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Education Sciences
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Dynamic Change: Shaping the Schools of Tomorrow in the Digital...
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Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (1 July 2025) | Viewed by 2004

Special Issue Editor

Prof. Dr. Stephan Schumann

E-Mail Website
Guest Editor
Department of Economics, University of Konstanz, 78457 Konstanz, Germany
Interests: school improvement in the digital age; learning and instruction (with special focus on digital technologies); transitions from school to work

Special Issue Information

Dear Colleagues,

The digitalization of schools has remained a focal point within societal, political, and scientific discourses over several years. Recent events, particularly the COVID-19 pandemic and its consequential challenges for educational institutions, have brought this topic even more into focus.

It is important to understand that digitalization transcends the use of information and communication technologies (ICT) in classrooms. Established models like the Innovative Digital School Model (Ilomäki & Lakkala, 2018) underscore the necessity of viewing schools as a whole to sustainably navigate the digital transformation. Digitalization-related development processes in schools are crucial to create an environment where ICT can be effectively used for teaching and learning. While all stakeholders within educational settings, including teachers and students, are responsible for advancing institutional development, school management and its leadership are of particular importance in this regard (Dexter, 2018). It is within their responsibility to initiate, support, and shape digital development processes.

This Special Issue aims to bring together both theoretical and empirical research, in the form of literature reviews as well as qualitative, quantitative, and (quasi-) experimental empirical studies, all addressing the theme of school improvement in the digital age. The purpose is to aggregate diverse topics within this Special Issue to gain a holistic understanding of digitalization-related school improvement processes and provide a comprehensive understanding of the subject.

Topics of interest for this Special Issue include, but are not limited to, the following:

  • Assessment of the digital infrastructure of schools and the challenges they face, such as resource allocation and organizational responsibilities.
  • Exploration of digitization-related developments at the organizational level of schools, for instance, ensuring sustainable technical and pedagogical IT support.
  • Analysis of issues and developments pertaining to school culture instigated by digitalization.
  • Assessment of attitudes toward digitalization as well as digital competencies among teachers and students and their importance for the integration of ICT.
  • Investigation regarding the integration of ICT within teaching and learning processes, alongside the identification of both barriers and facilitators.
  • Growing significance of internal and external collaborations among schools in the context of digitalization.
  • Examination of the different roles of various stakeholders in driving digital school improvement processes, with a special focus on school management and its leadership practices.
  • Consideration of differences and similarities between different school types and levels in primary and secondary education, highlighting distinctions, parallels, and unique attributes.

Prof. Dr. Stephan Schumann
Guest Editor

Andreas Harder (andreas.harder@uni-konstanz.de)
Guest Editor Assistant

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

  • digital transformation
  • educational technology
  • technology integration
  • school improvement
  • school management
  • leadership

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Published Papers (3 papers)

