Computer Science Education

12th Panhellenic Conference with International Participation, Rhodes 31/10 - 02/11 2025

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The 12th Panhellenic Conference with International Participation “Computer Science Education” has firmly established its presence in the academic community since its inception in 2001, when it was first organized in Athens. This was followed by a two-day event in Volos in 2003, marking the true beginning of this institution. Since then, the Conference has been held biennially and has been hosted by various universities across numerous Greek cities: Corinth (2005), Patras (2008), Athens (2010), Florina (2012), Rethymnon (2014), Ioannina (2016), Thessaloniki (2018), Florina (2021), and Kavala (2023).

The conference is directed towards academics and educators who are involved in the research of teaching and the methodology of Computer Science. It aspires to provide a platform for the presentation, discussion, and analysis of theoretical, research, and instructional topics related to the teaching of Informatics across all levels of education.

 

The 12th Panhellenic Conference “Computer Science Education” will take place alongside the 14th Panhellenic and International Conference “ICT in Education.”

Lastly, selected papers will be included in a collective volume to be published by Springer, entitled “Research on e-learning and ICT in Education.”

Steering Committee
  • Georgios Fesakis, Professor, Department of Preschool Education and Educational Design, University of the Aegean
  • Angelique Dimitracopoulou, Professor, Department of Preschool Education and Educational Design, University of the Aegean
  • Alivizos Sofos, Professor, Department of Primary Education, University of the Aegean
  • Apostolos Kostas, Assistant Professor, Department of Primary Education, University of the Aegean
  • Vasileios Komis, Professor, Department of Educational Sciences and Early Childhood Education, University of Patras
  • Athanasios Jimoyiannis, Professor, Department of Social and Educational Policy, University of Peloponnese
  • Tharrenos Bratitsis, Professor, Department of Preschool Education, University of Western Macedonia
  • Nikolaos Andreadakis, Professor, Department of Pre-school Education and Educational Planning
  • Eugene Avgerinos, Professor, Department of Primary Education
  • Angeliki Dimitrakopoulou, Professor, Department of Pre-school Education and Educational Planning
  • Georgios Fesakis, Professor, Department of Pre-school Education and Educational Planning
  • Emmanuel Fokides, Associate Professor, Department of Primary Education
  • Ifigenia Iliopoulou, Assistant Professor, Department of Primary Education
  • Soultana Kafousi, Professor, Department of Pre-school Education and Educational Planning
  • Frangiskos Kalavasis, Professor, Department of Pre-school Education and Educational Planning
  • Anastasia Kamenidou, EIB, Department of Pre-school Education and Educational Planning
  • Konstantinos Karabelas, EDIP, Department of Primary Education
  • Polykarpos Karamouzis, Professor, Department of Primary Education
  • Vasileia Kazoulli, Professor, Department of Primary Education
  • Dimitrios Kokkinos, EDIP, Department of Primary Education
  • Anastasios Kontakos, Professor, Department of Pre-school Education and Educational Planning
  • Apostolos Kostas, Assistant Professor, Department of Primary Education
  • Georgios Kritikos, EDIP, Department of Pre-school Education and Educational Planning
  • Vasilis Paraschou, EDIP, Department of Primary Education
  • Stavros Pitsikalis, EDIP, Department of Pre-school Education and Educational Planning
  • Michael Skoumios, Professor, Department of Primary Education
  • Chrysanthi Skoumpourdi, Professor, Department of Pre-school Education and Educational Planning
  • Alivizos Sofos, Professor, Department of Primary Education
  • Dimitrios Spanos, EDIP, Department of Primary Education
  • Panagiotis Stamatis, Professor, Department of Pre-school Education and Educational Planning
  • Nikolaos Tapsis, EDIP, Department of Pre-school Education and Educational Planning
  • Petros Trantas, Assistant Professor, Department of Primary Education
  • Theologos Tsigaros, EDIP, Department of Pre-school Education and Educational Planning
  • Rosa Vlachou, EDIP, Department of Primary Education
  • Afantenos S., University of Toulouse, France
  • Armoni M., Τhe Weizmann Institute of Science, Israel
  • Chatzichristofis S., Neapolis University Pafos
  • Dagiene V., Vilnius University, Lithuania
  • Dengel A., Goethe-Universität, Germany
  • Giannakos M., NTNU-Norwegian University of Science and Technology
  • Michaeli T., TU München, Germany
  • Özçınar H., Pamukkale Üniversitesi, Turkiye
  • Papavlasopoulou S., NTNU-Norwegian University of Science and Technology
  • Sanusi I., University of Eastern Finland
  • Tsarava K., University of Tübingen, Germany
  • Yeter I., National Institute of Education at Nanyang Technological University in Singapore
  • Zapušek M., Univerza v Ljubljani, Slovenia
  • Vourletsis I., University of Thessaly
  • Grizioti M., National and Kapodistrian University of Athens
  • Gogoulou A., National and Kapodistrian University of Athens
  • Dimitrakopoulou A., University of the Aegean
  • Dimitriadis S., Aristotle University of Thessaloniki
  • Doukakis S., Ionian University
  • Karagiannidis Ch., University of Thessaly
  • Karampelas P., Ikaros School
  • Komis V., University of Patras
  • Koutromanos G., National and Kapodistrian University of Athens
  • Kostas A., University of the Aegean
  • Ladias A., ETPE, Secondary Education
  • Bellou I., University of Ioannina
  • Bratitsis Th., University of Western Macedonia
  • Xynogalos S., University of Macedonia
  • Panagiotakopoulos Ch., University of Patras
  • Papadakis Sp., PE.KES. of Western Greece
  • Papadakis S., University of Crete
  • Papanikolaou K., ASPAITE
  • Politis P., University of Thessaly
  • Satratzemi M., University of Macedonia
  • Sofos A., University of the Aegean
  • Tzimogiannis A., University of the Peloponnese
  • Tzortzakis I., PE.KES of Peloponnese
  • Tsiotakis P., University of the Peloponnese
  • Fessakis G., University of the Aegean
  • Fokides E., University of the Aegean

