ICGAL 2025
Keynote Speakers

Honorary Chair / Honorary Committee
Prof. Dr. Levente Kovács DSC
Rector, Full Professor at Obuda University; Head of Physiological Controls Research Center, ERC StG Laureate; IEEE Senior Member; IEEE Systems, Man, and Cybernetics Society Board of Governors Member; IEEE SMC Hungary Chapter Chair; IEEE Control Society Hungary Chapter Chair; IEEE Hungary Section Past Chair; John von Neumann Computer Society President.
Bio:
Levente Kovács, Rector of Obuda University, is a leading expert in modern control theory and physiological controls. He holds MSc degrees in electrical and biomedical engineering, a PhD, and a DSc from the Hungarian Academy of Sciences (2024). With over 500 publications, an impact factor exceeding 200, and 4500+ citations, he is among Stanford’s top 2% most-cited researchers. He founded the Physiological Controls Research Center at Obuda University and has chaired multiple IEEE chapters, including the IEEE SMC Hungary Chapter and Control Society Hungary Chapter. He received the ERC Starting Grant (2015) for research on personalized tumor control and the Dennis Gabor Award (2022). He holds honorary titles from universities in Romania, Slovakia, and Hungary, reflecting his global impact in research and education.

Official Welcome Speech
(11 June Wed morning)
Prof. Dr. Enikő Maior
Vice-Rector for Education at Óbuda University
Bio:
Enikő Maior, PhD, currently serves as Vice-Rector for Education at Óbuda University. She completed her undergraduate studies at Babeș-Bolyai University in Cluj-Napoca and obtained her doctoral degree from the West University of Timișoara, where she also earned her habilitation in 2020. Her research focuses primarily on issues of identity in Jewish American literature. She is the author of several monographs and has published extensively in peer-reviewed journals and edited volumes. In the first half of 2013, she was a SCIEX fellow at the University of Fribourg, Switzerland, and in the first half of 2018, she held a Fulbright fellowship at Central Connecticut State University, Connecticut, USA.

Keynote:
(11 June Wed morning)
Generative AI in Robotics - Latest trends and fresh results from the lab
Prof. Dr. Péter Galambos
Vice-Rector for Innovation, Obuda University
Abstract:
Today, the primary focus of technological development is on the autonomous execution of practical and useful tasks by machines. Fields such as transportation, elderly care, household chores, and industrial manufacturing have seen slow but consistent progress over the past 10-15 years. Innovations in these domains tend to be task-specific, emerging through specialized devices without integrating into a unified, generalized platform.
In contrast, rapid advancements have occurred in areas of artificial intelligence not directly connected to physical interactions, with widely accessible, commercially transformative innovations arising within only a year or two. This accelerated growth can largely be attributed to an exponential increase in the intellectual and financial resources dedicated to neural network model development.
Recently, significant progress in humanoid robotics has been driven by the integration of Vision-Language-Action (VLA) models, which allow robots to interpret visual scenes, understand human instructions, and execute appropriate physical actions. Concurrently, Generative AI's successes are currently most evident in creating textual, visual, and audio content. But an important question remains: what role can these rapid AI advancements play in further bridging the gap with the physical world?
In my presentation, I will explore this critical question, highlighting ongoing research trends and the potential future impact of these technologies on physical tasks and interactions.
Bio:
Peter Galambos (Senior Member, IEEE) received his M.Sc. and Ph.D. degrees in mechanical engineering from the Budapest University of Technology and Economics (BME) in 2006 and 2013, respectively. From 2007 to 2008, he was a Research Intern at the Toshiba Corporate Research and Development Center. He then joined the Institute for Computer Science and Control of the Hungarian Academy of Sciences (MTA SZTAKI), where he held a Young Researcher Scholarship from 2010 to 2012. Between 2011 and the end of 2015, he served as a team leader at MTA SZTAKI, coordinating the development of the VirCA VR system and its research applications. In 2013, he joined Óbuda University, where he has been actively involved in robotics-related research, development, and education. He is currently a Full Professor and Director of the Antal Bejczy Center for Intelligent Robotics at Óbuda University, Budapest. Since July 2024, he has been serving as Vice-Rector for Innovation. His current research interests include Advanced Industrial Robotics and Control Systems, Cyber-Physical Systems, and Virtual Reality. He is the author or co-author of over 160 scientific publications, with more than 2,000 citations. Beyond his academic career, he is a successful entrepreneur, co-founder, and CTO of the MAXWHERE 3D Digital Twin software platform.

