Announcements

MDPI is delighted to announce the establishment of the Michele Parrinello Award. Named in honor of Professor Michele Parrinello, the award celebrates his exceptional contributions and his profound impact on the field of computational physical science research.

The award will be presented biennially to distinguished scientists who have made outstanding achievements and contributions in the field of computational physical science—spanning physics, chemistry, and materials science.

About Professor Michele Parrinello

"Do not be afraid of new things. I see it many times when we discuss a new thing that young people are scared to go against the mainstream a little bit, thinking what is going to happen to me and so on. Be confident that what you do is meaningful, and do not be afraid, do not listen too much to what other people have to say.”

——Professor Michele Parrinello

Born in Messina in 1945, he received his degree from the University of Bologna and is currently affiliated with the Italian Institute of Technology. Professor Parrinello is known for his many technical innovations in the field of atomistic simulations and for a wealth of interdisciplinary applications ranging from materials science to chemistry and biology. Together with Roberto Car, he introduced ab initio molecular dynamics, also known as the Car–Parrinello method, marking the beginning of a new era both in the area of electronic structure calculations and in molecular dynamics simulations. He is also known for the Parrinello–Rahman method, which allows crystalline phase transitions to be studied by molecular dynamics. More recently, he has introduced metadynamics for the study of rare events and the calculation of free energies.

For his work, he has been awarded many prizes and honorary degrees. He is a member of numerous academies and learned societies, including the German Berlin-Brandenburgische Akademie der Wissenschaften, the British Royal Society, and the Italian Accademia Nazionale dei Lincei, which is the major academy in his home country of Italy.

Award Committee

The award committee will be chaired by Professor Xin-Gao Gong, a computational condensed matter physicist, academician of the Chinese Academy of Sciences, and professor at the Department of Physics, Fudan University. Professor Xin-Gao Gong will lead a panel of several senior experts in the field to oversee the evaluation and selection process. The Institute for Computational Physical Sciences at Fudan University (Shanghai, China), led by Professor Xin-Gao Gong, will serve as the supporting institute for the award.

"We hope the Michele Parrinello Award will recognize scientists who have made significant contributions to the field of computational condensed matter physics and at the same time set a benchmark for the younger generation, providing clear direction for their pursuit—this is precisely the original intention behind establishing the award."

——Professor Xin-Gao Gong

The first edition of the award was officially launched on 1 November 2025. Nominations will be accepted before the end of March 2026. For further details, please visit mparrinelloaward.org.

About the MDPI Sustainability Foundation and MDPI Awards

The Michele Parrinello Award is part of the MDPI Sustainability Foundation, which is dedicated to advancing sustainable development through scientific progress and global collaboration. The foundation also oversees the World Sustainability Award, the Emerging Sustainability Leader Award, and the Tu Youyou Award. The establishment of the Michele Parrinello Award will further enrich the existing award portfolio, providing continued and diversified financial support to outstanding professionals across various fields. 

In addition to these foundation-level awards, MDPI journals also recognize outstanding contributions through a range of honors, including Best Paper Awards, Outstanding Reviewer Awards, Young Investigator Awards, Travel Awards, Best PhD Thesis Awards, Editor of Distinction Awards, and others. These initiatives aim to recognize excellence across disciplines and career stages, contributing to the long-term vitality and sustainability of scientific research.

Find more information on awards here.

In order to further enhance the international influence of Societies (ISSN: 2075-4698) and support the Editorial Board with additional expertise, Societies is inviting interested and eligible researchers from academia to apply for Editorial Board membership.

Editorial Board Members will hold the position for two years, with the possibility of renewal for a second term.

Application eligibility:

• Researchers must have completed their doctorate/Ph.D. in the past 10 years (considering exceptions for career interruptions, including medical and family leave);
• Researchers must have served as the first author/corresponding author on at least five peer-reviewed and published manuscripts in the last five years;
• Researchers must have published impactful work in the field of sociology;
• Researchers must currently (at the time of application) hold a Senior Lecturer, Associate Professor, or Professor title in academia;
• Researchers must be actively engaged in their community (e.g., experienced at presenting at conferences or involved in professional organizations).

 Benefits for Editorial Board Members include the following:

• A certificate of appointment as an Editorial Board Member will be provided;
• An Editorial Board Member may publish one paper per year, free of charge, in an open access format;
• The journal will regularly acknowledge those who have participated in the peer review process on the journal’s website;
• There will be opportunities to participate in or host annual meetings and online seminars organized by the Editor-in-Chief and the Editorial Board Members.

