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Education Sciences
Special Issues
Educational Innovation with Information and Communication Technologies
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Educational Innovation with Information and Communication Technologies

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

Deadline for manuscript submissions: 1 July 2025 | Viewed by 4722

Special Issue Editor

Dr. May Portuguez Castro

E-Mail Website
Guest Editor
Institute for the Future of Education, Tecnológico de Monterrey, Monterrey 64740, Mexico
Interests: innovación educativa; e-learning y educación en emprendimiento

Special Issue Information

Dear Colleagues,

It is a challenge for educational institutions and teaching staff to adopt educational innovations and develop experimental practices in the teaching and learning processes. In recent years, the role of the teacher has changed towards a more innovative one (Ramírez Montoya et al., 2021), where they are expected to integrate not only active pedagogies but also new technologies into the teaching–learning process. This situation has increased in light of the COVID-19 pandemic. As education cannot stop, there has been an accelerated digital transformation process, and ICT is used to support education across different levels. Nevertheless, the use of educational innovation must be accompanied by measuring the impact of these innovations. In this path toward the use of educational innovations that impact educational institutions, it is necessary to analyse how the participants can benefit from these improvements.

According to the OECD (2010), educational innovation refers to any dynamic change that seeks to improve educational processes and whose results can be measured, both in participant satisfaction and academic performance. Therefore, these innovations must be accompanied by evaluation and educational research processes that make it possible to measure the effectiveness and fulfilment of set objectives, with indicators that help measure the impact and the changes they generate in the participants.

This Special Issue aims to learn about educational experimentation experiences that allow us to identify ways of measuring the impact of these initiatives, learn about existing support initiatives for innovation in the teaching staff, and identify new uses of technology in different academic disciplines.

Examples of topics include, but are not limited to, the following:

  • Initiatives of educational institutions to support innovation in the teaching staff;
  • Classroom experimentation results with innovations based on information and communication technologies;
  • The impact of educational innovation in secondary and higher education through evidence-based research;
  • Experiences of successful cases using ICT-based educational innovation (VR, AR, gamification, remote laboratories, e-learning, machine learning, AI, 3D technology, etc.).

I look forward to receiving your contributions.

Dr. May Portuguez Castro
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 100 words) can be sent to the Editorial Office for announcement on this website.

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

  • educational innovation
  • educational research
  • ICT supported learning
  • higher education
  • impact measurement

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Published Papers (2 papers)

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Research

21 pages, 1047 KiB  
Article
Towards Computer-Supported Functional Modelling in Engineering Design Education
by Tomislav Martinec, Filip Valjak, Nikola Horvat and Nenad Bojčetić
Educ. Sci. 2024, 14(11), 1226; https://doi.org/10.3390/educsci14111226 - 8 Nov 2024
Viewed by 575
Abstract
The growing need for solutions that can support the computer-based and distant assessment of functional models has resulted in ad hoc implementations of various diagramming tools. These tools are typically not intended for the purpose of functional modelling and lack the flexibility and [...] Read more.
The growing need for solutions that can support the computer-based and distant assessment of functional models has resulted in ad hoc implementations of various diagramming tools. These tools are typically not intended for the purpose of functional modelling and lack the flexibility and efficiency of the traditional pen-and-paper approach. This paper reports on an experimental study of 42 students who were introduced to functional modelling through either printed vocabulary materials for pen-and-paper modelling or a specifically developed software application for computer-based modelling. All participants received an identical task—model an electric citrus juicer—with a brief description of how one operates and a photograph of a commercial example. The results show no significant difference in their total scores. However, the pen-and-paper group performed significantly better when it came to the selection of appropriate functions and creating plausible function–flow pairs. These results suggest that the current version of the software alters the functional modelling process in which the students typically engage. Also, it has been hypothesised that the software tool’s lack of flexibility and dynamism in presenting the predefined function vocabulary, when compared to the traditional printouts, might result in earlier fixation and the selection of less appropriate functions. On the other hand, the computer-supported approach can be better controlled and is less prone to critical errors, such as disregarding functional modelling conventions. Full article
(This article belongs to the Special Issue Educational Innovation with Information and Communication Technologies)
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14 pages, 1421 KiB  
Article
Computers as a Tool to Empower Students and Enhance Their Learning Experience: A Social Sciences Case Study
by David Antonio Buentello-Montoya
Educ. Sci. 2023, 13(9), 886; https://doi.org/10.3390/educsci13090886 - 1 Sep 2023
Cited by 1 | Viewed by 2501
Abstract
Computers in mathematics education help foster abstract concepts and solve problems that are unsolvable by hand. Moreover, students whose major does not have a mathematical background often struggle with the topic and may require learning aid. Although extensive research has been conducted on [...] Read more.
Computers in mathematics education help foster abstract concepts and solve problems that are unsolvable by hand. Moreover, students whose major does not have a mathematical background often struggle with the topic and may require learning aid. Although extensive research has been conducted on the effect of computers and different software in learning, students’ perception on computers to solve mathematical problems has scarcely been studied. In this work, a group of undergraduate social sciences students were given computers to learn mathematics and solve contextual real-life problems, with the aim of facilitating learning and providing empowerment. After the courses, the students were asked their perception of computers and mathematics to obtain descriptive results on their perception. Responses indicated that with computers, students felt learning and solving mathematics problems was easier (85% of the answers), they felt more confident about their skills (69%), and could think of new ways to solve problems (54%). Moreover, a text analysis was conducted using software to assess open-ended questions, and the results indicated that most answers were positive in nature. Additionally, the students were given the chance to rate the mathematics course using computers, and the course received a rating of 9.5/10, indicating the methodology was liked. Full article
(This article belongs to the Special Issue Educational Innovation with Information and Communication Technologies)
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