Augmented Reality and Digital Learning Technologies in Inclusive Science Education: Research, Design and Practice
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 28 February 2027 | Viewed by 221
Special Issue Editors
Interests: immersive technologies in special and inclusive education; digital learning objects, assistive technologies; science literacy; physics inclusive education; STEM inclusive education; artificial intelligence; differentiated instructional strategies; evidence-based interventions; single-subject designs; intellectual disabilities; special educational needs
Interests: ICT in education; learning technologies; mobile learning; distance learning; digital learning objects; MOOCs; teacher professional development; gamification; game-based learning; virtual reality, educational neuroscience, educational robotics; STEM; STEAM, STEAME; computational thinking; coding, machine learning; artificial intelligence in education; generative artificial intelligence
Interests: mobile learning; distance learning; technology-enhanced learning; professional development; digital storytelling; game-based learning; educational robotics; computer-supported collaborative learning; STEAM; computational thinking; coding; STEM; machine learning, AI; AI in education; artificial intelligence; educational leadership; educational administration; GENDER; parents; educational management; ChatGPT; family; generative artificial intelligence; digital addiction; GEN AI
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Participation in science education remains inequitable for many students, particularly those who face learning, developmental or disability-related barriers in both mainstream and inclusive classroom settings. Augmented reality and digital learning technologies offer concrete affordances for addressing these barriers—enabling multi-sensory interaction, adaptive scaffolding and context-rich explorations of scientific phenomena that traditional approaches cannot easily provide. Yet the evidence base for their systematic use in inclusive science settings remains fragmented, and design frameworks that bridge technology, pedagogy and accessibility are still underdeveloped.
This Special Issue aims to present and disseminate the most recent advances in leveraging augmented reality and digital learning technologies to support inclusive science education. We consider contributions addressing the design, implementation and evaluation of technology-enhanced interventions that promote engagement and improve learning outcomes, enabling all students to develop a meaningful understanding of science.
Topics of interest for publication include, but are not limited to, the following:
- Augmented reality applications in inclusive science education
- Design and evaluation of immersive learning environments
- Universal design for learning (UDL) in AR-based interventions
- Design frameworks and models for technology-enhanced inclusive education
- Mobile AR applications for science learning
- Evidence-based practices in inclusive science education
- Inclusive research and practice in STEM
- Generative AI tools in STEM education
- Early childhood science education with digital technologies
- Inquiry-based learning in science education
- Assistive technologies for students with special educational needs
- Professional development of teachers using AR and digital tools
Dr. Georgia Iatraki
Dr. Georgios Zacharis
Dr. Stamatios Papadakis
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.
Keywords
- augmented reality
- science education
- digital learning technologies
- STEM
- artificial intelligence
- evidence-based practices
- inclusive education
- special educational needs
- disabilities
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.
