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In a rapidly changing world, marked by technology, globalization, climate change and social dynamics, education is also evolving rapidly. It now includes lifelong and lifelong learning, from early childhood to adult education in formal, non-formal and informal settings. While the core principles of the right to education remain unchanged, stakeholders must and are seeking to adapt human rights standards to these changing realities. The right to education is a fundamental human right that is essential to achieve personal and social development. Despite national commitments and global support measures, millions of people around the world still face barriers to accessing quality education due to systemic inequalities exacerbated by trends in areas such as privatization, digitalization and the prevalence of crises. As the world strives to achieve inclusive and equitable quality education for all, as outlined in Sustainable Development Goal 4, how can inequalities and structural challenges in these fields be more systematically addressed? The aim of this research topic is to shed light on the complex trends that maintain inequalities, while reflecting on current dilemmas, debates and responses.
This research topic explores how digital technologies can improve the teaching and learning of environmental issues. This includes the use of virtual platforms, online simulations and interactive tools based on innovative pedagogies (such as virtual exchange) that engage students in understanding ecological challenges. Digital environments provide innovative opportunities to raise awareness about sustainability, climate change and biodiversity by offering immersive experiences and access to global data. The research investigates how these digital tools can foster deeper environmental literacy, promote active participation in ecological practices, and help educators deliver dynamic, interactive lessons on environmental conservation.
Intelligent agents, defined as systems or programs capable of autonomous execution and decision-making without direct human intervention (Kijima, 1996), have evolved significantly with the advancement of artificial intelligence (AI). The emergence of generative artificial intelligence has not only boosted the capacities of individual intelligent agent (Koraishi, 2023; Hu et al., 2024), but also promoted the evolution of multi-agent networks or ecosystems. These multi-agent settings represent a collective of autonomous entities that collaborate within a shared environment, opening up diverse applications across multiple domains, including education. The potential of multiple intelligent agents in education goes beyond simply enhancing individual learning experiences; they represent a profound shift in how education can be delivered, optimized, and understood. In multiple intelligent agent settings, educational environments can be significantly optimized and re-imaged. At the individual level, these agents can deliver highly personalized learning experiences by continuously analyzing real-time data, monitoring student progress, and dynamically adjusting instructional strategies. Acting as personalized tutors, assistants, and learning partners (Kim & Baylor, 2016), multiple intelligent agents can significantly reduce achievement gaps and elevate overall educational outcomes by providing targeted support that evolves with the learner (Chiquet et al., 2023; Martha & Santoso, 2019; Tegos & Demetriadis, 2017). Recent advancements of multiple intelligent agents, especially those utilizing large language models (LLMs), have demonstrated their potential in areas requiring sophisticated decision-making and real-time adaptation. For instance, multiple intelligent agents based on LLMs can assume specific roles such as companions, assistants, or mentors to facilitate learning interactions (Nguyen, 2023). They can also dynamically adjust curricula, optimize resource allocation (such as teacher time and learning materials), and then teach these materials in the most appropriate form and pace according to the students' backgrounds and learning capabilities. As multiple intelligent agents become more sophisticated, they are transforming learning methods and processes, significantly influencing human cognition. They facilitate personalized learning paths, adapt to real-time data, and create engaging, interactive educational experiences. These multiple intelligent agents can identify at-risk students, detect emotional states, and recommend appropriate learning activities, thereby enhancing the overall learning experience and outcomes. On a broader scale, multiple intelligent agents facilitate collaborative learning experiences that mirror real-world social interactions, preparing students for the interconnected, team-oriented nature of the modern workforce. For instance, assigning fictional yet potentially future societal roles to multi-agents anticipates social evolution (Wang et al., 2024). In educational contexts, these settings have the capacity to optimize entire educational ecosystems by coordinating the actions of multiple intelligent agents to manage resource allocation, instructional content, and the structure of learning environments. They are not merely tools for enhancing education but are pivotal in architecting new educational paradigms. As these intelligent agents continue to evolve, the synergy among multiple agents is set to propel research from traditional social sciences to the new domain of AI-driven social sciences (Xu et al., 2024). This shift drives significant advancements in the conceptualization, delivery, and study of education, leading to learning environments that are more personalized, adaptive, and equitable. This special issue aims to gather high-quality research papers that explore not only the innovative applications of multiple intelligent agents in learning environments but also their design and theoretical foundations. We seek contributions that demonstrate how multiple intelligent agents can be used to personalize learning, adapt to individual student needs, foster collaboration, and provide real-time feedback. Additionally, we welcome papers that delve into the design and development of multiple intelligent agents, as well as theoretical studies that advance our understanding of these systems. By advancing the understanding and application of multiple intelligent agents in education, we aim to contribute to the development of more adaptive, personalized, and effective learning environments. ➢ Theories and models of multiple intelligent agents in education and human learning. ➢ Design and development of multiple intelligent agents in education and human learning. ➢ Adaptive learning environments using multiple intelligent agents. ➢ Personalized learning paths facilitated by multiple intelligent agents.
