Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
3.1
1.7
Journals
Social Sciences
Special Issues
Belt and Road Together Special Education 2025
share announcement

Belt and Road Together Special Education 2025

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (31 October 2025) | Viewed by 2581

Special Issue Editor

Prof. Chi Hung Leung

E-Mail Website
Guest Editor
Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T. Hong Kong
Interests: Chinese Parenting, Psychometrics, Children with special needs, play, and learing approaches
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The “Belt and Road Together Special Education 2025” will serve as a significant platform for educators and professionals from Central Asia and Southeast Asia to converge, share, and innovate in the field of special education. Scheduled for May 2025 in Hong Kong, this hybrid conference, co-organized by the Education University of Hong Kong and Suleyman Demiral University (SDU) in Kazakhstan, aims to explore the integration of artificial intelligence and educational technology within special education and mental health.

Participants will engage in keynote speeches and parallel sessions, showcasing the latest research, developments, and innovations targeted at supporting students with diverse needs, including autism, dysgraphia, and speech development challenges. By facilitating dynamic exchanges among over 200 scholars, professionals, and industry experts, this conference aims to enhance collaborative efforts and knowledge sharing across the Belt and Road countries. Contributions to this Special Issue will provide insights into groundbreaking practices and technologies that aim to improve outcomes for individuals with special educational requirements, fostering a more inclusive educational landscape.

Prof. Chi Hung Leung
Guest Editor

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-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences 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

  • special education
  • Central Asia
  • Southeast Asia
  • artificial intelligence
  • educational technology
  • mental health
  • innovation
  • collaboration
  • inclusive education
  • Belt and Road Initiative

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

12 pages, 334 KB  
Article
AI-Supported Student Skills Profiling Integrating AI and EdTech into Inclusive and Adaptive Learning
by Olga Ergunova, Gaini Mukhanova and Andrei Somov
Soc. Sci. 2026, 15(3), 209; https://doi.org/10.3390/socsci15030209 - 23 Mar 2026
Viewed by 387
Abstract
The rapid transition to Industry 4.0/5.0 has widened the gap between graduates’ skill sets and labor market expectations; this study aimed to profile student competencies and align academic pathways with inclusive and adaptive AI-driven learning. A quantitative design was applied: an online survey [...] Read more.
The rapid transition to Industry 4.0/5.0 has widened the gap between graduates’ skill sets and labor market expectations; this study aimed to profile student competencies and align academic pathways with inclusive and adaptive AI-driven learning. A quantitative design was applied: an online survey of n = 126 students (engineering and economics, February–March 2025), expert evaluations from 5 faculty and 5 employers on a 5-point scale, framed by T-shaped competencies, 4C skills, and Bloom’s taxonomy. Analysis was performed in Python 3.11; future demand until 2035 was forecasted using ARIMA and Prophet models trained on publicly available labor market data (OECD, WEF, Eurostat 2015–2024); competency prioritization employed K-Means clustering and Random Forest models. Strengths included cooperation 4.2, critical thinking 3.9, communication 3.8, and creativity 3.6. Deficits were programming 2.8, project management 3.2, and solution development 3.2; employers rated programming at 2.5 (−0.7 compared to faculty). Forecast 2025–2035 showed growth in demand for programming +56% (3.2 → 5.0), data analytics +39% (3.6 → 5.0), project management +34% (3.2 → 4.3), digital literacy +30% (3.7 → 4.8), and critical thinking +15% (3.9 → 4.5). Clustering identified critical (programming, analytics, project management), supporting (creativity, communication, teamwork), and optional (narrow theoretical depth) competencies. Curriculum adjustment with practice-oriented modules, AI-enabled adaptive learning, and systematic university–employer feedback is essential; the proposed AI-supported profiling model is scalable and enhances inclusiveness. Full article
(This article belongs to the Special Issue Belt and Road Together Special Education 2025)
►▼ Show Figures

Graphical abstract

15 pages, 275 KB  
Article
Integrating AI and EdTech into Inclusive Learning: A Cross-Regional Study of Russia and Kazakhstan
by Olga Ergunova, Gaini Mukhanova, Aruzhan Abdybayeva and Andrei Somov
Soc. Sci. 2026, 15(3), 199; https://doi.org/10.3390/socsci15030199 - 18 Mar 2026
Viewed by 377
Abstract
This article evaluates how artificial intelligence (AI) and educational technology (EdTech) support inclusive learning in Russia and Kazakhstan, two Eurasian countries that share post-Soviet educational legacies but differ in their levels of digital infrastructure and teacher preparedness. Using an asymmetric mixed-methods design, the [...] Read more.
This article evaluates how artificial intelligence (AI) and educational technology (EdTech) support inclusive learning in Russia and Kazakhstan, two Eurasian countries that share post-Soviet educational legacies but differ in their levels of digital infrastructure and teacher preparedness. Using an asymmetric mixed-methods design, the study draws on a primary survey of N = 2570 educators and staff in four Russian cities (Moscow, Saint Petersburg, Yekaterinburg, Novosibirsk; October–December 2024; response rate 59.8%) and secondary policy/indicator analysis for Kazakhstan. Russia exhibits higher broadband access, AI/EdTech platform adoption, and teacher digital skill levels compared with Kazakhstan. Structural equation modeling (SEM; SmartPLS 4.1) tested four latent constructs—learning environment (LE), general digital competencies (HCg), specialized AI skills (HCs), and inclusion (I)—with satisfactory validity (AVE > 0.5; HTMT ≤ 0.85). A three-stage Measurement Invariance of Composite Models (MICOM) procedure confirmed configural, compositional, and full mean/variance invariance across Russian city subgroups, enabling pooled path analysis. Kazakhstan indicators from secondary sources are discussed as a descriptive benchmark. Semi-structured interviews with 24 stakeholders (12 Russia, 12 Kazakhstan; March 2025; analyzed with NVivo 14) revealed four themes: policy coherence, teacher readiness, infrastructure access, and ethical AI governance. Key SEM paths were LE → HCg (β = 0.278), HCg → HCs (β = 0.652), and HCs → I (β = 0.188), all p < 0.001. A formal mediation analysis confirmed a significant indirect effect across the full LE → HCg → HCs → I chain. The findings indicate that infrastructure is necessary but insufficient: the key to inclusion lies in sustained development of both basic and specialized digital skills, supported by coherent policies and continuous professional development. China and India are discussed as secondary international benchmarks drawn from published reports, not as sites of primary data collection. Full article
(This article belongs to the Special Issue Belt and Road Together Special Education 2025)
►▼ Show Figures