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Research

15 pages, 717 KiB  
Article
Bridging Theory and Practice with Immersive Virtual Reality: A Study on Transfer Facilitation in VET
by David Kablitz
Educ. Sci. 2025, 15(8), 959; https://doi.org/10.3390/educsci15080959 - 25 Jul 2025
Viewed by 406
Abstract
This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and [...] Read more.
This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and the transfer-related self-efficacy. Additionally, the Cognitive Affective Model of Immersive Learning (CAMIL) is used to investigate potential predictors in IVR learning. This approach allows for empirical testing of the CAMIL and validation of its assumptions using empirical data. To address the research questions, a quasi-experimental field study was conducted with 141 retail trainees at a German vocational school. Participants were assigned to either an IVR group or a control group receiving traditional instruction. The intervention spanned four teaching sessions of 90 min each, focusing on the design of a retail sales area based on sales-promoting principles. To assess subject-related learning outcomes, a domain-specific knowledge test was developed. In addition, transfer-related self-efficacy and other relevant constructs were measured using Likert-scale questionnaires. The results show that IVR-based instruction significantly improves knowledge acquisition and transfer-related self-efficacy compared to traditional teaching methods. In terms of the CAMIL-based mechanisms, significant correlations were found between transfer-related self-efficacy and factors such as interest, motivation, academic self-efficacy, embodiment, and self-regulation. Additionally, correlations were found between knowledge acquisition and relevant predictors such as interest, motivation, and self-regulation. These findings underscore IVR’s potential to facilitate knowledge transfer in vocational school, highlighting the need for further research on its long-term effects and the actual application of learned skills in real-world settings. Full article
(This article belongs to the Special Issue Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age)
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18 pages, 529 KiB  
Article
Learners’ Acceptance of ChatGPT in School
by Matthias Conrad and Henrik Nuebel
Educ. Sci. 2025, 15(7), 904; https://doi.org/10.3390/educsci15070904 - 16 Jul 2025
Viewed by 555
Abstract
The rapid development of generative artificial intelligence (AI) systems such as ChatGPT (GPT-4) could transform teaching and learning. Yet, integrating these tools requires insight into what drives students to adopt them. Research on ChatGPT acceptance has so far focused on university settings, leaving [...] Read more.
The rapid development of generative artificial intelligence (AI) systems such as ChatGPT (GPT-4) could transform teaching and learning. Yet, integrating these tools requires insight into what drives students to adopt them. Research on ChatGPT acceptance has so far focused on university settings, leaving school contexts underexplored. This study addresses the gap by surveying 506 upper secondary students in Baden-Württemberg, Germany, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Performance expectancy, habit and hedonic motivation emerged as strong predictors of behavioral intention to use ChatGPT for school purposes. Adding personality traits and personal values such as conscientiousness or preference for challenge raised the model’s explanatory power only marginally. The findings suggest that students’ readiness to employ ChatGPT reflects the anticipated learning benefits and enjoyment rather than the avoidance of effort. The original UTAUT2 is therefore sufficient to explain students’ acceptance of ChatGPT in school contexts. The results could inform educators and policy makers aiming to foster the reflective and effective use of generative AI in instruction. Full article
(This article belongs to the Special Issue Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age)
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25 pages, 745 KiB  
Article
Overcoming Digital Inequalities—Identification and Characterisation of Digitally Resilient Schools in Different Countries Using ICILS 2023 Data
by Jan Niemann, Birgit Eickelmann and Kerstin Drossel
Educ. Sci. 2025, 15(7), 898; https://doi.org/10.3390/educsci15070898 - 14 Jul 2025
Viewed by 375
Abstract
(1) Background: As digitalisation transforms society, digital competences are increasingly essential. Yet students’ digital competences often vary significantly, largely influenced by socio-economic background. Some schools—termed “resilient schools”—effectively counter these disadvantages and foster high digital competence. This study investigates the prevalence of such schools [...] Read more.
(1) Background: As digitalisation transforms society, digital competences are increasingly essential. Yet students’ digital competences often vary significantly, largely influenced by socio-economic background. Some schools—termed “resilient schools”—effectively counter these disadvantages and foster high digital competence. This study investigates the prevalence of such schools and examines how they differ from others. (2) Methods: Drawing on representative ICILS 2023 data, quantitative secondary analyses—including descriptive statistics, t-tests, and multiple regression—were conducted. Following the identification of resilient schools, in-depth analyses focus on those countries with substantial proportions of resilient schools above 10 percent (Austria, Italy, and Portugal), as these countries seem to have effective strategies to foster school resilience. (3) Results: The findings highlight considerable cross-national variation, indicating that school resilience is context-dependent. Resilient schools consistently emphasise student learning-related factors—such as ICT-related attitudes and educational aspirations—while the influence of home environments is less pronounced than in other schools. (4) Conclusions: Strengthening student learning-related factors appears to be crucial for building digital resilience. These insights can inform policy and practice aimed at fostering educational equity and closing the digital divide, particularly in socio-economically disadvantaged contexts. Full article
(This article belongs to the Special Issue Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age)
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