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Education Sciences
Special Issues
The State of the Art and the Future of Education
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The State of the Art and the Future of Education

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

Deadline for manuscript submissions: 30 June 2026 | Viewed by 11477

Special Issue Editor

Prof. Dr. Daniel Muijs

E-Mail Website
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 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

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

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (6 papers)

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Research

Jump to: Review, Other

25 pages, 2676 KB  
Article
The Time Machine: Impact of a Branching Narrative Serious Game on Student Motivation and Persistence
by Rubén Callejo-Martín, Raquel Montes Díez and Oriol Borrás-Gené
Educ. Sci. 2026, 16(2), 283; https://doi.org/10.3390/educsci16020283 - 10 Feb 2026
Viewed by 1370
Abstract
In higher education, maintaining student engagement in voluntary activities remains a challenge. While serious games are recognized for enhancing motivation, evidence regarding their long-term effectiveness in non-graded contexts is limited. This study evaluates the impact of “The Time Machine”, an interactive branching-narrative serious [...] Read more.
In higher education, maintaining student engagement in voluntary activities remains a challenge. While serious games are recognized for enhancing motivation, evidence regarding their long-term effectiveness in non-graded contexts is limited. This study evaluates the impact of “The Time Machine”, an interactive branching-narrative serious game, on academic motivation and participation. A quasi-experimental study was conducted across 14 undergraduate courses. The Motivated Strategies for Learning Questionnaire-Short Form (MSLQ-SF) was administered in three surveys (Survey 1, Survey 2, Survey 3). In total, 404 students completed at least one survey (635 questionnaire records). Longitudinal analyses (Friedman test) were conducted on the complete-case sample (n = 65) comprising students who responded to all three surveys and revealed no statistically significant changes in motivational dimensions. Completion rates (defined as responding to all three surveys) were significantly dependent on the implementation context (Fisher’s test, p < 0.001), being higher in groups with direct instructional support. Additionally, female students reported significantly higher test anxiety than males, while prior affinity for video games showed no influence on motivational outcomes. Narrative-driven serious games can sustain motivation over time effectively. However, their success relies critically on pedagogical scaffolding and teacher involvement rather than solely on game mechanics or students’ gamer profiles. Full article
(This article belongs to the Special Issue The State of the Art and the Future of Education)
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14 pages, 241 KB  
Article
Is the Rise of Artificial Intelligence Redefining Italian University Students’ Learning Experiences? Perceptions, Practices, and the Future of Education
by Chiara Buizza, Jessica Dagani and Alberto Ghilardi
Educ. Sci. 2026, 16(2), 258; https://doi.org/10.3390/educsci16020258 - 6 Feb 2026
Cited by 1 | Viewed by 905
Abstract
Background: The rapid diffusion of generative Artificial Intelligence (AI) in higher education is reshaping students’ learning practices and raising concerns about unequal access and educational equity. In the Italian university context, where institutional guidelines on AI use are still developing, examining how [...] Read more.
Background: The rapid diffusion of generative Artificial Intelligence (AI) in higher education is reshaping students’ learning practices and raising concerns about unequal access and educational equity. In the Italian university context, where institutional guidelines on AI use are still developing, examining how students adopt and perceive tools such as ChatGPT is particularly relevant. Methods: This quantitative study investigated patterns of ChatGPT use and perceptions among Italian university students, with specific attention to its perceived support for learning and the development of transversal skills. Data were collected through an online survey. Differences across socio-demographic and academic characteristics were analysed using Mann–Whitney and Kruskal–Wallis tests, while associations between ChatGPT use, students’ perceptions, and study-related outcomes were examined using Spearman’s rho coefficients. Results: Students perceived ChatGPT as a useful tool, particularly in supporting the development of analytical, writing, and digital skills. Significant differences emerged across student groups. Higher levels of use and more positive perceptions were reported by freshmen, students studying in urban areas, and those with stronger economic resources. Conclusions: ChatGPT adoption and subjectively perceived institutional support and benefits vary by academic experience and socio-economic background. As the findings are based on self-reported perceptions, they reflect perceived rather than measured learning outcomes, highlighting the need for further research using objective indicators. Full article
(This article belongs to the Special Issue The State of the Art and the Future of Education)
22 pages, 5489 KB  
Article
Exploring Dynamic Assessment of Writing: The Loop Pedagogy from an Ecological-Languaging-Competencies (ELC) Lens
by Peichang He, Paul John Thibault, Man Zhu and Angel Mei Yi Lin
Educ. Sci. 2026, 16(1), 124; https://doi.org/10.3390/educsci16010124 - 14 Jan 2026
Viewed by 695
Abstract
This study explored dynamic assessment (DA) of writing in a linguistically and culturally diverse context. Drawing on conceptualizations of DA and ecological languaging competencies (ELC), an ELC-based Loop Pedagogy was designed and adapted in a primary English language teaching (ELT) classroom aiming to [...] Read more.
This study explored dynamic assessment (DA) of writing in a linguistically and culturally diverse context. Drawing on conceptualizations of DA and ecological languaging competencies (ELC), an ELC-based Loop Pedagogy was designed and adapted in a primary English language teaching (ELT) classroom aiming to foster ongoing development of a dynamic, dialogic, and differentiated assessment approach. A mixed methods research design was adopted with data sources including questionnaires, lesson observations, interviews, and documents/artifacts of student works. Research findings indicated that with optimized choices of learning, timely scaffolding, personalized written feedback, as well as a caring and supportive environment, students with diverse learning needs improved their writing abilities, enhanced their language awareness, and increased their positive affect toward writing activities. Full article
(This article belongs to the Special Issue The State of the Art and the Future of Education)
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17 pages, 775 KB  
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
Cited by 3 | Viewed by 4827
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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Review

