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Education Sciences
Special Issues
Beyond Classroom Walls: Exploring Virtual Learning Environments
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Beyond Classroom Walls: Exploring Virtual Learning Environments

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 31 December 2025 | Viewed by 3589

Special Issue Editors

Dr. Qiping Zhang

E-Mail Website
Guest Editor
Palmer School of Library and Information Science, Long Island University, Greenvale, NY 11548, USA
Interests: how digital enhance learning and improve student engagement; revolutionize traditional education through innovative and technology-driven approaches
Dr. Elizabeth Milonas

E-Mail Website
Guest Editor
Computer Systems Technology Department, New York City Technical College, Brooklyn, NY 11201, USA
Interests: data science education; data ethics; the retention of minority students in STEM

Special Issue Information

Dear Colleagues,

We are excited to announce a new Special Issue in the journal of Education Sciences titled “Beyond Classroom Walls: Exploring Virtual Learning Environments”. This Special Issue invites research that delves into the transformative impact, complexities, and potential of virtual learning environments. By transcending traditional classroom boundaries, we aim to understand the pedagogical innovations, technological advancements, and student experiences that are reshaping education in the digital age. Contributions examining factors such as accessibility, equity, learner engagement, and the integration of virtual and physical spaces are particularly encouraged. As digital technologies continue to evolve, they offer innovative opportunities for engagement, collaboration, and personalized learning. We invite researchers and educators to submit their work on the challenges, benefits, and future directions of virtual education, contributing to a deeper understanding of how learning extends beyond the physical classroom and informs the evolution of effective and inclusive virtual learning practices.

Dr. Qiping Zhang
Dr. Elizabeth Milonas
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

  • virtual and hybrid learning (VLEs, online, distance, E-learning)
  • pedagogical innovation and educational technology
  • learner engagement and accessibility
  • diversity, equity, and inclusivity in education
  • collaborative and personalized learning
  • educational transformation, administration, and policy
  • curriculum studies and teaching
  • education ethics
  • special and teacher education

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

Published Papers (2 papers)

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47 pages, 12288 KB  
Article
Enhancing Landscape Architecture Construction Learning with Extended Reality (XR): Comparing Interactive Virtual Reality (VR) with Traditional Learning Methods
by S. Y. Andalib, Muntazar Monsur, Cade Cook, Mike Lemon, Phillip Zawarus and Leehu Loon
Educ. Sci. 2025, 15(8), 992; https://doi.org/10.3390/educsci15080992 - 4 Aug 2025
Cited by 1 | Viewed by 1892
Abstract
The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing [...] Read more.
The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations. Full article
(This article belongs to the Special Issue Beyond Classroom Walls: Exploring Virtual Learning Environments)
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23 pages, 602 KB  
Systematic Review
Use of Digital Technologies to Support Socioemotional Teacher Training: A Systematic Review
by Fabiola Sáez-Delgado, Paulo Coronado-Sánchez, Javier Mella-Norambuena, Yaranay López-Angulo, Joaquin Brieba-Fuenzalida, Carolina Contreras-Saavedra and Gissela Lozano-Peña
Educ. Sci. 2025, 15(10), 1377; https://doi.org/10.3390/educsci15101377 - 15 Oct 2025
Viewed by 967
Abstract
Several studies in the educational field have explored the use of digital technologies and how they promote the strengthening of socioemotional competencies. However, most of these studies have focused on students, leaving their application to teachers in the background. This systematic review identifies [...] Read more.
Several studies in the educational field have explored the use of digital technologies and how they promote the strengthening of socioemotional competencies. However, most of these studies have focused on students, leaving their application to teachers in the background. This systematic review identifies and analyzes studies on the application of digital tools aimed at strengthening the socioemotional competencies of teachers in order to answer the following question: What digital technologies have been implemented to support the socioemotional development of teachers in educational settings and what are their results? The study followed the PRISMA 2020 guidelines, based on the identification of research in the ERIC, EBSCO, OpenAlex, Sciencedirect, Scopus, PubMed, arXiv, and Google Scholar databases. Out of 451 research studies identified in an observation window open to any year, 57 studies were selected for analysis. The digital technologies reviewed to strengthen teachers’ socioemotional competencies were grouped into three categories: self-reflection tools (65%), such as digital diaries and blogs; intentional emotional development technologies (68%), such as virtual reality and gamification; and collaborative platforms (37%), such as social networks. Their use evidenced the development of CASEL model competencies: self-awareness and responsible decision-making (86%), self-regulation (81%), social awareness (58%) and relational skills (68%). It is recommended to integrate these technologies in an intentional and contextualized way in teacher training, in order to enhance their well-being, emotional preparation, and prosperity even in the midst of current educational challenges. Full article
(This article belongs to the Special Issue Beyond Classroom Walls: Exploring Virtual Learning Environments)
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