TRACK INTRODUCTION
This track focuses on innovative approaches, pedagogical strategies, and data-driven methodologies for advancing Science, Technology, Engineering, and Mathematics (STEM) education. It explores how emerging technologies, educational data, and evidence-based practices can be applied to improve STEM curriculum design, teaching effectiveness, student engagement, and learning outcomes. The track covers STEM curriculum development, student performance prediction and tracking, data-driven STEM teaching, personalized STEM learning pathways, student engagement strategies, and the application of big data tools to support STEM instruction. It also highlights interdisciplinary and technology-enhanced approaches to addressing challenges in STEM learning and promoting student success. The track aims to provide a platform for researchers and educators to exchange innovative ideas, research findings, and practical approaches for strengthening STEM education through data-informed and technology-enabled learning.
THE TOPICS INCLUDED BUT NOT LIMITED TO THE FOLLOWING
• STEM curriculum design with data
• STEM performance prediction
• Student engagement strategies
• Data-driven STEM teaching
• STEM performance tracking
• Big data tools for STEM teaching
• Personalized STEM learning paths
The manuscript should be submitted via the Electronic Submission System or by email to icbdeconference@163.com no later than the submission deadline of August 30, 2026. When submitting, please select Track 6 as the designated track.
TRACK CHAIR
Prof. Edwin P.
Christmann
Liberty University, USA
Bio: Edwin P. Christmann earned his PhD from Old Dominion University and an Advanced Diploma from the University of Cambridge (UK). He is a professor in the Helms School of Government at Liberty University, where he serves as Director of Research Methods and teaches courses in research methods and statistics. Dr. Christmann has served as a contributing editor for the National Science Teachers Association's middle school journal, Science Scope, and is a member of the editorial review boards of several research journals. He is the author of Technology-Based Inquiry for Middle School and Beyond the Numbers: Making Sense of Statistics. He has also coauthored Interpreting Assessment Data: Statistical Techniques You Can Use; Designing Elementary Instruction and Assessment: Using the Cognitive Domain; Designing and Assessing IEP Instruction for Students with Mild Disabilities: Using the Cognitive Domain; and Designing Middle and High School Instruction and Assessment: Using the Cognitive Domain. In addition, Dr. Christmann has written over 100 articles and is a frequent speaker at international conferences. He is an active Fellow of the Royal Statistical Society (RSS) and holds certification as a statistician through the RSS.