Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
5.5
2.6
Journals
Education Sciences
Special Issues
Higher Education Development and Technological Innovation
share announcement

Higher Education Development and Technological Innovation

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

Deadline for manuscript submissions: 31 July 2025 | Viewed by 1458

Special Issue Editors

Dr. Chris Campbell

E-Mail Website
Guest Editor
Canberra School of Professional Studies, UNSW Canberra, Canberra 2601, Australia
Interests: emerging technologies; digital transformation; innovation in higher education; online pedagogies; online learning transformation
Associate Professor Lynn Gribble

E-Mail Website
Guest Editor
School of Management & Governance, UNSW Business School, UNSW Sydney, Sydney, NSW 2052, Australia
Interests: AI in education; digitally enhanced teaching; digital innovation

Special Issue Information

Dear Colleagues,

Technological innovation has been informing and transforming higher education for over 30 years. While it is noted that the speed of this transformation increased during and after the COVID-19 pandemic, technology innovation is now at the centre of inclusive and accessible learning and teaching practice, particularly blended and online teaching.

Universities need to be strategic in their innovation practices to improve learning and teaching while enhancing the student experience for all (Kane et al., 2022). Introducing new and emerging educational technologies, trialling, failing and the subsequent widescale roll-out often sees innovation being adopted and adapted across the sector to meet the various needs of the student population in the context of each university. 

At the same time, student needs, such as the preference and/or necessity to study online, have driven widespread adoption of certain educational technologies to both enable and enhance learning. However, when employing any technology, we must consider the importance of ensuring the best learning experience for all. Digital technologies and higher education transformation can assist with this, as has been shown throughout the long history in this area.

This Special Issue seeks to move innovation from the singular classroom or lone campus to enable others to learn from, adopt and adapt practices and research from where these innovations have been used. Submissions should report authentic, empirical research and include lessons learnt and best practice moving forward to inform the sector in a learning organisation approach (Senge 1990). 

Technological innovation can help connect and prepare students for the workforce. It encourages online collaboration and transformation across learning and teaching in various ways and can support all types of learners across new and engaging environments. It can provide a safe place for students to learn about, use and engage with AI in order to be productive members of the workforce of the future.

Original research articles are invited for submission. The scope of the submission should be transformative innovation in the broader higher education sector. Research works including these topics are particularly invited and may include, but are not limited to, the following:

  • Innovation in higher education;
  • Higher education transformation;
  • Online learning transformation/innovation;
  • Digital uplift at scale;
  • Gen AI innovation in learning and teaching;
  • Innovation in teaching the use of AI;
  • The implementation of emerging technologies at scale;
  • Strategic innovation;
  • Curriculum innovation;
  • Sustainability in learning and teaching innovation;
  • Technological innovation incubation and implementation;
  • Online/virtual universities;
  • Digital technology innovation;
  • Technological innovation in assessment.

Yours faithfully,

Dr. Chris Campbell
Associate Professor Lynn Gribble
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.

Keywords

  • innovation in higher education
  • higher education transformation
  • online learning transformation/innovation
  • digital uplift at scale
  • gen AI innovation in learning and teaching
  • innovation in teaching the use of AI
  • implementation of emerging technologies at scale
  • strategic innovation
  • curriculum innovation
  • sustainability in learning and teaching innovation
  • technological innovation incubation and implementation
  • online/virtual universities
  • digital technology innovation
  • technological innovation in assessment

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

17 pages, 1798 KiB  
Article
Evaluating a Guided Personalised Learning Model in Undergraduate Engineering Education: A Data-Driven Approach to Student-Centred Pedagogy
by Yue Chen, Ling Ma, Pireh Pirzada and Kok Keong Chai
Educ. Sci. 2025, 15(7), 925; https://doi.org/10.3390/educsci15070925 - 20 Jul 2025
Viewed by 227
Abstract
This study investigates the implementation and impact of the Guided Personalised Learning (GPL) model, a structured pedagogical framework designed to operationalise personalised and student-centred learning in STEM higher education. The GPL model integrates three interconnected components: a three-dimensional knowledge and skill grid, Interactive [...] Read more.
This study investigates the implementation and impact of the Guided Personalised Learning (GPL) model, a structured pedagogical framework designed to operationalise personalised and student-centred learning in STEM higher education. The GPL model integrates three interconnected components: a three-dimensional knowledge and skill grid, Interactive Learning Progress Assessments (ILPA), and an adaptive learning resource pool. These components were embedded into two undergraduate engineering modules, Network Engineering and Software Engineering, at a UK university. A mixed-method evaluation, centred on student attainment data across two academic years, revealed statistically significant improvements among students who engaged with GPL, particularly those who completed ILPA activities. Participation was associated with higher mean grades, increased proportions of high achievers, and reduced failure rates. These findings demonstrate the GPL model’s effectiveness in supporting learner autonomy, formative assessment, and targeted feedback, while offering a scalable strategy for integrating personalised learning into mainstream STEM curricula. Full article
(This article belongs to the Special Issue Higher Education Development and Technological Innovation)
►▼ Show Figures

Figure 1

11 pages, 197 KiB  
Article
Game Changing: Incorporating Technology into Social Work Research for Social Change
by Adrienne Baldwin-White and Reem Shawkat
Educ. Sci. 2025, 15(6), 729; https://doi.org/10.3390/educsci15060729 - 11 Jun 2025
Viewed by 541
Abstract
In the digital era, technology is being utilized for educational purposes and to develop interventions. There are several known applications of technology in multiple disciplines. However, the social sciences, in particular, have been slow to adopt technologies for intervention, prevention, and educational tools. [...] Read more.
In the digital era, technology is being utilized for educational purposes and to develop interventions. There are several known applications of technology in multiple disciplines. However, the social sciences, in particular, have been slow to adopt technologies for intervention, prevention, and educational tools. In addition, for those who want to integrate technology into current programming or develop technology to address a problem, there are no resources on how to engage in the integration or development process. This paper sought to address this gap by documenting the development process of a video game that was created to address the issue of gender-based violence among college students. Specifically, it focuses on the design and piloting of a narrative-based game centered on beliefs and behaviors related to gender-based violence. The aim of the game is to offer an alternative approach to existing prevention programs, particularly targeting emerging adults in college settings due to their prolific and preference for the use of technology, the high rates of sexual and dating violence on college campuses, and their need for more engaging gender-based violence prevention education strategies. This paper intended to contribute to ongoing dialogue and efforts related to the creation and integration of technology in the helping professions. Full article
(This article belongs to the Special Issue Higher Education Development and Technological Innovation)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-2
Back to TopTop