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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 20 October 2025 | Viewed by 23060

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Special Issue Editors

Prof. Dr. José María Fernández-Batanero

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Guest Editor

Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: teacher training; special education; ICT; digital competence
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Prof. Dr. Pedro José Arrifano Tadeu

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Guest Editor

Centre for Studies in Education and Innovation (CI&DEI-ESECD), Polytechnic Institute of Guarda, 6300-559 Guarda, Portugal
Interests: mathematics education; multicultural education; special education; ICT; teacher training
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Prof. Dr. Carlos Jorge Gonçalves Brigas

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Guest Editor

Centre for Studies in Education and Innovation (CI&DEI-ESECD), Polytechnic Institute of Guarda, 6300-559 Guarda, Portugal
Interests: ICT; informatics education; inclusion; teacher training in ICT
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The dizzying proliferation of information and communication technologies (ICTs) means that we are in a state of continuous transformation and improvement in all sectors—from economic, social, and health to how we learn. Hence, educational environments can be opened up to the world thanks to these new resources and can interact with other realities, thus leading to the appearance of new spaces for the access and production of learning while contributing to the elimination of barriers that allow everyone to be closer to education. This interest in equality and equity is evident in all international initiatives in recent decades. To talk about ICTs in sustainable training environments is to refer to technologies as instruments of approach to all people, taking into account the possibilities they offer us to improve the living conditions of traditionally marginalized groups, among which we can point out women, ethnic and linguistic minorities, the elderly, people with disabilities, etc. The interaction between ICTs applied in training contexts should contribute to the development of learning environments that take into account the full diversity of students, enhancing other ways of teaching and learning, living together and relating, and betting on education innovation oriented toward equity. In both fully virtual and technology-supported face-to-face teaching scenarios, ICTs open up a range of possibilities capable of overcoming the shortcomings of conventional education systems and providing environments of learning with greater pedagogical potential. This monograph aims to deepen the analysis and discussion of ICTs as positive learning environments. To this end, the inescapable reflection on the need for technology as an instrument of approach for all people is presented.

Prof. Dr. José María Fernández-Batanero
Prof. Dr. Pedro José Arrifano Tadeu
Prof. Dr. Carlos Jorge Gonçalves Brigas
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.

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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

education and ICT
teachers’ digital competence
assistive technology
ICT and gender equality
ICT in mediated educational experiences
emerging technologies in contexts of diversity
ICT training policies for equality

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Published Papers (9 papers)

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Research

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17 pages, 3274 KiB

Open AccessArticle

Virtual Environment in Engineering Education: The Role of Guidance, Knowledge and Skills Development in Electronic Circuits Teaching

by Christos Tokatlidis, Sophia Rapti, Sokratis Tselegkaridis, Theodosios Sapounidis and Dimitrios Papakostas

Educ. Sci. 2024, 14(12), 1336; https://doi.org/10.3390/educsci14121336 - 6 Dec 2024

Cited by 2 | Viewed by 1057

Abstract

Information and Communication Technologies can create effective learning experiences and might enhance students’ knowledge and skills. In particular, virtual technologies are emerging as a transformative tool in education, in areas such as electronic circuits. Studies have shown that virtual environments in electronic circuit education could provide students with immersive learning experiences, facilitating the practical application of circuit theory in a cost-effective and safe manner. Yet, this field, and especially the operational amplifiers, is limitedly explored regarding the most efficient approach to knowledge and skills development along with the role of teacher’s guidance. Therefore, this paper investigates the impact of a virtual environment on 138 engineering students’ outcomes using a pre-/post-test design. For the data analysis, among other methods, t-tests, ANCOVA, and repeated measures ANOVA were employed. Based on our results, the virtual setting can affect positively the students’ knowledge and improve their skills, revealing a correlation between these two aspects. Regarding the impact of guidance, our analysis showed that although students who received guidance generally performed better than those who did not, the differences were not statistically significant. Thus, this paper aims to serve as a useful guideline for educators and researchers willing to explore the circuit field utilizing virtual tools. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

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16 pages, 287 KiB

Open AccessArticle

Integrating ICT to Adopt Online Learning in Teacher Education in Ghana

by Benjamin Aidoo and Andrew Chebure

Educ. Sci. 2024, 14(12), 1313; https://doi.org/10.3390/educsci14121313 - 29 Nov 2024

