Special Issue on 
Educational Neuroscience
Vol 30 No 3 (2022)

In the last few years, neuroscience research has started having an impact on education, by expanding the theories of learning with interesting implications also from an operational and practical point of view. Already in 2017, the Organization for Economic Cooperation and Development (OECD) suggested technology and neuroscience are two key areas of development for education, as the consideration of the learners’ brain-body functioning can support the development of better teaching methodologies and technology-enhanced learning practices; however, the integration of neuroscientific research findings into educational theory and practice, avoiding direct and simplistic applications, is still an open issue.

In this introduction to the special issue on “A pedagogy of care”, we, the special issue editors, share our own
critical approaches to humanizing teaching with technology in the past few years – going back to before
the pandemic – that led to the special issue. As the world “pivoted online”, and technology was taken for
granted as essential in education, we, along with critical scholars, pushed back against dominant assertions
about how central technology would be in teaching and learning contexts. Identifying the need to address
care in a time when neoliberalism has normalized the involvement of big tech in education, reflecting on the
pandemic, this issue includes seven articles (including this introduction) covering a range of national and
international perspectives on care, including critiques of digital technology; recognition of emotional labor;
connecting/curating resources for teachers; the importance of cultivating a sense of purpose; moving past
binary thinking; and linking care and equity. Across all seven articles, we focus on the act of caring–imagining
education as a process of love, community, and attention.

Special Issue "Promoting social inclusion through educational technology"

Special Issue "Innovation in Teacher Education"

What role will AI and technologies in general potentially play in teaching/learning processes? AI is either going to support teachers’ work or it’s going to replace them?

Dossier: Quality Issues in Online Higher Education

This is the second of two IJET special issues devoted to the relationship between technology and assessment. In the previous editorial (IJET, vol.26, n.3) we highlighted the relative lack of research investigating the relationship between assessment and technology. Hence, the aim of these two issues is to fill the gap by promoting reflection on the technology-assessment relationship and by fostering debate, discussion and sharing of ideas amongst researchers and practitioners.

Dossier