We invite paper submissions for the 6th International Conference on History, Theory and Methodology of Learning (ICHTML 2025), to be held in Kryvyi Rih, Ukraine, on May 12-13, 2025.

ICHTML provides a platform for researchers, educators, and practitioners to share innovative research, ideas, and best practices related to the past, present, and future of learning. The interdisciplinary conference covers diverse topics spanning the history, theories, methodologies, technologies, and applications of learning across contexts.

We welcome original, unpublished submissions in English on relevant topics, including but not limited to:

Historical perspectives on learning and education
Theories of learning and their applications
Innovative teaching methodologies and approaches
Learning technologies and their impact on education
Assessment and evaluation of learning outcomes
Learning analytics and big data
Pedagogical strategies for effective learning
Learning across formal, informal, and non-formal contexts
Social, cultural, and philosophical aspects of learning
Special education needs and disabilities
Teacher education and professional development
Educational policies and reforms

Full papers (minimum 6 pages) describing original research contributions are invited for peer review by January 20, 2025. Accepted papers will be published in the ACNS Diamond OA journals: Educational Dimension, Educational Technology Quarterly, CTE Workshop Proceedings, and Science Education Quarterly.

At least one author of each accepted paper must register to present the work at the conference. Please refer to the conference website for detailed submission guidelines, publication options, and important dates.

The ICHTML 2025 program chairs are pleased to waive the registration fee - this is a fantastic opportunity for authors to share their research and contribute to the academic community without financial burden.

We look forward to your submissions and hope you will join us at ICHTML 2024 for stimulating discussions that will advance our understanding of learning.