Transforming Education with Generative AI, Emerging Technologies, and Critical Digital Competence
A special issue of Multimodal Technologies and Interaction (ISSN 2414-4088).
Deadline for manuscript submissions: 31 January 2027 | Viewed by 17
Special Issue Editors
Interests: education; educational technology; digital competence; AI
Interests: education; educational technology; digital competence; AI
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
The rapid advancement of Generative Artificial Intelligence (GenAI) and emerging digital technologies is transforming educational systems worldwide. Technologies such as generative AI, extended reality (XR), immersive environments, multimodal learning systems, learning analytics, and intelligent educational platforms are reshaping teaching, learning, assessment, communication, and knowledge creation across formal and informal educational contexts.
In parallel, these transformations have intensified the need to develop critical digital competence among educators and students. Beyond the technical use of digital tools, current educational challenges require individuals to critically evaluate information, interact ethically and responsibly with AI systems, understand algorithmic influences, address issues related to misinformation and data privacy, and promote inclusive and human-centered digital practices. In this context, special attention should also be paid toward issues of equity, diversity, and gender in the design, adoption, and impact of digital technologies in education.
This Special Issue aims to explore how Generative AI and emerging technologies are driving educational transformation while fostering critical digital competence and innovative pedagogical approaches. We welcome contributions addressing the opportunities, challenges, ethical implications, and educational impact of intelligent and multimodal technologies in diverse educational settings, including analyses that consider inclusion and gender-sensitive perspectives in digital learning environments.
Particular attention will be given to interdisciplinary perspectives that integrate technological innovation, educational research, human–computer interaction, digital literacy, and critical approaches to technology-enhanced learning.
We invite submissions of original research articles, systematic reviews, theoretical papers, case studies, and short communications that contribute to advancing knowledge in this evolving field.
Prof. Dr. Carmen Fernández-Morante
Prof. Dr. Beatriz Cebreiro-López
Prof. Dr. Antonio Palacios-Rodríguez
Prof. Dr. Lorena Casal-Otero
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 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. Multimodal Technologies and Interaction 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
- generative artificial intelligence in education
- critical digital competence
- critical digital literacy
- AI literacy and ethics
- emerging technologies in education
- extended reality (XR)
- virtual reality (VR) and augmented reality (AR)
- multimodal learning environments
- teacher digital competence
- educational innovation
- intelligent tutoring systems
- learning analytics
- human–AI interaction
- digital citizenship
- misinformation and media literacy
- higher education and educational technology
- adaptive learning systems
- educational transformation
- technology-enhanced learning
- equity and inclusion in digital education
- gender and technology in education
- gender-sensitive digital learning environments
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