The State of the Art and the Future of Education

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

Deadline for manuscript submissions: 31 December 2025 | Viewed by 701

Special Issue Editor


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Guest Editor
School of Social Sciences, Education and Social Work, Queen's University Belfast, Belfast BT7 1NN, UK
Interests: educational effectiveness; teaching effectiveness; pedagogy; school networking and collaboration; curriculum; school improvement; school leadership; place-based interventions

Special Issue Information

Dear Colleagues,

To celebrate the anniversary of Education Sciences, we wish to develop a Special Issue consisting of reviews on the state of the art of research in different areas of education, with a reflection on what the future of the field will look like.

The aim is to provide authoritative overviews that will help researchers in the field and form a basis of knowledge and further development.

While areas of research will not be pre-specified, these will be substantive fields, such as formative assessment, the impact of cognitive science, effective instructional leadership, or flipped learning in HE.

It is intended that this Special Issue attracts submissions from strong teams of researchers and takes an international perspective, inclusive of research across national contexts.

Authors will be encouraged to draw on both quantitative and qualitative sources as suited to the field they are reviewing.

Submissions will be judged on the following:

  • Substance of the field;
  • Knowledge/experience of the authorial team;
  • Rigour and validity of methodology;
  • International nature and scope of the review.

Prof. Dr. Daniel Muijs
Guest Editor

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 100 words) can be sent to the Editorial Office for announcement on this website.

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

  • review
  • education
  • evidence
  • research
  • school
  • higher education
  • primary education
  • secondary education

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Published Papers (1 paper)

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Research

17 pages, 775 KiB  
Article
Key Research Questions to Support Neurodiversity in Higher Education: A Participatory Priority Setting Exercise
by Anne-Laure Le Cunff, Faith Ross, Samuel J. Westwood, Sumeiyah Koya, Deborah M. Caldwell, Abigail E. Russell and Eleanor J. Dommett
Educ. Sci. 2025, 15(7), 839; https://doi.org/10.3390/educsci15070839 - 2 Jul 2025
Abstract
The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity [...] Read more.
The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity research is critical to make the most of limited resources. This study used an adapted James Lind Alliance methodology to identify the most pressing research questions concerning neurodiversity in higher education, gathering 385 ‘uncertainties’ (or possible research questions) from 135 students and staff across 37 UK universities. These were refined into 66 indicative research questions spanning 16 categories. Following interim prioritisation and a final consensus workshop, 10 top research priorities were identified. These reflect five key themes: staff knowledge, attitudes and practice; assessment; support; outcomes; and accessibility. This is the first study to systematically establish research priorities for neurodiversity in higher education, providing a foundation for evidence-based change that reflects the perspectives and needs of both neurodivergent students and staff. Full article
(This article belongs to the Special Issue The State of the Art and the Future of Education)
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