Cited by 1 | Viewed by 2124

Abstract

ICT has opened opportunities for innovations in pedagogical approaches. Online learning is increasingly becoming popular in education and attractive because of the diverse benefits not only to educators and students but also to institutions. However, there is a continuous rise in debates on teacher educators competence in adopting online learning. Critics of online learning argue that using ICT to transform face-to-face courses into online courses brings issues, especially to some educators. This study aimed to investigate teacher educators experiences using ICT to transform and manage a virtual face-to-face course during and after the COVID-19 pandemic. A qualitative technique with semi-structured interviews was used to collect data from six college education teachers in Ghana who had taught the same courses between the 2020 and 2022 academic years. The findings showed that ICT integration has easily facilitated online learning and positively impacted teacher educators classroom practices. However, due to insufficient technical and infrastructural support from institutions and socio-cultural perspectives, educators exhibit low competence in managing their teaching and learning activities on time. This study’s results provide policymakers with unique insights for a better, sustainable, and equitable ICT integration in Ghana’s teacher education. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

17 pages, 2287 KiB

Open AccessArticle

Redesigning of Flexible Learning Itinerary Configurator (FLIC) for the Design of Learning Situations in Compulsory Education (FLIC-IPAFLEX)

by Jacoba Munar-Garau, Juan Moreno-Garcia, Barbara De-Benito-Crosetti and Jesus Salinas

Educ. Sci. 2024, 14(11), 1177; https://doi.org/10.3390/educsci14111177 - 28 Oct 2024

Viewed by 987

Abstract

This paper presents the redesign process of FLIC, a web application developed for creating personal learning itineraries in higher education, now adapted for primary and secondary education as FLIC-IPAFLEX. This redesign meets the need for personalised learning through flexible pathways. It supports teachers in creating learning situations (LSs) as per the criteria set forth by the new Spanish Education Law (LOMLOE). The SCRUM model, integrated into Design-Based Research (DBR), was employed, implementing several iterative cycles involving teachers to validate the tool’s utility. The platform facilitates the creation, publication, and reuse of LS by enabling the filtering of competencies, evaluation criteria, and basic knowledge, as well as integrating with Google Classroom, an application widely used by teachers. The results show a positive user evaluation, highlighting its ease of use and capacity to foster collaboration among teachers, thereby promoting the co-design of flexible and adaptive LSs. FLIC-IPAFLEX aims to contribute to the field of learning design technologies, aligning with the demands of compulsory education and supporting collaborative processes within the educational environment. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

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16 pages, 261 KiB

Open AccessArticle

Podcasts and Informal Learning: Exploring Knowledge Acquisition and Retention

by Ema Meden, Marko Radovan and Damijan Štefanc

Educ. Sci. 2024, 14(10), 1129; https://doi.org/10.3390/educsci14101129 - 17 Oct 2024

Viewed by 5230

Abstract

This study explores how podcasts’ accessibility fosters learning, examining listener engagement, content preferences, and the unique educational opportunities they offer. With the rise of digital audio platforms, podcasts have emerged as a significant medium for acquiring knowledge outside formal educational settings. Using an online survey, data were collected from 605 respondents, who were predominantly young and well educated, to understand their podcast listening habits and the extent of informal learning. The study categorizes informal learning into self-directed, incidental, and tacit learning. Results show that more than half of respondents engage in self-directed learning, while a third participate in incidental learning, indicating that podcasts serve as effective tools for intentional and unintentional knowledge acquisition. ANOVA analysis reveals that self-directed learners exhibit higher information retention and critical evaluation skills compared to tacit learners. Additionally, trust in podcast content is significantly higher among educated listeners. The study concludes that while podcasts are valuable for learning and professional development, there is a need for enhanced digital literacy to improve critical appraisal skills among listeners. These findings provide insights into the cognitive processes involved in podcast-based learning and suggest practical strategies for educators and content creators to enhance the educational impact of podcasts. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

19 pages, 1093 KiB

Open AccessArticle

Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case

by Filippo Messina and Pedro Tadeu

Educ. Sci. 2024, 14(10), 1120; https://doi.org/10.3390/educsci14101120 - 15 Oct 2024

Viewed by 1030

Abstract

(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

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13 pages, 574 KiB

Open AccessArticle

Developing Pedagogical Principles for Digital Assessment

by Anžela Jurāne-Brēmane

Educ. Sci. 2024, 14(10), 1067; https://doi.org/10.3390/educsci14101067 - 29 Sep 2024

