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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (26 November 2022) | Viewed by 37205

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Special Issue Editors

Dr. Javier Fombona-Cadavieco

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Guest Editor

Facultad de Formacion del Profesorado y Educacion, Universidad de Oviedo, 33005 Oviedo, Spain
Interests: ICT and audiovisual; virtual reality; augmented reality; education and international projects; teaching at different educational levels (primary; secondary; vocational training; adults).

Dr. Maria Angeles Pascual-Sevillano

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Guest Editor

Facultad de Formacion del Profesorado y Educacion, Universidad de Oviedo, 33005 Oviedo, Spain
Interests: curriculum; teaching and training; competences; emerging technologies; inclusive education

Special Issue Information

Dear Colleagues,

The future and progress of society depends on education, with the interactive process of teaching and learning having always been at the core of many controversies. In recent years, different methodologies and new resources have generated considerable changes in these educational actions. It has always been important to incorporate new technologies in education; however, currently, this dynamic is much more intense due to the phenomena of globalization and teleworking. In this sense, the current situation caused by the SARS COVID-19 pandemic forced us to rethink how we teach and incorporate online training models. Thus, it is necessary to know the most pertinent resources and their educational benefits, and to observe how they open the way to new educational activities.

This Special Issue publication aims to collect the most relevant research describing the benefits recognized upon the implementation of innovative experiences, as well as the weaknesses of this technologies. Especially interesting is that since research highlighting successes tends to predominate, cases describing failures are more limited, even though it is an aspect of great interest to those in charge of developing and implementing the curriculum of educational institutions.

The industry, society and our students are increasingly using new tools, and their relevance in teaching is evident. Our goal is to present the real possibilities of these resources, with educators waiting for guidelines concerning the best option, wanting to incorporate the latest technologies and modern methodologies in their schools. Thus, it is necessary to disseminate related research focused on the advances of new ITCs, and to evaluate their real usefulness in the context of learning, regardless of the economics or interests usually surrounding and promoting these technologies.

The articles should incorporate a scope related to the keywords from a multidisciplinary perspective to be useful for people from different areas wishing to implement these advances, and to guide their future activities in this innovative direction. Therefore, these articles and their findings need to be relevant, not only for teachers and students, but also for researchers who can find new guidelines for their work. Likewise, regular readers of this journal will also be interested in these works; that is, trainers, academics or designers of educational resources. All this will allow us to use a language accessible to anyone interested in learning new and efficient strategies.

The proposed keywords relate to the future of education, and the contributions will be relevant to create advanced ways of teaching and learning at all levels, including pedagogical methods and related research. Thus, we are open to proposals, from the context of initial school to postgraduate training.

For these reasons, we believe that it is necessary to assemble the most pioneering research from a rigorous and scientific perspective, and we encourage researchers to send their works to this journal.

Deadline for abstract submissions: 20 September 2022.

Dr. Javier Fombona-Cadavieco
Dr. Maria Angeles Pascual-Sevillano
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

artificial intelligence and chatbots
augmented reality and virtual reality
big data in the training
lifelong learning
microaccreditations
microvideo learning
new methodologies, new skills
opinion guides and didactic interactions outside school
personalized and hybrid training
U-learning, M-learning and self-learning
virtual environments

Published Papers (14 papers)

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Research

19 pages, 43753 KiB

Open AccessArticle

Emerging Virtual Communities of Practice during Crises: A Sustainable Model Validating the Levels of Peer Motivation and Support

by Orchida Fayez, Hala Ismail and Hadeer Aboelnagah

Sustainability 2023, 15(7), 5691; https://doi.org/10.3390/su15075691 - 24 Mar 2023

Viewed by 1080

Abstract

The purpose of this study is to validate the role of social media among peers in a virtual community of practice, VCoP, by applying the Delphi technique of data collection and analysis. The study adopts the Grounded Theory methodology to identify the theoretical frame that is developed from the data analysis. The research design identified the areas of social and professional support from Maslow’s hierarchy of human needs from the faculty members’ responses that were chosen by “purposive sampling” rather than random sampling The qualitative data collection took three months, wherein 26 faculty members interacting on WhatsApp during COVID-19 were identified as experts: one of the corner elements of the Delphi technique. The thematic analysis of the results indicated that fulfilling Maslow’s needs was an integral component of social media VCoP. However, unlike Maslow’s model, expressions of the need for safety, belonging, self-esteem, and self-actualization took turns as the most important need depending on changing context, gender, and individual preferences. The answer to the research questions, thus, becomes embedded in the research methodology that involves instructors’ perceptions as a validating element of the findings. The main recommendation is to replicate the study in various contexts to monitor faculty well-being to reach a sustainable educational environment. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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15 pages, 822 KiB

