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Computers
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The Digital Transformation of Education: Trends, Technologies, and Responsible Innovation
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The Digital Transformation of Education: Trends, Technologies, and Responsible Innovation

A special issue of Computers (ISSN 2073-431X). This special issue belongs to the section "AI-Driven Innovations".

Deadline for manuscript submissions: 28 February 2027 | Viewed by 3635

Special Issue Editors

Dr. Zoltán Szűts

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Guest Editor
Doctoral School of Education, Faculty of Pedagogy, Eszterházy Károly Catholic University, Eszterházy Square 1, 3300 Eger, Hungary
Interests: social media; digital pedagogy; information society; artificial intelligence in education
Dr. Péter Ekler

E-Mail Website
Guest Editor
Department of Automation and Applied Informatics, Faculty of Electrical Engineering and Informatics, Budapest University of Technology and Economics, 1111 Budapest, Hungary
Interests: mobile P2P; wireless networks; software engineering; applied artificial intelligence
Dr. Kristóf Csorba

E-Mail Website
Guest Editor
Department of Automation and Applied Informatics, Faculty of Electrical Engineering and Informatics, Budapest University of Technology and Economics, 1111 Budapest, Hungary
Interests: image processing in interdisciplinary applications; applied artificial intelligence
Dr. Bertalan Forstner

E-Mail Website
Guest Editor
Department of Automation and Applied Informatics, Budapest University of Technology and Economics, Műegyetem rkp. 3. H-1111, Budapest, Hungary
Interests: neural networks; cognitive modeling; machine learning; learning difficulties; synthetic data generation
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Computing education and software engineering education are undergoing a rapid transformation, driven by emerging technologies, evolving pedagogical models, and the increasing integration of artificial intelligence (AI) in learning environments. This Special Issue aims to explore innovative research, practices, and tools that are shaping the future of education in computer science and software development.

We invite original research articles, reviews, and case studies that address current challenges in modern education, including curriculum development, assessment techniques, and the integration of industry demands. Of particular interest are contributions that focus on the impact of AI—especially large language models (LLMs)—on teaching and learning, including intelligent tutoring systems, code generation, and automated feedback mechanisms. The Issue also welcomes innovative proposals and discussions on responsible design and deployment of AI-driven educational technologies, with attention to data privacy and user trust and other similar topics.

Submissions exploring cutting-edge solutions such as augmented/virtual/mixed reality (AR/VR/XR), gamified learning platforms, adaptive learning environments, modern software development practices, and the use of cloud or edge computing in educational software are highly encouraged. We also welcome interdisciplinary approaches and applied research that bridges education, software engineering, and AI, fostering a holistic view of the next generation of computing education.

Dr. Zoltán Szűts
Dr. Péter Ekler
Dr. Kristóf Csorba
Dr. Bertalan Forstner
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. Computers 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

  • computing education
  • software engineering education
  • artificial intelligence in education
  • large language models
  • intelligent tutoring systems
  • AR/VR/XR in education
  • innovative EdTech solutions
  • data privacy in EdTech
  • responsible educational technology
  • digital transformation in learning
  • adaptive learning technologies
  • gamification in computer science education
  • digital pedagogy

