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Education Sciences
Special Issues
Building Resilient Education in a Changing World
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Building Resilient Education in a Changing World

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 5 February 2026 | Viewed by 4139

Special Issue Editors

Dr. Tibor SZABÓ

E-Mail Website
Guest Editor
Institute for Teacher Training, Faculty of Central European Studies, Constantine the Philosopher University in Nitra, 94901 Nitra, Slovakia
Interests: ICT in education; didactics of mathematics
Prof. Dr. György Molnár

E-Mail Website
Guest Editor
Department of Education and Psychology, Széchenyi István University, 9026 Győr, Hungary
Interests: ICT in education; artificial intelligence-based solutions in education; experiential learning methods; digital pedagogy; digital culture; digital competency assessment; IoT solutions in education; digital teaching and learning; flipped classroom; e-learning; e-learning environments

Special Issue Information

Dear Colleagues,

Education has been undergoing rapid transformations due to various socio-economic, technological, and environmental factors. Digital transformation, crises, climate change, and geopolitical instabilities have exposed vulnerabilities in education systems worldwide. The need for resilient education, which can adapt to disruptions while ensuring continuous learning, has become more critical than ever. Historically, education systems have been structured around stability and predictability, but today’s changing world demands adaptability, flexibility, and sustainability in education policies, pedagogies, and infrastructure.

A multidimensional approach is required to address these challenges. Technological innovation must be combined with vigorous ethical frameworks and inclusive policies. Education must become more adaptive and accessible, ensuring the continuity of learning, bridging educational inequalities, integrating technological advancements to facilitate digital readiness, and fostering required competencies globally. 

The Special Issue aims to explore strategies, innovations, and policies that enhance the resilience of education systems in the face of global challenges, such as pandemics, climate change, technological disruptions, economic uncertainties, and geopolitical instabilities. It seeks to provide a multidisciplinary perspective on how education can adapt, recover, and evolve to ensure inclusive, equitable, and high-quality learning opportunities for all.

This Special Issue welcomes research articles, case studies, and theoretical contributions on a broad range of topics, including but not limited to, the following:

  • Educational resilience;
  • Digital transformation and technological adaptation;
  • Inclusive and equitable education;
  • Sustainability and climate-resilient education;
  • Teacher training, leadership, and capacity building;
  • Global cooperation and policy frameworks;
  • Future-proofing education for lifelong learning. 

Dr. Tibor SZABÓ
Prof. Dr. György MOLNÁR
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

  • education
  • challenges
  • changing world
  • resilience
  • technology

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

Published Papers (6 papers)

