Members of CRiEDO participated in the 2026 Congress of the International Consortium for Educational Development (ICED), contributing work on assessment, internationalisation, and epistemic agency.
Georgeta Ion, Yite Wang, and Daniel Espinosa took part in ICED 2026. Members of CRiEDO participated in the 2026 Congress of the International Consortium for Educational Development (ICED), one of the leading international events dedicated to innovation and development in higher education. The centre’s participation made it possible to share research findings on evidence-informed educational practices, with a particular focus on learning assessment, the use of research to improve university teaching, and the development of teachers’ epistemic agency.
Georgeta Ion presented two poster contributions titled “From Strategy to Agency. Reimagining Assessment and Feedback for Students’ Learning” and “Underlying Approaches per Assessment in AI Policies in Higher Education. From Control to Agency”, both focused on assessment in higher education and on developing student and teacher agency. The studies analyse, on the one hand, assessment and feedback practices and, on the other, institutional policies on assessment in the context of generative artificial intelligence, highlighting the need to move towards approaches that foster students’ self-regulation in learning.
Likewise, Yite Wang presented the paper “Research-Based Teaching Strategies in Higher Education in Internationalised Environment”, a systematic review of research-based teaching strategies in internationalised higher education contexts. The study identifies opportunities to strengthen faculty professional development and improve the educational experience through institutional policies and resources aligned with internationalisation processes.
Meanwhile, Daniel Espinosa presented the paper “Engagement with Research as Catalyst for In-service Teachers’ Epistemic Agency”, developed together with Georgeta Ion. The study, linked to the REDU-CAT project, explores how engagement with educational research and professional collaboration support the development of teachers’ epistemic agency and act as catalysts for questioning assumptions, regulating professional learning, and collectively building knowledge in school contexts.
Through this participation, the contributions are framed within CRiEDO’s research line on evidence-informed educational practices, both in higher education and in teacher professional development, reinforcing the centre’s commitment to generating knowledge aimed at improving teaching and learning processes.
More information about the conference here.
