Edul@b researchers promote education personalization and digital innovation at the annual EADTU conference in Germany

The personalization of education with Lourdes Guàrdia and Marcelo Maina

The researchers from Edul@b Researchers Group, Dr. Lourdes Guàrdia and Dr. Marcelo Maina, attended the annual conference of EADTU “Rethinking Higher Education: Engage, Adapt, Include – I-HE2025” which was held at the main headquarters of the FernUniversität, in Hagen (Germany), from 8 to 10 October 2025.

Their participation consisted of presenting the results of a European “Task Force” on the personalization of education, which has been developed over the course of a year and culminates in the publication of the report entitled “Personalization of Education. Enhancing Equity, Learner Agency and Academic Success”. The contribution to this report is based on establishing the theoretical and conceptual basics of the personalization of education. All this, in a context in which learning analytics and artificial intelligence can further help to reinforce the objectives of this personalization. It should be noted that both researchers are authors of several chapters of the aforementioned report.

At the same time, they moderated the debate that was carried out within the framework of the European Task Force and participated in the workshops organized by the OpenEU alliance, which is led by the Open University of Catalonia.

Delsa Silva Amino Cufuna delves into augmented reality applications

On the other hand, Delsa Silva Amino Cufuna, doctoral student of the Edul@b group, also attended the conference and presented the paper “Mapping Augmented Reality Tools for Digital Learning in STEM Education: A Scoping Review of English, Spanish, and German Products”.

Her participation focuses on the review and analysis of augmented reality applications available on the Apple App Store and Google Play Store, aimed at digital learning in STEM areas. This work is relevant for the educational field, as it offers an updated vision of the technological resources that teachers can incorporate into their classrooms to enrich teaching and learning.

In addition, it contributes to the development of his doctoral thesis “Didactic Strategies in the Creation of Augmented Reality Digital Content by Pre-service Primary School Teachers” by strengthening research on pedagogical innovation, inclusion and the use of emerging technologies in distance education contexts.