Template-Type: ReDIF-Paper 1.0
Author-Name: Usman A. Usman
Author-Name-First: Usman
Author-Name-Last: A. Usman
Author-Email: uubussu@gmail.com
Author-Workplace-Name: Ibrahim Badamasi Babangida University, Lapai
Title: Climate change and poverty in selected African countries A GMM approach
Abstract: Admist economic downturn and fiscal reversals, coupled with Russia Ukraine war, the most economic challenge that had bedeviled economies is climate change causing rise in poverty. The issue of climate change has gained attention in the international space for almost a decade with institution reviewing some of the tactics to reduce its surge effect on household. This study investigates the effect of climate change on household consumption expenditure using data set from fifty four (54) African countries span 2013 to 2022. This study seeks to employ the Generalized Method of Moment (GMM) and the result of the study indicates that there is a short run relationship. The lag value of household consumption expenditure at first and second lag is statistically significant and is best instruments to be included in the model. The coefficient Co2 emission has a positive and statistical significant effect on household consumption. Temperature economic globalization and social globalization have a negative but non-significant effect on household consumption expenditure. Political globalization has a positive but non-significant effect on household consumption expenditure in African countries.
Length: 1 page
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 1-1
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=001&rid=16534
File-Function: First version, 0000
Number: 15216534
Classification-JEL: C26
Keywords: Climate change, Growth, Household consumption expenditure, Poverty, GMM
Handle: RePEc:sek:iacpro:15216534
Template-Type: ReDIF-Paper 1.0
Author-Name: RENI BUNEVA
Author-Name-First: RENI
Author-Name-Last: BUNEVA
Author-Email: renird@fmi.uni-sofia.bg
Author-Workplace-Name: Sofia University Saint Kliment Ohridski
Title: Teaching without Borders: Embracing Cultural Complexity and Moving beyond Hofstede in the Classroom
Abstract: Geert Hofstede?s cultural-dimensions model has long served as a foundational tool for interpreting cross-cultural differences in organizational and educational settings. However, its six static dimensions?derived from corporate surveys?risk oversimplifying the fluid and intersectional nature of culture within today?s diverse classrooms. This article critically reevaluates the framework?s applicability to teacher training, curriculum development, and educational leadership, exposing methodological and theoretical limitations that foster stereotypes and obscure intra-national and identity-based variation. Drawing on contemporary scholarship (Ng, 2021; Bennett, 2016) and complementary perspectives (Trompenaars & Hampden-Turner, 2012; Norton, 2015), an alternative model of critical intercultural pedagogy is proposed. Key components include qualitative, ethnographic inquiry into students? lived experiences; dialogic, co-learning environments; intersectional analyses of overlapping identities; and critical media literacy to contest dominant cultural narratives. By replacing rigid cultural rankings with dynamic, context-sensitive approaches, this pedagogy seeks to cultivate genuine intercultural competence, promote inclusivity, and prepare learners for meaningful engagement in an increasingly interconnected world.
Length: 7 pages
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 2-8
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=002&rid=16830
File-Function: First version, 0000
Number: 15216830
Classification-JEL: I21, Z10, Z13
Keywords: Intercultural Education; Critical Intercultural Pedagogy; Hofstede?s Cultural Dimensions; Culturally Responsive Teaching; Global Citizenship Education; Teacher Education; Curriculum Development; Cultural Stereotyping; Cultural Competence;
Handle: RePEc:sek:iacpro:15216830
Template-Type: ReDIF-Paper 1.0
Author-Name: Shao-Tung Chang
Author-Name-First: Shao-Tung
Author-Name-Last: Chang
Author-Email: schang4809@gmail.com
Author-Workplace-Name: Department of Mathematics, National Taiwan Normal University Taipei
Author-Name: Kang-Ping Lu
Author-Name-First: Kang-Ping
Author-Name-Last: Lu
Author-Email: kplu@nutc.edu.tw
Author-Workplace-Name: Department of Applied Statistics, National Taichung University of Science and Technology Taichung
Title: Segmented Quantile Regressions based on the Unit-Weibull Distribution for bounded data
Abstract: In this study, we introduce a segmented quantile regression model based on the unit-Weibull distribution. Given that the unit-Weibull random variable is defined on the (0,1) interval, it is particularly suitable for analyzing continuous variables constrained within this range. Such variables, including fractions, indices, ratios, and percentages, are prevalent across various disciplines. Additionally, many bounded variables can be transformed into unit-interval data, further expanding the utility of the unit-Weibull distribution.The segmented regression model is a widely used technique for identifying structural changes in regression models by detecting turning points, which can provide insights into underlying causal factors. Moreover, compared to ordinary least squares regressions, quantile regressions offer greater robustness against outliers and non-normal error distributions. We incorporate the unit-Weibull distribution with segmented and quantile regressions to develop a flexible and resilient modeling approach applicable across diverse research domains. By using the maximum likelihood estimation with the expectation and maximization algorithm, we investigate model estimations as well as applicable data. This research is novel, highly practical, versatile, relatively easy to use. Besides, we reduce the restriction in using the segmented regression to enlarge the applicability of our method in versatile data and research fields. We demonstrate the efficiency and robustness of our new methods through extensive simulations and experiments. The practicability of the proposed methods is shown by applying the method to various real datasets.
