Special issue on
Technology-Enhanced Learning in Astronomy

Guest Editors
Angelo Adamo, Michael Fitzgerald, Stefano Sandrelli, Italo Testa

The increasing availability to both teachers and students of technology-enhanced educational tools, namely virtual learning environments, simulations and three-dimensional visualizations that exploit the possibilities offered by the Internet to facilitate learning, requires a careful reflection on the pedagogical strategies used in the teaching and learning of STEM disciplines in general, and astronomy in particular, which is often considered as a privileged gateway to STEM careers.

Many technology-enhanced educational tools have been proposed to support teaching in astronomy. Examples include the use of remote telescopes or educational software that simulate the motion of planets or the evolution of galaxies. The introduction of these new educational tools allows, on the one hand, to transform and enrich traditional school and out-of-school learning activities and, on the other hand, to offer new possibilities, such as collecting in real time astronomical data coming from international collaborations such as Gaia. In such a way, students may be familiarized with methods and practices of professional astronomers and astrophysicists so to gain an informed view of how new knowledge in science is generated. The engagement in authentic scientific practices also has the potential to affect student’ self-beliefs and attitudes towards astronomy.

On such grounds, with this special issue, the Italian Journal of Educational Technology (IJET) aims to attract contributions and theoretical articles on the profound changes that technology-enhanced educational tools can have on the teaching and learning of astronomy at all educational levels, from primary school to university. We therefore invite researchers and practitioners to submit papers that address one or more of the following questions:

  • How do technology-enhanced educational tools affect astronomy learning and teaching at different educational levels?
  • What strategies do students use when engaging in technology-enhanced learning activities aimed at improving their understanding of astronomical topics?
  • What do astronomy educators need to know about innovative technology-enhanced educational tools in order to use them effectively in their practice?
  • What are the most effective features of technology-enhanced educational tools for astronomy that teachers and educators need to exploit to improve understanding of astronomy topics?
  • To what extent technology-enhanced educational tools are effective in improving students’ self-efficacy, attitudes and motivation towards Astronomy and STEM disciplines in general?

The following types of contributions are welcome:

Theoretical articles (about 6500 words)

Research articles (about 6500 words)

Literature reviews (about 7000 words)

Contributors should submit their manuscripts by (extended deadline!) 6 May 2024 via the journal website after registering as an author. When submitting, please mention this call for papers in the "Comments for the editors" field. Papers should be written in English and formatted according to the author guidelines. All submissions will undergo a double-blind peer review process. Publication is planned in summer 2024. 


For further information about this special issue, please contact: Angelo Adamo, INAF/IASF Palermo, Italy  angelo.adamo@inaf.it


Guest Editors

Angelo Adamo, INAF/IASF, Palermo, angelo.adamo@inaf.it

Michael Fitzgerald, "Las Cumbres Observatory", Goleta, California, USA; Deakin University, Victoria, Australia,


Stefano Sandrelli, INAF and IAU Office of Astronomy for Education Center Italy, stefano.sandrelli@inaf.it

Italo Testa, Physics Department "E. Pancini", Federico II University, Naples, Italy, italo.testa@unina.it