| A01 | Educational foundations |
| A02 | History of education in Africa |
| A03a | Leave no knowledge behind |
| A03b | Leading from the South |
| A04 | Reflexivity and positionality in doing excellent research |
| B06 | Strengthening postgraduate environments in African academia |
| B07 | Decolonising higher education in Africa: disciplinary and pedagogical Issues |
| B08 | Decolonizing the knowledge linkages between Africa and the rest of the world |
| B09 | Decolonizing African heritage inside and outside the African continent |
| B10 | International knowledge migration |
| B11 | Asia-africa, A New Axis of Knowledge |
| B12 | Knowledge networking within Africa |
| C13 | The European Union and Africa's knowledge infrastructure |
| C14 | Sustainable diplomacy between Africa and Europe: what knowledge capabilities should be developed? |
| C15 | Challenges of African Studies in Central and Eastern Europe |
| D16 | Country/region-specific knowledge development histories in Africa |
| D16a | Innovations, new paradigms and knowledge development in North Africa |
| D18 | Disciplinary trends in Africa: water science and technology |
| D19 | Disciplinary trends in Africa: history |
| D20 | Health challenges in urbanizing Africa and win-win partnership |
| D21 | Disciplinary trends in Africa: economics, finance studies, business studies |
| D22 | Disciplinary trends in Africa: legal and socio-legal studies |
| D23 | The order(ing) of knowledge: epistemology of studies of health, culture and education in Africa / (In)discipline de la connaissance: epistémologie des recherches sur l'Afrique |
| D24 | The interdisciplinary field of health studies and economics, experiences from Africa |
| D25 | Digital humanities in Africa |
| D26 | Multiplicity of learning events: the relationality of learning in Africa and beyond |
| D27a | Language issues: reconfiguring language use in African studies |
| D27b | The language issue and knowledge communication in Africa |
| D28a | Language history and its present relevance |
| D28b | Language history and its present relevance |
| E29 | Local knowledge and its (non-)integration in 'formal' education institutions |
| E30 | Future trends, grand challenges, and politics of anticipation in Africa (and the role of interdisciplinary studies in Africa) |
| E31 | Re-imagining the Sahel: the place of endogenous knowledge |
| E32 | Slums as places of innovations, ingenuity and creativity |
| E33 | Decolonizing the academe in 'red areas', with a focus on the Great Lakes region |
| E34 | Other ways of knowing? Exploring religious knowing and development in Africa |
| E35 | Towards a multispecies approach in African Studies |
| F37 | Resilience and scarcity |
| F38 | Artificial intelligence and smart manufacturing in Africa |
| F39 | The privatization of knowledge production |
| F40 | Citizen science and environmental monitoring |
| G41 | Youth employment, knowledge and the labour markets; knowledge and society |
| G42 | Economically empowered young people in Africa: promoting creativity and inclusiveness |
| H44 | Community-engaged learning and higher education |
| H45 | Knowledge and action |
| H46 | Technical and vocational education and training (TVET): bridging the gap - lessons from the Dutch and African experience |
| H47a | Part 1: Policy reforms for agricultural tertiary and vocational education and training in Africa |
| H47b | Part 2: Integration of ATVET into broader systems of agricultural knowledge, skills and innovation |
| H48 | Bridging the gap between research and policy |
| H50 | How can curriculum decolonization operate in the third space in Global South-North collaborations? |