Open AccessArticle

Micro-Videos as a Learning Tool for Professional Practice during the Post-COVID Era: An Educational Experience

by Pilar Ester, Isabel Morales and Laura Herrero

Sustainability 2023, 15(6), 5596; https://doi.org/10.3390/su15065596 - 22 Mar 2023

Cited by 1 | Viewed by 1762

Abstract

With the arrival of the pandemic, many education students in higher education classrooms saw how their internships were cancelled, making it impossible for them to access real contexts that would let them know how their everyday professional life would be. Consequently, it was necessary to make a methodological change. To bridge the gap between theoretical and practical training, we conducted an educational experience at a private university where several educational videos were used to reflect the implementation of different educational methodologies in teaching mathematics by expert teachers. In the recorded practices, it was shown how four different methodologies were implemented in several contexts during the day-to-day classes: International Baccalaureate (IB), gamification, flipped classroom and project-based learning. We studied each methodology to measure their impact on primary students’ learning and guarantee that higher education students had visualized effective practices through micro-videos. The results of our study show that, in certain aspects of mathematics, the students’ own teaching capabilities have greater influence than the theoretical methodological instruction they generally receive in the classroom. Further, concerning students’ perceptions, we can conclude that their motivation increased towards the use of micro-videos, since they became active agents of their own learning. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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18 pages, 267 KiB

Open AccessArticle

Revisiting Leadership in Schools: Investigating the Adoption of the Dubai Inclusive Education Policy Framework

by Ayman Massouti, Nessrin Shaya and Rawan Abukhait

Sustainability 2023, 15(5), 4274; https://doi.org/10.3390/su15054274 - 27 Feb 2023

Cited by 5 | Viewed by 3166

Abstract

This study examined the prevalent leadership practices in the implementation of the Dubai Inclusion Education Policy Framework (DIEPF), which paves the way for elaborating on key nuances relating to the prospects and challenges of meeting the United Arab Emirates’ (UAE) federal requirement of educating all students, including students identified as experiencing special educational needs and disabilities (SEND) in a common learning environment. A qualitative phenomenological research design was employed, where data was collected through semi-structured interviews with a group of individuals who assumed a senior leading role in SEND departments, led inclusive practices at the school level, or were experts in special education studies in the UAE. The final sample consisted of 21 interviewees, of which 11 are heads of SEND departments, 6 are senior executive leaders at the designation of principal or vice principal, and 4 are experts in special education employed in reputable higher education institutions in the UAE. The analysis resulted in identifying five themes as critical key factors in inclusive education implementation and several sub-theme components. As an additional dimension, an emergent theme was derived, expanding the theoretical boundaries of the DIEPF. Finally, theoretical and managerial implications for effective inclusive practices in school settings are offered. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

26 pages, 2629 KiB

Open AccessArticle

Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability

by Mohammed Abdullatif Almulla and Waleed Mugahed Al-Rahmi

Sustainability 2023, 15(5), 3978; https://doi.org/10.3390/su15053978 - 22 Feb 2023

Cited by 14 | Viewed by 6634

Abstract

E-learning is expected to become a common teaching and learning approach in educational institutions in the near future; thus, the success of e-learning initiatives must be ensured in order to make this a sustainable mode of learning. In order to improve students’ learning performance through the use of e-learning in Saudi Arabia’s higher education, it was the objective of this paper to examine the relationships between social cognitive theory and learning input factors and the reflective thinking and inquiry learning style as well as the indirect effects of student problem-solving and critical thinking skills. As a result, this study thoroughly assessed the social cognitive theory that is currently in use, along with learning input components and situational factors that should be carefully taken into account while introducing an online education system into Saudi Arabia’s top universities as a way of ensuring learning sustainability. As a result, 294 university students completed a questionnaire that served as the initial dataset for the research study, and the proposed conceptual model was comprehensively assessed using SEM. The research results demonstrated that the inquiry style of learning and reflective thinking have always had a significant impact on the social involvement, human engagement, social power, social identity, and social support. Similar findings were obtained regarding the impact of problem-solving and critical thinking skills on the inquiry-based learning approach and reflective thinking. Thus, students’ ability to learn in Saudi Arabia’s higher education is greatly influenced by their ability to solve problems and think critically. Therefore, it is almost certain that this research study will aid university policy makers in their decision on whether to fully deploy an online learning system as a way of ensuring learning sustainability at educational institutions throughout Saudi Arabia. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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16 pages, 1144 KiB

