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Education Sciences
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21st Century Science Classrooms: Innovative Approaches to Technology Integration
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21st Century Science Classrooms: Innovative Approaches to Technology Integration

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

Deadline for manuscript submissions: 1 September 2026 | Viewed by 5268

Special Issue Editors

Dr. Jiyoon Yoon

E-Mail Website
Guest Editor
Department of Teacher & Administrator Preparation, University of Texas Arlington, Arlington, TX 76019, USA
Interests: science teacher education; educational technology; interdisciplinary approach; culturally responsive science teaching; inquiry-based learning
Dr. Peggy Semingson

E-Mail Website
Guest Editor
Linguistics and TESOL, University of Texas Arlington, Arlington, TX 76019, USA
Interests: online education

Special Issue Information

Dear Colleagues,

In an era defined by rapid technological advancements and shifting educational paradigms, science education must evolve to meet the demands of the 21st century. We are working on a Special Issue that will explore the innovative integration of technology into science classrooms across all levels, from primary schools through to higher education. As schools and universities increasingly adopt digital tools, it becomes essential to examine how these technologies can enhance inquiry-based learning, promote equity, and improve teaching and learning outcomes in science.

This Special Issue aims to bring together original research articles and comprehensive reviews that address theoretical frameworks, empirical findings, and design-based approaches related to technology-enhanced science classrooms. We welcome submissions that explore both opportunities and challenges, offering practical insights and scholarly perspectives that support evidence-based decision-making and inclusive pedagogical practices.

Topics of interest include, but are not limited to, the following:

  • Artificial intelligence and machine learning in science instruction;
  • Augmented and virtual reality applications in science learning;
  • Digital simulations and modeling in STEM classrooms;
  • Technology-supported formative assessment;
  • Equity and access in digital science education;
  • Culturally responsive technology integration in science teaching;
  • Professional development in technology use for educators;
  • Student engagement and motivation through emerging technologies.

We look forward to your valuable contributions to this timely and impactful Special Issue.

Dr. Jiyoon Yoon
Dr. Peggy Semingson
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 250 words) can be sent to the Editorial Office for assessment.

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

  • technology-enhanced science education
  • inquiry-based learning
  • equity and access
  • artificial intelligence (AI)
  • machine learning
  • augmented reality (AR) and virtual reality (VR)
  • digital simulations and modelling
  • formative assessment
  • culturally responsive technology integration
  • professional development for educators

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

Published Papers (5 papers)

