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Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning

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A Special Issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 December 2026 | Viewed by 5564

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Editors

Dr. Sokratis Tselegkaridis

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Guest Editor

School of Philosophy and Education, Department of Education, Aristotle University of Thessaloniki (AUTH), Thessaloniki, Greece
Interests: educational robotics; STEM; circuits; microcontrollers

Dr. Sapounidis Theodosios

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Guest Editor

School of Philosophy and Education, Department of Education, Aristotle University of Thessaloniki (AUTH), 54124 Thessaloniki, Greece
Interests: tangible programming; tangible user interfaces; educational robotics; human–computer interaction
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Special Issue Information

Dear Colleagues,

In today’s rapidly evolving educational landscape, digital technologies are playing an increasingly transformative role in how teaching and learning occur across all levels of education. From early childhood to higher education, innovative tools such as artificial intelligence, virtual and augmented reality, learning management systems, gamified applications, educational robotics, and mobile learning platforms are reshaping classroom dynamics and pedagogical strategies. Hence, we are pleased to propose this Special Issue titled “Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning”.

This Special Issue aims to bring together a collection of research papers and reviews from diverse theoretical and methodological perspectives, exploring how emerging technologies are being integrated into classroom settings to enhance learning outcomes, teaching effectiveness, and student engagement. We welcome contributions that focus on both theory and empirical research/practical implementations in real educational contexts.

We are particularly interested in studies addressing (but not limited to) the following topics:

AI-driven tools and personalized learning in the classroom;
Educational uses of virtual and augmented reality;
Mobile and ubiquitous learning environments;
Gamification and digital game-based learning;
Technology-enhanced assessment and feedback systems;
Teacher digital competencies and professional development;
Equity, ethics, and accessibility in technology integration;
Interdisciplinary applications of technology in language, STE(A)M, and educational robotics;
Student perceptions and engagement in technology-mediated classrooms;
Hybrid and blended post-pandemic learning models.

This Special Issue aims to make a significant impact on both research and theory, supporting the development of innovative, evidence-based educational strategies. By synthesizing cutting-edge findings, tools, and ongoing challenges, this Issue will serve as a valuable resource for educators, researchers, policymakers, developers, and all those interested in the future of technology-enhanced learning.

Dr. Sokratis Tselegkaridis
Dr. Sapounidis Theodosios
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-anonymized 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 2000 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

educational technology
artificial intelligence in education
gamification in the classroom
virtual reality in education
augmented reality in education
educational robotics
blended learning
teacher professional development

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Published Papers (8 papers)

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Research

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24 pages, 2777 KB

Open AccessArticle

Evaluating Competency Transfer from Factory I/O to Real PLC Systems in Industry 4.0 Engineering Education

by Myroslav Omelianenko, Jozef Husár and Marek Čornanič

Educ. Sci. 2026, 16(8), 1349; https://doi.org/10.3390/educsci16081349 - 21 Aug 2026

Viewed by 203

Abstract

The growing demand for engineers with practical competencies in industrial automation requires educational approaches that effectively integrate theoretical knowledge with hands-on experience. This study proposes and evaluates a hybrid virtual–physical learning framework for programmable logic controller (PLC) education by combining Factory I/O simulation with deployment on a physical PLC laboratory system. The proposed framework was evaluated using a quasi-experimental pre-test/post-test design with control and experimental groups involving undergraduate engineering students assigned to control and experimental groups. Educational effectiveness was assessed using five complementary performance indicators: knowledge gain, programming errors, task completion time, deployment success rate, and student confidence. The results indicated that students using the proposed framework achieved higher knowledge gains, committed fewer programming errors, completed programming tasks more efficiently, and reported greater confidence than students following a conventional laboratory approach. The findings indicate that integrating virtual industrial simulation with physical PLC implementation may support competency development and students’ preparation for real industrial automation tasks. The proposed framework provides a practical methodology for competency-based PLC education and may contribute to the modernization of engineering curricula by strengthening the connection between virtual simulation and real-world industrial practice. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

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19 pages, 310 KB

Open AccessArticle

Assessing Linguistic and Content Characteristics of First-Grade Students’ Texts Using Generative AI

by Daniel Then, Caroline Theurer, David Cropley and Sanna Pohlmann-Rother

Educ. Sci. 2026, 16(8), 1227; https://doi.org/10.3390/educsci16081227 - 3 Aug 2026

Viewed by 440

Abstract

The present study examines how accurately a common large language model (ChatGPT 5.0) assesses linguistic and content characteristics of texts written by first-grade students. The focus is on the consistency of LLM assessments and their alignment with human assessments. The database consists of N = 539 texts written by elementary school students. The results show that, contrary to our expectations, LLM assessments of linguistic text characteristics are not generally more consistent than LLM assessments of content text characteristics. Furthermore, alignment between LLM and human assessments is higher for the assessment of single linguistic characteristics (such as the use of cohesive devices) than for the assessment of single content characteristics (such as originality), but not in general. Thus, LLM assessments of linguistic text characteristics in early elementary school are not generally more accurate than LLM assessments of content text characteristics. Based on these findings, we discuss implications for using LLMs as assessment tools in early stages of schooling. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