Keynote:
(11 June Wed afternoon)
Empowering Education with AI: Preparing for the Future of Learning and Work
Dr. Thomas Chiu, Associate Professor of Digital and STEM Education (from August 1, 2025), The Chinese University of Hong Kong; Associate Director, Centre for University and School Partnership; Associate Director, Centre for Learning Sciences and Technologies.
Abstract:
AI impacts education in two areas: AI education and AI in education. AI education focuses on teaching about AI, while AI in education involves utilizing AI to support learning and teaching. Incorporating AI technology and topics into education not only helps youngsters understand what AI technologies are and how they work, but also prepares them for future workplace demands. However, understanding how AI can be effectively integrated into educational settings remains in its early stages. In this talk, the speaker will present the key findings of his empirical investigations on how AI CRAFT education, as well as future research directions for practices and policy.
Bio:
Dr. Thomas CHIU is an Associate Professor of Digital and STEM Education (from 1 August, 2025) at The Chinese University of Hong Kong, as well as the Associate Director of the Centre for University and School Partnership and the Centre for Learning Sciences and Technologies. He has extensive experience in school teaching and leadership, while also recognized as one of the top 2% most cited scientists in education by Stanford University. He currently serves as a co-editor of interactive learning environments and an associate editor of three international SCCI journals. His recent book, Empowering K-12 Education with AI: Preparing for the Future of Education and Work, reflects his commitment to and expertise in AI education.



Keynote:
(11 June Wed morning)
Exploring Technology Augmentability: A Framework for Enhancing Capabilities in
Education
Dr. Kristof Fenyvesi (Middle Left)
Senior Researcher of the Finnish Institute for Educational Research, University of Jyväskylä, Finland
Associate Professor of Indonesia University of Education
Associate Professor of University of Milano-Bicocca
Associate Professor of Korea National University of Education
Dr. Zrubka Zsombor MD, MBA (Middle Right)
Associate Professor at Obuda University
Director General of University Research and Innovation Center, Obuda University
Mr. Zoltan Marton (Bottom Centre)
Director of the Hungarian STEAM Platform
Head of the STEAM Office at Obuda University
PhD Student at the Doctoral School on Safety and Security Sciences of Obuda University
Abstract:
This presentation introduces the early concept of the Technology Augmentability Framework
(TAF). It explores how people can augment their skills and capabilities through the use of
technology. The main idea is that while digital tools, including artificial intelligence, can support
learning and personal development, but they may also lead to greater inequalities in skills
across the society.
Technology augmentability refers to a person’s ability to improve academic, work-related or
health-related skills with technology. We hypothesize that it may not depend on current skill
levels and can be developed through education. The framework is in a conceptual phase and
raises open questions about its definition, measurement possibilities, evidence base , and its
potential applications in real learning environments. Through TAF we aim to promote individual
development beyond current frontiers, mitiage the negative consequences, and contribute to
the overall shift of the society towards greater capabilities across multiple domains including
education, employment, health or the social environment.
The talk will briefly reflect on the role of STEAM education and AI in helping students and
teachers develop this ability. It also invites discussion on how universities could use the
concept to support innovation and talent development.
Dr. Kristof Fenyvesi’s Bio:
Dr. Kristóf Fenyvesi (www.kristoffenyvesi.com) is an education researcher specializing in
STEAM pedagogy and multidisciplinary learning, serving as Senior Researcher at the University
of Jyväskylä’s Finnish Institute for Educational Research and founder of the Experience
Workshop Global STEAM Network, with present and past academic affiliations in Indonesia,
Korea, Italy, Estonia; and an extensive international track record in publications and global
education initiatives.
Dr. Zrubka Zsombor MD, MBA Bio:
Dr. Zsombor Zrubka is an associate professor, general director of University Research and
Innovation Center and head of the HECON – Health Economics Research Center at Obuda
University, Budapest, Hungary. He is a medical doctor, with and MBA from Oxford Brookes
University, UK and PhD in health economics from Corvinus University of Budapest. Prior his
academic career, he gained 17 years experience in the pharmaceutical industry including
international management roles at Pfizer, and Egis Pharmaceuticals. He has been the author /
co-author of over 60 scientific articles in peer-reviewed journals with over 1280 citations in
Google Scholar.
Zsombor is a founding member of the Innovation Management Doctoral School at Obuda
University, secretary of the Health Economic Section, and founding member of the Innovation
Section of the Hungarian Economic Association. In addition to his research in health economics
and digital health, Zsombor is involved in various initiatives around building the innovation
ecosystem at Obuda University.
Mr. Zoltan Marton's Bio:
Mr. Zoltan Marton is the Director of the Hungarian STEAM Platform and the Head of the STEAM
Office at Obuda University. He is also the STEAM Unit Lead of the EdTech Talents project at
the university and the Head of the National STEM Excellence Program. He holds a BA in Safety
Technology Engineering and an MA in Teacher of Engineering. He serves as Scientific
Coordinator for the STEAMCRAFT project and was the National Scientific Coordinator for the
SOBER project, in addition to participating in several international initiatives. Currently a PhD
student at the Doctoral School on Security and Safety Sciences, his research includes STEAMrelated digital curriculum development, gamification, and cyberspace-based protection
strategies. He is an assistant lecturer teaching innovative learning methods and engineering
pedagogy. He has published multiple peer-reviewed articles, including Web of Science-indexed
Q2-level papers, which focus on STEAM education and GBL, among other topics. He is also
the founder of the Children’s Summer Universities at Obuda University, fostering digital
competence, safety awareness, and environmental responsibility.

