Teaching and Learning Research with Technology in New Era

Dear Colleagues,

In the digital era, learning processes have undergone significant transformations with the integration of new technologies, including artificial intelligence, and these advancements have not only optimized educational processes but have also expanded access to knowledge and fostered the development of key 21st-century competencies. In this context, digital tools, collaborative platforms, and emerging methodological approaches have reshaped how students, educators, and researchers acquire, apply, and disseminate skills in inquiry, analysis, and communication.

The increasing use of technology in education has triggered a paradigm shift in how knowledge is constructed and shared. Artificial intelligence and big data have revolutionized information collection and analysis, offering new opportunities for personalized learning and data-driven pedagogical strategies. At the same time, they have influenced the formulation and transfer of policies and practices related to technological innovation in education.

The growing digitalization of education presents both opportunities and challenges, requiring the development of interdisciplinary competencies. While new technologies provide tools to enhance learning possibilities, questions arise about which research approaches (or policy frameworks) are being prioritized in the dynamics of digital education. Issues such as equitable access to digital tools, data security, and the need for ethical frameworks to regulate technology use must be addressed. This context demands a deeper reflection on the challenges of inclusive education, considering the digital divide, persistent inequalities in education access, and the alarming rates of illiteracy that still persist globally.

This Special Issue invites educators, researchers, and policymakers to reflect on the impact of technology on contemporary teaching—whether in face-to-face or virtual modalities—through diverse disciplinary lenses. It also encourages research into the narratives emerging from the integration of digital tools in teaching practices and the need to critically examine the discourses and strategic frameworks underlying digital education policies.

Selected articles will include empirical studies, educational experiences, and theoretical reviews that contribute to a deeper understanding and optimization of academic practices in this field. This analysis seeks to foster a critical and informed debate on the future of teaching and learning in the digital age, examining the overemphasis on instrumental approaches in digital education, the geographical and territorial dimensions of technological innovation, and the promotion of transformative and sustainable educational strategies.

Dr. Eva Ordóñez-Olmedo
Dr. Pilar Gómez-Rey
Dr. Isotta Mac Fadden
Dr. Lourdes Belén Espejo Villar
Guest Editors

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.

• teachers' critical knowledge of technology
• students' technological adoption
• digital or instrumental literacy?
• big data in educational research
• digital competencies
• ethics in digital research
• artificial intelligence in education
• transferred emerging methodologies
• digital policy agenda