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The integration of educational psychology in various stages of education, from primary to higher levels, focuses on a strategic combination of cognitive outcomes and social inclusion within learning environments. According to Schweder and Raufelder in 2022, the role of said psychology in modifying educational environments to better support student motivation, self-perception, and general psychological well-being and development is fundamental to this debate. This research topic aims to improve understanding of how educational psychology can improve teaching and learning outcomes in various educational settings. In 2022, Ruiz-Montero et al., specific areas of interest include analyzing the impact of various pedagogical methods and social inclusion on cognitive processes in learning environments and understanding student-teacher psychological dynamics in active learning methodologies, particularly with vulnerable groups. Additionally, we aim to document and evaluate educational practices that prioritize mental health and academic success in educational settings. To reveal the psychological factors that influence learning and encourage innovative pedagogical strategies that integrate psychological knowledge, we welcome articles that address, among others, the following topics: • Impact of attention and theories of cognitive psychology on educational practices. • Role of biological factors in shaping learning capabilities in different educational environments. • Developmental psychology and its implications for lifelong learning strategies. • Integration of the principles of diversity, equity and inclusion in pedagogical frameworks. Authors are encouraged to propose how the fundamental principles of educational psychology can be implemented in practice to enrich teaching and learning processes, impacting a broad spectrum of educational frameworks. Articles that are not directly related to educational psychology, such as those that focus solely on language teaching, such as teaching English as a foreign language, will not be considered to maintain the focus on the basic psychological elements of education.
This special issue will examine the contemporary landscape of sexuality education in a variety of European contexts through original research articles addressing a range of interrelated topics, including pedagogy, policy-making, disability, LGBTQI+ experiences, gender sensitivity, consent and adult education. Sex educators from different educational backgrounds and stages in Europe work in a context of rapidly changing discourses of power and politics that condition popular and political frameworks of the intersections between childhood and adolescence, gender, culture and religion, sexual diversity and educational ideology. In some contexts, changes in national educational policies have created unprecedented opportunities for the enrichment of sexuality education, while in others reactionary political movements are creating a more challenging environment, and some of these competing movements are occurring simultaneously. On a more granular level, local schools, teachers, and community leaders are finding creative and innovative ways to move forward amidst possibility, uncertainty, and instability. The contributions to this special issue will address this uneven landscape through a variety of theoretical and methodological approaches, painting a broad picture of contemporary issues and developments in sexuality education policies and practices in a variety of European contexts.
The field of educational technology is currently facing numerous emerging challenges, particularly in the area of accessibility and inclusion for students with disabilities. These challenges include the accessibility of learning environments and resources for students with disabilities, as well as the lack of essential competencies among teachers to effectively use online learning environments. This has highlighted the critical need to develop the capacity and training of teachers to use open, inclusive and accessible learning environments that take advantage of the latest learning technologies. Competence in inclusive ICT in education is now more crucial than ever for teachers. Students with disabilities face significant barriers to accessing learning resources and environments, which severely impacts their motivation and engagement. Various impairments, such as visual and hearing disabilities, create specific challenges in accessing and using educational resources. Furthermore, in multicultural contexts, students with special needs and their families find it difficult to adapt to learning environments. Despite the availability of learning technologies, lack of preparation among teachers to effectively use inclusive ICT in education remains a major barrier to equitable access to high-quality education. Therefore, there is an urgent need to explore different examples of professional development for teachers using ICT to improve the education of all students, including those with disabilities. This research topic aims to investigate the innovative use of technologies to support students with disabilities and ensure effective ICT practices within teachers' specific educational practices. Primary objectives include examining how educational technologies can be leveraged to create more inclusive learning environments, identifying the competencies teachers need to use these technologies effectively, and exploring professional development strategies to develop these competencies. Specific questions that will be addressed include: What are the most effective technologies to support students with disabilities? How can teachers be trained to use these technologies effectively? What are the barriers to implementing inclusive ICT in education and how can they be overcome? For more information on building teacher capacity for open and accessible learning spaces, we welcome articles that address, among others, the following topics: - Innovative technologies to support students with disabilities - Professional development strategies for teachers in inclusive ICT - Barriers and solutions for the implementation of inclusive ICT in education - Case studies of successful inclusive ICT practices in education - The role of multicultural contexts in the adaptation of learning environments - Impact of inclusive ICT on student motivation and engagement - Comparative studies on the effectiveness of different ICT tools in education - Policy recommendations to improve teachers' skills in inclusive ICT