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Research

14 pages, 1032 KB  
Article
Enhancing Medical Education Through Personalized Learning with zSpace Technology: A Case Study on the Respiratory System
by Boyana Ivanova, Kamelia Shoylekova and Valentina Voinohovska
Educ. Sci. 2026, 16(3), 476; https://doi.org/10.3390/educsci16030476 - 19 Mar 2026
Viewed by 199
Abstract
The integration of immersive educational technologies into medical education has attracted growing attention owing to their potential to improve the learning of complex anatomical structures and specialized terminology. This study investigates the use of zSpace technology as an interactive, learner-centered instructional tool for [...] Read more.
The integration of immersive educational technologies into medical education has attracted growing attention owing to their potential to improve the learning of complex anatomical structures and specialized terminology. This study investigates the use of zSpace technology as an interactive, learner-centered instructional tool for teaching the human respiratory system to undergraduate students in Nursing, Midwifery, and Physician Assistant programs. A structured pedagogical framework combined prior theoretical instruction in anatomy and Latin medical terminology with a zSpace-based practical learning activity was used. After the workshop, the students completed a survey evaluating perceived learning effectiveness, student engagement, and the quality of three-dimensional (3D) visualization. Data from 34 participants were analyzed using descriptive statistics and reliability analysis. The results indicated high levels of student satisfaction regarding the clarity, anatomical detail, and educational value of the immersive 3D models, along with higher levels of engagement compared with traditional methods. Despite challenges related to technical infrastructure, lecturer readiness, and students’ digital competencies, the findings support the pedagogical relevance of immersive 3D technologies in medical education. Overall, the findings suggest that students perceive zSpace technology as supporting anatomical understanding and enhancing engagement within the studied context. Full article
(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)
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21 pages, 561 KB  
Article
Exploring Parent and Teacher Perceptions of Multimodal Educational Games for Engaging Girls in STEM
by Sarika Kewalramani, Gerarda Richards, Chris Speldewinde, George Aranda, Linda Hobbs and Lihua Xu
Educ. Sci. 2026, 16(3), 379; https://doi.org/10.3390/educsci16030379 - 2 Mar 2026
Viewed by 1121
Abstract
This study co-designed and developed multimodal educational games in collaboration with parents and teachers to engage girls in STEM from early childhood onward. Recent studies examine the supportive and complementary role of digital educational technology, such as multimodal games, in engaging girls in [...] Read more.
This study co-designed and developed multimodal educational games in collaboration with parents and teachers to engage girls in STEM from early childhood onward. Recent studies examine the supportive and complementary role of digital educational technology, such as multimodal games, in engaging girls in STEM education during primary and secondary schooling. Different skills, such as computational thinking, mathematical and scientific skills, can be developed via simulations, models, narrative-rich videos, and digital games. However, there is limited research on how parents and teachers perceive how multimodal games can engage children, especially girls in STEM, in early years learning environments, both at home and in formal educational classroom play-based learning contexts. Employing a multi-case study approach, the study conducted focus group discussions (N = 10) with 15 parents and 15 teachers of children from birth to 8 years of age. The theoretical framework underpinning Bronfenbrenner’s socioecological lens guided the thematic data analysis, particularly acknowledging theoretical ideas that a young girl’s natural learning environment comprises parents, siblings, peers, and early childhood professionals (e.g., educators) who play an essential role in the development of a child’s early STEM engagement. Findings indicate the essential role of the pedagogue (both parents and educators), with multimodal technologies (games) acting as the third teacher, being critical in scaffolding girls’ early STEM education by capitalising on multimodal learning environments. Implications pertain to designing hands-on, multimodal games that enable children to engage seamlessly with science and mathematics concepts through a variety of design features, including problem-solving, doing, constructing, role-play, and gamification. Full article
(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)
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39 pages, 2865 KB  
Article
Students’ Perception of the Pedagogical Approach to Geography Teaching and Learning Through Google Earth Pro
by Marioara Pascu and Natacha Duroisin
Educ. Sci. 2026, 16(2), 268; https://doi.org/10.3390/educsci16020268 - 8 Feb 2026
Viewed by 588
Abstract
This study aims to identify students’ perceptions of the teaching strategy employed by teachers during the Geography teaching–learning process, given that the experimental group used Google Earth Pro. The research sample consisted of 229 participants. The research methods were surveys and statistical analysis. [...] Read more.
This study aims to identify students’ perceptions of the teaching strategy employed by teachers during the Geography teaching–learning process, given that the experimental group used Google Earth Pro. The research sample consisted of 229 participants. The research methods were surveys and statistical analysis. The research hypotheses were based on the following premises: the use of Google Earth Pro software could influence students’ perceptions differently in terms of its impact on their personal learning experience and the teaching strategy applied in the classroom as a whole; there could be an association between how students perceived Google Earth Pro software and the benefits of this digital tool as a learning aid and as an integral part of the teaching strategy. The research hypotheses were statistically validated using the statistical test for comparing proportions and means and the chi-square test—Pearson’s correlation coefficient. The research results highlighted statistically significant differences between the experimental group (B) and the control group (A) in most components of the teaching–learning–assessment strategy (method, learning tools and teaching resources used, student organization) but also in terms of students’ interest and motivation for learning Geography, the content taught, the targeted skills, and the time allocated by students to preparing for Geography lessons. GEP brings numerous benefits to the teaching–learning process of Geography, having a positive impact on: understanding the content taught, applying what has been learned and transposing it into a new context, making connections with other disciplines, critical thinking, consolidating prior knowledge, and improving STEM knowledge. Full article
(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)
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19 pages, 1421 KB  
Article
Turning the Page: Pre-Class AI-Generated Podcasts Improve Student Outcomes in Ecology and Environmental Biology
by Laura Díaz and Víctor D. Carmona-Galindo
Educ. Sci. 2026, 16(1), 168; https://doi.org/10.3390/educsci16010168 - 22 Jan 2026
Cited by 1 | Viewed by 693
Abstract
In the aftermath of the COVID-19 pandemic, instructors in higher education have reported a decline in foundational reading habits, particularly in STEM courses where dense, technical texts are common. This study examines a low-barrier instructional intervention that used generative AI (GenAI) to support [...] Read more.
In the aftermath of the COVID-19 pandemic, instructors in higher education have reported a decline in foundational reading habits, particularly in STEM courses where dense, technical texts are common. This study examines a low-barrier instructional intervention that used generative AI (GenAI) to support pre-class preparation in two upper-division biology courses. Weekly AI-generated audio overviews—“podcasts”—were paired with timed, textbook-based online quizzes. These tools were not intended to replace reading, but to scaffold engagement, reduce preparation anxiety, and promote early familiarity with course content. We analyzed student engagement, perceptions, and performance using pre/post surveys, quiz scores, and exam outcomes. Students reported that the podcasts helped manage time constraints, improved their readiness for lecture, and increased their motivation to read. Those who consistently completed the quizzes performed significantly better on closed-book, in-class exams and earned higher final course grades. Our findings suggest that GenAI tools, when integrated intentionally, can reintroduce structured learning behaviors in post-pandemic classrooms. By meeting students where they are—without compromising cognitive rigor—audio-based scaffolds may offer inclusive, scalable strategies for improving academic performance and reengaging students with scientific content in an increasingly attention-fragmented educational landscape. Full article
(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)
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38 pages, 6349 KB  
Article
Developing Middle School Students’ Systems Thinking in Earth Science Through Dynamic Simulations: The Case of the Rock Cycle
by Nicole Panorkou, Amanda Provost and Gabriella Migliore
Educ. Sci. 2025, 15(11), 1477; https://doi.org/10.3390/educsci15111477 - 3 Nov 2025
Viewed by 1425
Abstract
In this paper, we discuss the development of students’ systems thinking about the rock cycle as they interact with an instructional module that includes three interactive simulations and accompanying questioning. We present the reasoning of six students from a whole-class design experiment in [...] Read more.
In this paper, we discuss the development of students’ systems thinking about the rock cycle as they interact with an instructional module that includes three interactive simulations and accompanying questioning. We present the reasoning of six students from a whole-class design experiment in a sixth-grade classroom to describe how students’ systems thinking may be constructed and reorganized through activity with our design. Our findings highlight a framework of students’ systems thinking about the rock cycle that builds and expands prior work to specific sub-components. We also discuss an emerging framework for supporting students’ systems thinking through careful design of simulation and questioning orchestrations. These two frameworks can be used to create other instructional modules that have the potential to develop students’ systems thinking in the context of earth science. Full article
(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)
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