Open AccessArticle

Analysis of the Digital Educational Scenario in Italian High Schools during the Pandemic: Challenges and Emerging Tools

by Tiziana Guzzo, Maria Chiara Caschera, Fernando Ferri and Patrizia Grifoni

Sustainability 2023, 15(2), 1426; https://doi.org/10.3390/su15021426 - 11 Jan 2023

Cited by 3 | Viewed by 1963

Abstract

During the COVID-19 pandemic, educational institutions around the world were forced to move from face-to-face lessons to distance learning. The application of distance learning fostered the use of new tools and applications that impacted the school system and produced several challenges to be addressed. This paper provides an analysis of distance learning tools that have been used during COVID-19 in Italian schools and the related emerging needs and challenges. A quantitative survey was carried out by using a standardized online questionnaire that involved 420 Italian teachers of different ages, gender, and teaching areas. This survey collected information about experiences, opportunities, and challenges of distance learning, used tools, and students’ inclusion and involvement. In addition, this work analyses emerging technologies and how they can be integrated into distance learning tools to overcome the identified challenges. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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17 pages, 698 KiB

Open AccessArticle

Flexible Working Arrangements and Social Sustainability: Study on Women Academics Post-COVID-19

by Alanoud Alsulami, Fatma Mabrouk and Jihen Bousrih

Sustainability 2023, 15(1), 544; https://doi.org/10.3390/su15010544 - 28 Dec 2022

Cited by 5 | Viewed by 3618

Abstract

One of the main challenges faced by companies, scholars, and governments nowadays is achieving economic, environmental, and social sustainability. Remote working, reduced work weeks, and other types of flexible working time arrangements (FWAs) are the new characteristics that will shape the future of work to ensure social sustainability. In changing work patterns, working styles are changed to possibly improve women employees’ mental health and life–work balance. However, recently, very few firms have succeeded in adopting these new FWA trends. The purpose of this paper is to investigate women’s preferences towards FWAs in the academic sector as a social sustainability source. We investigate the effect of the COVID-19 pandemic on female faculty members’ future job preferences. The data used in the research are collected from a survey given to female faculty members who work in a Saudi women’s university and have already experienced FWAs during the COVID-19 period. The study uses mixed methods of research, combining a choice modeling (CM) method, one sample t-test, a paired sample t-test, cluster analysis, and probit models. Our results show that flexible working arrangements improve the wellbeing of women employees, which ensures sustainable social development. The findings also show that flexibility in location plays a significant role in the decision made by female faculty members when revealing their flexibility preferences. However, flexibility in time did not play a significant role in the decisions made by respondents. This study adds to the empirical evidence in the current literature on female academic staff preferences for FWAs in Saudi Arabia, using choice modeling conjoint analysis and mixed approaches. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

14 pages, 593 KiB

Open AccessArticle

Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios

by Ángela Martín-Gutiérrez, María Dolores Díaz-Noguera, Carlos Hervás-Gómez and Gloria Luisa Morales-Pérez

Sustainability 2022, 14(21), 14291; https://doi.org/10.3390/su142114291 - 01 Nov 2022

Cited by 1 | Viewed by 1899

Abstract

The aim of this study was to determine the post-pandemic learning adaptation scenarios from the perspective of university students from the Faculty of Education Science of the University of Seville (Spain) as a function of the competencies identified in the context of digital transformation. This was a non-experimental, descriptive study that used a short version of the Scale of Attitudes on the Perceptions of Future Teachers toward the New Post-pandemic Educational Scenarios (SANPES). The sample consisted of 972 students of the University of Seville (Spain) (72% women, 28% men), registered in the academic year 2021–2022. A cluster analysis was performed, using a hierarchical procedure (dendrogram), followed by a non-hierarchical procedure (k-means algorithm). The results show significant differences in the responses of the university students. Conclusions: progressive models or scenarios of adaptation to post-pandemic learning based on some student competencies, such as motivation, collaboration, self-learning and digital methodology: (a) initial adaptation model, (b) moderate adaptation model, and (c) advanced adaptation model. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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26 pages, 823 KiB

Open AccessArticle

Transitioning to Flipped Classrooms: Instructors’ Perspectives

by Hala Dalbani, Safaa Eissa, Sharifah Fatimah Syed-Ahmad and Norah Almusharraf

Sustainability 2022, 14(20), 13426; https://doi.org/10.3390/su142013426 - 18 Oct 2022

