Editorial for the Special Issue “New Online Technical Applications for Non-Face-to-Face Learning”

The integration of new technologies and simulation tools into teaching and learning processes has become increasingly widespread across various fields of knowledge (Álvarez-Siordia et al., 2025; Ledger et al., 2025). The continuous advancement of technology underscores the ongoing need to develop and update didactic resources that address the challenges of contemporary education. Therefore, examining the experiences presented in this Special Issue, entitled “New Online Technical Applications for Non-Face-to-Face Learning” and published in Education Sciences, provides readers with valuable insights into how to address the current challenges faced by the education sector. This Special Issue received 20 submissions, of which 12 were ultimately accepted for publication—following initial screening and peer review—including 10 original research articles and 2 review papers, while the remaining 8 were rejected. This Special Issue explores the design, implementation, and potential applications of technical tools in educational contexts. The contributions presented herein provide a current perspective on the pedagogical potential of these technologies and their impact on enhancing the learning experience. The articles comprising this volume can be categorized into two groups: (i) two review papers offering a critical analysis and synthesis of the existing literature on technical applications in distance education; and (ii) ten original research articles presenting empirical studies on the design, implementation, and evaluation of technical tools in non-face-to-face educational contexts.

One of the key topics in this Special Issue is the use of virtual reality (VR) in education. Thus, the systematic review presented by Contribution 1 finds that virtual reality combined with gaming strategies shows promise in supporting second language learning, particularly in primary and lower secondary education, with a primary focus on English. Although the results are generally positive, there is insufficient evidence to fully replace traditional teaching methods; therefore, VR is best utilized as a complementary tool. Further research is necessary to compare these technologies with conventional approaches and to explore the role of gamification in language education.

On the other hand, the other systematic review included in this volume (Contribution 2) explores the use of virtual and augmented reality to support learning difficulties such as dyslexia and attention deficit hyperactivity disorder (ADHD) in both educational and health contexts. While significant benefits have been demonstrated in healthcare, research within education remains limited but promising, showing improvements in attention, memory, and reading comprehension. These emerging technologies provide engaging, personalized environments that enhance learning; however, further research—particularly on mobile VR applications—is necessary to fully understand their potential.

Building on the widely recognized potential of virtual reality (VR) in the educational sector, a recent study by Contribution 3 examines the factors influencing the use of virtual and augmented reality (VR/AR) technologies among future teaching professionals. Surveying 422 Spanish university students, the study found generally positive attitudes toward these technologies, although knowledge about them was limited. Age, academic year, and familiarity with VR/AR were associated with a higher perception of their usefulness for teaching, learning, and promoting inclusion. These findings underscore the importance of incorporating VR/AR training into teacher education programs to enhance both competence and positive attitudes, ultimately supporting the inclusion of students with diverse educational needs. This is consistent with both systematic reviews (Esfandiari & Mazharpour, 2025) and research papers recently conducted in China (Shen et al., 2022), Latin America (Vergara et al., 2025), and elsewhere.

Given the current importance of virtual reality laboratories (VRLs) in the educational field (Reginald, 2023; Hanine et al., 2025), another study included in this volume (Contribution 4) demonstrates that VRLs significantly enhance student performance and confidence in distance education settings compared to traditional laboratories. VRLs offer greater flexibility and autonomy, enabling independent experimentation and increasing student satisfaction. These benefits are especially relevant for secondary education, where VRLs effectively prepare students for hands-on laboratory work. The integration of features such as guided instruction and self-assessment could further enhance their effectiveness. Overall, VRLs represent a promising approach to overcoming logistical challenges in remote science education and optimizing learning outcomes when implemented immediately following theoretical instruction.

The integration of interactive environments has fostered research into mixed reality (MR), exemplified by a study included in this volume (Contribution 5), which examines innovative MR applications for pilot training. Utilizing a combination of surveys and workshops involving instructors, pilots, and administrative personnel, the study systematically identifies socially and economically sustainable enhancements. Specifically, three principal MR use cases were delineated: interactive theory training, guidance for external aircraft inspections, and cockpit procedure training. These applications advance pilot education by providing interactive, augmented reality-supported tools that accommodate diverse learner needs while fostering gender diversity and accessibility. Moreover, collaboration with Approved Training Organizations (ATOs) revealed that the successful implementation of these MR solutions may necessitate incentives for technical staff and has the potential to enhance organizational engagement. Collectively, the findings emphasize the considerable pedagogical and economic promise of MR technologies in the domain of pilot training.

On the other hand, the Contribution 6 examines spreadsheet education among Grades 7–10 students in Hungary, revealing a gap between students’ high self-confidence and their predominantly pre-structural understanding of spreadsheet tasks. The results indicate that traditional, tool-focused teaching methods fail to develop deep conceptual knowledge, problem-solving skills, and effective knowledge transfer. Female students outperform males in programming-related tasks, highlighting the impact of gender stereotypes. The study emphasizes the need for expert-led, programming-oriented instruction to foster computational thinking and meaningful learning.