Length: 1 page
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 9-9
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=003&rid=16620
File-Function: First version, 0000
Number: 15216620
Classification-JEL: C10, C19, C01
Keywords: Quantile regressions, Unit-Weibull distribution, Segmented regressions, Segmented quantile Regression models
Handle: RePEc:sek:iacpro:15216620
Template-Type: ReDIF-Paper 1.0
Author-Name: SUAIE CHIA
Author-Name-First: SUAIE
Author-Name-Last: CHIA
Author-Email: suaie@josai.ac.jp
Author-Workplace-Name: JOSAI UNIVERSITY JAPAN
Title: Overcoming Foreign Language Anxiety (FLA) (Part 3: Oral Presentation with PREP Framework)
Abstract: This article expands on the previous study focused on overcoming foreign language anxiety (FLA) by exploring practical and effective strategies to help students reduce their anxiety. The primary goal of this research is to empower students by encouraging them to explore various practical learning methods that can enhance their confidence in using English. The paper advocates for implementing the PREP Framework in teaching activities related to oral presentations, highlighting the effectiveness of these strategies. Insights were gathered during the autumn semester 2024, focusing on a small group of preparatory-level students. This group comprised four undergraduates who completed three oral presentations on different topics. The observations, including student reactions and performance evaluations, revealed students' challenges in foreign language classes. These challenges encompass issues such as pronunciation difficulties, struggles with grammar rules, navigating cultural differences, and dealing with speaking anxiety and stage fright. This study proposes the PREP Framework to help students effectively manage these challenges during their oral presentations, enhancing their overall language learning experience.
Length: 1 page
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 10-10
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=004&rid=16750
File-Function: First version, 0000
Number: 15216750
Classification-JEL: 
Keywords: Oral Presentation, language anxiety, PREP Framework
Handle: RePEc:sek:iacpro:15216750
Template-Type: ReDIF-Paper 1.0
Author-Name: Chrizaan Grobbelaar
Author-Name-First: Chrizaan
Author-Name-Last: Grobbelaar
Author-Email: chrizaan@cut.ac.za
Author-Workplace-Name: Central University of Technology, Bloemfontein
Author-Name: Liezel Alsemgeest
Author-Name-First: Liezel
Author-Name-Last: Alsemgeest
Author-Email: alsemgeestl@ufs.ac.za
Author-Workplace-Name: University of the Free State, Bloemfontein
Title: Retirement Preparedness as an Economic Imperative: Systemic Impacts of Gamified Financial Education
Abstract: The retirement preparedness crisis presents significant challenges not only for individuals but also for broader economic stability. Millennials, the cohort born between 1981 and 2000, are currently the largest workforce in employment. They face increasing financial pressures, including student debt and volatile job markets, so the urgency to enhance retirement readiness is crucial. This study explores how gamified financial education can improve retirement preparedness and its subsequent impacts on business, finance, and economic systems.A large percentage of millennials are inadequately prepared for retirement, and many lack the necessary financial literacy to make informed decisions. This shortfall in retirement preparedness for a large part of the workforce can exacerbate wealth inequality and place additional burdens on government welfare systems, as inadequate retirement savings could lead to increased reliance on government support, potentially costing taxpayers billions annually.The process of incorporating game concepts into non-gaming contexts, such as retirement planning, has become a popular strategy for educating people about money. Gamified applications have demonstrated the potential to improve user engagement and comprehension by turning complex financial topics into interactive experiences. One of the most important aspects of retirement preparedness is financial literacy. People who are more financially literate are more likely to plan for retirement successfully. In order to promote a culture of proactive financial planning, financial literacy must be incorporated into both workplace training programs and educational curricula.The randomised controlled experiment was conducted in the form of a pre-test, intervention, and a post-test. The pre-test determined the financial literacy levels and retirement preparedness of the millennial participants. A gamified retirement planning education application was developed and tested for its effectiveness in increasing retirement preparedness. A randomised control trial (n=90) with three different groups (control group, traditional educational group and the gamification group) revealed that gamification increased awareness of the need to save for retirement for both the traditional educational group and the gamification group. The gamification group was the only group that demonstrated an increase in their mean score for their interest in retirement planning. The data underscores gamification?s unique capacity to address behavioural barriers to retirement planning. Features like simulated ageing avatars and real-time savings visualisations increased the engagement of participants. The implications of enhanced retirement preparedness extend beyond individual benefits; they encompass broader economic impacts that can drive sustainable growth and stability. Policymakers must prioritise initiatives that promote financial literacy and gamified education strategies within workplaces to ensure that future generations are equipped for financial independence in retirement.
