Dear Colleagues,

1) Introduction, including scientific background and highlighting the importance of this research area.

Word-widely the pandemic and the other issues such as globalization and digital development force us to re-think and develop our thoughts and ideas about learning and teaching. In the post-COVID-19 era, we need to reconsider how we define the role of education. We invite you for critical reflection and discussion of the position and the quality of Education 4.0? In what ways do we guarantee a high quality environment for learners which meets the criteria of Education 4.0. What elements and factors should we consider when designing and implementing learning and teaching environments in the post-COVID-19 era?

2) Aim of the Special Issue and how the subject relates to the journal scope.

This Special Issue provides a platform for discussion about teaching and learning in a digital age post-COVID-19.  We are interested in theoretical papers exploring learning and teaching in the post-COVID-19 era and discussing future perspectives. We welcome empirical papers with novel approaches for developing learning and teaching in different educational settings as well methodological papers related to the topic are appreciated.

3) Suggest themes.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

• Innovative and novel pedagogical approaches and strategies and design of teaching environments;
• Learning approaches and strategies and assessment of learning, design of learning environments;
• Use of learning analytics and artificial intelligence, augmented reality, simulations, and gamification;
• Pupils’/students’ skills and knowledge, competence in the digital age;
• Educator’s professional development in different educational settings;
• Pre- and in-service teacher education;
• Innovative solutions for learning and teaching at the different educational levels.

We look forward to receiving your contributions.

References:

González-Pérez, L.I., & Ramírez-Montoya, M.S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability, 14(3),1493. https://doi.org/10.3390/su14031493

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A. K., Näykki, P., & Valtonen, T. (2017). Preparing teacher students for twenty-first-century learning practices: a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23(1), 25-41.

Iwata, M., Pitkänen, K., Laru, J., & Mäkitalo, K. (2020). Exploring Potentials and Challenges to Develop Twenty-First Century Skills and Computational Thinking in K-12 Maker Education. Frontiers in Education, 5, 87. https://doi.org/10.3389/feduc.2020.00087

Kahila, J., Valtonen, T., Tedre, M., & Mäkitalo, K. (2019). Children’s experiences on learning the 21^st century skills with digital games. Games and Culture: A Journal of Interactive Media, 15(6), 685-706. https://doi.org/10.1177/1555412019845592

Miranda, J., Navarrete, C., Noguez, J. Molina-Espinosa, J.M., Ramírez-Montoya, M.S., Navarro-Tuch, S., Bustamante-Bello, M., Rosas-Fernández, J.B. & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers & Electrical Engineering, 93. https://doi.org/10.1016/j.compeleceng.2021.107278

Ramírez-Montoya, M. S., Castillo-Martínez, I.M., Sanabria-Zepeda, J.C., & Miranda, J. (2022). Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review. Journal of Open Innovation:Technology, Market, and Complexity, 8(4). https://doi.org/10.3390/joitmc8010004

Sarango-Lapo, C.P.; Mena, J. & Ramírez-Montoya, M.S. (2021). Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0. Sustainability, 13(18), 10034. https://doi.org/10.3390/su131810034

Valtonen, T., Hoang, N., Sointu, E., Näykki, P., Virtanen, A., Pöysä-Tarhonen, J., Häkkinen, P., Järvelä, S., Mäkitalo, K., & Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116. https://doi.org/10.1016/j.chb.2020.106643

Aznar-Díaz, I., Hinojo-Lucena, F. J., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2020). Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model. Computers & Education,  159, 104007. https://doi.org/10.1016/j.compedu.2020.104007

Romero-Rodríguez, J. M., Aznar-Díaz, I., Hinojo-Lucena, F. J., & Cáceres-Reche, M. P.  (2020). Models of good teaching practices for mobile learning in higher education. Palgrave Communications, 6(80), 1-7. https://doi.org/10.1057/s41599-020-0468-6

García-González, A., Aznar-Díaz, I., Ramírez-Montoya, M. S., & Romero-Rodríguez, J. M. (2022). Needs and expectations of university students: Learning from the impact of COVID-19 upon 9 Spanish universities. Issues in Educational Research, 31(2), 126-148. http://www.iier.org.au/iier32/garcia-gonzalez.pdf

Prof. Dr. Kati Mäkitalo
Dr. Leonardo David Glasserman-Morales
Prof. Dr. José-María Romero-Rodríguez
Guest Editors

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• learning processes and outcomes
• teaching approaches and methods
• innovative educational practices
• learning approaches
• post COVID-19
• teacher education
• artificial intelligence/learning analytics
• gamification/simulations
• 21st century skills