Viewed by 1723

Abstract

Digitalization has been a widely discussed topic in recent years, and it has entered various areas, including education. The issue of identifying and applying pedagogical aspects in digitalization has not been sufficiently discussed in the literature. This deficiency is particularly obvious in terms of assessment, an integral part of the education. Assessment is one of the most important aspects in managing education environments. The research data were obtained by combining two methods: ten pedagogical practices were examined that utilized various technologies in assessment already in use before the pandemic; data from the previous focus group discussions were reviewed regarding to pedagogical principles. A concept map was used in formulating the principles. Finally, the Delphi method with five experts from four counties was applied to obtain an expert view. As a result, five pedagogical principles of digital assessment were developed: (1) the clear purpose of the assessment and explicit criteria; (2) choice of adequate technology; (3) sufficient digital competence and technological equipment; (4) use of technological opportunities; (5) consistent analysis and use of assessment data. This is especially important given the need to demonstrate the appropriate and full use of technology. Those pedagogical principles contribute to a shared understanding between stakeholders in education. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

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16 pages, 614 KiB

Open AccessEditor’s ChoiceArticle

Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs

by Julio Cabero-Almenara, Antonio Palacios-Rodríguez, María Isabel Loaiza-Aguirre and María del Rosario de Rivas-Manzano

Educ. Sci. 2024, 14(7), 740; https://doi.org/10.3390/educsci14070740 - 6 Jul 2024

Cited by 13 | Viewed by 4617

Abstract

This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, usage behavior, and intention to use AIEd. Results showed a high level of acceptance among teachers, influenced by factors like age, gender, and teaching modality. Additionally, it was found that constructivist pedagogical beliefs correlated positively with AIEd adoption. These insights are valuable for understanding AIEd integration in educational settings. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

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14 pages, 931 KiB

Open AccessArticle

Technological Tools in Higher Education: A Qualitative Analysis from the Perspective of Students with Disabilities

by José Fernández-Cerero, Julio Cabero-Almenara and Marta Montenegro-Rueda

Educ. Sci. 2024, 14(3), 310; https://doi.org/10.3390/educsci14030310 - 14 Mar 2024

Cited by 3 | Viewed by 2921

Abstract

The integration of information and communication technologies (ICT) in education has emerged as a transformative element, contributing significantly to the establishment of more inclusive educational environments. In this context, understanding the impact of technological tools becomes crucial to identifying the opportunities and limitations that students encounter when incorporating these resources in university classrooms. The main objective of this research is to analyse the impact of ICT use in higher education, with a specific focus on the perceptions of students with disabilities. Information was collected through interviews with university students with disabilities. The results reveal both advantages and difficulties and underline the importance of designing and implementing technologies in an inclusive way. Key issues relating to accessibility and participation are addressed, providing valuable insights for improving inclusive higher education in the digital age. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

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Other

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14 pages, 925 KiB

Open AccessSystematic Review

A Systematic Review of the Literature on Maker Education and Teacher Training

by Amaia Quintana-Ordorika, Urtza Garay-Ruiz and Javier Portillo-Berasaluce

Educ. Sci. 2024, 14(12), 1310; https://doi.org/10.3390/educsci14121310 - 29 Nov 2024

Cited by 1 | Viewed by 1914

Abstract

This systematic review aims to analyse the existing research on the introduction of maker education in teacher training and continuous professional development. There is a growing interest in defining the state of the art on this topic. Using the WOS database, 20 empirical studies published in peer-reviewed journals between 2019 and 2023 were further analysed. The studies were systematically examined to identify the general characteristics related to the type of maker education training intervention. The principal findings of this review indicate that the majority of training programmes are primarily aimed at pre-service and in-service teachers, and the number of articles published has increased significantly in recent years; moreover, the characteristics of these programmes vary considerably across the studies identified, indicating an uneven distribution of research activity. Despite the growth in the literature, there is still a notable gap in terms of the specific knowledge acquisition that teachers require in order to effectively implement maker education. While many studies emphasise equipping educators with both practical skills and theoretical knowledge, fewer focus solely on knowledge acquisition. This review emphasises the value of immersive experiences for training teachers, demonstrating the positive impact such experiences can have on their confidence and mindset. Additionally, the potential of virtual training programmes to create collaborative, supportive learning environments represents an innovative approach to enhancing teacher preparation in maker education. Based on the findings, it must be emphasised that there is still a need for the further research and development of maker education training models specifically designed to facilitate the integration of making approaches into formal education. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

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