Call for Abstracts
Global education research community faces yet another challenge on the verge of new
industrial revolution in the 21st century. Driven by rapid and huge technological development, so
called artificial intelligence and deep machine learning, we have to re-think what education and
learning can and should do for the future. There are glooming scenarios that most of the human
works, whether it is traditionally considered professional or simple manual repetition, will
disappear once the new technology prevails over our daily lives. Some argue that competences
needed in the age of the Fourth Industrial Revolution could be different from those in the
information age and/or network society to which we have paid our attention for the last few
In connection with this situation, the World Economic Forum (WEF) called for an understanding
of the current situation, with the theme of the 2016 Davos Forum as "Understanding the Fourth
Industrial Revolution." World Economic Forum (WEF) pointed out how technology will reorganize
the lives of economics, society, culture, and the human environment. The World Economic
Forum (WEF) has raised the need to share a global perspective on this issue.
More precisely, the WEF predicts that by 2025, 10% of the population will wear apparel
connected to the Internet, one trillion sensors are to be connected to the Internet, a robot
pharmacist will appear, 10% of the population will wear glasses connected to the Internet, 80% of
the population will have digital presence and big data will be applied for making a census.
To prepare for this, policymakers and business leaders demand coding education to prepare
students with skills to communicate with machines that learn and think independently.
The argument raised in relation to this fourth industrial revolution leads to the point that the
current education system is not following these changes. The WEF has proposed 16 core
technologies under the name of '21st century technology'. However, it is not known whether
these proposals are sufficiently examined in the academic and educational fields.
Besides this unprecedented challenge, we also observe a global paradigm change in education
policy. In 2015, the World Education Forum led by UNESCO along with UNDP, UNICEF, UN
Refugee Agency, UN Population Fund, and World Bank Group adopted Incheon Declaration—
Towards Inclusive and Equitable Quality Education and Lifelong Learning for All. It replaced
Education for All, which was a UNESCO version of Millennium Development Goal between 2000
and 2015. Incheon Declaration confirms the needs for continuous global education efforts
against old and new obstacles we have to overcome for the sustainable future of every human
being. Inclusiveness, equity, quality and lifelong learning are key concepts indicating new global
education policy direction. Thus, by 2030, countries around the world will provide high-quality
compulsory education for at least nine years guaranteeing right to education for all, regardless of
gender, welfare, or disability. Through the promotion of subsequent lifelong learning, efforts have
been made to strengthen higher education and vocational education.
The 18th International Conference on Education Research (ICER) wants to call your attention to
this unusual moment of challenge and change. We set this year’s ICER theme as “Lifelong
Learning for All – Designing Sustainable Learning Society”.
A complete abstract must be submitted to email@example.com no later than July 1, 2017. All
abstracts must include title, research purpose, methods and potential implications. They also should be no more than 500 words and represent original, previously unpublished. The submission should be accompanied by a brief autobiographical note within 100 words for each author, together with affiliation, full e-mail address, telephone, and fax number. The accepted abstract will be notified no later than August 31, 2017. For the recommended format, please refer to the sample file on the website. http://www.icer.snu.ac.kr/