The 12th Panhellenic Conference “Computer Science Education” serves as an essential platform for dialogue among researchers and educators on issues related to the teaching and learning of Informatics across all educational levels.

The primary thematic areas encompass:

  • Theoretical framework for Computer Science Education.
  • Modern teaching methods in Computer Science.
  • Educational policy for Computer Science in Education.
  • Development, implementation, and evaluation of educational programs, courses, and curricula in Computer Science.
  • Educational assessment and learning analytics in Computer Science Education.
  • Teaching practices and pedagogical approaches in computer programming.
  • Teaching practices and pedagogical approaches in data science and databases.
  • Teaching practices and pedagogical approaches in Artificial Intelligence and Machine Learning.
  • Teaching practices and pedagogical approaches for topics in Computer Science Education such as Information Systems Security, Social Impact of Information Technology, Hardware, Algorithms, Operating Systems, Networks, Graphics, etc.
  • Teaching practices and pedagogical approaches for general-purpose hardware and software.
  • Educational environments and the use of ICT for teaching Computer Science concepts.
  • Utilizing modern Internet services and social networking in Computer Science teaching.
  • AI apps and Language Model Machines (LLM) in Computer Science teaching.
  • Educational robotics in Computer Science teaching.
  • Computer Science teaching in primary education.
  • Computer Science teaching in secondary education.
  • Computer Science teaching in higher education.
  • Preparation, professional development, and support for Computer Science educators.
  • Broadening participation and inclusion in Computer Science.
  • Culturally responsive Computer Science Education.
  • Creativity, innovation, critical thinking, citizenship, and Computer Science Education.
  • Teaching and learning Computer Science through games, tinkering, and construction.
  • Integrated and interdisciplinary approaches in Computer Science Education.
  • Computational thinking, modeling, and problem-solving in Computer Science teaching.
  • Unplugged and embodied approaches to teaching Computer Science.
  • Educational video in Computer Science teaching.

