The Impact of Emerging Technology on Teaching and Learning: Contexts, Actors and Resource

Dear Colleagues,

Artificial intelligence, educational robotics and computational thinking have become central to educational processes. Research has shown that the use of educational robotics contributes significantly to the development of computational thinking, improving both cognitive and socioemotional skills (Moreno-Palma, Berral-Ortiz, Fernández-Fernández & Victoria-Maldonado, 2025). Moreover, artificial intelligence is transforming education by providing advanced tools for assessments, the personalisation of learning and teacher training (Toledo-Lara, 2024; Hernández-León & Rodríguez-Conde, 2024; Hinojo-Lucena, et al., 2019). However, its implementation poses ethical and design challenges, highlighting the need to promote new competencies in teacher education (Delcker, Heil & Ifenthaler, 2024). Virtual learning and personal learning environments have emerged as alternatives that expand the possibilities for personalisation and inclusion in education (Siemens, 2022). However, adapting to these technologies can cause problems in terms of teacher training and the equity of access to technological resources. This Special Issue seeks to explore the opportunities and challenges that technology presents for teaching and learning.

We would like to invite you to participate in this Special Issue, which aims to garner research and experiences on the integration of emerging technologies in education. It seeks to analyse their impact, both on classroom practices and on the training of teachers who must implement them, and focus on the emergence of new pedagogical approaches and the demands associated with the training of professionals in different sectors of the community. We encourage the submission of empirical studies, theoretical reviews and methodological proposals that contribute to our understanding of how technology is redefining educational processes and the skills required in the 21st century.

This Special Issue aims to collect papers that explore how technology is transforming learning at different levels and in various educational contexts today, highlighting the impact of artificial intelligence, educational robotics and other emerging technologies on the design, implementation and evaluation of teaching and learning processes and on teacher training and curricula.

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

• The use of artificial intelligence in education: applications, benefits and limitations.
• Educational robotics and computational thinking: the methodologies, experiences and results of their implementation.
• STEAM pedagogy: strategies for interdisciplinary teaching and its impact on learning.
• Face-to-face vs. virtual teaching: the application and evaluation of hybrid and digital models in education.
• Personal learning environments (PLEs): new ways of personalizing learning.
• Initial and in-service teacher training: developing digital literacy and adapting to technological environments.
• Teachers' attitudes and beliefs towards technology: barriers and facilitators of its integration in the classroom.
• Tutoring processes and training programs mediated by technology.

We look forward to receiving your contributions.

References

Delcker, J., Heil, J., & Ifenthaler, D. (2024). Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10418-1

Hernández-León, N., & Rodríguez-Conde, M. J. (2024). Inteligencia artificial aplicada a la educación y la evaluación educativa en la Universidad: introducción de sistemas de tutorización inteligentes, sistemas de reconocimiento y otras tendencias futuras. Revista de Educación a Distancia, 24(78). http://dx.doi.org/10.6018/red.594651

Hinojo-Lucena, F.-J., Aznar-Díaz, I., Cáceres-Reche, M.-P., & Romero-Rodríguez, J.-M. (2019). Artificial Intelligence in Higher Education: A Bibliometric Study on its Impact in the Scientific Literature. Education Sciences, 9(1), 51. https://doi.org/10.3390/educsci9010051

Moreno-Palma, N., Berral-Ortiz, B., Fernández-Fernández, C. R., & Victoria-Maldonado, J. J. (2025). Pensamiento computacional en la educación básica a través de la robótica educativa: una revisión sistemática. European Public & Social Innovation Review, 10, 01-20. https://doi.org/10.31637/epsir-2025-1099

Toledo-Lara, G. (2024). Inteligencia artificial: entre la innovación y el cambio de paradigma en la universidad. Revista Caribeña de Investigación Educativa, 8(2), 27-46. https://doi.org/10.32541/recie.v8i2.718

Prof. Dr. Manuela Raposo Rivas
Dr. Olalla García-Fuentes
Guest Editors

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• digital educational resources
• artificial intelligence in education
• educational robotics and computational thinking
• steam approach to education
• face-to-face vs. virtual teaching
• personal learning environments
• initial teacher training
• teachers’ attitudes and beliefs
• digital mentoring