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New Educational Responsibilities in Today’s Society: The Role of Artificial...
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New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (3 March 2026) | Viewed by 4972

Special Issue Editors

Prof. Dr. Emilio Crisol Moya

E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
Interests: inclusion; leadership; family diversity; active methodologies; teacher training
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. María Asunción Romero López

E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
Interests: inclusion; leadership; family; active methodologies; teacher training; educational technology

Special Issue Information

Dear Colleagues,

Inclusive education and attention to diversity are fundamental elements in national and international policy agendas (Peregrina, Caurcel & Crisol, 2023). As reflected in Foundation 2: Innovative Europe of the Horizon Europe 2021-2027 program—specifically in the social challenge Culture, Creativity, and Inclusive Society—as well as in Goals 4 and 5 of the Sustainable Development Agenda on Quality Education and Gender Equality, it is not possible to build inclusive societies without schools that guarantee quality education for all students and promote equal opportunities, regardless of gender, family background, ethnicity, etc. (Crisol-Moya, Romero-López, Burgos-García & Sánchez-Hernández, 2022).

Inclusion in education is closely linked to access, participation, and achievement for all students. This Special Issue aims to analyze these aspects, with a particular focus on the role of artificial intelligence, educational quality, and inclusion as key elements in shaping new educational responsibilities in today's society. Contributions are welcomed that, from a practical, reflective, and/or research perspective, emphasize the need to transform school culture, policies, and practices to address the diversity that characterizes our societies.

This Special Issue invites us to rethink inclusive education, from its conceptualization to its development, through experiences in various contexts and realities. Its objective is to compile recent research on the socio-educational responses that different countries offer regarding inclusion for quality education.

Crisol-Moya, E. (2019). Editorial: Hacia una educación inclusiva para todos. Nuevas contribuciones. Profesorado, Revista De Currículum Y Formación Del Profesorado, 23(1), 1–9. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/9141

Crisol-Moya, E., Romero-López, M. A., Burgos-García, A., & Sánchez-Hernández, Y. (2022). Inclusive Leadership From the Family Perspective in Compulsory Education. Journal of New Approaches in Educational Research (NAER), 11(2), 226–245. https://doi.org/10.7821/naer.2022.7.937

Peregrina, P., Caurcel M.J. & Crisol, E. (2023). Analyzing Family Diversity in the Educational Context. A Systematic Review. The International Journal of Diversity in Education, 23(1), 25–50.  https://doi.org/10.18848/2327-0020/CGP/v23i01/35-50

We look forward to receiving your contributions.

Prof. Dr. Emilio Crisol Moya
Prof. Dr. María Asunción Romero López
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 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.

Keywords

  • quality education
  • inclusive education
  • attention to diversity
  • teaching and learning processes
  • family context
  • information and communication technologies (ICT)
  • active methodologies
  • COVID-19 educational challenge

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Published Papers (4 papers)

