Editorial

Beatriz Peña-Acuña ¹ Rafael Crismán-Pérez ^2* Yolanda Navarro-Abal ³ Pedro Román-Graván ⁴ Pedro Tadeu ⁵ Manuel León-Urrutia ⁶ Javier Ávila-López ⁷ Carmen M. Toscano-Fuentes ³ Carmen María Martín Del Pino ³

• ¹ Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain
• ² Sevilla University, Seville, Andalucia, Spain
• ³ University of Huelva, Huelva, Spain
• ⁴ Faculty of Education, University of Seville, Seville, Spain
• ⁵ Instituto Politécnico da Guarda, Guarda, Guarda, Portugal
• ⁶ University of Southampton, Southampton, Hampshire, United Kingdom
• ⁷ University of Cordoba, Córdoba, Spain

A total of 84 applications for publication have been supervised and evaluated. This means that the total number of authors evaluated was 229. Of all the papers submitted, 17 applications were accepted, i.e. a percentage of approximately 20%. The titles are as follows:Video games and metacognition in the classroom for the development of 21st century skills: a systematic review (Frontiers in Education).The influence of mind mapping on computational thinking skills and self-efficacy in students' learning of graphical programming (Frontiers in Education).Parents' rearing styles and adolescents' math achievement: the multiple mediating effect of self-control and math anxiety (Frontiers in Psichology).Unlocking innovation: how enjoyment drives GenAI use in higher education (Frontiers in Education).The integration of psychology and medicine: an empirical study of curriculum reform from the perspective of China (Frontiers in Psichology).An isochronic substitution benefit study of the effects of screen time on the cognitive abilities of 3-6 children (Frontiers in Psichology).Prevalence of phubbing behaviour in school and university students in Spain (Frontiers in Psichology).Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants (Frontiers in Psichology).Immersive virtual reality for learning about ecosystems: effect of two signaling levels and feedback on action decisions (Frontiers in Psichology).Shaping the future of creative education: the transformative power of VR in art and design learning (Frontiers in Education).Educators as agents of breadth-biased learning: using social reconstructionism as rationale for embracing media multitasking and enhancing teaching practices in higher education (Frontiers in Psichology).Gamification in the classroom: Kahoot! As a tool for university teaching innovation (Frontiers in Psichology).The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy (Frontiers in Psichology).In addition to the two blocks (Frontiers in Education and Frontiers in Psichology), the following topics have been taken into account:-Cognition.-Digital Education.-Frontiers in Computer Science Mission statement.-Digital Learning Innovations.Thus, after observing the accepted publications, we can see that the category of Teaching and Learning Methods presents more papers within the monograph. This category has covered issues such as students' attitudes towards hybrid learning in faculties of education, the comparison of audiovisual languages in the teaching of young and adult learners or the influence of the gamified approach on students' perception during the teaching and learning processes.On the other hand, technology and its possibilities of use in education have raised two possibilities: technology as a tool for transparency in education and the use of smartphones as a tool for teenagers.Finally, we will also highlight the importance of a cognitivist approach in second language teaching, as well as the topic of teacher training through digital resources. See the table below which lists the titles and category of each publication.We have also taken into account a double approach to the research methodology of the respective studies evaluated: quantitative research with a detailed empirical sample and mixed research. In the latter, a qualitative approach complementary to the quantitative approach has also been considered.Furthermore, as can be seen in the following table, research based on comprehensive reviews of the state of the research question has also been considered, from which both conclusions and a prospective of the researched topic have been added.Categoría Tipo de Investigación Video games and metacognition in the classroom for the development of 21st century skills: a systematic reviewThe influence of mind mapping on computational thinking skills and self-efficacy in students' learning of graphical programming The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and selfefficacyThis monograph has made progress on the topics referred to above. This includes the study of digitisation and its possibilities of interaction in fields directly or indirectly linked to education. Significant advances in the matter are remarkable. Among these developments we highlight the new possibilities of inclusion enabled by open access tools, the possibilities of gamification as an enhancement of perception and, consequently, the motivation of teaching-learning processes on the basis of common digital tools. Also the necessary digital training of teachers, the new possibilities of mental construction of learning through the use of digitisation or the new possibilities of efficiency, transparency and equity of education systems according to their digitisation.As a prospective, these developments have had an updated view from numerous samples of informants in different teaching-learning procedures and their cognitive repercussions. With a view to future research, we consider it highly desirable to investigate areas such as the affective dimension of digitalisation and its behavioural repercussions both from the individual and institutional point of view, based on the necessary interaction of educational procedures. We also consider it particularly interesting to investigate the possibilities of access to educational procedures based on digitalisation and the hypothetical social consequences of exclusion in the case of lack of such a possibility. This opens the door to traditional alternative procedures and their limitations for social inclusion in the respective modern socio-political systems. The possibilities of exclusion open up the debate about the new educational needs of the population beyond the historically considered needs.