Technology-Enhanced Learning in STEM Education

Dear Colleagues,

Contemporary higher education is undergoing a rapid transformation driven by Industry 4.0 and 5.0, which necessitates a workforce skilled in artificial intelligence (AI), biotechnology, and complex problem-solving. STEM education is at the center of this evolution, as educators strive to cultivate 21st-century competencies such as creativity, critical thinking, and interdisciplinary collaboration. The integration of AI-infused systems presents a significant opportunity to enhance individualized learning, allowing for adaptive platforms that respond to the unique needs of each student. This shift is not merely a pedagogical trend but a strategic imperative to address global talent shortages and maintain national competitiveness in an increasingly innovation-driven economy.

However, this transition also presents substantial challenges, including ethical dilemmas regarding data privacy, algorithmic transparency, and the potential for bias in AI outputs. Furthermore, there is a pressing need to bridge the gap between theoretical advancements and classroom practice, ensuring that educators possess the Technological Pedagogical Content Knowledge (TPACK) required to implement these tools effectively. Research indicates that while technology can narrow achievement gaps, its success in higher education depends on robust support systems and a shift toward active learning frameworks that promote student agency. This Special Issue is timely as it addresses the urgent need for evidence-based strategies that leverage technology to create inclusive, personalized, and rigorous STEM learning environments.

This Special Issue aims to present and disseminate the most recent advances related to Technology-Enhanced Learning (TEL) in higher education STEM contexts, with a specific focus on Artificial Intelligence and personalized learning paths. We consider contributions addressing the theoretical underpinnings, empirical evaluations, and ethical frameworks that guide the integration of emergent technologies to support diverse learners and foster 21st-century skills.

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

• AI-driven personalized learning paths and adaptive software in undergraduate STEM courses.
• Generative AI (e.g., Large Language Models) for the design and delivery of interactive STEM materials.
• Ethical considerations in AI-driven educational assessment, including transparency, privacy, and bias mitigation.
• Active learning and student engagement in online, flipped, and hybrid STEM higher education.
• The role of AI in fostering 21st-century skills (critical thinking, collaboration, and problem-solving).
• Inclusive STEM practices using AI and assistive technologies for special-needs students.
• Faculty readiness and self-efficacy in adopting emergent AI tools within higher education STEM departments.
• The impact of AI on cross-disciplinary literacy and real-world problem-solving in engineering and science curricula.

Prof. Dr. Irene Govender
Guest Editor

Manuscript Submission Information

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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-anonymized 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 2000 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.

• active learning
• computational thinking
• generative AI
• artificial intelligence in education (AIEd)