Knowledge Management in Learning and Education

Dear Colleagues,

A paradigm shift in teaching and learning has been experienced at all educational levels due to the global COVID-19 pandemic. The widespread use of online learning facilitated by educational technology, such as social media, open online courses, collaborative virtual environments, virtual classrooms, and artificial intelligence, is one of the most significant changes. Social distancing policies first required these modifications to facilitate flexible learning in these extraordinary times. Nevertheless, as we move into the present day, these technologies—particularly the latest developments in artificial intelligence—are now employed to enhance, enrich, and maintain flexible learning in the years after the pandemic.

Although the intrinsic qualities of these technologies—such as intelligence, connectivity, and interactivity—promote innovative forms of flexible learning, a thorough investigation of their ability to satisfy the changing demands and expectations of learning in this "new normal" era remains vital. In order to guarantee improvements in flexible learning, academics and practitioners in the area must conceptualize, create, and assess a variety of technology-mediated metrics, techniques, and practices, given the possibility that the current circumstances will continue.

This Special Issue aims to gather novel research regarding how technology-mediated policies, knowledge-based education strategies, and practices may support and enhance flexible education. This Special Issue of Knowledge welcomes the submission of original research papers, systematic reviews, and meta-analyses that address the following subjects:

• Learning management systems;
• Adaptive learning;
• Application of AI in teaching and learning;
• Computer-supported collaborative learning;
• Content development for blended learning;
• Improved flexibility in learning processes;
• Intelligent assessment tools;
• Intelligent student advising;
• Intelligent tutoring systems;
• Interactive learning systems;
• Learning analytics and education big data;
• Pedagogical and psychological issues;
• Personalised learning with AI;
• Practices in education;
• Strategies for learning;
• Technology-enabled teaching and learning strategies;
• Other topics related to knowledge-based education and practice in education.

Dr. Dan-Alexandru Szabo
Dr. Carmen Pârvu
Dr. George Dănuţ Mocanu
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.

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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Knowledge is an international peer-reviewed open access quarterly 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 1000 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.

• learning management
• management in education
• educational policies
• online learning
• technology-mediated learning
• open education