Graphical abstract

37 pages, 2981 KB  
Article
Signs, Shapes, and Spaces: A CAMIL-Informed Qualitative Study of Metaverse Geometry Learning for Deaf and Hard-of-Hearing Students
by Ai Peng Chong, Kung-Teck Wong, Kong Liang Soon Vestly and Kuppusamy Suresh Kumar
Soc. Sci. 2026, 15(3), 191; https://doi.org/10.3390/socsci15030191 - 16 Mar 2026
Viewed by 654
Abstract
Deaf and Hard-of-Hearing (DHH) students face persistent barriers in geometry education due to instructional approaches that inadequately support visual communication and embodied learning. This study examined DHH students’ experiences with GeoMETriA, a metaverse-based geometry learning platform integrating sign language instruction, three-dimensional visualization, and [...] Read more.
Deaf and Hard-of-Hearing (DHH) students face persistent barriers in geometry education due to instructional approaches that inadequately support visual communication and embodied learning. This study examined DHH students’ experiences with GeoMETriA, a metaverse-based geometry learning platform integrating sign language instruction, three-dimensional visualization, and avatar-mediated interaction. Guided by the Cognitive Affective Model of Immersive Learning (CAMIL), a multi-phase qualitative design was employed, including pre-workshop interviews with four special education teachers and post-workshop focus group discussions with seven DHH secondary students following a four-session learning workshop. The findings indicate that gamified activities and peer collaboration enhanced interest and sustained engagement, while avatar customization supported embodiment and a sense of presence. Students described progression from initial uncertainty to greater confidence through practice and scaffolded support. However, cognitive and usability challenges emerged, particularly concerning sign language video pacing, navigation complexity, and limited instructional scaffolding. The study contributes theoretically by extending CAMIL-informed interpretations to sign-supported metaverse learning, empirically by documenting how engagement, embodiment, and self-efficacy develop during immersive geometry learning, and practically by offering design implications including adjustable sign language delivery, structured scaffolding, and culturally responsive avatar options. These findings suggest that metaverse-based platforms hold promise for supporting DHH learners when accessibility and learner-centered principles are embedded as foundational design considerations. Full article
(This article belongs to the Special Issue Belt and Road Together Special Education 2025)
►▼ Show Figures

Figure 1

14 pages, 249 KB  
Article
An Integrative Counselling Program for Emotionally Distressed Parents of Children with Special Education Needs
by Wong Kit Ching and Leung Chi Hung
Soc. Sci. 2026, 15(3), 168; https://doi.org/10.3390/socsci15030168 - 6 Mar 2026
Viewed by 427
Abstract
Parents of children with special educational needs (SEN) experience elevated stress, anxiety, and depression, a challenge compounded by insufficient emotional support services. This study developed and evaluated a culturally adapted online counselling programme for Hong Kong Chinese parents of adolescents with SEN, integrating [...] Read more.
Parents of children with special educational needs (SEN) experience elevated stress, anxiety, and depression, a challenge compounded by insufficient emotional support services. This study developed and evaluated a culturally adapted online counselling programme for Hong Kong Chinese parents of adolescents with SEN, integrating Solution-Focused Brief Therapy (SFBT) and Mindfulness Training. The 8-week programme aimed to reduce parental distress and improve family dynamics by emphasising strengths, fostering self-compassion, and enhancing empathetic interactions. A mixed-methods approach was used, combining standardised self-report measures such as the Parental Stress Scale (PSS), Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and Child Behaviour Checklist (CBCL), with qualitative interviews and behavioural observations. Quantitative analysis of pre–post data via paired samples t-tests indicated significant within-group reductions in anxiety across all groups and in depression for the active control group. However, between-group comparisons of post-test scores did not show clear superiority of the experimental intervention. Qualitative findings highlighted perceived benefits, including increased emotional regulation, a shift towards a strengths-based perspective, and enhanced self-compassion, with the programme’s cultural adaptation deemed crucial for engagement. The study addresses a significant service gap and provides preliminary evidence for the acceptability and potential mechanisms of an integrative online model, while highlighting the need for further research with larger samples. Full article
(This article belongs to the Special Issue Belt and Road Together Special Education 2025)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop