Digital Transformation and ICT in Early Childhood Education: A Holistic Approach to Digital Literacy

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

Deadline for manuscript submissions: 30 May 2024 | Viewed by 316

Special Issue Editors

E-Mail Website1 Website2
Guest Editor
Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain
Interests: early childhood education; ICT; digital competence; teacher training

E-Mail Website1 Website2
Guest Editor
1. LINE 43, Université Côté d’Azur, Avenue Stephen Liégeard, 06100 Nice, France
2. FSÉ Département D'études sur L'enseignement et, L'apprentissage, Laval University, Québec, QC G1V 0A6, Canada
Interests: creative problem solving; technology-enhanced learning

Special Issue Information

Dear Colleagues,

The digital transformation has inevitably reached the world of the youngest children, and we are aware that at these ages, it is a complex process that requires close collaboration between family, school, and society. For decades, opposing viewpoints on this topic have filled many pages, but these discourses have become obsolete. Recent works of reflection and research related to the impact of technology on early childhood, along with the ongoing concerns of parents, educators, and researchers, have solidified the line of research and work towards the digital literacy of the youngest children, the subject of this monograph.

The early years of schooling will facilitate this literacy by intentionally and carefully integrating technology into the curriculum to enhance teaching and learning. Technology will be used to engage children in interactive projects and hands-on experiences that allow them to explore concepts in a concrete manner. Families will be involved in participating in joint projects that combine learning at home and at school. To achieve all of this, it is essential to train teachers and parents to work together and thereby promote consistent digital literacy in line with the same goals.

Dr. Rosalia Romero-Tena
Prof. Dr. Margarida Romero
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at 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.


  • early childhood education
  • teacher training
  • digital literacy
  • family, school, and society
  • project-based personalized learning
  • learning and experiences
  • development of teacher digital competencies (CDD)
  • neuroeducation
  • ethics and security
  • habits, norms, and use of technologies
  • family

Published Papers

This special issue is now open for submission.
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