Special Issue "Technology-Enhanced Learning, Open Science and Global Education"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 1 November 2020.

Special Issue Editors

Prof. Dr. Daniel Burgos
Guest Editor
Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Logroño, La Rioja, Spain
Interests: educational technology; learning analytics; open education; open science; educational games; serious games; gamification; elearning specifications
Special Issues and Collections in MDPI journals
Prof. Dr. Khalid Berrada
Guest Editor
Transdisciplinary Research Group on Educational Innovation (Trans ERIE) – Faculty of Sciences Semlalia, Cadi Ayyad University, Marrakech, Morocco
Interests: physics education; active learning; eLearning; moocs and distance education; innovation and digital; open education and open educational resources

Special Issue Information

Dear Colleagues,

Educational technology, online learning and Open Science are key pillars in modern academic and professional settings. From informal learning and nonformal learning, thanks to thousands of educational sources on the internet, such as videos, wikis, MOOCs, and other open educational resources, to a variety of tools, software applications, and technological improvements, such as blockchain, cloud computing, immersive scenarios, serious games, etc., education is now far more enhanced than ever before. The student and the teacher are more connected to each other, they have more resources and services to work with, and they can have a wider impact with a more reasonable workload thanks to never-ending networks.

In this context, global education becomes a fourth pillar. The variety of languages, cultures, and ways of expression; resources, technology access, and licensing formats; methodologies, strategies, academic programs, and actions plans: All of these widen the learning and teaching possibilities, across the world, in endless ways.

This Special Issue encourages addressing intercultural ways in which technology enhances learning, teaching, and Open Science. In doing so, learners, teachers and academic managers are better supported to achieve new competences, increase their performance, and reach new milestones, which would otherwise be difficult or impossible to achieve, without that very technology.

Prof. Dr. Daniel Burgos
Prof. Dr. Khalid Berrada
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 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.


  • Technology-enhanced learning
  • eLearning
  • Open Science
  • Open educational practices
  • Open educational resources
  • Learning analytics
  • Global learning
  • Intercultural educational programs
  • Educational online methodologies
  • Personalized learning for online students
  • Adaptive teaching strategies for online settings
  • Smart strategies for online academic management
  • Formal, nonformal, and informal learning, integrated
  • Social networks as a support to online users in academic contexts

Published Papers (1 paper)

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Open AccessArticle
Secondary Students’ Identities in the Virtual Classroom
Sustainability 2020, 12(11), 4407; https://doi.org/10.3390/su12114407 - 28 May 2020
Though researchers have paid attention to the social aspect of students’ virtual and online learning, little attention has been paid to their identity. The present research intends to do so by studying students’ identities when learning high-level mathematics in the virtual classroom. Fourteen [...] Read more.
Though researchers have paid attention to the social aspect of students’ virtual and online learning, little attention has been paid to their identity. The present research intends to do so by studying students’ identities when learning high-level mathematics in the virtual classroom. Fourteen secondary school students participated in the research. Data were collected using interviews with the participants before and after participating in the virtual mathematics classroom. Data analysis was done using inductive and deductive content analysis, where the deductive analysis utilized the narrative framework developed by Sfard and Prusak. The research results indicated that the virtual identities of high-level mathematics students were impacted by three factors: the design of the virtual classroom, the teacher’s interactions with the student, and the personal characteristics of the student. In addition, the research results indicated that students’ identities, in terms of features and narratives, changed in the case of some students, but continued to be the same in the case of other students. The reasons behind the change or the absence of change were the three above factors and their interaction. It is concluded that the virtual course design needs to take into consideration the interaction aspect of students’ learning alongside factors that encourage their substantive learning. Full article
(This article belongs to the Special Issue Technology-Enhanced Learning, Open Science and Global Education)
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