Educational Intelligence and Emerging Educational Technology

Dear Colleagues,

This Special Issue aims to advance the theoretical and practical knowledge related to the use of educational intelligence and education technology to facilitate teaching and learning. In particular, it is important and challenging to employ emerging technologies, such as artificial intelligence (AI), augmented reality (AR), virtual reality (VR), robots, and chatbots in school settings and professional training to promote learners’ or trainees’ learning outcomes. Via this Special Issue, it is hoped that this could expand our knowledge of the theoretical underpinnings and pedagogical practicalities of emerging technologies in school teaching and professional training. For the scope of this Special Issue, we invite authors to submit their research work (including case studies, empirical studies, design-based research, theoretical papers, and reviews) across different educational levels (e.g., primary, secondary, higher education, and professional development) and types (e.g., formal and informal education) on but not limited to the following topics:

• Pedagogical theories and models of using emerging technologies in educational settings and professional training
• Performance measure of using emerging technologies in educational settings and professional training
• Effective learning strategies to incorporate emerging technologies into educational settings and professional training
• Impact of learners’ attribution of human qualities or personality traits on the performance of using emerging technologies in educational settings and professional training
• Emerging technologies for promoting higher-order thinking
• Goal-directed discussions assisted by emerging technologies and professional training
• Adaptive feedback generation using emerging technologies and professional training
• Emerging technologies for learners with special needs
• Learning and instruction approaches about emerging technologies for individual and collaborative learning
• Emerging technologies for learner diversity
• Personalized learning using emerging technologies
• Learning process analysis and visualization for using emerging technologies in educational settings and professional training
• Teacher training for instruction assisted by emerging technologies
• Review studies about the recent advancement in using emerging technologies in educational settings and professional training

Prof. Dr. Gwo-Jen Hwang
Dr. Di Zou
Prof. Dr. Hui-Chun Chu
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 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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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.