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Journals
Social Sciences
Special Issues
Educational Technology for a Multimodal Society
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Educational Technology for a Multimodal Society

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

Deadline for manuscript submissions: 31 October 2025 | Viewed by 3375

Special Issue Editors

Prof. Dr. Julio Cabero Almenara

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: education technology
Prof. Dr. Carmen Llorente Cejudo

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Antonio Palacios-Rodríguez

E-Mail Website
Guest Editor
Department of Didactics and Educational Organization, University of Seville, 41004 Sevilla, Spain
Interests: digital competence; educational digital transformation; evaluation; ICT; education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The rapid evolution of technology in the educational field has profoundly transformed the way we learn and teach in contemporary society. The emergence of a multimodal society, where information is presented through various media and platforms, poses new challenges and opportunities for educational technology. In this Special Issue, we will explore how educational technology can adapt and enhance quality learning, promoting inclusion, active participation, and educational equity and investigating the ethical and social implications of the integration of educational technology in a digital society:

  • Analyze the impact of the digital society on education and the role of technology in this context.
  • Explore innovative strategies and technological tools to improve teaching and learning.
  • Investigate the ethical and social implications of the integration of educational technology in a digital society.
  • Examine case studies and good practices that illustrate the effective application of technology in different educational contexts.
  • Identify future challenges and opportunities for research and practice in the field of educational technology.

Potential contributors:

  • Researchers in the field of educational technology with experience in the design and evaluation of digital tools for learning.
  • Education professionals who have successfully implemented educational technologies in multimodal environments and are willing to share their experiences and perspectives.
  • Academics that specialize in educational and media studies who can provide a critical understanding of the relationship between technology and education.
  • Experts in ethics and educational policy interested in examining the ethical dilemmas and political implications of educational technology.
  • Graduate students and young researchers who are carrying out research on the integration of technology in diverse and multimodal educational environments.

This Special Issue will also be offered to the participants of the XXVIII Edutec 2024 Congress (https://edutec24.es/) held on 20–22 November 2024. It is a key event in the field of education and technology, which could offer updated perspectives and innovative experiences in the use of educational technology in multimodal environments.

Prof. Dr. Julio Cabero Almenara
Prof. Dr. Carmen Llorente Cejudo
Dr. Antonio Palacios-Rodríguez
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 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

  • education
  • educational technology
  • digital competence

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

Published Papers (4 papers)