Related to the gender gap in the use of digital applications, several studies have been conducted in Latin America (Vergara et al., 2024), with a particular focus on university professors. Similarly, within this volume, research by Contribution 7 examines the impact of digitalization on the use of information and communication technologies (ICT) by 716 university professors across Latin America, emphasizing variations among different academic disciplines. The findings reveal a significant increase in ICT use across all teaching activities since the onset of the COVID-19 pandemic, with the most substantial growth observed in tutorials and evaluation areas that previously relied less on digital tools. The pandemic has contributed to a more uniform integration of ICT in academic practices; however, the degree of adoption varies by discipline. Professors in the social sciences and engineering fields demonstrated the most pronounced increases, particularly in evaluation and tutoring activities. The study underscores the need for enhanced, discipline-specific training to optimize the pedagogical application of ICT, thereby supporting further tailored integration aligned with the distinct requirements of each academic domain.

In this same South American context, another chapter of this Special Issue (Contribution 8) presents a quantitative analysis of the perspectives of 401 university professors from 19 Latin American countries regarding the use of humor and memes in virtual learning environments (VLEs) in higher education; a topic that has also sparked interest in recent studies (Rodriguez-Guillen et al., 2024; Sastre-Hernández et al., 2025). The findings indicate that professors generally rate humorous didactic resources, particularly memes, positively in terms of their educational effectiveness, though their usability in virtual classrooms receives moderate evaluations. The area of knowledge of the professors significantly influences these perceptions. The study highlights the need for targeted training programs to equip educators with digital skills and design principles for creating effective humorous learning materials. Future research is suggested to explore the reasons behind disciplinary differences in attitudes and to incorporate additional sociodemographic factors such as country of origin.

On the other hand, this Special Issue includes two studies related to foreign language learning, particularly in languages such as English. One of these studies, conducted in Cyprus (Contribution 9) employed a qualitative model based on the Thematic Analysis Method (TAM) to evaluate the effectiveness of authentic activities in foreign language education. Interviews with 18 students involved in research projects at Eastern Mediterranean University revealed that authentic, student-centered tasks significantly enhance motivation and facilitate real-world language use. The principles of motivation (22.47%) and collaborative opportunities (19.66%) emerged as the most prominent, highlighting their importance in effective instructional design. The findings support the integration of authentic learning strategies to foster learner autonomy and engagement in the language classroom.

The other study, conducted in Spain (Contribution 10), evaluated the effectiveness of the Blackboard Collaborate platform as a learning management system for assessing the oral competence of English for Specific Purposes (ESP) students. Using a mixed-methods approach, 180 students from seven undergraduate programs were assessed through standardized oral tests and follow-up surveys. Results indicate that Blackboard offers a reliable, technically efficient, and psychologically supportive environment for online speaking assessment. Key advantages include synchronous audiovisual interaction without delays, student comfort when tested in familiar settings, and the positive impact of examiner attitude. Notably, 89% of students found the platform suitable, and speaking scores were slightly higher in the online modality across most programs. The study concludes that Blackboard can foster both improved language performance and student motivation, though further research with larger and more diverse groups is recommended. This aligns with recent research on this learning management system (Almusharraf, 2024).

With a different focus from the previous studies, another article in this Special Issue (Contribution 11) analyzes the financial viability and educational innovation strategies of privately owned social schools within the Spanish educational system, which primarily rely on family fees for funding. Employing a case study methodology, the research proposes a comprehensive framework that integrates digital transformation and innovative teaching methods—such as flipped classrooms, gamification, and virtual simulators—to improve student satisfaction and academic performance while ensuring economic sustainability. Various financial scenarios illustrate potential annual profits exceeding €100,000, facilitating debt reduction, teacher bonuses, and operational enhancements. The study underscores the pivotal role of teacher involvement and ongoing digital training in achieving these outcomes, corroborating the findings of other research studies (Jorge-Vázquez et al., 2021). Ultimately, the proposed methodology seeks to support the long-term sustainability of this widespread educational model in Spain, thereby contributing to the preservation of the mixed public–private education system and providing a foundation for broader educational reform.

Lastly, this Special Issue presents an original article focusing on the educational use of the innovative origami microscope, the Foldscope (Contribution 12). This study offers a descriptive analysis of the perceptions of 92 Plant Histology students at the University of Salamanca (Spain) regarding the Foldscope, a low-cost, paper-based microscope. Data collected through an online satisfaction survey during laboratory sessions indicate a generally positive student response, emphasizing the Foldscope’s ease of use, adaptability for both individual and group work, and its educational effectiveness in studying plant structures. The findings suggest that cost is no longer a significant obstacle to accessing microscopy tools in education. Although limited by sample size and pandemic-related constraints, the study supports the Foldscope as a viable and affordable alternative to conventional microscopes. Further research is recommended to investigate its broader applications across different educational levels and to include teacher perspectives.