 

The aforementioned thematic areas are indicative and do not restrict the scope of submitted proposals. Innovative proposals that do not directly fall within the previously mentioned themes will be considered, provided they offer sufficient evidence of their relevance to the scientific field of Computer Science Education.

Full Papers (up to 10 pages)

These concern comprehensive and original research studies and analyses. Papers should be formatted in accordance with the guidelines provided by the Conference (see “Instructions”).

Full Papers for Thematic Sessions (up to 10 pages)

These papers are submitted as part of thematic sessions, following an invitation and consultation with the session coordinators. Authors must specify the title of the thematic session they wish to be included in when submitting their paper. The same guidelines that apply to full papers are relevant for thematic session papers.

Short Papers (up to 4 pages)

These relate to presentations of ongoing studies, new ICT products and applications, as well as developmental programs or doctoral dissertations. Such papers should adhere to the conference template and be limited to four pages.

Short Workshop Papers (up to 4 pages)

These concern papers submitted in the context of workshops, upon invitation and in coordination with workshop organizers. Authors should specify the workshop title they wish their paper to be included in when submitting. The guidelines for short papers are applicable to laboratory papers as well.

Poster Papers (up to 4 pages)

Presented through a displayed poster, these papers may include pilot studies or ongoing projects. Such papers, presented via a poster, may include pilot studies or projects in progress. They fall within the short paper format and are capped at four pages. 

Doctoral Session Papers (up to 4 pages)

These serve to present the theoretical background, research questions, and progress of doctoral dissertations. Critical feedback from experienced academics is essential for enhancing the research skills of doctoral candidates. Particularly encouraged are dissertations at their early stages to fully benefit from the session’s experience. The format is that of a short paper, limited to four pages.

It has to be noted that submissions for the Doctoral Session are not included in the Conference Proceedings and do not require a participation fee applicable to other submissions. Authors targeting the Doctoral Session should indicate this by appending the phrase “(Doctoral Session)” next to their name to ensure the consideration of this detail during the review process.

Review Process

All submissions will be evaluated by a panel of reviewers, with acceptance determined by originality and scientific quality.

  • All submissions must be made in either Greek or English, with a limit of four papers per conference attendee. 
  • Accepted papers will be published in the Conference Proceedings. 
  • Submissions should be in MS Word format (.docx). 
  • Authors must use the conference’s official paper template for their final submission (download the MS Word file: template-Didactics (EN).docx)
  • The page limits apply to the entire paper, including elements such as author details, abstract (up to 200 words), tables, figures, references, etc. 
  • For any potential issues during electronic submission, contact etpe2025@aegean.gr (Subject: Paper Submission – 14th ICT in Education Conference).
  • Each accepted paper must be accompanied by at least one author registration to be included in the Conference Proceedings. 
  • Authors with multiple papers must ensure a corresponding number of registrations, either by different individuals or by themselves (see “Registration” for details).
  • It is imperative that authors adhere to the specified page limits (depending on the type of paper), formatting guidelines, and the precise use of APA7 style for citations both in-text and in the References section, as stipulated in the paper template. 
  • Each reference must be clearly and explicitly cited in the main text, appearing in alphabetical order in the references section.
  • Submissions are to be made via the Oxford Abstracts system. 
  • Due to the blind review process, authors must remove any identifying information (such as names, affiliations, etc.) from their papers prior to submission. 
  • Authors details will be included during the final submission of those papers selected for presentation.
  • Presentation Guidelines:
    • Equipment: Conference rooms will be equipped with computers and necessary projection equipment.
    • Duration: 15 minutes (12 minutes for presentation + 3 minutes for questions and discussion)