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18 pages, 618 KB  
Article
Student Perception of the Use of Artificial Intelligence (AI) Tools in Academic Tasks: Construction and Validation of the PEHIA-TA
by Emilio Crisol-Moya, Vanesa María Gámiz-Sánchez, Lara Checa-Domene and María Asunción Romero-López
Educ. Sci. 2026, 16(4), 591; https://doi.org/10.3390/educsci16040591 - 8 Apr 2026
Viewed by 593
Abstract
The aim of this study was to design and validate a questionnaire to assess students’ perceptions of the use of Artificial Intelligence (AI) tools in academic tasks (PEHIA-TA). To determine the psychometric properties of the PEHIA-TA, a descriptive, exploratory and confirmatory factor analysis [...] Read more.
The aim of this study was to design and validate a questionnaire to assess students’ perceptions of the use of Artificial Intelligence (AI) tools in academic tasks (PEHIA-TA). To determine the psychometric properties of the PEHIA-TA, a descriptive, exploratory and confirmatory factor analysis was carried out. The sample used in this study consisted of 546 students. The results confirmed that it is a valid and reliable scale with a five-factor structure: “Uses of Artificial Intelligence (AI)” (student opinion, knowledge and experience in relation to AI); “Perceptions of skills needed to use AI” (type of skills they consider necessary to work with this type of tool); “Plagiarism and lack of academic integrity” (issues related to what the student considers plagiarism and lack of academic integrity in order to identify possible risks or associated moral dilemmas); “Perception of the benefits of AI” (assessment of the beneficial aspects of the use of AI in the academic context by students); and “Perception of the problems of AI” (analyses how students assess the problems associated with the use of AI tools in the development of their tasks). The instrument allows for the traceability of training needs in digital literacy, as well as the formulation of institutional policies on the use of AI that contribute to the prevention of behaviours associated with academic dishonesty and ensure critical reflection by students on the risks and opportunities of AI in their educational process. Full article
(This article belongs to the Special Issue New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion)
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24 pages, 662 KB  
Article
Between Inclusion and Artificial Intelligence: A Study of the Training Gaps of University Teaching Staff in Spain
by Lina Higueras-Rodríguez, Johana Muñoz-López, Marta Medina-García and Carmen Lucena-Rodríguez
Educ. Sci. 2026, 16(1), 151; https://doi.org/10.3390/educsci16010151 - 19 Jan 2026
Cited by 1 | Viewed by 660
Abstract
This study analyzes how Spanish universities integrate inclusion, accessibility, digital competence, and artificial intelligence (AI) into the professional development of university teaching staff, in a context marked by rapid digital transformation. The research addresses the lack of comparative evidence on how these key [...] Read more.
This study analyzes how Spanish universities integrate inclusion, accessibility, digital competence, and artificial intelligence (AI) into the professional development of university teaching staff, in a context marked by rapid digital transformation. The research addresses the lack of comparative evidence on how these key dimensions of contemporary higher education are articulated, or remain disconnected, across institutions. Using a mixed-methods design, 83 training courses delivered between 2020 and 2025 in 24 public and private universities were examined through qualitative analysis, coding matrices, and hierarchical cluster analysis. The study adopts an explicitly exploratory and typological approach, aimed at mapping institutional patterns rather than establishing causal explanations. The results reveal a highly heterogeneous and weakly cohesive training landscape. Inclusion appears primarily as a normative discourse with limited pedagogical depth; accessibility is frequently reduced to technical compliance; and AI (particularly generative AI) is incorporated from instrumental, efficiency-oriented approaches. Ethical dimensions, algorithmic bias, and digital accessibility are virtually absent. The hierarchical cluster analysis identifies four institutional profiles: technocentric without inclusion, analogically inclusive, advanced hybrid, and low-density training models. These patterns show how institutional orientations shape the professional development trajectories of university teaching staff. The study highlights the need for comprehensive faculty development strategies that integrate inclusion, accessibility, and responsible AI use, and offers a structured typological baseline for future research assessing impact on teaching practice and student experience. Full article
(This article belongs to the Special Issue New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion)
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24 pages, 447 KB  
Article
University Dropout in Granada: A Biographical Narrative Study Addressing Student Diversity Based on External Factors
by Daniel Álvarez-Ferrandiz, Juan Carlos Armenteros-Mayoral, José Alvarez-Rodríguez and Clemente Rodríguez-Sabiote
Educ. Sci. 2026, 16(1), 125; https://doi.org/10.3390/educsci16010125 - 14 Jan 2026
Viewed by 300
Abstract
University dropout is a problem that affects all universities around the world. It is multidimensional and multicausal in nature. The consequences of a student dropping out affect them not only financially but also in terms of their self-perception. In this article, an analysis [...] Read more.
University dropout is a problem that affects all universities around the world. It is multidimensional and multicausal in nature. The consequences of a student dropping out affect them not only financially but also in terms of their self-perception. In this article, an analysis of in-depth interviews was carried out to determine what motivations students have when leaving classrooms to provide solutions to the new cohorts that enter. The sample consisted of 21 students, including 14 men and 7 women, from different Andalusian universities. A logical minimization analysis was carried out, showing the necessary implications for each of the subjects who participated. Afterwards, frequency and percentage analyses were carried out for each of the dimensions that made up the interview, with success in primary education having the lowest percentage (4.7%) and academic orientation having the highest percentage (90.47%). Full article
(This article belongs to the Special Issue New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion)
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13 pages, 344 KB  
Article
Predictive Capacity of Social Media Addiction on Academic Engagement in University Students
by Yosbanys Roque Herrera, Santiago Alonso-García, Dennys Vladimir Tenelanda López and Juan Antonio López Núñez
Educ. Sci. 2025, 15(12), 1677; https://doi.org/10.3390/educsci15121677 - 12 Dec 2025
Cited by 2 | Viewed by 2129
Abstract
Social media is an essential part of people’s lives worldwide. This study aimed to analyze the predictive capacity of social media addiction on academic engagement among students enrolled in the Faculty of Health Sciences at the National University of Chimborazo during the first [...] Read more.
Social media is an essential part of people’s lives worldwide. This study aimed to analyze the predictive capacity of social media addiction on academic engagement among students enrolled in the Faculty of Health Sciences at the National University of Chimborazo during the first academic period of 2023. The Social Media Addiction Questionnaire (ARS) and the Utrecht Work Engagement Scale (UWES-S-17) were applied to 1200 participants during an analytical study. According to the simple linear regression model, 11.2% of the variance in academic engagement levels was explained by social media addiction, with statistical significance (p < 0.05). The multiple linear regression model was significant, although it showed a low capacity to explain and predict the level of academic engagement, considering the dimensions of the level of addiction to social media (obsession, lack of control, and excessive use). The ROC curve parameters showed statistical significance, showing a moderate ability to discriminate insufficient academic commitment. The results serve as a basis for future studies and as a diagnostic basis for establishing policies and strategies in the institution where the research was conducted to increase academic engagement and reduce social media addiction. Full article
(This article belongs to the Special Issue New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion)
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