Scope
WorldCIST is a leading forum for interdisciplinary research on information systems and technologies, with a strong emphasis on innovation in education and the well-being of students and academics. However, as educational systems evolve, there is a growing need to balance technological advancement with human-centered approaches that prioritize well being, emotional resilience, and organizational happiness. A critical concern is also the need to understand and mitigate the potential impact of technology on the mental health, motivation, and academic success of both students and faculty. EDUWell 2026 complements existing workshops by focusing on the human dimension of educational transformation. It aligns with global priorities such as the United Nations Sustainable Development Goals (particularly SDG 3, SDG 4, SDG 10, SDG 16, and SDG 17) and responds to an urgent need for research and dialogue on how to create educational ecosystems where individuals and institutions can truly flourish. This vision aligns with international calls for systemic educational change, such as those expressed by the World in 2050 (TWI2050) initiative, which identifies education, health, and digital governance as key levers for achieving sustainable and inclusive futures. EDUWell introduces a unique perspective by bridging pedagogical innovation, institutional culture, and holistic well-being. It encourages reflection on leadership, internal communication, and engagement strategies that foster positive, inclusive academic environments. These dimensions are increasingly relevant for institutions navigating the complexities of digital transformation and striving for alignment with broader societal goals. By providing a space where interdisciplinary teams can share empirical findings, co-develop frameworks, and propose actionable strategies, EDUWell 2026 reinforces WorldCIST’s commitment to innovation that serves people. The workshop is particularly relevant for scholars and practitioners interested in building resilient, inclusive, and human-centric learning ecosystems - supported, but not overshadowed, by technology.
List of topics of interest
Topics of interest include (but are not limited to):
• Emotionally intelligent and compassionate teaching
• Positive education and student engagement
• Pedagogies that foster joy, curiosity, and purpose
• Assessment practices that support student well-being
• Co-creation of learning experiences with students
• Teacher well-being and professional fulfillment
• Organizational happiness and leadership in education
• Institutional policies for humane and sustainable education
• Inclusive and empathetic classroom practices
• Resilience and coping strategies for higher education students
• Mindfulness and mental health in learning environments
• Models and frameworks for well-being in education
• Indicators and metrics of well-being in education
• Happiness and flourishing in academic institutions
• Technology, AI and ethical digital practices for well-being in education
All proposed topics are welcomed from interdisciplinary perspectives and may include technological, digital, or data-informed approaches. Contributions that explore the role of digital systems, AI, learning analytics, or other technologies in shaping human centered educational environments are especially encouraged.
Organizing Committee
· Margarida M. Pinheiro, Higher Institute of Accounting and Administration of the University of Aveiro (ISCA-UA), Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, Portugal,
· Cláudia Pires Ribau, Higher Institute of Accounting and Administration of the University of Aveiro (ISCA-UA), Research Unit on Governance, Competitiveness and Public Policies (GOVCOPP), University of Aveiro, Portugal,
· Bruno Sousa, Polytechnic University of Cávado and Ave (IPCA), Portugal,
· Carmina Nunes, Escola Superior de Ciências Empresariais, Departamento de Economia e Gestão, Instituto Politécnico de Setúbal (ESCE-IPS), Research Unit on Governance, Competitiveness and Public Policies (GOVCOPP), University of Aveiro, Portugal,
Program Committee (TBC)
· Adrian Lubowiecki-Vikuk, SGH Warsaw School of Economics, Warsaw, Poland
· Ana Torres, INESCTEC, University of Aveiro (ISCA-UA), Aveiro, Portugal
· Anabela Pereira, University of Évora, Portugal
· Andrea Bajnok, Ludovika University of Public Service, Budapest, Hungary
· Angelika Schmid, Comenius University, Bratislava, Slovakia
· Carolina Santos, Portalegre Polytechnique University, Portalegre, Portugal
· Carrizo Moreira, Universidade Aberta, Lisboa, Portugal
· Dora Simões, DigiMedia, University of Aveiro (ISCA-UA), Aveiro, Portugal
· Graça Azevedo, University of Aveiro (ISA-UA), Aveiro, Portugal
· Ilona Dzenite, Institute of Applied Mathematics, Riga Technical University, Riga, Latvia
· Jan Beseda, Centre for Higher Education Studies, Praga, Czech Republic
· Jonas Oliveira, ISCTE – IUL (University Institute of Lisbon), Lisbon, Portugal
· Maria Fátima Ribeiro Borges, University of Aveiro (ISCA-UA), Aveiro, Portugal
· Rocío Torres-Mancera, University of Málaga, Málaga, Spain
· Sandra Caçador, University of Aveiro, University of Coimbra and CeBER – Centre for Business and Economics Research, Portugal
· Sonsoles Jiménez, University of Málaga, Málaga, Spain
· Susana Garrido, University of Coimbra, Coimbra, Portugal
· Tanja Vesala-Varttala, Haaga-Helia University of Applied Sciences, Helsinki, Finland
· Vanda Santos, CIDTFF, University of Aveiro, Portugal
· Vladimir Zhechev, University of Economics, Varna, Bulgaria
