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Education Sciences
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Unleashing the Potential of E-learning in Higher Education
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Unleashing the Potential of E-learning in Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 31 October 2025 | Viewed by 3718

Special Issue Editors

Prof. Dr. Panagiotes S. Anastasiades

E-Mail Website
Guest Editor
Department of Primary Education, University of Crete, GR-74100 Rethymno Crete, Greece
Interests: e-learning; lifelong learning; artificial intelligence in education; social and educational informatics; AR; digital storytelling
Dr. Charalampos Mouzakis

E-Mail Website
Guest Editor
eLearning Lab, University of Crete, GR-74100 Rethymno Crete, Greece
Interests: e-learning; blended learning; information and communication technologies in education
Dr. Konstantinos Kotsidis

E-Mail Website
Guest Editor
eLearning Lab, University of Crete, GR-74100 Rethymno Crete, Greece
Interests: e-learning; distance learning; VR/AR; online learning; artificial intelligence in education

Special Issue Information

Dear Colleagues,

In light of the evolution of educational technologies, theorists, researchers, and designers all place special focus on understanding the nature of e-learning as a learning innovation in various academic areas and diverse environments in higher education. Relative research considers a series of concepts and orientations that have been shown to be associated with learning in higher education, including personalized learning, adaptive learning, mobile learning, virtual learning, collaborative learning, and gamification. Increased connectivity, interactivity, flexibility, and accessibility, leading to improved learning outcomes and engagement, are challenging existing structures and practices within higher education institutions.

This Special Issue seeks the submission of a range of articles which outline the most significant trends shaping the future of e-learning associated with learning in higher education. We welcome submissions in the form of research papers, systematic literature reviews, and conceptual and opinion studies which focus on understanding the key aspects of e-Learning from definition and design to its applications and its future.

Topics of interest for this Special Issue include, but are not limited to, the following: conceptions of instruction and learning that consider the use of technology-enriched environments in higher education; e-learning and artificial intelligence (AI) and the digital transformation of e-learning teaching strategies and academic achievements in higher education; virtual reality (VR), augmented reality (AR), mixed reality (MR), and gamification in higher education contexts; and ethical orientations related to the creation of different kinds of e-learning environments in higher education.

Prof. Dr. Panagiotes S. Anastasiades
Dr. Charalampos Mouzakis
Dr. Konstantinos Kotsidis
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 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

  • e-learning
  • artificial intelligence
  • technology-enhanced learning
  • virtual reality
  • augmented reality
  • mixed reality
  • gamification
  • mobile learning
  • personalized learning environments

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Published Papers (4 papers)

