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Human progress over the last century has been astonishing and many countries have significantly improved their levels of well-being. However, a deep economic and social gap persists that affects the most vulnerable groups worldwide (Rosling, 2023). This fact reminds us that we are still far from achieving sustainable development. In this context, universities play a crucial role in moving towards a more sustainable future for several reasons: they are a center of knowledge generation and innovation where scientific and technological solutions are developed to address sustainability issues; they form responsible leaders in various fields, such as politics, economics, science and technology; and educate professionals and citizens committed to global well-being; In addition to their educational work, they play an important social role by disseminating knowledge and raising awareness about sustainability issues; They contribute to the development of local communities through sustainable initiatives and foster international collaboration networks; They create sustainable campus models, promote public policies related to sustainable development through rigorous research, and promote equity and inclusion. For these reasons, it is essential that universities, together with government and scientific institutions, take a leading role in the individual and collective transformation towards sustainability (Kopnina, 2020).
The higher education landscape faces a time of growing uncertainty. As former vice-president and vice-principal of King's College London, Jonathan Grant (2021), universities live in an "in-between time" as they undergo significant transformations. For example, we are witnessing the emergence of a powerful new university (De Caro-Barek and Støckert, 2023; Grant, 2021) that is moving to free itself from the outdated chains of New Public Management governance. Some of the new power trends are already beginning to be visible. Powerful new learning is more representative and relevant, delivers in-demand knowledge and skills on digital platforms with a lifelong perspective, and will lead to greater participation in higher education globally (2021). In parallel with this development, we are witnessing an unprecedented technological shift with Artificial Intelligence (AI) revolutionizing higher education through a profound digital transformation. AI will enable new processes that improve learning experiences, streamline administrative tasks, and foster innovative research. As AI continues to evolve, universities must address these emerging changes and adapt to realize its potential. At the same time, they must address ethical and organizational issues in their way of governing themselves if they are to survive.
In the field of educational psychology, emotional intelligence (EI) has emerged as a fundamental factor not only to improve academic performance, but also to promote the general well-being of students. Recent research has begun to uncover how EI influences social adjustment and learning processes within educational settings. As schools increasingly integrate comprehensive educational paradigms, the role of EI in supporting not only mental but also physical development is becoming evident, particularly through physical education programs. This integration reveals the potential for a more holistic educational approach, but gaps remain in fully understanding the broad impacts of EI and optimal integration methods. This research topic aims to examine, through robust academic research, how emotional intelligence significantly affects educational outcomes. It seeks to dissect the mechanisms through which EI can improve both academic performance and personal development, with a special focus on its integration into physical education as a vital component of educational curricula. The scope is twofold: first, it delimits research on the application of EI within traditional educational settings, exploring the impacts on learning, social dynamics, and personal growth. Second, it encourages exploration of the field of physical education to understand how EI contributes to learning in physical environments. Specific topics you are invited to explore include: • The impact of emotional intelligence on students' academic performance and classroom behavior. • Evaluation of how EI correlates with the psychological health and social abilities of students. • The effectiveness of EI training programs to improve educational results. • Comparative studies on the role of EI in educational systems in different cultural contexts. • Longitudinal studies that examine the long-term effects of EI on educational and athletic achievement. Contributions can range from empirical research, systematic reviews and meta-analyses to case studies and cross-cultural comparative studies. Each aims to show the scope of empirical evidence in relation to sports practice also in psychological and educational fields, thus unifying theoretical and empirical knowledge and establishing a coherent basis for future academic interventions.
Education is on the verge of a profound transformation, driven by rapid technological advances, changing social demands and significant global challenges. One of these key changes is the increasing importance of mental health in educational contexts, leading to the implementation of detailed support frameworks, tailored interventions and specific training for educators designed to foster psychological well-being in learning spaces. At the same time, the rise of artificial intelligence (AI) in education promises highly personalized learning experiences but brings to light serious ethical concerns regarding data privacy and fairness. These issues must be addressed very carefully. Additionally, the rise of misinformation highlights the critical need to improve narrative literacy, preparing students with vital analytical skills to decipher complex information environments. These transformative trends collectively drive more flexible and inclusive educational approaches that respond sensitively to diverse learning needs.
The increasing integration of Generative Artificial Intelligence (GenAI) into education is transforming learning environments, offering adaptive and personalized learning experiences that can significantly impact education at all levels. The potential of GenAI in enhancing adaptive learning and personalized education is vast, but challenges remain in ensuring its effective implementation. This special issue aims to explore innovative applications of GenAI in adaptive learning, pedagogical theories, instructional strategies, and assessment models. It will provide a platform for discussing the challenges and opportunities of AI-driven education and highlight best practices for integrating GenAI into various educational contexts. We invite submissions that present original research, case studies, technical implementations, and theoretical discussions on the following topics (but not limited to): Pedagogical theories and models supporting AI-driven adaptive learning Systematic reviews and meta-analyses of GenAI applications in education Instructional and assessment strategies leveraging GenAI for personalized learning AI agents and extended reality (XR) technologies for adaptive learning Applications and impacts of GenAI-facilitated personalized learning Ethical considerations, biases, and challenges in AI-driven education Teachers’ and learners’ perceptions of AI-based adaptive learning tools
Racism, as an ideology and regime of power, is an integral part of the modern world and remains a fundamental cause of widespread inequalities in all contemporary societies (Mato, 2024). Pluricultural and plurilingual diversity, present in all societies, drives deeply rooted practices and discourses that imply discrimination, marginalization and stigmatization (Van Dijk, 2016). This diversity is prevalent in educational institutions, from primary schools to universities, which makes it crucial to recognize the multiple forms of racism that arise in educational contexts and impact the diverse identities that interact there. We conceive racism as an ideological system of domination that differentiates and hierarchizes people based on their race, ethnicity, class, religion, among other factors. It is expressed not only in specific and explicit social practices, but also in historical inequalities in the economic, political, educational and cultural spheres. These inequalities are produced and reproduced through institutional norms, behaviors and discourses, as well as common sense (Essed, 1991). Racism manifests itself as a naturalized practice in social life and has a significant impact on educational systems, which are permeated by value structures that marginalize, ignore and exclude culturally diverse pedagogical subjects.