Special Issue "Educational Technology’s Influence in Higher Education Teaching and Learning—Series 2"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 31 January 2024 | Viewed by 303

Special Issue Editor

School of Psychology, University of Liverpool, Liverpool L69 3BX, UK
Interests: learning technology; technology-enhanced learning; blended learning; active learning; collaborative learning; hybrid learning; curriculum design; virtual learning environments; virtual simulations; online assessments; cyberpsychology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Currently, the integration of technology into higher education and the support it provides via hybrid and/or blended learning approaches is more crucial than ever due to the COVID-19 pandemic. Although many researchers have already studied how digital technology could enhance teaching and learning in higher education, it is the COVID-19 pandemic that has forced everyone to change or reconsider how technology could be used to overcome isolation restrictions. The COVID-19 teaching and learning disruptions have led university teachers to re-design, reshape, and explore new alternative and innovative teaching and pedagogical approaches integrating learning technology.

This current Special Issue II in Technology-Enhanced Learning (TEL) aims to present practice examples that implement after the COVID-19 pandemic and introduce how digital education has (been) affected by implementing the COVID-19 pandemic opportunities and challenges in Higher Education. This Special Issue also includes examples of how new, updated, or revised curriculum and/or Technology-Enhanced Learning (TEL) frameworks can transform traditional into digital Higher Education enhancing student engagement, motivation, and/or assessment.

The previous Special Issue I in this area presented successful practice examples from before or during the COVID-19 pandemic and provided useful information to university teachers to assist them in further understanding the higher education context, and the demands and challenges of digital education.

The rapid teaching and learning change in higher education, the need to reshape the curriculum, the 21st century digital competence challenges, and learning technology developments are only some of the areas that may be influenced by the COVID-19 pandemic, and they may be bound to stay with us. All these areas make it crucial for higher education teachers, educational researchers, and learning technologists to consider teaching and learning from the perspectives of digital education and innovation.

Dr. Maria Limniou
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • technology-enhanced learning
  • learning approaches
  • curriculum design
  • higher education
  • learning evaluation
  • digital education
  • digital capabilities
  • student engagement
  • digital assessment

Published Papers

This special issue is now open for submission.
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