The Journal of Technology, Pedagogy and Education invites early career researchers to submit their emerging research studies to a special issue. This issue will focus on making the publication process as transparent as possible and supporting new authors to develop quality research articles in accordance with best manuscript preparation practices and peer review guidelines. Item Requirements: 1. ECR is a PhD candidate or within 7 years of receiving the award. 2. The ECR will be the first author and corresponding author, other researchers may be co-authors. Special issue information: In Technology, Pedagogy and Education we want to support researchers who are just beginning their career by giving them the opportunity to share new research in this field. Whether you are working toward your PhD or have just completed it, we would like to invite you to submit your original research to this special issue. The scope of this special issue is broadly the intersection of technology, pedagogy, and education, and each accepted article will meet the goals of the journal. This issue will focus on making the publication process as transparent as possible and supporting authors to develop articles in accordance with best manuscript preparation practices and peer review guidelines. As with all submissions to the journal, these special issue articles will be subject to rigorous peer review, with particular effort to provide constructive feedback and guidance on how to address reviewer comments. Each accepted article will have a clear research rationale and objective, rigorous methods with findings presented and discussed, including how the research contributes to the field of technology, pedagogy and education. Special issue articles will be presented in a specific issue and will be published online as they are accepted. This means we won't wait for all articles to be accepted before publishing them, ensuring your research is published online quickly.
The design of transitions in early childhood education has been a central topic in the field of education for more than three decades (Bensel, 1992; Dunlop and Fabian, 2003; Ahnert et al., 2013). Researchers have known for many years that transitions in early childhood education and care play a central role in children's educational biographies (Bensel, 1992). Transitions mark critical periods when children move from one system to another. The way they are managed is crucial for their subsequent emotional, social and cognitive development. Collaboration between parents, early childhood professionals, and teachers is essential to ensure that children's individual needs are met and that they are optimally prepared for the next steps in their educational journey (Niesel and Griebel, 2007; Ahnert et al. 2021).
Ongoing calls in the United States to censor or remove materials involving sex, gender, and sexuality from school libraries is the latest example of how contentious sex education in schools can be. To explore the consequences of these measures not only in the US, but also in other regions of the world where these challenges to school curriculum arise, this special issue seeks contributions on growing up, puberty, sex education as they relate to boys, boyhood, and masculinities. We welcome papers that consider formal and informal sex education, sex education in the home, discussions of puberty, representations of sex education, new approaches to the study, teaching, and representation of puberty and sex education. We think here of the ways in which sex ed can often cast boys and young men as possible perpetrators of sexualized violence, while also trying to promote healthy relationships. Sex ed also becomes a space to explore gender transformative approaches to the body, sexuality, and relationships. In thinking about the cultural landscape, we are thinking about the anxiety surrounding what boys are reading and consuming. We seek papers that consider books that are being called “pornographic” when they are marketed and sold as sex education (i.e. It’s Perfectly Normal by Robie H. Harris and Michael Emberley, or Let’s Talk About It: The Teen’s Guide to Sex, Relationships, and Being Human by Erika Moen and Matthew Nolan). We seek papers that consider literary, filmic, online, and cultural artifacts the address the complexity of growing up, gender, and relationships (i.e. Gender Queer by Maia Kobabe or All Boys Aren’t Blue by George M. Johnson). Finally, papers may consider institutional challenges to these topics. For instance, public libraries are facing threats to their funding for hosting events such as Drag Queen Story hours, or for maintaining collections with books that are deemed by some to be “obscene,” while “educational” for others. Librarians have become targets for censorship, while also being gateways to knowledge. How might these challenges affect boys use of libraries? How might these challenges impact boys’ literacy?