) and qualitative (interviews and observations) methods to evaluate the impact of visual teaching on language comprehension, participation, and sense of belonging to the school. The results revealed significant improvements in learning and motivation, particularly among students from migrant backgrounds. Full article

2 pages, 151 KB

Open AccessAbstract

In Vitro Comparative Study of the Viability and Adhesion of Wharton’s Jelly Mesenchymal Stem Cells on Different Scaffolds

by Daiany S. Dobuchak, Luana Garcia, Carolina M. C. Oliveira Souza, Deise S. S. Paz, Moira Pedroso Leão and João C. Zielak

Proceedings 2026, 137(1), 151; https://doi.org/10.3390/proceedings2026137151 - 17 Apr 2026

Abstract

Introduction: In regenerative medicine, there is a growing demand for innovative strategies to treat difficult-to-heal cutaneous wounds [...] Full article

(This article belongs to the Proceedings of The 6th International Congress on Health Innovation—INOVATEC 2025)

8 pages, 1309 KB

Open AccessProceeding Paper

NEGOTIA: Developing Visual Literacy and Bias Awareness for GenAI

by Giuseppina Debbi and Federico Rodolfo Maiocco

Proceedings 2026, 139(1), 9; https://doi.org/10.3390/proceedings2026139009 - 17 Apr 2026

Abstract

Images generated by artificial intelligence recombine visual fragments learned from datasets, producing representations based on criteria of semantic proximity and aesthetic familiarity. These images lie in an intermediate zone between verisimilitude and statistical construction, requiring new interpretative skills to understand their nature and [...] Read more.

Images generated by artificial intelligence recombine visual fragments learned from datasets, producing representations based on criteria of semantic proximity and aesthetic familiarity. These images lie in an intermediate zone between verisimilitude and statistical construction, requiring new interpretative skills to understand their nature and limitations. This paper explores the need to develop visual literacy for generative AI, understood as the critical ability to analyse generation processes, recognise implicit biases, and verify the consistency of the representations produced. Through some case studies, prompting is analysed as a dialogical and reflective practice that highlights recurring patterns in datasets and diffusion models. The cases highlight how automatic composition tends to reproduce dominant cultural patterns related to gender, posture, and professional role. This paper introduces NEGOTIA, a seven-step framework designed to foster critical and operational visual literacy, applicable in educational and design contexts where synthetic images function as tools for representation, communication, and verification. NEGOTIA offers a replicable model for education and design practice. Full article

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Journal Description

Proceedings

Vol. 140

IOCAS 2026

Vol. 138

QLP 2025 Webinar

Vol. 137

INOVATEC 2025

Vol. 136

IOCPS 2025

Vol. 135

IECGA 2025

Vol. 134

ETAGRO 2025

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