 Responsibilities of Editorial Board Members include the following:

• An Editorial Board Member is asked to review a couple of manuscripts per year and make decisions (i.e., whether to accept or reject them for publication);
• An Editorial Board Member may also write papers for the journal or serve as a Guest Editor of a Special Issue related to their research interests;
• The Editorial Office will seek advice from the Editorial Board whenever this is necessary or productive.

Applications:
Please fill in the application form here.

Please send the application form and your resume to societies@mdpi.com
with the subject “Societies Editorial Board Application + Name”.

Application deadline: 15 May 2025.

Selection process:
The initial screening of application materials will be followed by selection by the Editor-in-Chief and Editorial Board Members; an email notification will follow, and thereafter a certificate of appointment will be issued.

World Day of Social Justice, observed annually on 20 February, highlights the global commitment to building fairer and more inclusive societies. Established by the United Nations General Assembly, the day draws attention to persistent challenges such as inequality, social exclusion, unemployment, and poverty, and calls for collective action to address the structural barriers that limit opportunity and participation.

Despite ongoing progress, many individuals and communities continue to face systemic discrimination and unequal access to education, healthcare, and decent work. These interconnected challenges reinforce cycles of disadvantage, underscoring the need for sustained research, dialogue, and evidence-based solutions to advance social justice worldwide.

In support of World Day of Social Justice 2026 and Sustainable Development Goal 16 (Peace, Justice and Strong Institutions), MDPI journals aim to foster interdisciplinary dialogue and research on equity, inclusion, and social development. Through Special Issues and research articles, MDPI provides platforms to explore social justice from diverse perspectives, including sociology, public policy, education, and human rights.

“Digital Intermediation and Precarity: Experiences of Domestic Workers in Chile’s Platform Labor Economy”
by Rosa Villarroel-Valdés, Carla Valdés-Sarmiento and Nelson Lay-Raby
Platforms 2025, 3(4), 19; https://doi.org/10.3390/platforms3040019

“Exploring the Intersection of Youth Development, Physical Education, Teacher Education, and Social Justice”
by Cory Elijah Dixon
Youth 2025, 5(2), 59; https://doi.org/10.3390/youth5020059

“The Vulnerability and Injustices Faced by Young Carers in Developed Societies”
by Gottfried Schweiger
Societies 2025, 15(4), 101; https://doi.org/10.3390/soc15040101

“Inter-American Human Rights System and Social Change in Latin America”
by Martha Gutiérrez
Laws 2025, 14(2), 14; https://doi.org/10.3390/laws14020014

“Cross-Disciplinary Rapid Scoping Review of Structural Racial and Caste Discrimination Associated with Population Health Disparities in the 21st Century“
by Drona P. Rasali, Brendan M. Woodruff, Fatima A. Alzyoud, Daniel Kiel, Katharine T. Schaffzin, William D. Osei, Chandra L. Ford and Shanthi Johnson
Societies 2024, 14(9), 186; https://doi.org/10.3390/soc14090186

“One Justice for All? Social Dilemmas, Environmental Risks and Different Notions of Distributive Justice”
by Ulf Liebe, Heidi Bruderer Enzler, Andreas Diekmann and Peter Preisendörfer
Games 2024, 15(4), 25; https://doi.org/10.3390/g15040025

“The Evolving Landscape of Spanish Language Representation in U.S. Media: From Overt to Covert Discrimination”
by Grace A. Parker, Maia Botek and Diego Pascual y Cabo
Languages 2024, 9(6), 220; https://doi.org/10.3390/languages9060220

“Applied Theatre: Research-Based Theatre, or Theatre-Based Research? Exploring the Possibilities of Finding Social, Spatial, and Cognitive Justice in Informal Housing Settlements in India, or Tales from the Banyan Tree”
by Selina Busby
Arts 2024, 13(2), 63; https://doi.org/10.3390/arts13020063

“Educating Youth to Civic Engagement for Social Justice: Evaluation of a Secondary School Project”
by Mara Martini, Chiara Rollero, Marco Rizzo, Sabrina Di Carlo, Norma De Piccoli and Angela Fedi
Behav. Sci. 2023, 13(8), 650; https://doi.org/10.3390/bs13080650

