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Recent advances in educational tools and learning design visualizations make it much easier for educators to create innovative learning design decisions. However, there is limited evidence that educators use this data and knowledge to create and support personalized, inclusive, and student-centered learning experiences. Similarly, the adoption of learning analytics in general educational settings to improve learning through evidence-based feedback and to monitor and evaluate learning design decisions is rare. There is even less evidence that policy makers and educational leaders rely on learning analytics for curriculum development and strategic planning decisions. A key underlying challenge is the inaccessibility of these technologies to non-expert communities. In particular, the advent of generative AI (Gen-AI) presents greater potential for educators and students to benefit from advances in learning design and analytics to apply authentic teaching and learning practices in general educational settings. Increased opportunities for personalization, feedback, and automatic content generation through GenAI combined with advances in learning design and analytics have led some scholars to claim that we are on the verge of a new era of large-scale educational personalization.
Robots are increasingly used as interactive educational tools across various learning environments, from K-12 classrooms to professional training contexts. Unlike conventional educational technologies, robots often interact through a combination of embodiment, gestures, and sensory inputs, aligning closely with theories of embodied cognition and multi-modal learning. This special issue aims to focus on research that explores how robotics, through their presence and multi-sensory engagement capabilities, transform teaching and learning processes. By examining the use of physical and virtual robots in educational settings from an embodied cognition and multi-modal perspective, This special issue will provide a fresh and insightful discussion on robotics-facilitated education. Drawing on Comprehensive insights into the emerging field of robotics-facilitated education, the special issue will assemble a diverse range of studies that address both theoretical and practical aspects of robotics in teaching and learning. It is Hoped that this special issue will be a valuable resource for understanding the opportunities and challenges involved in leveraging robotics to foster positive learning/teaching experiences across various settings and contexts. This special issue aims to compile a collection of high-quality research articles and comprehensive review papers that explore robotics-facilitated teaching and learning across schools, universities, and professional training environments. Contributions should address both physical and virtual robotics used for instructional purposes, providing insights into their development, applications, theoretical foundations, and impacts on learning outcomes. The issue will serve as a foundational reference for researchers, educators, technologists, and policy-makers interested in the role of robotics in education.
The learning possibilities offered by educational sciences in universities in the field of teacher training provide student teachers with a base of pedagogical and content knowledge. For this reason, educational sciences are considered an essential part of teacher training at the university. Among university teacher educators there is a consensus on the usefulness of educational sciences, but student teachers question this in some cases. This is problematic for at least two reasons: (1) if student teachers perceive educational sciences to be of little use, this is an unfavorable motivational disposition for the acquisition of pedagogical and content knowledge. (2) If student teachers do not use educational sciences in their future practice, learning and teaching in school are not based on scientifically supported educational knowledge, which poses a risk to the quality of teaching. This contradiction is also reflected in the current state of research on the usefulness and use of educational sciences. The objective of our research topic is to provide scientific knowledge about the nature of the usefulness and use of educational sciences in teacher education. Quantitative, qualitative and theoretical works are accepted on the following topics: 1) What constitute educational sciences? 2) What contents of educational sciences are perceived by different actors as useful or useless? 3) What is meant by useful or useless? (use/utility concepts, useful for what?) 4) What aspects determine whether the contents of educational sciences are perceived as useful or useless? 5) What contents of educational sciences are used or ignored in (what) practice? 6) What aspects promote or hinder the use of the contents of educational sciences in (what) practice? 7) What theoretical approaches illuminate and guide the use(fullness) of educational sciences?
“Why a journal of psychiatric education?” asked Robert Cancro and Zebulon Taintor in 1977, in Volume 1, Number 1, of the journal that would later become Academic Psychiatry. They responded: “Forces both within and outside of psychiatry have clamored for closer examination of the different components of the curriculum, for assurance that the specialty of psychiatry will define what skills psychiatrists are expected to have, and for certification that psychiatrists actually have such skills.” They observed that medical education journals only publish a small number of psychiatric articles and “although psychiatric journals have published articles of great interest to psychiatric educators, the volume handled has been insufficient and there has been nowhere in which the psychiatric educator could safely expect to find the desired information.” When the journal reached its teens (Vol. 13), Taintor commented that it was not only the oldest medical specialty education journal, but also the newest, because it was the only medical specialty education journal in the world at that time.
