Innovative Learning Environments and Sustainable Development

Dear Colleagues,

Information and Communication Technology (ICT) has seen a great development in the latter part of the 20th century and the beginning of the 21st century, to the point where it has shaped what is called “Knowledge Society”. It should also be said that “there is practically no single area of human life that has not been impacted by this development: health, finance, labor markets, communications, government, industrial productivity, education, etc.” (Severin, 2013). Likewise, educational environments at the level of higher education have been subjected to greater pressure in recent decades due to global competitiveness (Slater, Hult, & Olson, 2010); the greater demand from society itself regards their role as a social and development agent, especially in the context of the training of computer engineers whose skills must be aligned with the development of technology and contribution to society (Gumusluoglu & Ilsev, 2009).

New technologies and especially "computational paradigms" can be used in a variety of fields, including educational ones. This fact helps with the design, search, presentation, exchange reuse, and learning properties of objects, since technologies can store, organize, file, disseminate, and transform, which saves time and educational resources. In the educational area, we have seen the need to create spaces where there are no limits on time or capacity; this is how education uses various platforms for the teaching–learning process. At the level of higher education, especially in the fields of computer engineering and education, academia shows significant enthusiasm for the development of various skills related to technological competencies. This fact leads to the need to adapt the use of complementary tools such as cloud tools, which are a body of knowledge for correct Integrated Learning Innovations.

This Special Issue will outline the key issues and barriers involved with directly engaging technology in teaching and learning processes, with use of the Body of Knowledge, cloud computing engineering education, and STEAM.

Topics of interest include, but are not limited to, the following:

• Educational models;
• Pedagogical models;
• Technology-enhanced learning environments;
• Issues related to maintaining sustainability in education in the context of rapidly developing technologies;
• Evaluations of smart-technology-enhanced learning scenarios in educational settings;
• Body of Knowledge in relation to education;
• Cloud computing in relation to education;
• Design and evaluation of smart-technology-assisted support mechanisms for teachers and students;
• Pedagogical models based on technologies;
• STEAM;
• Mathematics;
• IA in education;
• Intercultural education;
• Internationalization of education;
• Gamification.

Dr. Pablo Alejandro Quezada-Sarmiento
Dr. Patricia Marisol Chango Cañaveral
Guest Editors

Manuscript Submission Information

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• educational models
• technology-enhanced learning environments
• sustainability in education in the context of rapidly developing technologies
• evaluations of smart-technology-enhanced learning scenarios in educational settings
• body of knowledge in relation to education
• cloud computing in relation to education
• design and evaluation of smart-technology-assisted support mechanisms for teachers and students
• IA in education
• intercultural education
• internationalization of education