Special Issue "ICT in Education—Between Risks and Opportunities"

A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: 3 July 2024.

Special Issue Editors

Prof. Dr. Laura Fedeli
E-Mail Website
Guest Editor
Department of Education Science, Cultural Heritage and Tourism, University of Macerata, 62100 Macerata, Italy
Interests: instructional technology; teacher training; social media; 3D virtual worlds
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

Education using information and communication technologies (ICT) has become a reality. For several decades, both in the theoretical layer, applied research, as well as practical pedagogical activities (e.g. implementation of pedagogical innovations), there has been a debate on the opportunities and threats resulting from the implementation of ICT in the process of learning, education and upbringing. ICT has transformed the functioning of educational institutions, increasing the effectiveness of access to information and communication.

The new media have become one of the basic didactic tools for pupils, teachers, parents and educational supervisors. Undoubtedly, this fact generates many unique implementations, allowing one to increase educational effects. The research on positive consequences related to the implementation of software, electronic devices is a strongly developing and prospective area on the edge of pedagogy, computer science, psychology, educational policy and sociology. Research and implementation of ICT relating to better educational and pedagogical outcomes are classified as an opportunity paradigm of media pedagogy.

On the other hand, at the same time, negative phenomena accompanying the widespread implementation of ICT can be observed. These processes concern changes in the behaviour of individuals, as well as entire groups with the participation of ICT. These are behaviours such as the problematic use of the Internet, cyberbullying, sexting, copyright infringement, increased vulnerability to manipulation on the Internet, and others. The dark sides of new technologies in education are analysed by researchers representing the risk paradigm of media pedagogy.

The aim of this Special Issue is to show both positive and negative consequences resulting from the development of the information society. The Special Issue is part of current and key discussions on the sustainable development of the information society in the context of educational processes.

Dr. Łukasz Tomczyk
Prof. Dr. Laura Fedeli
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 papers will be 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 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 1900 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

  • ICT
  • media in education
  • opportunities
  • threats
  • cyber threats
  • positive use
  • effective implementation
  • school
  • students
  • teachers
  • media pedagogy
  • e-learning
  • problematic internet use
  • risk paradigm
  • opportunity paradigm
  • information society
  • modern school

Published Papers (2 papers)

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Research

Article
Family Conditions and the Accessibility of Online Education: The Digital Divide and Mediating Factors
Sustainability 2021, 13(15), 8590; https://doi.org/10.3390/su13158590 - 01 Aug 2021
Viewed by 538
Abstract
This study is an exploration of the digital divide between urban and rural areas, and it was conducted to assess the impact of the minimum living guarantee system on online education in China. The results of the research showed that 83.38% of students [...] Read more.
This study is an exploration of the digital divide between urban and rural areas, and it was conducted to assess the impact of the minimum living guarantee system on online education in China. The results of the research showed that 83.38% of students in low-income families have been able to participate in online education at home during the pandemic, while 16.62% of students in low-income families have been unable to do so. The absence of computers, smartphones, and broadband Internet access in low-income households reduces the likelihood of children being able to participate in online education at home. In terms of accessing online education at home, students from urban areas have obvious advantages over those from rural ones, and students from minimum living guarantee families have obvious advantages over those from marginal minimum living guarantee ones. This study also showed that the presence of online education-related amenities, including computers, smartphones, and Internet access, mediates the relationship between the subsistence allowance system, Hukou, and accessibility of online education. To address this issue, this paper includes suggestions for bridging the digital divide in online education. Full article
(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)
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Article
How Digital Inclusion Increase Opportunities for Young People: Case of NEETs from Bulgaria, Romania and Turkey
Sustainability 2021, 13(14), 7894; https://doi.org/10.3390/su13147894 - 15 Jul 2021
Viewed by 536
Abstract
This paper examines the perspectives of rural NEETs in the information society. Our analysis focuses on the situation of three European countries—Bulgaria, Romania, and Turkey—characterized by a high share of rural areas and a population of NEETs. From a methodological point of view, [...] Read more.
This paper examines the perspectives of rural NEETs in the information society. Our analysis focuses on the situation of three European countries—Bulgaria, Romania, and Turkey—characterized by a high share of rural areas and a population of NEETs. From a methodological point of view, we use alternative research methods (secondary data analysis) with statistical methods (simple linear regression). From a theoretical point of view, we will opt for a multidimensional analysis perspective: the theory of digital divide, digital inclusion, virtual mobility, etc. Through data analysis, we expect to obtain a more complete and detailed picture of the ICT situation in rural areas (level of digital skills, level of digital inclusion) to demonstrate the importance of ICT in optimizing virtual mobility for the living conditions of the population, especially the NEET population. Full article
(This article belongs to the Special Issue ICT in Education—Between Risks and Opportunities)
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