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

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