The Technological Revolution in Education: Exploring New Trends in Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 June 2024 | Viewed by 3056

Special Issue Editors


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Guest Editor
Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: school organization; teacher training; education research; emerging educational technologies; computational thinking
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: ICT in education; robotics; digital competence; educational technology; distance education; adult education; special needs education
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Department of Research and Diagnostic Methods in Education, University of Sevilla, 41013 Sevilla, Spain
Interests: participation in class and academic performance; school failure; learning and teaching processes
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

One of the challenges facing universities in the 21st century is to transmit the knowledge generated by their researchers in order to apply it for socio-economic purposes or, in other words, to transfer it. In fact, innovation and the transfer of knowledge to society and the productive fabric contribute to increasing social and economic welfare and, in this way, allow citizens to visualise the profitability of the investment made in universities and research centres.

The Social and Legal Sciences, like any other branch of knowledge, must respond to the new challenges that arise in research and teaching–learning processes, as these are determined by the evolution of our society (from a technological, social and cultural point of view...) and inevitably demand new forms of teaching and learning. We, therefore, limit the new digital scenarios in which we carry out our daily work.

Nowadays, research and innovation in education have become key issues for the development of a knowledgeable society. The challenge of transferring the knowledge generated in educational research and innovation processes to educational practice has become a fundamental challenge for improving the quality of education. This implies the need to establish strategies and mechanisms that allow for an adequate transfer and dissemination of research results and educational innovations, so that these can be effectively incorporated and applied in educational practices.

On the other hand, educational innovation is not only limited to the incorporation of new technologies in education but also implies the transformation of pedagogical and didactic approaches to promote more meaningful and contextualised learning. In this sense, educational innovation requires deep reflection and critical analysis of current educational practices in order to identify weaknesses and strengths and to propose new teaching strategies and models to improve the quality of learning and to train critical citizens committed to their environment.

Educational research and innovation not only aim to improve the quality of education but must also have an impact on the transformation of the knowledge society. In an increasingly globalised and complex world, education plays a fundamental role in the formation of citizens capable of facing the challenges of the 21st century. Therefore, research and innovation in education have the task of developing models and strategies that promote quality and equitable education, capable of forming critical, creative citizens who are committed to their environment.

With this Special Issue, we aim to bring together articles that, based on education, are the driving force behind the development and improvement of today's society. We welcome contributions from different disciplines (Social and Legal Sciences, Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture...), teaching modalities and educational levels.

The aim of this Special Issue is to provide a space for interdisciplinary learning through the exchange of research in education.

In this Special Issue, original research articles are welcome. Research areas may include, but are not limited to, the following topics:

  • Digital competences of students and university teaching staff.
  • Successful experiences of teaching innovation and pedagogical renewal projects.
  • Innovation and research in hybrid and remote university teaching.
  • Gamification and other gamification experiences (cinema, comics...) in training.
  • Digital resources and attention to the diversity of university students.
  • Digital technology and Sustainable Development Goals (SDGs).
  • Simulation (moot court), flipped classroom and other collaborative learning techniques.
  • Artificial Intelligence techniques applied to education in face-to-face and remote contexts.
  • Ubiquitous learning in today's society.
  • Challenges in teaching innovation.
  • Disruptive educational experiences in digital contexts.
  • Empirical research on experiences and good teaching practices based on digital technology.
  • Digital transformation and face-to-face teaching.
  • Digital media and assessment tools.
  • Information and communication technologies (ICT) in teaching–learning processes.
  • Virtual and Augmented Reality in Education.
  • Emerging technologies (i.e., artificial intelligence, augmented reality, virtual reality).
  • E-learning tools (i.e., mobile learning tools, learning management systems, assessment tools, simulations, scientific modelling tools).

Prof. Dr. Carlos Hervás-Gómez
Prof. Dr. María Dolores Díaz-Noguera
Dr. Pedro Román-Graván
Dr. Carmen Corujo-Vélez
Guest Editors

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 1800 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.

Keywords

  • emerging technologies
  • e-learning tools
  • computational thinking
  • digital technology
  • artificial intelligence
  • ubiquitous learning
  • disruptive teaching
  • digital transformation
  • innovative learning space
  • technology-enhanced learning
  • innovative learning space

Published Papers (2 papers)

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Research

12 pages, 861 KiB  
Article
Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers
by Álvaro-Francisco Morote and María Hernández-Hernández
Educ. Sci. 2023, 13(8), 822; https://doi.org/10.3390/educsci13080822 - 10 Aug 2023
Viewed by 866
Abstract
Climate change has become one of the major themes in the academic world, as it constitutes a socio-environmental challenge faced by society in the twenty-first century. The objectives of this study, based on the opinions of geography teachers (secondary education and baccalaureate, Spain), [...] Read more.
Climate change has become one of the major themes in the academic world, as it constitutes a socio-environmental challenge faced by society in the twenty-first century. The objectives of this study, based on the opinions of geography teachers (secondary education and baccalaureate, Spain), were to analyze the frequency of use of school textbooks in geography classes, to examine how climate change is addressed in these resources, to study how teachers impart these contents, and to review the importance of teaching global warming according to the opinions of the teachers. Based on a sample of 96 teachers surveyed between 2019 and 2022, the results show a disparity of opinions regarding textbook use, a not-altogether-adequate treatment of this phenomenon with these resources (the sum of the responses with values of 1 and 2 amounted to 44.8%), and a predominance of an explanation of climate change by teachers through everyday cases in the students’ environment (35.4%) and talks and workshops given in class by experts (27.1%). Knowing the use made by teachers of the traditional textbook in the era of the ICTs, their perception of the adequacy of the contents on climate change in these resources, and how this phenomenon is taught is highly relevant to raising awareness and educating the youngest cohorts about one of the main challenges faced by society today. Full article
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16 pages, 312 KiB  
Article
‘Zero Gravity’: Impact of COVID-19 Pandemic on the Professional Intentions and Career Pathway Vision of Sport Management Students
by Ekaterina Glebova and Samuel López-Carril
Educ. Sci. 2023, 13(8), 807; https://doi.org/10.3390/educsci13080807 - 06 Aug 2023
Cited by 5 | Viewed by 1065
Abstract
The pandemic caused by the SARS-CoV-2 virus has transformed the professional landscape and people’s career expectations. Especially among students, who now face new challenges not foreseen when they started their studies before the pandemic. Nevertheless, to date, there are no specific studies that [...] Read more.
The pandemic caused by the SARS-CoV-2 virus has transformed the professional landscape and people’s career expectations. Especially among students, who now face new challenges not foreseen when they started their studies before the pandemic. Nevertheless, to date, there are no specific studies that examine in depth how the restrictions associated with the COVID-19 pandemic have reshaped the professional expectations of future sport managers. To address this research gap, the main purpose of the study is to explore how COVID-19 pandemic has affected the professional intentions and career plans of sport management students. To this end, we share the visions collected in written essays, that a group of 90 students from the Paris Saclay University (France) have concerning their professional future and the impact of the COVID-19 pandemic on it. The essays were qualitatively analyzed based on the self-concept theory of career development through the person–environment perspective. The findings suggest that the COVID-19 outbreak influenced sport management students’ self-concept, their future workplace and employment time choice planning, and overall, their vision and intention for their career path. Accordingly, sports management educators, educational institutions, and policymakers need to ensure that sport management curricula and teaching practices address the new demands of the sports industry prompted by the pandemic, together with the expectations and educational needs of the sport management students. Full article
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