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19 pages, 330 KB  
Review
Digital Technologies and the Teaching of Writing in Primary Schools
by Grace Oakley
Educ. Sci. 2026, 16(3), 499; https://doi.org/10.3390/educsci16030499 - 23 Mar 2026
Viewed by 1064
Abstract
There are pressing challenges in the teaching of writing, as evidenced by unsatisfactory writing outcomes among countless primary school students around the world. Although digital technologies have the potential to support teachers and learners in the writing classroom, there are considerable gaps in [...] Read more.
There are pressing challenges in the teaching of writing, as evidenced by unsatisfactory writing outcomes among countless primary school students around the world. Although digital technologies have the potential to support teachers and learners in the writing classroom, there are considerable gaps in the research as well as challenges in the application of technology-integrated writing practices in classrooms. In a post-digital world where technologies are ubiquitous and an integral part of everyday lives, this gap may be seen as problematic. This article provides a background overview of the literature on four types of digital technology, and a narrative review of virtual and augmented reality (VR and AR) or “new realities” and generative artificial intelligence (GenAI) in the teaching and learning of writing in primary schools. Narrative reviews are non-systematic and subjective, allowing the author to provide commentary and critique. In the Discussion section, research on digital technologies and writing in primary school settings are considered with reference to key pedagogical approaches. Gaps in the literature in the area of digital technologies for teaching and practising writing in primary school classrooms are highlighted and opportunities for future research and practice are suggested. Full article
(This article belongs to the Special Issue The State of the Art and the Future of Education)

Other

Jump to: Research, Review

45 pages, 7599 KB  
Systematic Review
Educational Measurement with Emerging Technologies: A Systematic Review Through Evidentiary Lens on Granularity and Constructing Measures Theory
by Linwei Yu, Gary K. W. Wong, Bingjie Zhang and Feifei Wang
Educ. Sci. 2026, 16(4), 661; https://doi.org/10.3390/educsci16040661 - 21 Apr 2026
Viewed by 565
Abstract
Emerging technologies (ETs), such as AI and reality techniques, are reshaping educational measurement. However, existing studies remain dispersed and are rarely synthesized in ways that clarify how ETs participate in the evidentiary work of educational measurement. Guided by PRISMA 2020, we systematically reviewed [...] Read more.
Emerging technologies (ETs), such as AI and reality techniques, are reshaping educational measurement. However, existing studies remain dispersed and are rarely synthesized in ways that clarify how ETs participate in the evidentiary work of educational measurement. Guided by PRISMA 2020, we systematically reviewed 933 empirical studies published between 2016 and 2025 in formal educational settings. We coded studies by (a) grain size (micro, meso, macro), (b) Constructing Measures Theory building blocks (construct map, item design, outcome space, measurement model), and (c) ET category. Results showed a strong concentration at the micro level (88.88%) and in outcome space and measurement model work (86.80% combined), indicating that ET-enabled innovation has focused primarily on transforming performances into indicators and modeling those indicators for interpretation and decision-making. Learning analytics and educational data mining, machine learning and deep learning, and automated scoring and feedback systems were the dominant ET clusters. These findings point to an uneven development of ET-enabled educational measurement. Included studies also indicating recurring concerns about transparency, fairness, and governance are linked to the field’s main areas of ET-enabled concentration. We therefore argue for closer alignment among construct claims, evidence, modeling, and intended use, and offer implications for developers, researchers, and education practitioners. Full article
(This article belongs to the Special Issue The State of the Art and the Future of Education)
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