Interactive Learning Environments in Student’s Lifelong Learning Process: Framework for Sustainable Development Goals of the 2030 Agenda

Dear Colleagues,

Currently, the development of information and communication technologies has expanded the educative possibilities, while in the meantime, it has also generated new socioeducative needs. Particularly in higher education, it is indispensable to train preservice teachers on the use of educative technologies, focusing especially on the advantages these can offer toward enhancing students’ learning. The development of digital competence and the allowance of new learning styles and rhythms generates a new teaching scenario. Primarily in order to offer quality education, teachers need to be updated and able to introduce educative technologies in their teaching–learning processes. Being aware of the 2030 agenda as stated by the United Nations and the European prescriptions for education in the different educative levels, the inclusion of the digital competence in any syllabus design is necessary. On the other hand, the urgent need to digitalize education and make digital competence a strong resource to pursue educative aims motivates the introduction of new methodologies. To this end, active methodologies and the use of information and communication technologies attract our attention on the new interactive learning environments.

For this reason, this Special Issue offers the chance to show to other researchers how interactive learning environments can contribute to students’ learning and acquisition, how the use of educative technologies helps in this teaching process, and how students can acquire the necessary skills to be able to develop in their lifelong learning processes. It is not restricted to higher education, as interactive learning environments have been proven to be useful even in primary and secondary education stages. What we aim at is contributing to new knowledge focusing on the use of the digital competence in education. This Special Issue mainly seeks experiences and research concerning ICT, interactive learning environments, active methodologies, and sustainable development in teaching practice and sustainable assessment.

Dr. Rebeca Soler-Costa
Dr. Juan Manuel Trujillo Torres
Prof. Dr. Francisco D. Fernández-Martín
Dr. Magdalena Ramos Navas-Parejo
Guest Editors

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