Length: 2 pages
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 11-12
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=005&rid=16657
File-Function: First version, 0000
Number: 15216657
Classification-JEL: G23, D14, A20
Keywords: Retirement preparedness, Gamification, Financial literacy, Millennial
Handle: RePEc:sek:iacpro:15216657
Template-Type: ReDIF-Paper 1.0
Author-Name: Ceci Weng Si Kuan
Author-Name-First: Ceci Weng Si
Author-Name-Last: Kuan
Author-Email: cecikwan650@gmail.com
Author-Workplace-Name: The Hong Kong Polytechnic University
Title: Empowering First-Year University Students: Integrating AI-Powered Writing Assistants in Academic Writing Courses
Abstract: The transition to university-level writing presents significant challenges for first-year students, often requiring them to develop new skills in academic writing and critical thinking. This presentation explores the integration of AI-powered writing assistants in academic writing courses to support and empower these students. These tools offer personalized feedback on grammar, style, and coherence, enabling students to refine their writing skills independently. By providing real-time suggestions and corrections, these tools help students identify common errors and improve their writing proficiency over time.This presentation will examine the benefits of incorporating AI-powered writing assistants into the curriculum, including increased student engagement, enhanced learning outcomes, and the development of self-editing skills. Additionally, it will address potential challenges, such as over-reliance on technology and ensuring equitable access for all students. Through case studies and practical examples, participants will gain insights into best practices for integrating these tools effectively, aligning them with course objectives and learning outcomes. Ultimately, this presentation aims to demonstrate how AI-powered writing assistants can serve as valuable allies in the academic journey of first-year university students, fostering greater confidence and competence in their writing abilities.
Length: 1 page
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 13-13
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=006&rid=16660
File-Function: First version, 0000
Number: 15216660
Classification-JEL: 
Keywords: Academic English, AI-driven writing tools, Student engagement, Self-editing skills, Technology in education
Handle: RePEc:sek:iacpro:15216660
Template-Type: ReDIF-Paper 1.0
Author-Name: RADOSTINA MIHALEVA
Author-Name-First: RADOSTINA
Author-Name-Last: MIHALEVA
Author-Email: radostina.mihaleva@fmi.uni-sofia.bg
Author-Workplace-Name: Sofia University St. Kliment Ohridski
Title: ?I ?D?PTI?N IN F?R?IGN L?NGU?G? T??CHING IN HIGH?R ?DUC?TI?N
Abstract: This ?rticl? ?xpl?r?s th? gr?wing r?l? ?f ?rtifici?l Int?llig?nc? (?I) in high?r ?duc?ti?n, f?cusing ?n h?w diff?r?nt ?I t?chn?l?gi?s ?r? r?sh?ping t??ching, l??rning, ?nd ?dministr?tiv? t?sks f?r f?r?ign l?ngu?g? instruct?rs. It highlights w??s th?s? t?chn?l?gi?s c?n b? int?gr?t?d int? ?duc?t?rs' pr?ctic?s. Using ? mix?d-m?th?ds ?ppr??ch, c?mbining ? c?mpr?h?nsiv? lit?r?tur? r?vi?w with ? surv?? ?f 22 univ?rsit? ?duc?t?rs, th? stud? ?x?min?s th? imp?ct ?f ?I t??ls ?nd p?rticip?nts' pr?f?r?nc?s. Th? findings d?m?nstr?t? th?t ?I signific?ntl? impr?v?s f?r?ign l?ngu?g? ?duc?ti?n b? pr?viding p?rs?n?liz?d l??rning ?xp?ri?nc?s ?nd supp?rting ?c?d?mic pr?p?r?ti?n f?r univ?rsity ?duc?t?rs. H?w?v?r, th? stud? ?ls? discuss?s ch?ll?ng?s, including ?thic?l c?nc?rns ?b?ut d?t? priv?c?, p?t?nti?l ?lg?rithmic bi?s?s, ?nd th? n??d f?r f?cult? tr?ining. ?v?r?ll, th? r?s??rch und?rsc?r?s th? imp?rt?nc? ?f c?r?full? impl?m?nting ?I in high?r ?duc?ti?n t? h?rn?ss its b?n?fits whil? m?int?ining ? b?l?nc? b?tw??n inn?v?ti?n ?nd hum?n-c?ntric t??ching m?th?ds.
