Learning Futures: Designing for Motivation, Self-Regulation and Success in Evolving Learning Ecosystems
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".
Deadline for manuscript submissions: 30 April 2026 | Viewed by 159
Special Issue Editor
Interests: self-regulation; motivation; learning communities; communities of practice; community of inquiry; social network analysis; technology enhanced learning
Special Issue Information
Dear Colleagues,
Education Sciences invites submissions for a Special Issue focused on the dynamic interplay between student motivation, self-regulation, and success in today’s rapidly evolving educational landscape. With the proliferation of AI and digital learning tools, understanding how learners manage their goals, emotions, and behaviours has never been more critical. We seek research that explores how technology enhanced environments influence self-regulatory practices and motivation, and how these, in turn, impact learning outcomes and success. Topics of interest include, but are not limited to, the role of continuous portfolio-based assessment in sustaining motivation, the effectiveness of technology-enhanced learning in fostering autonomy, and the influence of virtual and hybrid learning communities on collaborative self-regulation. We also welcome studies on gamification, personalised learning pathways, and metacognitive strategy integration. This Special Issue aims to highlight contemporary, evidence-based insights into how learners navigate complex, technology-mediated learning spaces, and how educators can support performance through motivational and regulatory scaffolds. We encourage contributions that push the boundaries of current understanding and offer practical implications for policy and pedagogy in a fast-moving, ever-evolving field.
Suggested Topics for Paper Submission
Core Themes
- The relationship between motivation, self-regulation, and success.
- Models and frameworks of self-regulated learning in digital environments.
- Intrinsic versus extrinsic motivation in AI-mediated learning contexts.
Technology and AI Integration
- Impact of AI tutors and chatbots on student motivation and self-regulation.
- Adaptive learning systems and their influence on learner autonomy.
- AI-driven feedback mechanisms and their role in self-monitoring and goal setting.
Assessment and Feedback
- Continuous portfolio-based assessment as a tool for fostering motivation.
- Formative assessment strategies that support self-regulated learning.
- Digital portfolios and reflective practices in online learning.
Learning Environments and Communities
- Role of virtual and hybrid learning communities in promoting self-regulation.
- Peer collaboration and social motivation in online platforms.
- Community-driven learning and its effect on sustained engagement.
Innovative Pedagogies
- Gamification and motivational design in educational technology.
- Personalised learning pathways and their impact on learner agency.
- Metacognitive strategy training in tech-enhanced classrooms.
Future Directions
- Emerging trends in motivation research in AI-rich learning ecosystems.
- Ethical considerations in using AI to influence learner behaviour.
- Designing future-ready curricula that support lifelong self-regulated learning.
Dr. Shazia K. Jan
Guest Editor
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
- motivation
- self-regulation
- success
- artificial intelligence
- technology-enhanced learning
- portfolio-based assessment
- programmatic assessment
- learning communities
- personalised learning
- gamification
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