“Social Justice in Theological Education: Challenges and Opportunities” Guest Editor: Prof. Dr. Ana Thea Filipović Submission deadline: 31 May 2026	“Chinese Languages and Their Neighbours in Southeast Asia” Guest Editors: Dr. Pui Yiu Szeto and Prof. Dr. Umberto Ansaldo Submission deadline: 31 August 2026
“Innovations in Affordable Housing Design” Guest Editors: Prof. Dr. Noelia Cervero Sánchez and Prof. Dr. Jaime J. Ferrer Forés Submission deadline: 30 September 2026	“Photography, Civil Society and the Crisis of Democracy” Guest Editor: Dr. Terri Weissman Submission deadline: 15 November 2026

“Shakespeare After Democracy―Shakespeare in the Age of New Authoritarianism” Guest Editor: Prof. Dr. Marcela Kostihova Submission deadline: 30 November 2026	“Migration and Transnational Religions: Identities and Networks” Topic Editors: Prof. Dr. Nanlai Cao, Dr. Francis Khek Gee Lim and Prof. Dr. Giuseppe Giordan Submission deadline: 31 January 2027

Conference: Population Association of America 2026 Annual Meeting
Organization: Population Association of America
Date: 6–9 May 2026
Place: Missouri America’s Center, St. Louis, Missouri, USA

MDPI journals will be attending the Population Association of America 2026 Annual Meeting as exhibitors. This meeting will be held at the Missouri America’s Center, St. Louis, Missouri, USA, from 6 to 9 May 2026.

The Population Association of America’s annual meeting is the premier conference of demographers and social and health scientists from the United States and abroad. Since PAA’s first conference in 1932, much important research has been presented on topics ranging from migration to reproductive health to race and gender issues.

The following MDPI journals will be represented:

• Populations;
• Societies;
• IJERPH;
• Youth;
• World;
• Social Sciences;
• Genealogy;
• Geographies;
• Sexes;
• Adolescents;
• Women;
• Humans;
• Econometrics.

If you will be attending this conference, please feel free to visit our booth. Our delegates look forward to meeting you in person and answering any questions that you may have.

The International Day of Women and Girls in Science, observed annually on 11 February, celebrates the achievements of women and girls in STEM while advocating for equal opportunities in science and innovation. The 2026 theme, “Synergizing AI, Social Science, STEM and Finance: Building Inclusive Futures for Women and Girls”, highlights the importance of integrating these four pillars to address widening inequalities. By combining AI’s transformative potential with social science insights, technical expertise in STEM, and inclusive financial mechanisms, societies can ensure that innovation benefits women and girls and supports sustainable development.

In recognition of the International Day of Women and Girls in Science, MDPI reaffirms its commitment to advancing inclusive and interdisciplinary research. Through open access publishing, we promote gender-responsive AI, women-led innovation, and equitable STEM participation—ensuring knowledge is accessible, and empowering women and girls to shape a more inclusive future in science and beyond.

“Financial Discrimination: Consumer Perceptions and Reactions”
by Miranda Reiter, Di Qing, Kenneth White and Morgen Nations
Int. J. Financial Stud. 2025, 13(3), 136; https://doi.org/10.3390/ijfs13030136

“Women in STEM in the Eastern Partnership: EU-Driven Initiatives and Challenges of External Europeanisation”
by Gabriela-Roxana Irod, Cristian Pîrvulescu and Marian Miculescu
Societies 2025, 15(7), 204; https://doi.org/10.3390/soc15070204

“The Role of Digital Financial Services in Narrowing the Gender Gap in Low–Middle-Income Economies: A Bayesian Machine Learning Approach”
by Alicia Fernanda Galindo-Manrique and Nuria Patricia Rojas-Vargas
Risks 2025, 13(5), 96; https://doi.org/10.3390/risks13050096

“Drivers for Women Entrepreneurship in Greece: A Case Analysis of Early-Stage Companies”
by Marcus Goncalves, Suela Papagelis and Daphne Nicolitsas
Businesses 2025, 5(1), 1; https://doi.org/10.3390/businesses5010001

“Empowering Women in Tech Innovation and Entrepreneurship: A Qualitative Approach”
by Teresa Felgueira, Teresa Paiva, Catarina Alves and Natália Gomes
Educ. Sci. 2024, 14(10), 1127; https://doi.org/10.3390/educsci14101127

“Advancing Women’s Leadership in United Arab Emirates Higher Education: Perspectives from Emirati Women”
by Shaikha Ali Al-Naqbi and Semiyu Adejare Aderibigbe
Educ. Sci. 2024, 14(9), 1002; https://doi.org/10.3390/educsci14091002

“Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella”
by Simon J. Ford, Raquel dos Santos and Ricardo dos Santos
Educ. Sci. 2024, 14(9), 955; https://doi.org/10.3390/educsci14090955

