Emerging Technologies in Teaching and Learning to Solve Real-World Challenges: Perspectives, Challenges, and Future Directions

Dear Colleagues,

Rapid technological advancements over the past decade have led to a profound transformation in how educators teach and students learn (Almufarreh and Arshad, 2023; Chaka, 2023; Sharrab et al., 2023; Van Mechelen et al., 2023).

These advancements and the technologies they have produced, e.g., generative AI, virtual reality (VR), and augmented reality (AR), have opened new avenues for immersive learning and student engagement and they are reshaping traditional approaches to teaching, training, and learning (Davis and McGrath, 2019; Lowell and Yan, 2024). They have also created new challenges (Adams et al., 2023; Almufarreh and Arshad, 2023; Grimus, 2020; Kalaif et al., 2023; Schaper et al., 2023; Stahl and Eke, 2024) and their adoption can impact theories and processes for teaching and learning, education systems, training programs, policies, and leadership (Cukurova and Luckin, 2018; Grimus, 2020; Fowler et al., 2019; Lowell and Yan, 2024; Pelletier et al., 2022).

As educators, trainers, researchers, and practitioners, we find ourselves at the intersection of innovation and pedagogy, with a need to explore how these emerging technologies are being utilized to enhance teaching and learning to address real problems while also considering how we can navigate needed changes and potential challenges.

This Special Issue explores the use of emerging technologies in various educational settings, such as K-12, higher education, organizational training, and informal learning environments, to address challenges related to teaching, learning, and performance. From AI, VR, and AR, to personalized learning platforms, gamification, and robotics, we seek to understand and provide evidence of the potential of these tools in fostering meaningful learning experiences and outcomes.

We ask how educators can harness these technologies to create effective, interactive, practical, inclusive, and/or immersive learning experiences and what challenges and ethical considerations arise as we integrate these emerging technologies into formal and informal learning spaces to address education and training needs.

A note on definitions: Although there are numerous definitions of emerging technologies (e.g., Litvinski and Litvinski, 2018; Small et al., 2014), we agree with Rotolo et al. (2023), in that emerging technologies have five attributes: “radical novelty, fast growth, coherence, prominent impact, and uncertainty and ambiguity” (p. 1839), while we also agree with Veletsianos’ (2010, 2016) pedagogical lens that in education, emerging technologies can also be viewed as  “…tools, concepts, innovations, and advancements utilized in diverse educational settings to serve varied education-related purposes” and as “evolving organisms that experience hype cycles, while at the same time being potentially disruptive, not yet fully understood, and not yet fully researched” (p. 3).

We seek contributions with insights into emerging technologies and pedagogy from diverse disciplines—computer science, psychology, education, and beyond—inviting empirical studies, theoretical frameworks, and practical case examples. We hope to provide knowledge, ignite discussions, and inspire innovation. 

References

Adams, C., Pente, P., Lemermeyer, G., & Rockwell, G. (2023). Ethical principles for artificial intelligence in K-12 education. Computers and Education: Artificial Intelligence, 4, 100131. https://doi.org/10.1016/j.caeai.2023.100131

Almufarreh, A., & Arshad, M. (2023). Promising emerging technologies for teaching and learning: Recent developments and future challenges. Sustainability, 15(8), 6917. https://doi.org/10.3390/su15086917

Chaka, C. (2023). Fourth industrial revolution—a review of applications, prospects, and challenges for artificial intelligence, robotics and blockchain in higher education. Research and Practice in Technology Enhanced Learning, 18(2), 2-39. https://doi.org/10.58459/rptel.2023.18002

Cukurova, M., & Luckin, R. (2018). Measuring the impact of emerging technologies in education: A pragmatic approach. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education. Springer

Fowler, W. C., Ting, J. M., Meng, S., Li, L., & Tirrell, M. V. (2019). Integrating systems thinking into teaching emerging technologies. Journal of Chemistry Education, 96(2), 2805–2813. https://doi.org/10.1021/acs.jchemed.9b00280

Grimus, M. (2020). Emerging technologies: Impacting learning, pedagogy and curriculum development. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence (pp. 127–151). Springer.

Khlaif, Z. N., Sanmugam, M., Joma, A. I., Odeh, A., & Barham, K. (2023). Factors influencing teacher’s technostress experienced in using emerging technology: A qualitative study. Technology, Knowledge and Learning, 28(2), 865-899.

Litvinski, O., & Litvinski, O. (2018). Emerging technology: Toward a conceptual definition. International Journal of Trade, Economics and Finance, 9(6), 256-262.

Lowell, V. L., & Yan, W. (2024). The design of immersive virtual reality (IVR) learning using systems thinking. TechTrends 68(1), 149-160. https://doi.org/10.1007/s11528-023-00922-1

Pelletier, K., McCormack, M., Reeves, J., Robert, J., Arbino, A., Al-Freih, M., Dickson-Deane, C., Guevara, C., Koster, L., Sánchez-Mendiola, M., Bessette, L. S., & Stine, J. (2022). 2022 EDUCAUSE Horizon Report, Teaching and Learning Edition (pp. 1-58). EDUCAUSE. Retrieved April 2, 2024, from https://www.learntechlib.org/p/221033/

Rotolo, D., Hicks, D., & Martin, B. R. (2015). What is an emerging technology? Research Policy, 44(10), 1827-1843. https://doi.org/10.1016/j.respol.2015.06.006

Schaper, M. M., Smith, R. C., Van Mechelen, M., Tamashiro, M. A., & Iversen, O. S. (2023). Co-designing sustainable practices for emerging technologies education. International Journal of Technology and Design Education, 1-23.

Sharrab, Y., Almutiri, N. T., Tarawneh, M., Alzyoud, F., Al-Ghuwairi, A. R., & Al-Fraihat, D. (2023). Toward smart and immersive classroom based on AI, VR, and 6G. International Journal of Emerging Technologies in Learning, 18(2), 4-16. https://doi.org/10.3991/ijet.v18i02.35997

Small, H., Boyack, K. W., & Klavans, R. (2014). Identifying emerging topics in science and technology. Research Policy 48(8), 1450–1467, http://dx.doi.org/10.1016/j.respol.2014.02.005

Stahl, B. C., & Eke, D. (2024). The ethics of ChatGPT–Exploring the ethical issues of an emerging technology. International Journal of Information Management, 74, 102700.

Van Mechelen, M., Smith, R. C., Schaper, M. M., Tamashiro, M., Bilstrup, K. E., Lunding, M., ... & Sejer Iversen, O. (2023). Emerging technologies in K–12 education: A future HCI research agenda. ACM Transactions on Computer-Human Interaction, 30(3), 1-40.

Veletsianos, G. (2016). The defining characteristics of emerging technologies and emerging practices in digital education. Emergence And Innovation in Digital Learning: Foundations and Applications, 3-16.

Veletsianos, G. (Ed.) (2010). Emerging technologies in distance education. Issues in Distance Education. AU Press. https://doi.org/10.15215/aupress/9781897425763.01

Prof. Dr. Victoria Lowell
Dr. Paula MacDowell
Guest Editors

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• emerging technologies
• technology-enhanced learning
• educational technology
• educational innovation
• digital pedagogy
• digital literacy
• immersive learning