Keynote:
(12 June Thu morning)
Human centric intelligence in Industry 5.0: what skills do university graduates really need?
Dr Christine O’Dea, Senior Lecturer in Management and Technology Education, King's College London, United Kingdom; Co-Editor-in-Chief, Artificial Intelligence in Education
Abstract:
Industries globally are transitioning from Industry 4.0 to Industry 5.0. The focus is then shifting from reducing human involvement using disruptive technologies such as AI to human-machine/technology collaboration. In this context, it is important to understand how disruptive technologies are integrated in industries, and the impact on jobs requiring low, middle and high skills. As a result, higher education institutions can react accordingly and support students to develop specific skills and componentises needed for Industry 5.0.
Bio:
Xianghan (Christine) O’Dea is a Senior Lecturer (Associate Prof.) at King's Business School, King's College London. Her research focuses on AI in education (AIEd), with a particular focus on Generative AI and AI literacy; digital transformation and digital education.
She has published her research in high-impact journals, such as Studies in Higher Education, British Journal of Educational Technology, and Fudan Journal of the Humanities and Social Sciences. She has also published featured articles regularly in prestigious media, such as Times Higher Education and Wonkhe. Currently, Christine is Co-Editor-in-Chief of AI in Education (An Emerald Open Access Journal), and academic chair of AI knowledge hub at Circle U (European University Alliance).
Her recognized expertise in AIEd has led to numerous invitations to deliver keynotes, workshops and seminars at the (inter) national level, including prestigious organizations, such as QAA, Society for Research Into Higher Education (SRHE) and Centre for Global Higher Education (CGHE).
ICGAL 2025
Invited Speakers

Invited Speaker:
(11 June Wed morning)
The Power of Interplay with GenAI tools in Mathematics education
Dr. CHENG, Wing Kin
Senior Lecturer, Department of Education, School of Education and Languages, Hong Kong Metropolitan University
Abstract:
The swift advancement of artificial intelligence (AI) has significantly impacted multiple fields, including education. In this context, AI is reshaping conventional teaching and learning practices by introducing innovative approaches that enrich educational experiences. Specifically, mathematics teachers can utilize AI to create tailored learning materials, streamline the preparation of instructional resources, and facilitate the resolution of complex mathematics problems. This technology not only aids in personalizing learning experiences for students but also provides educators with critical insights into student performance, ultimately enhancing the overall effectiveness of mathematics instruction.
In the talk, we will explore the practical applications of various AI-powered tools, including Poe, Copilot, Thetawise, Wolfram Alpha, Mathpix, Magic School, and Websim AI for mathematics teachers. While familiarizing themselves with these tools is beneficial, it is important to note that simply using them does not guarantee an improvement in teachers' pedagogical effectiveness. However, the inteeplay between these AI-powered tools can certainly enhance teaching practices by increasing efficiency in preparing learning and teachingmaterials, accommodating diverse learner needs, and strengthening teachers' abilities to tackle complex mathematics problems.ms of data may be created at a much enhanced speed and at a higher quality with GenAI.
Bio:
Dr. CHENG, Wing Kin is a Senior Lecturer in the Department of Education, School of Education and Languages, Hong Kong Metropolitan University. He is now serving as the the overseas director of the International Society for the Advancement of STEAM education, vice-internal president of the Hong Kong Association for Mathematics Education (HKAME), expert panel member and adjudicator of the Hong Kong Mathematics Creative Problem Competition for Primary Schools and for Secondary School, and the adjudicator of The Hong Kong Creative Maths & Science 4D Frame Competition. He has strongly background in Mathematics and STEAM education. Dr. CHENG Wing Kin is actively involved in research studies since joining HKMU in 2024. He has been granted the HKMU R&D fund on a research project “Advancing AI on teaching secondary mathematics in Hong Kong”. He was invited to deliver talks and seminars. His research interest includes AI in Education, Mathematics Education, STEAM education, Learners’ Agency, etc.



