The main conference will comprise nine theme-based sub-conferences and the English Paper Track (EPT). The nine theme-based sub-conferences only admit academic papers written in Chinese. All the manuscripts written in English, regardless of their themes (albeit must be related to the broad topic of technology-enhanced learning), shall be submitted to the EPT instead.

In order to enhance the internationalization level of the conference, the conference encourages the submission of English papers. GCCCE2023 set up the “English Paper Track”, in which a special agenda committee to organize exclusive report and presentation sessions, and dedicated proceedings of English papers.

The authors of all the accepted full papers will be invited to submit extended versions of their manuscripts to Journal of Computers in Education (JLCE) (Link TBC), the flagship English journal of the GCSCE. The JLCE has been indexed in Emerging Sources Citation Index (ESCI) by Web of Science and is now applying for indexing in Social Science Citation Index (SSCI).

• Learning Sciences & Computer-Supported Collaborative Learning

• Mobile, Ubiquitous & Contextualized Learning

  • Mobile and ubiquitous learning

  • Wearable devices in education

  • Technology-Enhanced Learning Across Formal and Informal Settings

  • Mobile social media

• Joyful Learning, Educational Games and Digital Toys

  • Game-based learning, teaching, and assessment

  • Gamification systems

  • Educational robots and digital toys

• Technology in Higher Education & Adult Learning, and Teachers’ Professional Development

  • MOOCs

  • Distance education and lifelong learning

  • Computer-supported self-directed learning

  • Workplace learning and knowledge management

  • Technology-enhanced teacher education

  • Teachers’ professional development on designing and facilitating technology-enhanced learning

  • Technology, Pedagogy and Content Knowledge (TPACK)

• Technology-Enhanced Language and Humanities Learning

• Artificial Intelligence in Education and Smart Learning Environments

• Learning Analytics and Assessment

  • Academic Analytics and Learning Analytics

  • Educational Data Mining

  • Technology-supported assessment

• Science, Technology, Engineering and Mathematics (STEM) and Maker Education

  • Computational thinking

  • Critical thinking and creativity

  • Makerspace

  • STEM and STE(A)M

• Educational Technology: Innovations, Policies & Practices

  • Digital platforms and tools

  • e-Learning strategies, models, and evaluations

  • Educational technology policies and systemic studies

  • Flipped classroom and flipped learning

  • Learners’ motivation, self-regulation, identities and learning strategies in technology-rich learning environments or social media spaces

  • Practice-driven research in educational technology