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: 1 November 2025 | Viewed by 411
Special Issue Editors
Interests: inclusion; leadership; family diversity; active methodologies; teacher training
Special Issues, Collections and Topics in MDPI journals
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
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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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