“The Influence of Women on Boards on the Relationship between Executive and Employee Remuneration”
by María L. Gallén and Carlos Peraita
Int. J. Financial Stud. 2024, 12(3), 84; https://doi.org/10.3390/ijfs12030084

“Mentoring and Networking as the “Silver Lining” of Being Women Leaders: An Exploratory Study in Top World Forestry Schools”
by Pipiet Larasatie, Taylor Barnett and Eric Hansen
Trends High. Educ. 2024, 3(1), 169-179; https://doi.org/10.3390/higheredu3010010

““I’m an Academic, Now What?”: Exploring Later-Career Women’s Academic Identities in Australian Higher Education Using Foucauldian Discourse Analysis”
by Matthew James Phillips and Peta Louise Dzidic
Soc. Sci. 2023, 12(8), 442; https://doi.org/10.3390/socsci12080442

“Gender Equity in K-12 Education, Academia and Higher Education: A Global Perspective” Guest Editor: Prof. Dr. James Etim Deadline for submissions: 31 August 2026	“Teacher Education and Education for Sustainability” Guest Editors: Dr. María Teresa Fuertes Camacho, Dr. Sílvia Albareda-Tiana and Dr. María del Carmen Solís-Espallargas Deadline for submissions: 31 August 2026

The editorial office of Societies would like to extend its sincere gratitude to all reviewers who contributed to the improvement of the journal quality by providing their expert opinion and evaluation of the submitted research.

We appreciate that thorough peer review demands considerable time and intellectual investment from our reviewers. In 2025, Societies received 1580 review reports from contributors across 85 countries and territories, demonstrating the breadth of international expertise and scholarly engagement that has strengthened our publication standards.

The reviewers who agreed to have their names published this year are listed below in alphabetical order by first name. The editorial team acknowledges with gratitude all reviewers, named and anonymous alike, for their vital role in maintaining the scholarly standards of Societies.

Conference: 2026 AERA Annual Meeting
Organization: American Educational Research Association
Date: 8–12 April 2026
Place: Los Angeles, CA, USA
Booth: 129

Each year, the American Educational Research Association Annual Meeting is the world's largest gathering of education researchers and a showcase for groundbreaking, innovative studies across an array of areas. The 2026 AERA Annual Meeting, with the theme “Unforgetting Histories and Imagining Futures: Constructing a New Vision for Education Research”, will take place in Los Angeles, CA, from 8 to 12 April 2026.

With more than 2500 sessions to choose from, the meeting provides a dynamic experience, with opportunities to learn from prominent scholars, discover the latest research, engage in stimulating conversations, and foster professional relationships.

The following open access journals will be represented:

• Education Sciences;
• Disabilities;
• Encyclopedia;
• Psychology International;
• Social Sciences;
• Societies;
• Trends in Higher Education;
• Youth;
• Behavioral Sciences;
• Challenges;
• EJIHPE;
• IME.

If you plan on attending this conference, please feel free to visit our booth (#129). Our delegates look forward to meeting you in person to answer any questions you may have.

For more information about the conference, please visit the following link: https://www.aera.net/AERA2026.

24 January marks the International Day of Education, a global observance highlighting the vital role of education in empowering young people and building inclusive, resilient, and sustainable societies. Closely aligned with Sustainable Development Goal 4 (SDG 4): Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, this year’s theme underscores the importance of engaging youth as active partners in reimagining how learning works. With young people comprising more than half of the global population, strengthening teaching and learning, supporting diverse learner needs, and embracing innovation are essential to equipping future generations with the skills and opportunities to shape the futures they aspire to.

Reflecting this mission, established MDPI journals in Social Sciences, Arts and Humanities serve as platforms for scholarly exchange and collaboration, advancing research on youth-centered learning, inclusive education, learner outcomes, emotional resilience, and the role of emerging technologies in modern education. Through these efforts, MDPI supports meaningful dialogue and research addressing both current and emerging challenges in education.

Invited speakers:

Register for this webinar for free here!

We are pleased to share insights from our speakers as they reflect on education. They were invited to provide a short reflection on their presentation topic or respond to the question: “What is the biggest challenge or opportunity in education today?”