All activities within engineering education take place within nested systems that interact with each other in complex ways. It is important to understand the broader systems in which we operate and within which we operate, whether departmental, institutional, technological, virtual or geopolitical systems. For example, conducting work aimed at achieving long-term organizational change that characterizes much of the research objectives within the field requires a systems view. Even if one does not want to engage in organizational change, adopting a systems perspective can make us more effective and knowledgeable within our own classes and laboratories. Thinking about systems can help us better understand variation among our students: What are the different routes students took to get to our classrooms? Why is this? How might we expand routes by forming new partnerships? What might that mean for reaching students where they are? Systems thinking can help us better understand a campus's curricular and co-curricular offerings: who has decision-making authority? How are resources controlled? What other trade-offs should be considered when allocating resources across the range of potential uses? What perceptions does the general public have about higher education? Thinking about systems can encourage engineering educators to reevaluate how they execute and translate their work during times of limited resources. And thinking in systems can help us better understand the links between education and the workforce: what are the current needs of the labor market? How are companies actively participating in the training of their current employees? How does the globalization of the workforce influence opportunities within different regions? Therefore, adopting a systems perspective in engineering education research can help us better understand the pressing problems we may face locally and shed light on some of the underlying causal mechanisms.
Content and language integrated learning (CLIL), content and language integrated instruction (CLM), and other dual language teaching programs (e.g., bilingual education, two-way immersion programs) have emerged as innovative approaches to improve both subject matter learning and second or foreign language proficiency. Traditionally, research in this field has focused on three main questions: whether CLIL improves mastery of a foreign language, whether it affects mastery of the mother tongue, and whether it impacts the acquisition of subject knowledge. However, these studies often lack an interdisciplinary perspective, particularly when examining the extent to which students learn the subject language and produce subject-specific genres in the foreign language. This gap highlights the need for a more integrative approach that takes into account students' ability to produce subject-specific discourse, which implies not only the correct use of lexical elements and grammatical structures typical of a subject, but also the mastery of textual genres typical of various scientific disciplines. Genres (for example, a historical report or a laboratory report) play a crucial role in this context. They encompass organizational, content-related, linguistic and stylistic characteristics, and can vary from neutral to manipulative in tone, with the aim of influencing the reader's perception or attitude.
Public health data shows that addressing the global mental health crisis is more difficult in the post-pandemic environment. The poorest children are four times more likely to experience hardship than their wealthier counterparts. Fundamentally, health does not operate at a singular level; Mental and physical health are inextricably linked. Our physical body depends on our mental state and vice versa, and improvement or deterioration in one area can trigger improvement or deterioration in the other. For example, many mental health difficulties and the associated stress they cause can disrupt sleep, which is detrimental to physical health over time. Therefore, it is vital to understand and approach health and well-being from a holistic perspective. Clearly, a better understanding of the relationship between mind and body is imperative to help researchers, practitioners and policymakers address co-occurring conditions, support those experiencing difficulties, and promote universal healthy behaviors to ameliorate the current crisis. This research topic aims to explore the bidirectional relationship between mental and physical health and ways to develop holistic well-being and healthy lifestyle practices. The benefit of physical activity on the mental well-being of children and young people is strongly supported. Numerous psychological effects have been demonstrated, including self-esteem, cognitive function, mood, depression, and quality of life, and both the body and brain are extremely sensitive to change. Exercise can improve mood and self-esteem while reducing stress levels. It is pertinent to note that stronger effects were found when participation in physical activity occurred in a school setting. In contrast, poor physical health significantly increases the risk of mental health problems, often accompanied by physical symptoms such as headaches and lack of sleep. This research topic will provide a wide-ranging forum to present the latest research evidence on the essential components of well-being under a holistic lens. Furthermore, by adopting a health promotion and prevention framework, it aims to offer pathways from research to practice for schools, colleges and universities. Specifically, by providing practical solutions for adaptation and implementation at the local level. Therefore, this research topic encourages universal adoption of evidence-based best practices and advocacy for holistic approaches to well-being in diverse educational settings.