Working practices in many occupations are changing with the introduction of advanced digital technologies and these changes extend beyond issues of skills and qualifications. As digitalization initiatives become more profound, many work organizations point to digital transformation in the sense that the organization of work itself, its meaning, values and associated aspects of occupational identity are changing (Vial, 2019). These processes often also include novel ideas about ways to engage with customers, users, or stakeholders. Therefore, these changes in the workplace are often more human than technological. The very ways in which work is organized and executed are affected, and employees themselves are central to this reorganization in everyday work environments. Frontline workers are dedicated to making sense of the changes brought about by digitalization, modifying their work practices and (re)distributing tasks and responsibilities within their daily work (Brandenberger et al., 2023; Klein and Watson-Mannheim, 2021). All of this has implications for vocational education and training (VET). These changes at work affect both what needs to be learned and how that learning occurs and how it can be supported. The workplace re-emerges as a central location for learning and knowledge development in relation to ongoing changes, where workers' abilities to respond reactively to emerging tasks and challenges are critical (Billett, 2021; Harteis and Billett, 2023). At the same time, it is necessary to formalize and organize new forms of knowledge so that they are recognized in the practices and curricula of vocational education and training. Understanding how new ways of working emerge and manifest is key to organizing formal qualification pathways in VET, which also require a critical examination of underlying discourses and value systems (Avis, 2020; Beer and Mulder, 2020; Nerland et al., 2023). One example is the way work in the healthcare sector is changing. Here, a variety of different technologies are being used, with high expectations of transforming services in a cost-effective way to address demographic change. As Lupton (2017) describes, policies often focus on “what digital technologies can offer both laypeople and professionals and how they could function as 'solutions' to the problems of health care delivery, rising medical costs, improving people's health and well-being, and preventing disease.” However, as research repeatedly demonstrates, these digitalization initiatives are changing work practices rather than reducing the needs for human workers. The use of alarms with sensors or technologies for automated monitoring of health conditions can reduce regular contact between care workers and patients, but their use also generates new tasks related to the consideration, adaptation and monitoring of technology. Instead of solving problems, these technologies generate changes in the distribution of tasks and responsibilities at several layers: between workers' responsibilities and what is delegated to the technologies, between workers and their clients, and at the temporal layer as a shift from curing diseases as response activities to preventing diseases or incidents. Naturally, healthcare is just one example. Digital transformation is evident in many occupational sectors, affecting work in areas ranging from auto mechanics to legal services to algorithm-assisted decision making in work environments. This special issue aims to critically examine the workplace as a place of learning in the context of digital transformation in order to discuss and reflect on how vocational education and training are challenged and should respond to changes in the experience required in the workplace. To this end, issue (1) will review the potential implications of digital transformation for work and professional experience; (2) present in-depth studies of work and learning in occupational environments affected by digital transformation, and (3) describe and conceptualize the characteristics of work and learning practices that can be recontextualized within VET systems and practices. We accept articles that offer critical and theoretical contributions to conceptualize how digital transformations affect work and learning in work environments, as well as empirical studies based on specific occupations or workplaces relevant to VET. Relevant topics include, among others, the implications of digital transformation for: Forms and changes in professional specialization Roles, responsibilities and trust in the reconfiguration of work practices Agency and employee participation in learning at work Ways to facilitate and/or recognize learning in the workplace Implications for VET pedagogy and curriculum
This special issue focuses on the multifaceted processes of identity exploration and development in intercultural educational settings. It aims to bring together a wide range of perspectives from relevant stakeholders, including educators, students, curriculum developers, student support services, researchers and policy makers, to critically interrogate and explore how identity evolves and is shaped in pluralistic and diverse educational contexts. Recognizing identity as a dynamic and multidimensional construct, this special issue examines the intersection of identity with intercultural education practices, including, but not limited to, race, ethnicity, language, gender, space, place, and the role of technology.