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

17 pages, 2551 KB  
Article
Generative AI for Education in Infrastructure Systems: Lessons from a BIM-Based Rule-Checking
by Islem Sahraoui, Kinam Kim, Lu Gao, Zia Ud Din and Ahmed Senouci
Computers 2026, 15(5), 289; https://doi.org/10.3390/computers15050289 - 1 May 2026
Viewed by 124
Abstract
This study investigates the educational potential of Large Language Models (LLMs) for automating rule-checking tasks in Building Information Modeling (BIM) instruction. A quasi-experimental classroom implementation was conducted over two consecutive semesters with 55 graduate students in a Construction Management program. In Fall 2024, [...] Read more.
This study investigates the educational potential of Large Language Models (LLMs) for automating rule-checking tasks in Building Information Modeling (BIM) instruction. A quasi-experimental classroom implementation was conducted over two consecutive semesters with 55 graduate students in a Construction Management program. In Fall 2024, students were taught manual rule-checking techniques, whereas in Spring 2025, students received additional instruction in LLM-based prompting and Python code generation for automated compliance checking. A mixed-methods evaluation was conducted using surveys, NASA Task Load Index ratings, assignment-based learning outcomes, and structured interviews. Compared with the manual-only cohort, the LLM-assisted cohort reported significantly lower mental, temporal, and frustration demands, as well as higher perceived time efficiency and overall effectiveness. The LLM-assisted group also achieved significantly higher performance in violation detection and method accuracy, although no significant differences were observed in code interpretation or reflective analysis. Qualitative findings further revealed both the efficiency benefits of AI-assisted automation and persistent challenges related to prompt refinement, debugging, and output validation. These findings suggest that LLMs can enhance BIM instruction when paired with structured pedagogical scaffolding to support critical oversight and novice learners. Full article
(This article belongs to the Special Issue The Digital Transformation of Education: Trends, Technologies, and Responsible Innovation)
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14 pages, 434 KB  
Article
Data Literacy Through Digital Inquiry: A Visual Framework for Teaching Trade Policy (Ecuador, 1979–2024)
by Carlos Rivera-Naranjo, Nicolás Márquez and Cristian Vidal-Silva
Computers 2026, 15(2), 129; https://doi.org/10.3390/computers15020129 - 18 Feb 2026
Viewed by 508
Abstract
International trade policy constitutes a challenging subject for undergraduate students, as it requires the integration of historical, institutional, and quantitative perspectives. This study presents a digital learning framework designed to support the teaching of Ecuador’s trade policy trajectory between 1979 and 2024 through [...] Read more.
International trade policy constitutes a challenging subject for undergraduate students, as it requires the integration of historical, institutional, and quantitative perspectives. This study presents a digital learning framework designed to support the teaching of Ecuador’s trade policy trajectory between 1979 and 2024 through the use of open macroeconomic datasets, interactive visualizations, and guided data-analysis tasks. The framework combines historical interpretation with structured digital inquiry, allowing students to explore policy cycles, export composition, and institutional shifts using empirical evidence. A small-scale classroom implementation with economics and social science students (n = 48) indicates that the proposed approach supports students’ ability to recognize long-term economic trends and to relate policy decisions to broader development patterns. Rather than offering causal claims, the study provides exploratory evidence of how data-driven digital environments can enhance analytical engagement in policy-oriented courses. The framework is intended as a transferable pedagogical model for contexts where economic history, public policy, and digital learning intersect. Full article
(This article belongs to the Special Issue The Digital Transformation of Education: Trends, Technologies, and Responsible Innovation)
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30 pages, 2362 KB  
Article
Bridging the Gap: Enhancing BIM Education for Sustainable Design Through Integrated Curriculum and Student Perception Analysis
by Tran Duong Nguyen and Sanjeev Adhikari
Computers 2025, 14(11), 463; https://doi.org/10.3390/computers14110463 - 25 Oct 2025
Cited by 6 | Viewed by 2264
Abstract
Building Information Modeling (BIM) is a transformative tool in Sustainable Design (SD), providing measurable benefits for efficiency, collaboration, and performance in architectural, engineering, and construction (AEC) practices. Despite its growing presence in academic curricula, a gap persists between students’ recognition of BIM’s sustainability [...] Read more.
Building Information Modeling (BIM) is a transformative tool in Sustainable Design (SD), providing measurable benefits for efficiency, collaboration, and performance in architectural, engineering, and construction (AEC) practices. Despite its growing presence in academic curricula, a gap persists between students’ recognition of BIM’s sustainability potential and their confidence or ability to apply these concepts in real-world practice. This study examines students’ understanding and perceptions of BIM and Sustainable Design education, offering insights for enhancing curriculum integration and pedagogical strategies. The objectives are to: (1) assess students’ current understanding of BIM and Sustainable Design; (2) identify gaps and misconceptions in applying BIM to sustainability; (3) evaluate the effectiveness of existing teaching methods and curricula to inform future improvements; and (4) explore the alignment between students’ theoretical knowledge and practical abilities in using BIM for Sustainable Design. The research methodology includes a comprehensive literature review and a survey of 213 students from architecture and construction management programs. Results reveal that while most students recognize the value of BIM for early-stage sustainable design analysis, many lack confidence in their practical skills, highlighting a perception–practice gap. The paper examines current educational practices, identifies curriculum shortcomings, and proposes strategies, such as integrated, hands-on learning experiences, to better align academic instruction with industry needs. Distinct from previous studies that focused primarily on single-discipline or software-based training, this research provides an empirical, cross-program analysis of students’ perception–practice gaps and offers curriculum-level insights for sustainability-driven practice. These findings provide practical recommendations for enhancing BIM and sustainability education, thereby better preparing students to meet the demands of the evolving AEC sector. Full article
(This article belongs to the Special Issue The Digital Transformation of Education: Trends, Technologies, and Responsible Innovation)
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