Innovations in Science Education: Integrating Science and Technology in the Classroom
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 5 October 2026 | Viewed by 212
Special Issue Editors
Interests: artificial intelligence in education; science education; STEM education; citizen science; teacher training
Interests: artificial intelligence in education; science education; science teacher training; early childhood science education
Special Issue Information
Dear Colleagues,
The rapid development of digital technologies, artificial intelligence, educational robotics, and virtual learning environments is profoundly transforming how science is taught and learned. These technologies are reshaping not only access to information, but also the ways students investigate phenomena, analyze data, construct explanations, and develop scientific reasoning. In this context, it is essential to understand how technology can be pedagogically integrated to support meaningful and high-quality learning in science education.
This Special Issue aims to bring together empirical research and high-quality reviews that examine how innovative teaching approaches and emerging educational technologies can be integrated into science and STEM education. In alignment with the scope of Education Sciences, the focus is on teaching and learning processes, teacher education, curriculum design, and assessment practices in technology-enhanced learning environments, across educational levels from primary to higher education.
The Special Issue particularly welcomes contributions that go beyond the instrumental use of technology and explore how digital tools, including generative AI, simulations, remote laboratories, and data-driven learning environments, can support scientific reasoning, problem solving, inquiry, and knowledge construction. By connecting technological innovation with pedagogical, curricular, and assessment practices, this Special Issue seeks to advance a more engaging, rigorous, inclusive, and socially relevant science education.
Original research, empirical and conceptual studies, as well as review articles are welcome but not limited to, the following topics:
- digital inquiry-based approaches in science and STEM education;
- integration of emerging technologies in science learning environments;
- use of generative AI to support scientific reasoning, data analysis, explanation building, and evidence-based argumentation;
- pre-service and in-service teacher education for the pedagogical use of digital technologies and AI in science education;
- innovative assessment practices in technology-enhanced science learning.
Dr. José Luís Araújo
Dr. Isabel Saúde
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
- science education
- educational technology
- STEM education
- generative AI in education
- data-driven learning
- teacher professional development
- assessment in science education
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