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Research

23 pages, 1353 KiB  
Article
Artificial Intelligence Adoption Amongst Digitally Proficient Trainee Teachers: A Structural Equation Modelling Approach
by María Belén Morales-Cevallos, Santiago Alonso-García, Alejandro Martínez-Menéndez and Juan José Victoria-Maldonado
Soc. Sci. 2025, 14(6), 355; https://doi.org/10.3390/socsci14060355 - 3 Jun 2025
Viewed by 551
Abstract
The present study examines how pre-service teachers’ digital competence influences their acceptance and use of Artificial Intelligence (AI) in educational settings. Employing a quantitative approach via Structural Equation Modelling (SEM), the authors analyzed self-reported data from Early Childhood and Elementary Education students in [...] Read more.
The present study examines how pre-service teachers’ digital competence influences their acceptance and use of Artificial Intelligence (AI) in educational settings. Employing a quantitative approach via Structural Equation Modelling (SEM), the authors analyzed self-reported data from Early Childhood and Elementary Education students in Andalusian (Spain) universities. The findings indicate that professional engagement is associated with a critical assessment of AI, focusing on pedagogical and ethical considerations, whereas digital content creation skills promote a more positive and proactive attitude toward AI adoption. These results underscore the importance of teacher education programs that combine technical skills with critical thinking to foster responsible AI integration. This study acknowledges limitations, including its regional scope and cross-sectional design and recommends future longitudinal and comparative research to validate and expand these insights. By addressing these gaps, future studies could enhance our understanding of AI adoption in diverse educational contexts. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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17 pages, 265 KiB  
Article
Adapting and Validating DigCompEdu for Early Childhood Education Students Through Expert Competence Coefficient
by Juan Silva-Quiroz, José González-Campos, José Garrido-Miranda, José Lázaro-Cantabrana and Roberto Canales-Reyes
Soc. Sci. 2025, 14(6), 345; https://doi.org/10.3390/socsci14060345 - 28 May 2025
Viewed by 372
Abstract
Digital teaching competence (DTC) is key for the teaching profession at any educational level. In early childhood education, DTC poses an important challenge due to the particularities of integrating digital technologies into work with infants. This article proposes an adaptation of DigCompEdu for [...] Read more.
Digital teaching competence (DTC) is key for the teaching profession at any educational level. In early childhood education, DTC poses an important challenge due to the particularities of integrating digital technologies into work with infants. This article proposes an adaptation of DigCompEdu for early childhood education. The construction of this proposal was based on international collaboration, an in-depth literature review, and the expert mediation of the authors, resulting in the adaptation of DigCompEdu’s 22 competency descriptors to the field of initial teacher training in early childhood education. Expert competence coefficient K was applied to select 22 experts for the validation process to establish its pertinence, importance, and clarity, who positively evaluated the 22 descriptors of the proposal. The results consist of a DTC proposal in accordance with the DigCompEdu framework for early childhood education students validated by experts, as a starting point for future research for assessing or self-assessment of DTC, and as a guide to define strategies in initial teacher training. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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17 pages, 2109 KiB  
Article
Using WhatsApp in Distance Education: Assessing the Impact on Academic Interaction and Influencing Factors
by Jose Miguel Romero-Saritama, Sandra Espinosa-Tapia and Antonio Palacios-Rodríguez
Soc. Sci. 2025, 14(3), 183; https://doi.org/10.3390/socsci14030183 - 18 Mar 2025
Viewed by 723
Abstract
WhatsApp has gained relevance in distance higher education due to its accessibility and ease of use, making it a valuable tool for academic support. This study analyzes the use of WhatsApp in this context, considering sociodemographic variables and factors such as subject and [...] Read more.
WhatsApp has gained relevance in distance higher education due to its accessibility and ease of use, making it a valuable tool for academic support. This study analyzes the use of WhatsApp in this context, considering sociodemographic variables and factors such as subject and group size. The sample included 127 students from an Ecuadorian university, belonging to two subjects from different areas. With a multivariate quantitative approach, this study evaluated the dimensions of management, communication and interaction, learning, and the relevance and benefits of using WhatsApp. The data were analyzed using Mann–Whitney U and Kruskal–Wallis tests and a K-means clustering analysis. The results show a positive assessment of the use of WhatsApp (mean of 4.48/5), highlighting the academic benefits, especially its innovative and practical effect. Smaller groups presented a more favorable assessment, and women reported a greater inclination towards some key dimensions. The clustering analysis identified three groups of students with differentiated assessments. These findings suggest that WhatsApp, as a support tool in distance education, not only facilitates academic interaction, but also responds to the specific needs of students, its effectiveness being dependent on group size and other student characteristics. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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22 pages, 715 KiB  
Article
Evaluating Medical Students’ Satisfaction with E-Learning Platforms During the COVID-19 Pandemic: A Structural Equation Modeling Analysis Within a Multimodal Educational Framework
by Gheorghe-Dodu Petrescu, Andra-Luisa Preda, Anamaria-Cătălina Radu, Luiza-Andreea Ulmet and Andra-Victoria Radu
Soc. Sci. 2025, 14(3), 160; https://doi.org/10.3390/socsci14030160 - 5 Mar 2025
Viewed by 988
Abstract
The rapid advancement of digital technologies in education is revolutionizing learning environments and influencing the future of educational methodologies. This study seeks to determine the parameters affecting students’ satisfaction with e-learning platforms utilized during the COVID-19 pandemic, within a multimodal educational framework. A [...] Read more.
The rapid advancement of digital technologies in education is revolutionizing learning environments and influencing the future of educational methodologies. This study seeks to determine the parameters affecting students’ satisfaction with e-learning platforms utilized during the COVID-19 pandemic, within a multimodal educational framework. A Structural Equation Modeling (SEM) approach was used to examine the contributions of different components to students’ views of e-learning tools and the inter-relationships between them. Data were gathered from 314 students via a questionnaire, with the dependent variable being student satisfaction with e-learning platforms and the independent variables comprising the perceived benefits and disadvantages, ease of use, prior experience, perceptions of the platforms, perceived risks, and communication efficiency between students and professors. The results indicated that 78% of the variance in student satisfaction was explained by these parameters (R-squared = 0.78), underscoring the substantial impact of these features on the digital learning experience. This study enhances the comprehension of the influence of e-learning platforms within a multimodal educational framework on students’ learning experiences, especially with the challenges presented by the pandemic. The collected insights can guide the development of more effective, accessible, and user-focused educational tools. Full article
(This article belongs to the Special Issue Educational Technology for a Multimodal Society)
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