The CICE-2026 workshops are international forum for both researchers and industry practitioners to exchange the latest fundamental advances in the state of the art and practice, Pedagogy, Arts, History, Open Learning, Distance Education, Math and Science Education, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics. The workshops offer a good opportunity for young researchers to present their work and to obtain feedback from an interested community. All the accepted workshops' papers will be included in the conference proceedings.
The CICE-2026 encourages you to submit workshop proposals. Workshop duration is 1 hour 20 minutes. You can consider organising a workshop that is related to CICE-2026 topics or other areas of education.
The purpose of these workshops is to provide a platform for presenting novel ideas in a less formal and possibly more focused way than the conferences themselves. The format of each workshop is to be determined by the organisers, but it is expected that they contain ample time for general discussion. The preference is for one day workshops, but other schedules will also be considered.
If you are interested in organising workshops for the CICE-2026, please email your proposal to the workshop@ciceducation.org. Your 6workshop proposals will be reviewed by the Steering Committee.
The proposal must include:
1. The name of the workshop
2. Scope (not more than 200 words)
3. Objectives and Motivation (not more than 200 words)
4. The organiser(s) name(s)
5. The URL of the workshop web site (if available).
Important Dates
| Workshop Proposal Submission | March 30, 2026 |
| Notification of Workshop Acceptance | April 15, 2026 |
CICE-2026 Accepted Workshops
Workshop 1
Title: STEM + the Art of Integrated Learning (SAIL)
Scope: ArtsNOW is a national non-profit organization dedicated to improving education by equipping teachers with professional learning and resources to bring creativity and the arts into daily instruction so all students succeed academically, socially and artistically. ArtsNOW, and our collaborating partners, work with schools and school systems to support and advance arts in education in direct alignment with district and local school priorities. ArtsNOW will share specific examples of how arts integration has supported school improvement efforts with STEM initiatives. Participants will leave with greater knowledge of how to strategically align professional learning opportunities with local school and system-wide priorities. In addition, participants will gain strategies to assist in effectively facilitating school reform through arts-integrated STEM lessons/units. The session will include the sharing of multiple strategies and approaches to advance STEM through the lens of authentic arts integration. ArtsNOW was awarded an Assistance for Arts Education grant by the U.S. Department of Education for our project. The AAE program promotes arts education for students and teachers through professional learning, and dissemination of accessible instructional materials. ArtsNOW uses arts-integrated strategies to create STEM lessons, provides on-site professional learning support, conducts student demonstration lessons and offers digital coaching.
Objectives and Motivation: External evaluator, Dr. Melinda Mollette, has found trends and results that we would like to disseminate at the Canada International Conference on Education (CICE). We will share specific examples of how arts integration has supported school improvement efforts in STEM-based practices. Participants will leave with knowledge of how to strategically align advancing STEAM and professional learning opportunities with local school and system-wide priorities. The session will include the sharing of multiple strategies/approaches to advance arts in education, with an emphasis on STEM and high quality professional learning. The pedagogical practice of integrating the arts and STEM content simultaneously requires educators to be skilled in identifying content area connections, while developing confidence in their ability to instruct through the arts. As well, we ensure there is direct alignment to the content and arts standards so that natural connections are made. SAIL has provided the opportunity to impact STEM instruction through authentic arts integration. The U.S. DOE has recognized ArtsNOW as a leader that reflects best practices in professional learning. We would be honored to share with others so that they, too, might be able to utilize arts integration strategies in their own classrooms, while also improving science and math instruction.
Organisers:
Pamela Walker, CEO and President, ArtsNOW, Inc., USA
Crystal Collins, COO and Executive Vice President, ArtsNOW, Inc., USA
Melinda Mollette, External Evaluator, REAL K-12 Consulting, USA
Workshop 2
Title: It Takes Guts to be Gentle and Kind. The Power of Effective Deescalation in the Classroom
Scope: This workshop will explore effective de-escalation as a core professional skill for educators working with distressed, dysregulated and disengaged learners. Across educational contexts, increasing behavioural complexity and emotional need require approaches that move beyond traditional behaviour management and towards relational, trauma-informed practice.
This workshop focuses on putting relationships at the centre. Grounded in practitioner experience within Scotland’s inclusive education system, this session examines behaviour as communication and considers how adult responses can either escalate or de-escalate situations. The workshop draws on research in neuroscience, emotional regulation, and restorative practice to provide a framework for understanding why escalation occurs and how it can be interrupted. This workshop will also look at the connection between mental health and the impact it has on young people and their behaviour. Participants will engage with practical strategies that support calm responses in high-pressure situations while maintaining safety. The session is relevant across international contexts and adaptable to a range of educational settings, including mainstream, specialist, and alternative provision. The workshop aims to bridge the gap between theory and practice, offering approaches that are realistic and sustainable and that can be immediately applicable within classrooms and wider school environments.
Objectives and Motivation: The primary objective of this workshop is to support educators in developing confidence when responding to challenging behaviour through effective de-escalation strategies. It seeks to reframe behaviour from a lens of compliance to one of understanding and relational practice, placing communication at its centre. Participants will develop an understanding of the underlying causes of escalation, including stress responses and unmet needs. They will explore the role of adult emotional regulation in shaping classroom interactions and learn practical, evidence-informed strategies to de-escalate situations safely and effectively. Participants will also reflect on their own responses and consider how small changes in language, tone, and approach can significantly impact outcomes.
The motivation for this workshop stems from increasing recognition that punitive and reactive approaches often fail to support long-term behaviour change and can contribute to staff stress and burnout. By equipping educators with relational and preventative strategies, the session promotes more compassionate and sustainable practice in which young people feel heard and understood.
Ultimately, the workshop positions de-escalation not as a passive response, but as a form of intentional professional practice which improves both relationships and classroom behaviour.
Organiser:
Kimberley Roan McVeigh, Depute Head Teacher, Behaviour and De-escalation Specialist, Scotland, United Kingdom