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

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-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.