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Research

22 pages, 4045 KiB  
Article
The Detachment of Function and the Return to Essence: Exploring the Public’s Emotional Attitudes Towards Gamified Education
by Liwei Ding, Hongfeng Zhang and Tuxian Zuo
Educ. Sci. 2025, 15(7), 797; https://doi.org/10.3390/educsci15070797 - 20 Jun 2025
Abstract
Gamified education, as an emerging educational model, is gradually transforming traditional learning methods and has sparked widespread public discussion about its effectiveness and potential. According to connectivism, thinking and learning occur through the connections and interactions among a large number of units. Gamified [...] Read more.
Gamified education, as an emerging educational model, is gradually transforming traditional learning methods and has sparked widespread public discussion about its effectiveness and potential. According to connectivism, thinking and learning occur through the connections and interactions among a large number of units. Gamified education can serve as a form of connection, facilitating learners’ links and knowledge construction across different units through interactions, tasks, and feedback. This study aims to explore the public’s emotional attitudes toward gamified education, particularly analyzing the phenomenon of detachment and return regarding its educational function and essence. Through sentiment analysis and LDA topic modeling, three main themes were identified: the gamification and effectiveness of language learning, programmatic learning under temporal and spatial flexibility, and interactive entertainment and social learning. The study found that the public’s emotional attitude toward gamified education is diverse, reflecting the recognition of its potential in providing flexible learning and enhancing interactive experiences, as well as concerns regarding the entertainment-focused nature of educational functions. Additionally, based on the conclusions drawn, the study offers recommendations for educators and designers of gamified education to address issues such as distraction and excessive entertainment during the promotion of gamified education, helping them gain a deeper understanding of its evolution and challenges. Full article
(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)
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24 pages, 337 KiB  
Article
Critical Thinking in Distance Education: The Challenges in a Decade (2016–2025) and the Role of Artificial Intelligence
by Evangelia Manousou
Educ. Sci. 2025, 15(6), 757; https://doi.org/10.3390/educsci15060757 - 16 Jun 2025
Viewed by 232
Abstract
This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students [...] Read more.
This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students or graduates) from two online postgraduate programmes: Education Sciences and Education and Technologies in Distance Teaching and Learning Systems. Thematic analysis was used to explore participants’ perceptions of critical thinking development. The two-phase comparison captures how understandings and practices have evolved, particularly in light of the emergence of generative AI between 2016 and 2025. In Phase B, this research specifically examines AI’s potential role in supporting critical thinking and the pedagogical adaptations required by tutors. Nine key themes were identified. One of the most pressing concerns raised was that educators are perceived as largely ineffective in fostering critical thinking through online teaching. This study contributes empirical insight and practical recommendations to improve critical thinking cultivation in digital learning environments, especially in the age of AI. Full article
(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)
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21 pages, 292 KiB  
Article
AI and ChatGPT in Higher Education: Greek Students’ Perceived Practices, Benefits, and Challenges
by Apostolos Kostas, Vasilios Paraschou, Dimitrios Spanos, Filippos Tzortzoglou and Alivisos Sofos
Educ. Sci. 2025, 15(5), 605; https://doi.org/10.3390/educsci15050605 - 14 May 2025
Viewed by 713
Abstract
As artificial intelligence (AI) continues to evolve, its integration into higher education (HE) has sparked both enthusiasm and concern. This study examines HE students’ perceptions of ChatGPT and AI tools. An online survey with closed questions was administered, and a convenient sample of [...] Read more.
As artificial intelligence (AI) continues to evolve, its integration into higher education (HE) has sparked both enthusiasm and concern. This study examines HE students’ perceptions of ChatGPT and AI tools. An online survey with closed questions was administered, and a convenient sample of 515 students was gathered and analyzed. Findings reveal a dual perspective, where students recognize AI’s potential to enhance research efficiency, support academic tasks, and personalize learning experiences, while simultaneously raising concerns regarding ethical considerations, content reliability, and potential declines in critical thinking skills. A key insight from this study is the variation in AI perceptions based on academic level and ICT competence. The findings reinforce the importance of comprehensive AI literacy programs, ethical guidelines, and institutional support. Additionally, this study highlights the importance of bridging the digital divide, ensuring equitable engagement with AI tools across different competency levels. This study contributes to the ongoing discourse on AI in HE by identifying key areas where AI adoption can be optimized while mitigating its risks. Future research and policy initiatives should focus on striking a balance between technological advancements and human-centered learning, ensuring that AI adoption supports academic integrity and educational innovation. Full article
(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)
18 pages, 1208 KiB  
Article
Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making
by Arnon Hershkovitz, G. Alex Ambrose and Tal Soffer
Educ. Sci. 2024, 14(11), 1180; https://doi.org/10.3390/educsci14111180 - 29 Oct 2024
Viewed by 1648
Abstract
In recent years, much effort has been put into developing dedicated dashboards for instructors, in which data about students’ activity are presented. However, in many cases, such endeavors take a top-down approach and do not involve instructors in the design process. In this [...] Read more.
In recent years, much effort has been put into developing dedicated dashboards for instructors, in which data about students’ activity are presented. However, in many cases, such endeavors take a top-down approach and do not involve instructors in the design process. In this paper, we present a study of instructors and teaching assistants in a research university in Israel (N = 253) who responded to an online questionnaire regarding their perceptions of data on students’ activity on course websites. Specifically, they were asked about the types of data they were most interested in, the aspects of student learning that they would consider important, and the actions they would take upon viewing the data. Overall, we found that participants’ scores were medium-high (2.5–3.5 on a 5-point Likert scale), with scores being higher for women compared with men and positively correlated with experience with Moodle. An overarching theme arises from our analyses of instructors’ interests and intentions, which portrays their idea of teaching as somewhat traditional and instructor-centered; however, their declared actions make it clear that they are willing to make some desirable changes to the benefits of students. Finally, we found that instructors’ perceptions of data use and data importance are positive predictors of taking action upon viewing student data. Full article
(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)
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