“Educational Constructivism”
by Keith S. Taber
Encyclopedia 2024, 4(4), 1534-1552; https://doi.org/10.3390/encyclopedia4040100

“Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education”
by Nieves Martín-Alguacil and Luis Avedillo
Int. Med. Educ. 2024, 3(3), 346-362; https://doi.org/10.3390/ime3030026

“Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability”
by Kurt Haim and Wolfgang Aschauer
Sustainability 2024, 16(6), 2257; https://doi.org/10.3390/su16062257

“Using ChatGPT in Education: Human Reflection on ChatGPT’s Self-Reflection”
by Eugène Loos, Johanna Gröpler and Marie-Louise Sophie Goudeau
Societies 2023, 13(8), 196; https://doi.org/10.3390/soc13080196

Call for Papers:

“Inclusive Education, Intellectual Disabilities and the Demise of Full Inclusion”
by Garry Hornby and James M. Kauffman
J. Intell. 2024, 12(2), 20; https://doi.org/10.3390/jintelligence12020020

“A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens”
by David Isaac Hernández-Saca, Catherine Kramarczuk Voulgarides and Susan Larson Etscheidt
Educ. Sci. 2023, 13(12), 1212; https://doi.org/10.3390/educsci13121212

“Enhancing Comprehensive Sexuality Education for Students with Disabilities: Insights from Ontario’s Educational Framework”
by Adam Davies, Justin Brass, Victoria Martins Mendonca, Samantha O’Leary, Malissa Bryan and Ruth Neustifter
Sexes 2023, 4(4), 522-535; https://doi.org/10.3390/sexes4040034

“Systematic Review on New Challenges of University Education Today: Innovation in the Educational Response and Teaching Perspective on Students with Disabilities”
by María Dolores Pérez-Esteban, Jose Juan Carrión-Martínez and Luis Ortiz Jiménez
Soc. Sci. 2023, 12(4), 245; https://doi.org/10.3390/socsci12040245

Call for Papers:

“Mapping the Trajectory of Planetary Health Education—A Critical and Constructive Perspective from the Global South”
by Isaías Lescher Soto, Bernabé Vidal, Lorenzo Verger and Gustavo J. Nagy
Challenges 2025, 16(4), 50; https://doi.org/10.3390/challe16040050

“Emotional Exhaustion Scale (ECE): Psychometric Properties in a Sample of Portuguese University Students”
by Sílvia Ala, Francisco Ramos Campos and Inês Carvalho Relva
Eur. J. Investig. Health Psychol. Educ. 2024, 14(4), 1044-1054; https://doi.org/10.3390/ejihpe14040068

“The Collective Influence of Intolerance of Uncertainty, Cognitive Test Anxiety, and Academic Self-Handicapping on Learner Outcomes: Evidence for a Process Model”
by Jerrell C. Cassady, Addison Helsper and Quinton Quagliano
Behav. Sci. 2024, 14(2), 96; https://doi.org/10.3390/bs14020096

Call for Papers:

To commemorate the International Day of Education 2026, MDPI is honoured to host a special webinar dedicated to advancing the future of education in an ever-changing world. This global observance reminds us of the essential role that education plays in promoting peace, sustainable development, and empowering individuals to thrive in an increasingly digital and interconnected society.

As education continues to evolve, new approaches, tools, and perspectives are reshaping how we teach, learn, and engage. Through this webinar, we aim to contribute to the global dialogue by bringing together researchers, educators, and practitioners to explore innovative ideas, emerging trends, and transformative research shaping the education landscape.

Join us as we celebrate the International Day of Education 2026, a moment to reflect, exchange ideas, and envision a future where education empowers every learner and strengthens communities worldwide.

Session 1:
Keywords: education; learning; teaching; access; educational equity; EdTech; critical thinking
Date: 23 January 2026
Time: 11:00 a.m. CET | 9:00 p.m. AEST | 6:00 p.m. CST Asia
Webinar ID: 893 6942 9630
Website: https://sciforum.net/event/IDEW2026

Register now for free!

After registering, you will receive a confirmation email with information on how to join the webinar. Registrations with academic institutional email addresses will be prioritized.

Unable to attend? Register anyway, and we will let you know when the recording is available for viewing.

Webinar Keynote Speakers:

• Dr. Sherif E. Abdelhamid, Computer and Information Sciences Department, Virginia Military Institute, USA;
• Prof. Dr. Albert Ziegler, University of Erlangen-Nuremberg, Department of Psychology, Germany;
• Prof. Alison Kington, University of Worcester, United Kingdom;
• Dr. Ben Looker, University of Worcester, United Kingdom;
• Dr. Amy Been Bennett, Center for Science, Mathematics, and Computer Education and the Department of Mathematics, University of Nebraska-Lincoln, USA;
• Dr. Amira Elnokaly, School of Design and Architecture, University of Lincoln, Lincoln, UK.