Keynote:
(11 June Wed morning)
How We Prompt AI Will Shape Our Common Future: A Global Call for Blue Prompting and Green Prompting
Ms. Leticia Ramírez Diarte (Middle Left)
Paraguayan-Guaraní Meztica independent professional, indigenous space architecture
Dr. Balázs Hangya (Middle Right)
Institute of Experimental Medicine, Budapest
Dr. Gábor Soós (Bottom Centre)
Secretary-General of the Hungarian National Commission for UNESCO
Abstract:
As generative AI becomes increasingly embedded in education, governance, culture, and daily human experience, the act of prompting is no longer a technical gesture — it is a civilizational choice. This invited talk explores how each interaction with AI systems contributes to shaping not only machine behavior but also the moral, epistemic, and emotional fabric of our shared future. Prompting, in this view, becomes a performative act of co-creation — one that either reinforces existing inequities or opens pathways toward ethical, wise, and inclusive intelligence.
The talk introduces the emerging methodology of co-prompting — a values-driven, dialogical engagement between humans and machines. It argues that AI learns not only from data but from the ethical and imaginative quality of our questions. Echoing UNESCO’s foundational ethos, the speakers call for a planetary literacy of prompting that invites every citizen to participate meaningfully in the evolution of AI through conscience, clarity, and compassion.
This approach is about to be operationalised within the TOLMA SOPHIA ecosystem — an applied framework for ethical AI and participatory intelligence. TOLMA (TopoLogos Materia) provides the layered spatial and epistemic structure for place-based, embodied knowledge systems, while SOPHIA (Wisdom) anchors foresight, governance, and ethical design. Together, they enable Blue-Team praxis and concrete pilots across education, heritage, science policy, and creative industries — including AI-enhanced learning environments, digital twins for wise cities, and intercultural dialogue platforms. Within this living matrix, ethical prompting becomes not only a method but a movement — rooted in shared responsibility for shaping our common future.
Ms. Leticia Ramírez Diarte’s Bio:
Leticia Ramírez Diarte is a Paraguayan-Guaraní Meztica architect with over a decade of experience in community-focused architecture, heritage protection, and museum design. She has worked on infrastructure and renovation projects across Latin America for major multinational clients in telecommunications, finance, and retail, while also contributing to exhibitions, vernacular architecture initiatives, and community resilience efforts. Now based in Budapest, she engages across generations and cultures with fluid empathy, placing living heritage and intercultural dialogue at the heart of her work. A graduate of the National University of Asunción and certified in project management by PMLA, she is fluent in Spanish, English, Guaraní, and Portuguese— bringing linguistic and cultural fluency to inclusive, sustainable, and ethically grounded architectural practice.
Dr. Balázs Hangya's Bio:
Balázs Hangya was trained as a medical doctor at Semmelweis University, Budapest and received his MD degree in 2006. In parallel he was also trained as a mathematician and received a master’s degree in Probability Theory and Statistics from Eotvos Lorand University, Budapest in 2007. He joined the laboratory of Tamas Freund at the Institute of Experimental Medicine, Budapest, where he worked on the neural mechanisms of hippocampal and neocortical oscillations. He received his PhD in Neuroscience in 2010 from the Janos Szentagothai Doctoral School. Hangya spent four and a half years in the United States as a postdoctoral researcher in the Kepecs lab at Cold Spring Harbor Laboratory where he studied the role of the basal forebrain cholinergic system in attention and learning. He started his independent laboratory in the Institute of Experimental Medicine, Budapest in 2015, investigating the neuromodulatory control of cognitive functions including learning and decision making.
Dr. Gábor Soós’s Bio:
Gábor Soós, PhD, is Secretary-General of the Hungarian National Commission for UNESCO. He holds a DEA in Philosophy from Paris–Sorbonne (Paris IV) and a PhD in English from Eötvös Loránd University, Budapest. He is the creator of the TOLMA– SOPHIA ecosystem and co-developer of the BluePrompt model for ethical prompting in generative AI. His work explores human–machine resonance, ontological adaptability, and cultural intelligence. Since 2003, he has been actively engaged in UNESCO’s cultural and heritage governance frameworks, including as Rapporteur of the Intergovernmental Committee for the Safeguarding of Intangible Cultural Heritage in 2017. He is committed to interdisciplinary dialogue and culturally grounded innovation in public policy and AI ethics.


