The International Conference and Summer Literacy Academy 2025 (ICGAL 2025) is a global forum dedicated to addressing the challenges and opportunities presented by generative AI in education, information science, health sciences, and business.

This year's theme is Multidisciplinary Research and Practice in the Genai Era.

With Genai technology impacting all young and old, the need to develop new AI literature, especially Genai – specific literature, has never been more urgent. The conference presented the critical role of AI in education and beyond, with a focus on enhancing the potential of Stem and Steam learning, promoting creativity in the digital humanities, and supporting information and business professionals in an increasingly AI-driven world.

Submission Guidelines

All papers must be original and not simultaneously submitted to another journal or conference. The following paper categories are welcome:

Non-displacement inventory of related topics:

• Artificial intelligence

• Literally

• Timely engineering

• Quickly library digital characters for education

• Chatbots for education

• AI education

• AI is used for stem and steam education

• The Role of AI in Education: Personalizing Learning Experiences

• AI learns foreign languages

• Artificial Intelligence for Health Sciences

• Artificial Intelligence and Mental Health: Rehabilitation and Support Innovation

• Artificial Intelligence in the Digital Humanities

• Information and library professionals in AI

• AI for knowledge management

• AI for business professionals

• Collaborative AI: Human-Machine Partnership

• AI Entrepreneurship

• The Ethics of AI: Balancing Innovation and Responsibility

• Data privacy and security in the age of AI

• The impact of AI on employment and labor dynamics

• The cultural impact of AI technology

• Diversity in AI: Ensuring Inclusive Technology Development

• AI for sustainable development

Our International Genai Literacy Conference (ICGAL) conference welcomes submissions of short papers, posters, and abstracts. Empirical research, work-in-progress, literary criticism, conceptual and/or theoretical papers are welcome. In addition, panels and innovative product demonstrations are welcome.

All papers must be substantiated by experiments, theoretical developments, empirical evidence, analysis, or application in practice. Judges will be made based on criteria such as content quality, theoretical significance, practice, methodology, design, originality, and quality of presentation. Each accepted paper/abstract will be invited to provide a 15-minute introduction, followed by a 5-minute Q&A. Each accepted panel can last 1-1.5 hours.

​Short Essay: The maximum length of a short essay, including title, abstract (no more than 200 words), references, and appendices, is 3,000 words. All citations and references must be in APA format. Any tables, numbers, or other graphics should be embedded in the document.

​​Short papers should be submitted via EasyChair. These submissions will go through a peer review process and accepted papers will be included in the proceedings of the conference. Submission of a short research paper (in PDF format) must adhere to the ACM article template and should notMore than 4 pages (including figures, appendices, etc.) with unlimited reference space. Make sure to add concepts and keywords. For formatting, Word users should use "Interm-layout.docx" while latex users should use "sample-sigconf.tex".

International Organizing Committee

Local Organizing Committee

Invited Speakers

Keynote:Knowledge Overlord: A self-sustaining AI game-based online platform to enhance Student’s literacy ability and 21st century skills

Professor Chu, Kai Wah Samuel, Department of Health Sciences, School of Nursing and Health Sciences, Hong Kong Metropolitan University

Abstract:

Reading is the basis for most learning. One way to help students enhance reading abilities is to have them go through reading comprehension exercises, especially the interesting ones. In the past several decades, a number of systems have been constructed to automate these reading comprehension exercises, and assessments for students. The bottleneck is in the creation questions, especially the higher order thinking questions as described in PIRLS reading assessment framework including inference, interpretation, integrating ideas and evaluation. It takes a lot of good effort from humans to create high order thinking questions. With GenAI, humans can potentially use AI tools to create questions and answers faster and with better quality.

In this talk, I will first give an overview on the kinds of data contained in reading-related database(s), and the challenges faced by the data creator before GenAI. I will then share our experience on how we now collaborate with GenAI in creating the questions and answers. Our pilot study indicated that GenAI now can actually create higher-order thinking questions almost as good as humans. Implication of this talk is that various forms of data may be created at a much enhanced speed and at a higher quality with GenAI.

Bio:

Professor Chu, Kai Wah Samuel obtained 2 PhDs in Education – one focusing on e-Learning from University College London in the UK and another one focusing on Library and Information Science from The University of Hong Kong (HKU). He is a multidisciplinary researcher/professor in 4 disciplines -  e-Learning, Information Science, Health Sciences and Early Childhood Education. He has been involved in over 80 research projects with a total funding exceeding 11 million USD. He has published more than 500 articles and books, with 140+ of them appearing in peer-reviewed international academic journals. 

Prof. Chu ranked among the top 0.46% of scholars in Information & Library Sciences in 2021, ranked 60 out of 12,940 scientists in the field worldwide - A study by Stanford University. He has received many awards including the Faculty Outstanding Researcher Award in 2013, Faculty’s Knowledge Exchange Award in 2016 and Excellent Health Promotion Project Award from Food and Health Bureau in 2017 and the China New Development Award (for a book on  AI literacy) from Springer Nature in 2023. He achieved an h-index of 57 over the years. 

He is a member of the “Humanities and Social Sciences Panel (Joint Research Schemes)” of the Research Grants Council of Hong Kong / RGC (2023 – 2025) and was a member of the “Humanities and Social Sciences Panel” of RGC (2016-2022). Prof. Chu has been a consultant for UNESCO Bangkok, Education Bureau in HK, Oxford University Press, Pearson Education Asia, and was the ASIS&T Director of Chapter Assembly (2020-2021). Starting in 2015, Professor Chu has been an Advisor for EdTech and eHealth startups and in 2020, he founded a non-profit organisation called Academy 22 Education for All Foundation Limited. 

Keynote: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: Impact of AI on educational entrepreneurship.

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:To be released

Bio:To be released

Contact

All questions about submissions should be emailed to icgal@oxford-i-publishing.com for assistance with the registration portal.