Cited by 2 | Viewed by 2388

Abstract

With higher education moving more towards online education and wider adoption of more flexible models of teaching, especially during and after COVID-19, faculty members at a small private university in the Kingdom of Saudi Arabia made their first attempts at flipping. Given the lack of studies that examined the transitional period that instructors go through in their initial attempts to flip, this study explored the perceptions of instructors making the transition, where traditional teacher-centered approaches to teaching have prevailed. Their insights can be detrimental to its successful delivery and continued use. To achieve its objective, this research paper investigated the initial perceptions of the requirements of flipping from thirty-seven female faculty members across six different colleges. This study employed a qualitative synthesis of quantitative and qualitative data elicited from interviews, surveys, and self-reflection reports, concluding that instructors transitioning into flipping cannot rely solely on their intuitive beliefs but need extensive training and guidance. The findings will inform instructors and institutions making the transition and will guide educators preparing for flipped classroom training workshops. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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22 pages, 862 KiB

Open AccessArticle

Walking the Walk toward Increasing Access and Reducing Emissions: The Promise and Challenges of Virtual Climate Adaptation Convenings

by Eileen G. Merritt, Jennifer J. Brousseau, Marc J. Stern and Lara J. Hansen

Sustainability 2022, 14(19), 12586; https://doi.org/10.3390/su141912586 - 03 Oct 2022

Viewed by 1459

Abstract

Joint professional and stakeholder meetings to share local, regional and national responses to the current and projected effects of climate change have become regular, recurring events over the past decade. These “climate adaptation convenings” generally include presentations, discussions, and social learning about how to effectively respond to climate-related impacts. Many of these convenings shifted to virtual formats during the COVID-19 pandemic. We conducted a study to understand how four virtual convenings in the United States compare with otherwise similar in-person events. Through surveys with attendees of four virtual climate adaptation convenings, we explored how attendees’ outcomes differed between conference formats and captured their perceptions of virtual vs. in-person events. Overall, 71% of attendees indicated that they were more likely or equally likely to attend future convenings online, and 62% reported that knowledge gain was about the same or better online than in-person. Many respondents appreciated the accessibility and more inclusive participation at virtual convenings, as well as the environmental benefits and reduced costs. However, interpersonal interactions were inferior in virtual formats, and some attendees experienced difficulties with technology and screen fatigue. Respondents shared suggestions for addressing these challenges. Altogether, findings suggest that virtual convenings have high potential if greater attention is paid to these elements. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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20 pages, 1095 KiB

Open AccessArticle

Using Digital Learning Platforms for Teaching Arabic Literacy: A Post-Pandemic Mobile Learning Scenario in Saudi Arabia

by Ahlam Mohammed Al-Abdullatif and Merfat Ayesh Alsubaie

Sustainability 2022, 14(19), 11868; https://doi.org/10.3390/su141911868 - 21 Sep 2022

Cited by 9 | Viewed by 2547

Abstract

Mobile learning and its influence on improving learning outcomes are among the recent trends in education. This study investigates the factors impacting teachers’ intentions to use (and their usage of) the ‘I Read Arabic’ (IRA) digital platform for teaching literacy. By utilising the unified theory of acceptance and use of technology (UTAUT2) model, seven factors were explored in terms of their predictions of behavioural intention and actual use of the IRA digital platform. A determined sample size of 285 Arabic teachers teaching grades K–6 in Saudi Arabia participated in this study. A mixed-method approach, using a survey questionnaire and semi-structured interviews, was conducted to collect data. Structural equation modelling and thematic analysis were used to analyse the data. The quantitative results indicated that hedonic motivation, habit, effort expectancy, performance expectancy, and price value were significant predictors of teachers’ behavioural intention to use the IRA digital platform for teaching literacy. Teachers’ usage of the IRA digital platform was shown to be significantly influenced by behavioural intention and facilitating conditions. The qualitative results yielded two main themes: the advantages and challenges of using the IRA digital platform. Several useful implications are suggested for teachers, school leaders, and education policy makers to sustain digital learning in Saudi Arabia’s post-pandemic educational system. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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14 pages, 298 KiB

Open AccessArticle

The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels

by Asma Almusharraf, Norah Almusharraf and Daniel Bailey

Sustainability 2022, 14(18), 11504; https://doi.org/10.3390/su141811504 - 14 Sep 2022

Cited by 2 | Viewed by 1740

Abstract

Reflection occurs as a learning process in which thoughts are consequential and continuously improved upon. The current research examined teacher reflection by examining the influence of multilingualism and professional development activities on teacher reflection levels. Data were analyzed using IBM SPSS employing 226 male and 207 female EFL instructors teaching in Saudi Arabia. Variables were grouped into languages spoken and professional development activities. Inferential statistics (i.e., descriptive statistics, independent sample t-test, and one-way ANOVA) were utilized. The findings revealed that reflective practices varied significantly due to the languages spoken. The mean of the total English Language Teaching Reflection Inventory (ELTRI) for participants who performed the professional development activity is higher than for those who did not. Further, participants who collaborated with colleagues were mentored, self-studied, and took courses illustrated a significantly higher total score on the ELTRI. When designing professional development curricula, a greater focus on particular reflection training should be more appropriate depending on completed professional benchmarks. These implications and the future direction of this study highlight the dynamic influence of multilingualism in reflective practices. Henceforward, the study suggests the imperative need to provide teachers with professional development programs for training them and elevate their awareness of the effectiveness of reflective teaching practices. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