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Research

28 pages, 1525 KB  
Article
Building Resilience: Technological Adaptation and Enhancing Collaboration Among Educators and Learners in Flexible Emergency Learning Spaces
by Orit Avdiel and Ina Blau
Educ. Sci. 2025, 15(12), 1596; https://doi.org/10.3390/educsci15121596 - 26 Nov 2025
Viewed by 143
Abstract
This study examined technology adaptation and collaborative pedagogical practices within Flexible Emergency Learning Spaces (FELS) established during a military emergency to ensure sustainable and resilient education for displaced children and adolescents. A mixed-methods design combined 43 semi-structured interviews with teachers and principals across [...] Read more.
This study examined technology adaptation and collaborative pedagogical practices within Flexible Emergency Learning Spaces (FELS) established during a military emergency to ensure sustainable and resilient education for displaced children and adolescents. A mixed-methods design combined 43 semi-structured interviews with teachers and principals across diverse FELS and 13 classroom observations, analyzed at the statement level. Data were analyzed through the e-CSAMR framework, assessing levels of technology integration and collaboration, and the Mindtools framework, which considers theoretical foundations of technology use. Quantitative comparisons complemented the qualitative analysis. Findings indicate that FELS may support advanced technology use when appropriate tools and pedagogical knowledge exist, while highlighting the need for teacher training and technological adaptation responsive to learners’ needs in emergencies. Furthermore, FELS enabled collaborative teaching, supporting educators’ pedagogical and emotional needs. Teachers adopted diverse strategies—including advisory collaboration, assistance, parallel teamwork, enrichment, and simultaneous teaching—reflecting flexible cooperation. FELS also enabled peer collaboration among learners, offering emotional, social, and cognitive support essential for resilience. This study highlights the importance of analyzing collaboration across cognitive, social, and emotional dimensions and proposes a conceptual framework for defining types of teacher teamwork and understanding how adaptive pedagogy can enhance educational resilience. Full article
(This article belongs to the Special Issue Building Resilient Education in a Changing World)
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15 pages, 267 KB  
Article
Educating the Educators: Initial Findings from a University CPD in Hungary
by Ildikó Lőrincz, Viktória Kövecsesné Gősi, Helen Sherwin, Krisztina Németh, Máté Babos, Szilvia Fitus and Dóra Horváth
Educ. Sci. 2025, 15(11), 1470; https://doi.org/10.3390/educsci15111470 - 3 Nov 2025
Viewed by 412
Abstract
Improving the quality of higher education (HE) is a global priority as universities strive to equip graduates with skills necessary for today’s dynamic world. Well-trained educators are key to fostering these skills and can best develop them by adopting active learning approaches that [...] Read more.
Improving the quality of higher education (HE) is a global priority as universities strive to equip graduates with skills necessary for today’s dynamic world. Well-trained educators are key to fostering these skills and can best develop them by adopting active learning approaches that deepen student understanding. Educator training is thus vital. In 2022 Széchenyi István University (Hungary), launched a four-year Continuing Professional Development (CPD) programme to upskill its academic staff. Given the traditional teaching culture in Hungarian HE, the CPD helps teachers adopt active learning practices to better prepare students for today’s world. This study explores the impact CPD has had on teaching practices thus far. Using a mixed-methods design, data were collected through questionnaires completed by 97 teachers (13% of staff) in 2022–2023 and follow-up group interviews with 13 teachers in 2025. Findings indicate that the CPD initiative has fostered professional growth to a certain extent, with teachers selectively experimenting with new methods, enhanced teacher motivation and increased student engagement. However thus far, systemic pedagogical change is limited, constrained by cultural and institutional barriers. The study highlights the importance of institutional support to achieve widespread pedagogical change in Hungarian higher education. Full article
(This article belongs to the Special Issue Building Resilient Education in a Changing World)
17 pages, 2383 KB  
Article
A Study of the Linguistic Landscape of a Hungarian University That Is Going International
by Andrea Csapó-Horváth and Anikó Makkos
Educ. Sci. 2025, 15(11), 1466; https://doi.org/10.3390/educsci15111466 - 2 Nov 2025
Viewed by 518
Abstract
The study of the linguistic landscape is a key area for mapping the linguistic and cultural characteristics of university campuses. This attention is manifest in the language choice employed in the signage on campus, which serves as a physical indicator of these institutions’ [...] Read more.
The study of the linguistic landscape is a key area for mapping the linguistic and cultural characteristics of university campuses. This attention is manifest in the language choice employed in the signage on campus, which serves as a physical indicator of these institutions’ linguistic policies and practices. The following paper will present a multi-faculty study conducted at Széchenyi István University in Hungary. The objective of this research is to address the question of how internationalization is explicitly manifested in the institution. A further aim of this investigation was to determine to what extent foreign languages, especially English and German, are represented in the texts found at the university, and what functions these texts perform. Therefore, mixed-method research was conducted in the university’s central academic buildings and their immediate surroundings, during which photos of the signage were taken, analysed, and systematically categorized. This research yielded a comprehensive understanding of the university’s linguistic landscape and revealed the lack of a coherent foreign language policy at the university. The results can provide relevant information for consciously (re)designing the linguistic landscape of the university studied and can help other universities to plan their language policies. Full article
(This article belongs to the Special Issue Building Resilient Education in a Changing World)
