Educational Practice That Shapes Intelligence Development
A special issue of Journal of Intelligence (ISSN 2079-3200).
Deadline for manuscript submissions: 31 December 2026 | Viewed by 284
Editors
Interests: development of adolescent thinking; creative thinking; computational thinking; cognitive and intellectual development
Interests: innovative thinking and creativity; development of adolescent thinking; student cognitive development
Special Issue Information
Dear Colleagues,
This Special Issue examines how educational practices, from instructional design to classroom environments, influence intellectual and cognitive development across diverse educational contexts. Moving beyond traditional psychometric approaches, we invite research that illuminates the dynamic interplay between pedagogy and the development of intelligence (e.g., cognitive intelligence, emotional intelligence, social intelligence, and academic intelligence), creativity, problem-solving skills, and domain-specific competencies.
The study of intelligence is inherently multidisciplinary in nature; therefore, this Special Issue welcomes contributions from researchers in fields as diverse as science education, educational psychology, developmental psychology, and psychosociology alike. Moreover, we particularly seek research that employs diverse methodological perspectives, including longitudinal intervention studies, quasi-experimental classroom research, educational neuroscience (fNIRS, EEG, fMRI, and cognitive-developmental approaches. We will also consider systematic literature reviews and meta-analyses (but only a limited number). We generally discourage submissions of studies with low-powered analytical methods, with exceptions.
Research areas may include (but are not limited to) the following:
- Cognitive mechanisms underlying educational effects on intelligence;
- Domain-general vs. domain-specific contributions to intelligence growth;
- Longitudinal and developmental perspectives;
- Educational inequality and intelligence development;
- Evidence-based educational interventions targeting intelligence;
- Neuroscientific and biological perspectives;
- Motivation, personality, and intelligence development;
- Technology-enhanced learning and cognitive development.
We particularly encourage studies examining mechanisms underlying educational effects, individual differences in responsiveness to instructional approaches, and ecological validity in real-world educational settings. Therefore, contributions bridging educational science, cognitive science, developmental psychology, and offering actionable actions for educational practice are especially sought.
We look forward to your contributions.
Dr. Dong Yang
Dr. Peng Chen
Dr. Chaoyi Wang
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-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence 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 2600 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
- intelligence development
- embodied cognition
- instructional design
- cognitive development
- executive function
- learning interventions
- classroom-based research
- individual differences
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