19 pages, 2042 KiB

Open AccessArticle

Parental Involvement in Distance K-12 Learning and the Effect of Technostress: Sustaining Post-Pandemic Distance Education in Saudi Arabia

by Ahlam Mohammed Al-Abdullatif and Hibah Khalid Aladsani

Sustainability 2022, 14(18), 11305; https://doi.org/10.3390/su141811305 - 09 Sep 2022

Cited by 2 | Viewed by 2449

Abstract

This study explored the effect of parental involvement in K-12 distance learning activities on their perceived technostress and behaviours of support toward their children’s learning in Saudi Arabia. Partial least squares structural equation modeling (PLS-SEM) was used to analyse the data. Applying the person-technology (P-T) fit model, this study proposed a model comprising five factors to answer the research questions. The five factors were parental involvement, parents’ technostress, parents’ self-efficacy, school support and behaviours of support. Analysis of 651 parent responses showed an insignificant relationship between parental involvement in distance learning activities and parents’ technostress. However, there was a significant and positive relationship between parental involvement and parents’ behaviours of support toward their children’s learning. The results also indicated that when parents’ technostress increases, their supportive behaviours rise accordingly. The level of technostress among parents in this study was found to reduce with an increase in both parents’ self-efficacy levels and the level of school support provided by administration and teachers to parents in distance learning environments. The findings of our study suggested several important implications that contribute to providing more effective and successful distance education and supporting the future of post-pandemic digital education in Saudi Arabia. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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11 pages, 567 KiB

Open AccessArticle

International Projects as a New Way to Solve Global Problems, Case Study of a European Project

by Javier Fombona, Maria Angeles Pascual and Ewa Listopadzka

Sustainability 2022, 14(17), 11006; https://doi.org/10.3390/su141711006 - 03 Sep 2022

Viewed by 1264

Abstract

The new post-pandemic world scenario suggests that the design and implementation of projects and research at the international level is important. This is a challenge given the scarcity of reference models on how these initiatives should be carried out. Thus, it is important to know guidelines on research projects, especially in the international context. This is the case of an Erasmus project aimed at teachers of adults. The aim of the project is to tackle major problems, such as unemployment, social exclusion, and ignorance of European heritage. This case is shown with a descriptive approach of the main activities, the necessary justification, the innovations observed in companies, and the quantification of final achievements. In these initiatives, it is important to describe the results both at a tangible level, as well as intangible ones. The intangible results are difficult to quantify, but also important, such as the increase in knowledge, the creation of bonds of friendship, or the dissemination of innovations on media and networks. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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17 pages, 1309 KiB

Open AccessArticle

Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education

by Hibah Aladsani, Ahlam Al-Abdullatif, Manal Almuhanna and Azza Gameil

Sustainability 2022, 14(16), 9931; https://doi.org/10.3390/su14169931 - 11 Aug 2022

Cited by 10 | Viewed by 3375

Abstract

The health, social, and economic challenges we have faced have contributed to the improvement of educational styles and learning environments. Globally, the reflections of COVID-19 have contributed to the re-perception of the future of education and the anticipation of new scenarios. This qualitative study aims to deeply examine and understand the repercussions of distance education—specifically K–12 education (kindergarten to twelfth grade) during the pandemic in Saudi Arabia—and, with the findings, build anticipated scenarios for future post-pandemic digital education. This study adopts an ethnographic approach to investigate the cultural perspectives of those whose education was and has been greatly affected by this transition. Qualitative large-scale data (comprising 36 observations, 387 individual interviews, and 177 focus groups) were collected for 7 months in 2021 from 600 participants, all of whom were connecting in various ways to the K–12 educational system and varied by gender, age, profession, and academic degree. The findings were categorized into four themes: (1) educational outcomes, (2) teaching landscape, (3) parental involvement, and (4) societal and life aspects. The findings are discussed in a style that presents the most crucial aspects that we must consider for anticipated scenarios of future post-pandemic education. Each presents critical implications for teachers, students, parents, researchers, and educational authorities. Full article

(This article belongs to the Special Issue New Post-pandemic Digital Educational Scenarios)

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