20 pages, 1950 KB

Open AccessArticle

Early Childhood Educators’ AI Literacy: Validation of the Meta-AI Literacy Scale in a Greek Context

by Stamatios Papadakis, Anastasia Vatou and Zacharias Andreadakis

Educ. Sci. 2026, 16(7), 1117; https://doi.org/10.3390/educsci16071117 - 13 Jul 2026

Viewed by 1403

Abstract

This study adapted the Meta-AI Literacy Scale (MAILS) for Greek early childhood educators and examined whether its nine-factor structure could be replicated in a new linguistic, professional, and educational context. A total of 475 participants took part in two samples: an exploratory factor analysis with one sample (n = 133) and a confirmatory factor analysis with an independent sample (n = 342). The analyses supported the original nine-factor structure. Internal consistency was satisfactory across subscales (McDonald’s ω = 0.84–0.96), and evidence for convergent and discriminant validity was acceptable. Positive attitudes toward AI were associated with most MAILS dimensions, whereas negative attitudes showed only weak and mostly non-significant associations. These findings suggest that apprehension toward AI may not be reducible to perceived competence alone. The study provides initial evidence that the nine-factor structure of the MAILS can be replicated with Greek early childhood educators. Because measurement invariance was not tested, these findings do not establish metric or scalar equivalence with the original version, and scores from the two versions cannot yet be compared directly. Further work is needed on invariance testing, predictive validity, and behavioral indicators of AI literacy. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

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29 pages, 4516 KB

Open AccessArticle

Technology-Enhanced Serial Concept Mapping in a Human–Computer Interaction Course: Feasibility, Pedagogical Utility, and Learning-Related Gains

by Rian Fitriansyah, Harry Budi Santoso, Lia Sadita, Baginda Anggun Nan Cenka, Syifa Nurhayati and Tsukasa Hirashima

Educ. Sci. 2026, 16(7), 1007; https://doi.org/10.3390/educsci16071007 - 25 Jun 2026

Viewed by 482

Abstract

Digital technologies are increasingly transforming teaching and learning, particularly through technology-enhanced assessment and feedback systems. This study examines the feasibility and pedagogical utility of the Kit-Build Concept Map (KBCM) system as a technology-supported approach for systematizing serial concept mapping in a human–computer interaction course. A three-week study was conducted with 258 undergraduate students, integrating a re-composition framework with real-time feedback to support continuous refinement of students’ externalized conceptual representations. Pre-tests, post-tests, and concept map analytics were used to evaluate learning gains and concept map structures across instructional sessions. The results show that the KBCM system enabled lecturers to identify individual and class-level map gaps and provide timely, data-informed feedback to support instructional monitoring and pedagogical decision-making. Students showed statistically significant improvements in learning outcomes, consistent progress across instructional weeks, along with a measurable reduction in discrepancies between student-generated maps and the expert map. These findings suggest that serial concept mapping with re-composition and feedback support may help students refine their externalized conceptual representations to become more closely aligned with target knowledge over time. Overall, this study highlights the potential of technology-enhanced concept mapping systems to support continuous instructional feedback, assessment, and data-informed pedagogical practices in higher education. The findings should be interpreted within the context of a short-term, three-week implementation focusing on changes in externalized conceptual representations rather than direct measurement of internal cognitive processes. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

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15 pages, 255 KB

Open AccessArticle

Supporting Mature-Aged Early Childhood Students’ Online Learning in Australian Higher Education

by Junjie Liu and Zhijun Zheng

Educ. Sci. 2026, 16(6), 937; https://doi.org/10.3390/educsci16060937 - 12 Jun 2026

Viewed by 476

Abstract

In early childhood initial teacher education, a growing number of mature-aged students with diploma qualifications and years of professional experience are undertaking their early childhood teacher degrees through online modes. Given the national staff shortage of early childhood teachers and the important role of higher education in professional development, it is crucial to support these students’ success in their online learning. Drawing on the critical reflection theory and the notions of “reflection-in-action” and “reflection-on-action”, this autoethnographic study examines a university lecturer’s perspective on the challenges of teaching mature-aged students in online Bachelor of Early Childhood Education programs. Four themes have been identified from the current study: the need for step-by-step technical support for the online learning system; acknowledgment of students’ practical experience contributes to online tutorial classrooms; the need for guidance for ethical and responsible use of Generative Artificial Intelligence (GenAI) in class discussions; and interactive dialogic guidance to support their assessment preparation. This study also included specific pedagogical adaptations to support these students, including offering technical support to assist mature-aged students in transitioning to university study, drawing on students’ professional knowledge to promote active engagement, providing interactive guidance to support understanding of assignment instructions, integrating open discussions about the use of GenAI in online class activities, and asking follow-up questions to encourage critical thinking. This study deepens our understanding of how university educators support mature-aged ECE students in their online learning through tailored pedagogical adaptations that align with their unique needs. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

