Guest editors: Annamaria Bagnasco (University of Genoa, Italy); Ioanna V. Papathanasiou (University of Thessaly, Greece); Hannele Turunen (University of Eastern Finland, Finland)


The education and training of healthcare professionals require comprehensive, multidisciplinary and problem-based approaches that respond to their multifaceted needs. Chief among these are: access to up-to-date, evidence-based medical knowledge and development of key skills and competences, such as understanding and managing the complexity of patients’ health conditions, collaborating with fellow professionals, as well as interacting with the patients themselves in the effort to help improve their health and quality of life.

In this sense, entwinement of healthcare professionals’ training with Technology Enhanced Learning (TEL) can be particularly fruitful. New technologies - as many as they are - offer affordances that seem to fit well with the healthcare training context; they can pave the way for adoption of innovative methods and approaches and support meaningful and effective online learning in such a challenging sector. The learning environments employed in these contexts often feature high-tech devices and solutions to prepare future health care professionals. So sharing research findings and experiences about how these innovative technologies are affecting teaching and learning methods can be very useful.

The Italian Journal of Educational Technology (IJET) is publishing a special issue aimed at collecting research papers at the intersection between the fields of healthcare professionals’ education and training and that of Technology Enhanced Learning research.

Papers submitted for publication are expected to contribute to promote reflection on how technologies can contribute to innovate methods and opportunities for healthcare professionals’ training.

We therefore invite researchers and practitioners to submit contributions on one or more of the topics outlined below:

  • design and implementation of technology-enhanced educational/training initiatives for healthcare professionals;
  • innovative teaching and learning approaches for healthcare professionals’ online training;
  • innovative learning environments in healthcare professionals’ online training;
  • Computer Supported Collaborative Learning (CSCL) in healthcare professionals’ training
  • Self-Regulated Learning (SRL) in healthcare professionals’ online and blended training;
  • role plays, simulations and game-based learning in healthcare professionals’ online training;
  • problem-based learning and case studies in healthcare professionals’ online training;
  • innovative TEL-based approaches to the assessment and evaluation of healthcare professionals’ training;
  • assessment and evaluation of technology-enhanced learning initiatives in the field of healthcare professionals’ training.

We welcome contributions in three forms:

  • theoretical articles (maximum 6,500 words)
  • research articles (maximum 6,500 words)
  • reviews of the literature (maximum 6,500 words)

Contributions should be submitted via the journal website by January 31st, 2021 (Extended deadline). Those making a submission need to register as an author. Upon submission, please mention this Call for Papers in the field “Comments for the editors”. Manuscripts can be written either in English or Italian, and should be formatted strictly according to the author guidelines. All contributions are subject to a double blind peer review process. Publication of this Special Issue is expected in Autumn 2021.

For further information about this Special Issue, please email Francesca Pozzi at

For general information about the journal, please contact