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ICT in Education, 3rd Edition
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ICT in Education, 3rd Edition

A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: 30 April 2026 | Viewed by 4902

Special Issue Editors

Prof. Dr. Jenny Pange

E-Mail Website
Guest Editor
Laboratory of NT and Distance Learning, School of Education, University of Ioannina, 451 10 Ioannina, Greece
Interests: ICT in education; learning theories in digital technologies; e-learning; digitalization in education
Special Issues, Collections and Topics in MDPI journals
Dr. Zoi Nikiforidou

E-Mail Website
Guest Editor
Early Years Learning and Care Department, University of Ioannina, University of Ioannina, 451 10 Ioannina, Greece
Interests: methodological and theoretical issues on teaching and learning; ICT in Education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The idea behind publishing this Special Issue is not to predict the future of teaching Information and Communication Technology（ICT), but to foresee the potential of utilizing ICT in education.

The changes that entail the transition from teaching using ICT to sustainable educational applications using ICT are often followed by the strengths of adopting them. The unprecedented public health crisis of the COVID-19 pandemic has given us a small taste of this, having an impact on teaching, learning, and the transition to online education in general. Education will not be the same in the post-COVID-19 era. Learning will no longer only be about teaching, but also about developing a new learning environment and a reliable cooperative discovery-based understanding of new concepts in unpredictable situations.

Classroom studies, case studies, and teaching practices involving ICT in education are welcome. This Special Issue aims to explore this field.

Prof. Dr. Jenny Pange
Dr. Zoi Nikiforidou
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 250 words) can be sent to the Editorial Office for assessment.

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. Applied Sciences 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

  • ICT
  • digital technologies
  • e-learning
  • digitalization in education

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Related Special Issues

Published Papers (2 papers)

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Research

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21 pages, 3945 KB  
Article
Implementing Competency-Based Education with Learning Plans and Adaptive Learning in Moodle: Practical Workflows and Visual Authoring Solutions
by Vasyl Martsenyuk and Andrii Semenets
Appl. Sci. 2026, 16(8), 3854; https://doi.org/10.3390/app16083854 - 15 Apr 2026
Viewed by 231
Abstract
This paper proposes a design-based framework for implementing competency-based education (CBE) in the Moodle Learning Management System (LMS) by integrating competency frameworks, learning plans (LPs), adaptive learning (AL) workflows, and visual learning path authoring. While existing research addresses these components separately, there is [...] Read more.
This paper proposes a design-based framework for implementing competency-based education (CBE) in the Moodle Learning Management System (LMS) by integrating competency frameworks, learning plans (LPs), adaptive learning (AL) workflows, and visual learning path authoring. While existing research addresses these components separately, there is a lack of operational approaches that translate them into coherent and reproducible LMS-based implementations. The study adopts a design-based synthesis methodology, mapping pedagogical requirements of CBE and adaptive learning to concrete Moodle constructs and plugin-supported functionalities. Based on this mapping, a set of reusable implementation patterns is defined, including course-centric competency alignment, microlearning with branching logic, and adaptive assessment using computer-adaptive testing (CAT). The framework is further extended through visual authoring tools, including the Adele plugin ecosystem. The approach is informed by implementation experience within the TransLeader project (2023-2-PL01-KA220-HED-000179445), which integrates AI and IoT competencies with leadership training in higher education. This paper does not present empirical evaluation results; instead, it provides a structured implementation framework intended to support future empirical validation and institutional adoption. Full article
(This article belongs to the Special Issue ICT in Education, 3rd Edition)

Other

Jump to: Research

35 pages, 1954 KB  
Systematic Review
Exploring Artificial Intelligence in Inclusive Education: A Systematic Review of Empirical Studies
by Jiahui Li, Yuyang Yan and Xiaojun Zeng
Appl. Sci. 2025, 15(23), 12624; https://doi.org/10.3390/app152312624 - 28 Nov 2025
Cited by 3 | Viewed by 4282
Abstract
This systematic review synthesizes empirical evidence on the role of Artificial Intelligence (AI) in inclusive education. The review aimed to examine (1) the impact of AI technologies on learning outcomes and engagement among students with special needs, (2) barriers and enablers influencing AI [...] Read more.
This systematic review synthesizes empirical evidence on the role of Artificial Intelligence (AI) in inclusive education. The review aimed to examine (1) the impact of AI technologies on learning outcomes and engagement among students with special needs, (2) barriers and enablers influencing AI adoption by educators, and (3) the role of theoretical frameworks in guiding AI-based interventions. A comprehensive search was conducted in Scopus, Web of Science, DOAJ, and Google Scholar for English-language, peer-reviewed studies published between 2020 and 2025. Sixteen (16) studies met the inclusion criteria and were appraised using the Mixed Methods Appraisal Tool (MMAT). Findings indicate that AI tools enhance personalization, accessibility, and engagement, particularly for learners with disabilities, while barriers such as infrastructure gaps and low digital literacy persist. Enablers include institutional support and teacher training, though theoretical frameworks were inconsistently applied. Limitations include the exclusion of grey literature and reliance on short-term studies. AI can advance inclusive education when integrated with ethical, pedagogical, and institutional strategies, while future research should prioritize longitudinal, theory-driven, and culturally responsive models. Full article
(This article belongs to the Special Issue ICT in Education, 3rd Edition)
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