Invited Speaker:
(11 June Wed afternoon)
Exploring Students' Artificial Intelligence Literacy in Science Education: A Teachable Machine Approach to Recognize Metal Ions via Flame Test.
Mr. Eagle Chan (Left)
Founder of iSTEM AI Lab, a collaborative initiative supported by the Hong Kong University of Science and Technology (HKUST) and Hong Kong Cyberport.
Dr. Davy Tsz Kit Ng (Right)
Assistant Professor, Education University of Hong Kong
Abstract:
Existing studies primarily focus on integrating AI education into computer science curricula, with limited attention to its integration into science lessons. However, AI has been extensively utilized in various scientific industries, including chemistry. This study investigates the potential of incorporating AI into science teaching by employing a mixed-method approach involving 65 students from Grade 9 and Grade 11. Students conducted flame tests to recognize metal ions using machine learning models developed with Teachable Machine. Results demonstrated a positive impact on students' AI literacy and meaningful AI-assisted science learning. This study highlights the potential of AI in science classrooms and offers guidance to educators on developing effective AI-assisted scientific experiments.
Mr Eagle Chan's Bio
Mr. Eagle Chan is the founder of iSTEM AI Lab, a collaborative initiative supported by the Hong Kong University of Science and Technology (HKUST) and Hong Kong Cyberport. A fully licensed teacher in both Hong Kong and Vancouver, Eagle holds a Bachelor's degree in Computer Engineering from the Chinese University of Hong Kong (CUHK) and a Master of Education from the University of Hong Kong. He furthered his education by pursuing an MPhil in Technology Leadership and Entrepreneurship at HKUST.
With a robust academic foundation and expertise at the intersection of technology and education, Eagle is committed to driving innovation and advancing knowledge in these fields, ultimately contributing to the synergy of technology, leadership, and entrepreneurship.
Dr Davy Ng's Bio
Dr. Davy Tsz Kit Ng is an Assistant Professor at the Education University of Hong Kong. He earned his PhD in Education from the University of Hong Kong. His academic background also includes a Master of Education in Educational Psychology, a Bachelor of Science in Computer Science, and a Postgraduate Diploma in IT Education from the Chinese University of Hong Kong (CUHK).
Dr. Ng's research focuses on AI literacy, STEM education, and technology-enhanced pedagogical innovation. His work draws on recent studies in AI literacy, STEAM education, and the intersection of education and technological change.

Invited Speaker:
(12 June Thu morning)
From No AI to Full AI: Understanding Contemporary Assessment Scales in Higher Education
Dr. Zamzami Zainuddin
Senior Lecturer and the Deputy Lead, Higher Degree by Research (HDR) Coordinator and Training at the College of Education, Psychology, and Social Work, Flinders University, Australia
Abstract:
This study examines how Perkins et al.’s (2023) six-scale assessment framework, ranging from no AI to full AI, can be adapted to contemporary assessment challenges in higher education. Conducted at an Australian university, it explores student perceptions of different assessment types based on this scale. Findings provide insights into how AI integration influences authenticity, academic integrity, and learning experiences. As an exploratory study, it sets the foundation for future research on student-perceived assessment models in the AI era. The study contributes to ongoing discussions on balancing innovation with authentic learning in higher education assessment design.
Bio:
Dr. Zamzami Zainuddin is a senior lecturer and the Deputy Lead of the Higher Degree by Research (HDR) Coordinator and Training at the College of Education, Psychology, and Social Work, Flinders University, Australia. Prior to this, he served as a senior lecturer at the Faculty of Education, University of Malaya (UM), Malaysia. He has been consecutively listed among the World’s Top 2% Scientists from 2021 to 2024 for his scientific impact in the field of Education, as announced by Stanford University and Elsevier (Ioannidis, 2021; 2022, 2023, & 2024). The central focus of his research centres around technology-enhanced learning, including AI literacy. His scholarly contributions in this field have been showcased in prestigious international journals with high impact factors, such as Computers & Education, Educational Research Review, the British Journal of Educational Technology, the Australasian Journal of Educational Technology, Education and Information Technologies, and Interactive Learning Environments. His current book publication is titled Gamification in a Flipped Classroom: Pedagogical Methods and Best Practices, published by Springer. He is also the editor of the Springer book titled Resilient and Sustainable Education Futures: Insights from Malaysia and Indonesia's COVID-19 Experience.
International Conference on GenAI Literacy:
Multidisciplinary Research and Practice in the Age of GenAI
10-13 June 2025
Budapest, Bécsi út 96/B, 1034, Obuda University
