There will be keynote presentations by:

• Dr. Simon See, Global Head Nvidia AI Technology Centre NVIDIA

  Keynote abstract: 

  The Synthetic Mind: Education in the Era of AI Scientists, Mathematicians, and World Simulation

  The rapid evolution of artificial intelligence—moving from static Large Language Models to goal-directed Agentic AI and immersive World Models—is reshaping the foundational paradigms of research, problem-solving, and cognition. As these systems transition from processing text to modeling physical and conceptual environments, we are witnessing the emergence of specialized AI systems capable of conducting scientific inquiry and proving mathematical theorems. For higher education and academic leadership, this shift marks a transition from AI as a tool for information retrieval to AI as a collaborator in autonomous discovery.

  This talk explores the pedagogical and structural implications of this technological leap. As artificial intelligence increasingly operates as autonomous scientists and mathematicians, the traditional role of education must adapt from knowledge dissemination to fostering high-order synthesis, conceptual framing, and cross-disciplinary reasoning. We will examine how world models and agentic workflows will transform research methodologies, classroom environments, and curriculum design.

  
  

• Dr. Eleni Mangina, Professor of Computer Science, University College Dublin, Ireland

  Keynote abstract:
  
  Human After AI: What Should We Still Teach When Machines Can Generate Almost Anything? 
  
  Generative AI can write, code, analyse, explain, design and create at a speed and scale that would have seemed extraordinary only a few years ago. As these capabilities become embedded in everyday learning and professional practice, education faces a fundamental question: what should we still teach when machines can generate almost anything?  The keynote argues that AI literacy must go beyond knowing how to use tools. It must include the ability to question outputs, verify information, recognise limitations, make ethical decisions and preserve human agency. In an AI-rich world, the most valuable capabilities may be those that remain deeply human: critical thinking, creativity, curiosity, ethical judgement, collaboration and responsibility. When machines can generate almost anything, the defining task of education is to develop people who know what is worth generating, what is worth questioning, and what must remain profoundly human.

• Dr. Bert Bredeweg, Professor of Science Education, Amsterdam University of Applied Sciences, The Netherlands

  Keynote abstract:
  
  Systems thinking with GOFAI

  As often within the field of artificial intelligence earlier developed ideas have proven very useful now that hardware and data have become so powerful and abundant. This is also the case for symbolic artificial intelligence, particularly for knowledge-based systems. In this talk we demonstrate how knowledge-based systems, combined with interactive diagrams, can be used to create effective learning environments that enable students to construct their knowledge and learn.

  After a brief overview of the work of our science education research group, the talk will focus on students learning ‘systems thinking’ in secondary education. This ‘reasoning about dynamic systems’ is a crucial skill to acquire and is relevant to many subjects (we focus on biology, economics, geography and physics). We will discuss key features of the representations we have developed, the way students are supported with automated feedback, and how learning analytics assist teachers during their teaching. Finally, we present results obtained from the numerous studies we have conducted in actual school classrooms.

• Dr. Y. Cai, Head of the Computer-aided Engineering Labs, and the Digitalization Cluster with the Energy Research Institute @ NTU, Nanyang Technological University, Singapore

  Keynote abstract: 

  Agentic AI and Applications

  Agentic AI is not the future. It is today. In this talk, Professor Yiyu Cai will kick start with a global trend of agentic AI from fundamental research to application development. This will be followed by a brief sharing on the work currently under development on agentic AI in his lab at Nanyang Technological University, Singapore. He will then introduce the Association for Global AI Technomics, Education and Exchange (GATEE) and take a brief look back at his visit and brainstorming in Amsterdam, Zurich, and Turku last May on the HACKaSTONE, a global initiative for agentic AI competition. Efforts will be made on the discussion of the HACKaSTONE global partnership on agentic AI with participating universities from about 20 countries in 5 continents. Emphasis will be placed on the HACKaSTONE international collaboration among various stakeholders from academia, industry, society, and government.  It is designed to promote AI for Education and International Youth Exchange, Cooperation and Innovation in a global context. A remark will be made summarising the Grand Final of HACKaSTONE 2026 which is part of the 2026 Conference on AI for Education (The Netherlands). The talk will end up with a future perspective of HACKaSTONE.

• Dr. Ingrid Winkler, Head of Virtual Reality and Augmented Reality for Industrial Innovation Lab, SENAI University, Brazil.

  Keynote abstract: 

  How Do You Know It Worked? AI-Enabled Immersive Learning from Industrial Training to the Classroom

  Immersive technologies are widely used in industrial training and increasingly in education, yet evidence that they produce learning still rests largely on self-report and satisfaction measures. This keynote examines how extended reality combined with artificial intelligence can generate auditable evidence of learning, and how methods developed for high-consequence industrial training transfer to classroom settings. Three cases illustrate the argument: immersive automotive assessment, immersive safety training for work at height, and Quantum VR supported by an embodied agentic AI. The talk closes with what such evidence requires and an agenda for cross-institutional replication.