Length: 7 pages
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 14-20
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=007&rid=16779
File-Function: First version, 0000
Number: 15216779
Classification-JEL: I23
Keywords: ?I, Ethics, Pr?f?r?nc?s, High?r ?duc?ti?n, F?r?ign l?ngu?g? t??ching
Handle: RePEc:sek:iacpro:15216779
Template-Type: ReDIF-Paper 1.0
Author-Name: Davit Narmania
Author-Name-First: Davit
Author-Name-Last: Narmania
Author-Email: davit.narmania@tsu.ge
Author-Workplace-Name: Management and Administration Department, Ivane Javakhishvili Tbilisi State University
Author-Name: Eka Chokheli
Author-Name-First: Eka
Author-Name-Last: Chokheli
Author-Email: davit.narmania@tsu.ge
Author-Workplace-Name: Management and Administration Department, Ivane Javakhishvili Tbilisi State University
Author-Name: Manana Kharkheli
Author-Name-First: Manana
Author-Name-Last: Kharkheli
Author-Email: davit.narmania@tsu.ge
Author-Workplace-Name: Management and Administration Department, Ivane Javakhishvili Tbilisi State University
Author-Name: Mikheil Makasarashvili
Author-Name-First: Mikheil
Author-Name-Last: Makasarashvili
Author-Email: davit.narmania@tsu.ge
Author-Workplace-Name: Management and Administration Department, Ivane Javakhishvili Tbilisi State University
Author-Name: Giorgi Morchiladze
Author-Name-First: Giorgi
Author-Name-Last: Morchiladze
Author-Email: davit.narmania@tsu.ge
Author-Workplace-Name: Management and Administration Department, Ivane Javakhishvili Tbilisi State University
Author-Name: Shorena Davitaia
Author-Name-First: Shorena
Author-Name-Last: Davitaia
Author-Email: davit.narmania@tsu.ge
Author-Workplace-Name: Management and Administration Department, Ivane Javakhishvili Tbilisi State University
Author-Name: Nino Vardiashvili
Author-Name-First: Nino
Author-Name-Last: Vardiashvili
Author-Email: davit.narmania@tsu.ge
Author-Workplace-Name: Management and Administration Department, Ivane Javakhishvili Tbilisi State University
Title: Energy Security: Contemporary Approaches and Trends
Abstract: Energy security, which in its essence implies the ability to provide reliable, sustainable, and affordable energy, is a pressing global challenge of the modern era. Geopolitical instability, problems in the supply of energy resources and processes caused by climate change have made it a critical priority on the global agenda and forced countries to reconsider their energy strategies. Dependence on fossil fuels carries high risks, given supply difficulties, price volatility, and adverse environmental impacts. Accordingly, governments and industries are trying to develop modern approaches, which include diversification of energy sources, increasing the share of renewable energy, digitalization of energy infrastructure, development of predictive models for risk assessment, innovation, and greater investment in the creation of new, more sustainable systems. Increasing attention is being paid to the development of smart grids, energy storage systems and cross-border energy interconnections. Steps taken in this direction make energy networks more secure and provide flexible solutions in various critical situations.Artificial intelligence is driving significant changes in the field of energy security. Its role is particularly important in energy demand forecasting, optimizing energy distribution, identifying causes of disruptions, and mitigating failures in the event of supply disruptions. Alongside the growth of digitization, cyber threats are also on the rise, representing a major challenge in the field of energy security. Strengthening cybersecurity measures is essential to prevent potential attacks on energy networks. To ensure a secure and sustainable energy future, it is necessary to strengthen global cooperation, which includes both political and technological innovations. The aim of this article is to examine contemporary trends and approaches in energy security, analyze existing challenges, and emphasize the necessity of innovation and international cooperation in ensuring energy security, as the synergy of technological innovations, political reforms, and international collaboration is crucial for effectively addressing energy challenges.
