Education in Times of Crisis: Pedagogical, Psychological, and Social Dimensions of Teaching and Learning
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 1 April 2027 | Viewed by 17
Special Issue Editors
Interests: educational technology; digital literacy; crisis and emergency remote teaching; self-regulated learning; higher education; scientometrics; open access publishing; teacher resilience
Interests: teaching and learning in technology-intensive environments; knowledge management in digital learning environments; social networks as learning platforms; information science; applied artificial intelligence in education
Special Issue Information
Dear Colleagues,
Teaching and learning in times of crisis are among the most pressing concerns for educational systems worldwide. Crises such as wars, pandemics, displacement, natural disasters, social instability, and institutional disruption challenge the continuity, quality, and equity of education at all levels. They affect not only instructional processes, but also the psychological well-being, social connectedness, and resilience of learners, educators, families, and educational communities.
This Special Issue aims to bring together scholarly work that examines how education is challenged, transformed, and reimagined under conditions of uncertainty. We invite contributions exploring pedagogical adaptations, digital and hybrid learning, teacher and learner resilience, self-regulation, well-being, social support, inclusion, equity, community engagement, educational leadership, and policy responses across a range of crisis contexts.
The Special Issue welcomes empirical studies, theoretical papers, literature reviews, case studies, and comparative research. Submissions may address diverse educational settings, including K–12 schools, higher education, informal learning environments, teacher education, and professional development. By integrating pedagogical, psychological, and social perspectives, this Special Issue seeks to advance understanding of how educational systems and communities can respond to crises in ways that support meaningful learning, well-being, inclusion, and resilience.
Topics of interest include, but are not limited to, the following:
– Pedagogical adaptations and instructional continuity during crisis;
– Digital and hybrid learning in emergency and post-crisis contexts;
– Self-regulation and well-being of students and teachers under crisis conditions;
– Teacher resilience, burnout, and professional identity during crises;
– Equity, inclusion, and access to education during emergencies;
– Community, family, and social support for learning continuity;
– Educational leadership and policy responses to crisis;
– Higher education responses to ongoing or prolonged crises.
We look forward to receiving your contributions.
Dr. Shlomit Hadad
Dr. Mor Deshen
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
- crisis education
- emergency remote teaching
- self-regulated learning
- psychological well-being
- teacher resilience
- pedagogical adaptation
- digital learning
- higher education
- educational equity
- wartime learning
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