22 pages, 1018 KB

Open AccessArticle

Toward Sustainable Digital Equity in Greek Primary Schools: Teacher Self-Efficacy, Student Engagement, and Bundled Professional Development Policies

by Georgios Polydoros, Christos Zisis, Ilias Vasileiou, Alexandros-Stamatios Antoniou and Charis Polydoros

Educ. Sci. 2026, 16(6), 899; https://doi.org/10.3390/educsci16060899 - 5 Jun 2026

Viewed by 273

Abstract

This study examined how digital equity conditions and bundled professional development policies are associated with sustainable teacher learning, self-efficacy, and student engagement in Greek primary schools. A total of 460 in-service teachers from urban, suburban, and rural areas participated in the study. Data were collected through Likert-scale measures assessing information systems use, TPACK-aligned professional development outcomes, teacher self-efficacy, implementation challenges, and student engagement. The analysis included ANOVA, MANOVA, OLS regression with interaction terms, and theory-informed indirect-pathway models. The findings indicated that infrastructure funding alone was not significantly associated with teacher capacity or student engagement after the introduction of relevant controls. More consistent associations emerged when funding was combined with mandated and time-protected professional development, together with minimum connectivity standards. Teacher self-efficacy was consistent with a partial indirect pathway between information systems use and student engagement, while stronger indirect associations were observed among early-career teachers. In addition, a bundled governance index was associated with narrower urban–rural disparities in teacher capacity. The findings suggest that sustainable digital equity in primary education depends not only on access to resources but also on coherent professional support structures that are associated with teacher confidence, instructional continuity, and long-term engagement. Implications are discussed for the design of sustainable professional development policies in teacher education and primary schooling. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

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14 pages, 251 KB

Open AccessArticle

Beyond Quiz Scores: LMS Behavioral Metrics and Their Association with Summative Performance in Higher Education

by Marko Radovan

Educ. Sci. 2026, 16(5), 772; https://doi.org/10.3390/educsci16050772 - 13 May 2026

Viewed by 388

Abstract

This study investigates how ongoing low-stakes quizzes and other learning management system (LMS)-based activities relate to performance on a summative course quiz in higher education. We analyzed course data from 37 first-year undergraduate students. Data were extracted from Moodle and covered weekly quiz scores across ten quizzes, number of attempts, attempt duration, latency between quiz release and first attempt, and student engagement with course materials. Descriptive statistics, Pearson correlations, and partial correlations were used to examine these relationships. The findings consistently point in the same direction: when and how often students engaged with quizzes mattered far more than how well they scored on them. Longer latency—that is, delaying the first quiz attempt after release—was strongly negatively associated with final quiz performance, while students who attempted quizzes more frequently and completed them more quickly tended to perform better. Among course materials, viewing the core lecture handouts showed the strongest positive association with final scores, while additional reading, Moodle lesson completion, and Padlet participation showed weaker but statistically significant positive associations. Topic materials were not significantly associated with final quiz performance. Partial correlation analyses confirmed that latency, number of attempts, and handout views each remained independently associated with final performance after controlling for average quiz score, suggesting these behavioral indicators capture something that raw accuracy alone does not. These results align with testing-effect and self-regulated learning research and point to a clear practical implication: course designs that encourage early, repeated engagement with structured core materials are likely to support better student outcomes than those that rely primarily on quiz scores as a proxy for learning. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

Other

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17 pages, 1498 KB

Open AccessSystematic Review

Can Digital Technologies Promote Physical Activity in Rural Youth? A Systematic Review and Practical Recommendations

by Amanda Camacho-Illana, Rosa Gómez-Martínez, Pablo Ramírez-Espejo and Alberto Ruiz-Ariza

Educ. Sci. 2026, 16(9), 1387; https://doi.org/10.3390/educsci16091387 - 28 Aug 2026

Abstract

This systematic review analysed the role, opportunities and challenges of digital technologies in promoting physical activity among rural children and adolescents aged 10–18. By identifying and analyzing 10 eligible studies across four major databases between June 2016 and June 2026, the research classified the tools used into five categories: behaviour-monitoring technologies (like wearable activity trackers), educational technologies (digital learning platforms), communication and social media technologies, immersive technologies (virtual and augmented reality), and digital health technologies. The implications of these tools were examined in relation to physical education curricula and the development of healthy lifestyles. While the available evidence suggests that these technologies support rural youth by enhancing self-monitoring, increasing health awareness, improving access to educational resources, and creating context-specific opportunities for active engagement, the data reveals that evidence of sustained improvements in moderate-to-vigorous physical activity remains limited. Furthermore, implementation is heavily hindered by barriers such as the digital divide, limited technological infrastructure, inequalities in resource access, and the threat of sedentary behaviours associated with excessive screen time. Consequently, the findings underscore a need for coordinated educational and health strategies, offering practical recommendations to integrate these digital technologies within rural educational settings to foster long-term active lifestyles. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

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