Length: 11 pages
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 21-31
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=008&rid=16678
File-Function: First version, 0000
Number: 15216678
Classification-JEL: Q40, Q42, Q48
Keywords: Energy security, Energy diversification, Innovations
Handle: RePEc:sek:iacpro:15216678
Template-Type: ReDIF-Paper 1.0
Author-Name: Claudia van der Vorst
Author-Name-First: Claudia
Author-Name-Last: van der Vorst
Author-Email: claudia.vandervorst@fh-kufstein.ac.at
Author-Workplace-Name: University of Applied Science Kufstein
Title: Effectively engaging with Generation Z students
Abstract: Generation Z (born 1997-2012) is transforming the landscape of higher education through distinct cognitive, digital, and behavioural traits. Characterized by nonlinear information processing, immediacy-oriented learning, and deep integration of digital tools, Gen Z students are both technologically fluent and pedagogically demanding (Hammad, 2023; Nuttall, 2025). While highly familiar with generative AI, many Gen Z learners lack the metacognitive strategies needed to apply these tools critically (Chardonnens, 2025). The distinct characteristics of Generation Z?such as their need for instant access to information, preference for visual and interactive content, and high levels of digital multitasking?profoundly shape a learning style that values autonomy, personalization, and technology-integrated instruction.This study addresses the central research question: How does increasing AI fluency among Gen Z students reshape their expectations toward instructional design and the role of educators in higher education?Drawing on the Scholarship of Teaching and Learning (SoTL) principles, the paper analyses qualitative data from two student cohorts (2024 & 2025, N=63/56). The findings show a measurable increase in AI tool use and digital confidence, alongside a consistent desire for structured, human-centred learning. Project-Based Learning (PjBL) and Problem-Oriented Learning (POL) emerge as pedagogical formats particularly suited to Gen Z?s values of collaboration, application, and feedback (Weimer, 2021; Hmelo-Silver & Barrows, 2020). Simultaneously, students report a continued need for structured learning environments and emotionally intelligent instruction.Notably, the study highlights a role inversion: students often surpass instructors in AI fluency, creating a ?digital competence gap? that challenges traditional hierarchies (Chan & Lee, 2023; Selwyn, 2023). Students increasingly view faculty not as content authorities, but as facilitators, tool mentors, and guides in reflective practice (Tang & Saade, 2023)What distinguishes this study is its time-sensitive comparison across cohorts and its linkage of behavioural data with instructional design. It confirms earlier calls for AI-integrated, learner-centred ecosystems that balance autonomy with supportive structure (Zawacki-Richter et al., 2021; Chardonnens, 2025). The paper concludes with evidence-based recommendations for repositioning faculty, redesigning assessments, and aligning future-proof pedagogy with the cognitive and technological profile of Generation Z.
Length: 20 pages
Creation-Date: 0000-00
Publication-Status: Published in Proceedings of the Proceedings of the 66th International Academic Conference, London, Nov -0001, pages 32-51
File-URL: https://iises.net/proceedings/iises-international-academic-conference-london-2025/table-of-content/detail?cid=152&iid=009&rid=16833
File-Function: First version, 0000
Number: 15216833
Classification-JEL: I21, I23, D83
Keywords: Learning Methods, GenZ Learner Profile, Digital Learning Habits, Higher Education, Education 4.0, ChatGPT, GenAI, AI, Academic Integrity, Project-Based Learning (PbL), Problem-Oriented Learning (PoL)
Handle: RePEc:sek:iacpro:15216833