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19 pages, 1598 KB  
Article
Productive Failure to Promote Deeper Self-Directed Learning in Coding and Robotics Education
by Sukie van Zyl, Marietjie Havenga and Fotiene Avrakotos-King
Educ. Sci. 2025, 15(11), 1427; https://doi.org/10.3390/educsci15111427 - 24 Oct 2025
Viewed by 606
Abstract
In a world characterized by unpredictable change, students in Computer Science education must be deeper self-directed learners who can take ownership of their learning and transfer knowledge and skills to new contexts. This article reports on how productive failure was incorporated into an [...] Read more.
In a world characterized by unpredictable change, students in Computer Science education must be deeper self-directed learners who can take ownership of their learning and transfer knowledge and skills to new contexts. This article reports on how productive failure was incorporated into an introductory coding and robotics course to enhance deeper self-directed learning. The population was 42 fourth-year pre-service teachers from two different campuses of a South African University. All students were invited to participate in the research, and 37 students consented to participate. A basic interpretative qualitative research design was followed. Guided self-reflection documents were used as data-gathering methods, and data were analyzed by applying thematic data analysis. The research concluded that productive failure, incorporated with cooperative pair programming and self-reflection, in introductory coding and robotics education, shows promising results for developing deeper self-directed learning. Furthermore, it is suggested that solvable problems should initially be introduced, because the new coding and robotics environment already contributes to the complexity of tasks. It was secondly concluded that participants’ self-reflections deepened after engaging with unsolvable problems. Follow-up research is required to determine if the transfer of knowledge and skills to new contexts occurred. Full article
(This article belongs to the Special Issue Building Resilient Education in a Changing World)
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17 pages, 1569 KB  
Article
The Role of Automated Diagnostics in the Identification of Learning Disabilities: Bayesian Probability Models in the Diagnostic Assessment
by Gergő Vida, Kálmán Sántha, Márta Trembulyák, Petra Pongrácz and Regina Balogh
Educ. Sci. 2025, 15(10), 1385; https://doi.org/10.3390/educsci15101385 - 16 Oct 2025
Viewed by 638
Abstract
This study investigates the application of Bayesian probability models in the diagnostic assessment of learning disabilities. The objective of this study was to determine whether specific conditions identified in expert reports could predict subsequent diagnoses. The sample consisted of 201 expert reports on [...] Read more.
This study investigates the application of Bayesian probability models in the diagnostic assessment of learning disabilities. The objective of this study was to determine whether specific conditions identified in expert reports could predict subsequent diagnoses. The sample consisted of 201 expert reports on children diagnosed with learning disabilities, which were analysed using qualitative content analysis, fuzzy set qualitative comparative analysis (fsQCA), and Bayesian conditional probability models. Variables such as vocabulary, working memory index, processing speed, and visuomotor coordination were examined as potential predictors. The analysis demonstrated that Bayesian networks captured conditional links, such as the strong association between working memory and perceptual inference, as well as an unexpected negative link between vocabulary and verbal comprehension. The study concludes that Bayesian networks provide a transparent and data-driven framework for pre-screening and risk assessment in special education settings. The limitations of this study include the absence of a control group and exclusive reliance on SNI cases. Future research should explore the integration of abductive reasoning into automated diagnostic software to enhance inclusivity and support decision-making. Full article
(This article belongs to the Special Issue Building Resilient Education in a Changing World)
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13 pages, 606 KB  
Article
Resilient Teachers in a Strained System: Mental Health and Resilience Amidst School Transformation Processes
by Christian Reintjes, Till Kaiser, Isabelle Winter and Gabriele Bellenberg
Educ. Sci. 2025, 15(9), 1251; https://doi.org/10.3390/educsci15091251 - 19 Sep 2025
Viewed by 902
Abstract
In light of profound transformation processes within the education system—such as digitalization, increasing societal pluralization, and global crises—growing attention is being paid to the mental health and resilience of teachers. This paper draws on the Job Demands–Resources (JD-R) model to explore, both theoretically [...] Read more.
In light of profound transformation processes within the education system—such as digitalization, increasing societal pluralization, and global crises—growing attention is being paid to the mental health and resilience of teachers. This paper draws on the Job Demands–Resources (JD-R) model to explore, both theoretically and empirically, how individual and organizational resources influence teachers’ professional agency. The analysis is based on data of the GEW-Frühjahrsreport 2025 (March 2025), from 5859 teachers in North Rhine-Westphalia. The findings reveal that emotional exhaustion and work engagement are significantly shaped by personal resilience, collegial support, and leadership culture. Resilience demonstrates a dual function, acting as a protective factor against exhaustion and as a motivational driver of engagement. In conjunction with leadership and collegiality resilience, it exerts significant indirect effects on teachers’ commitment and job satisfaction via emotional exhaustion and work engagement. The results underscore the need for a systemic understanding of resilience that integrates individual coping capacities with structural conditions. This article offers practice-oriented implications for health-promoting school development and advocates for the strategic integration of resilience promotion at the individual, collegial, and institutional levels. Full article
(This article belongs to the Special Issue Building Resilient Education in a Changing World)
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