In times of change and crisis, new needs suddenly emerge for unexpected reasons, such as the COVID-19 pandemic (and its variants), educational processes are faced with both unforeseen challenges and emerging areas of opportunity. In such situations, educational innovation can lead to the generation of new products (technology, instruments, devices, prototypes), services (care, assistance, dependency, benefits) or solutions (transformation, models, systems, methods). Changing needs may involve the integration of a novelty into an existing reality, the modification of a product or the improvement of educational operations, services or logistics. In the field of educational innovation, the delimitation and reduction of the scope of innovation requires the identification of problematic situations, the analysis of their contexts and the critical evaluation of the changes that contribute to the improvement of education.
In this framework, society as a whole requires new options for its well-being, where education, especially open education, offers new opportunities for sustainable development. In 2015, UNESCO identified sustainable development goals for social well-being and, in 2019, it has defined new recommendations for open education, calling on member states to promote actions for the construction of open and inclusive knowledge societies and the achievement of the United Nations' sustainable development goals. In this framework, it is important to attract practices and research that can contribute practical and scientific knowledge in support of the cutting edge of society, with studies of social media in the framework of open education and its implications for the sustainable development of society.
Within the framework of changes, crises and challenges, opportunities for education, science, media and technology are emerging. Open education converges in design and practical applications with a visionary, operational and legal openness to improve opportunities for all and to contribute to the sustainable development of society. The aim of this Research Topic is to invite the sharing of practices of open education and educational innovation from socio-cultural, political, psychological, historical, economic, legal and political perspectives, where emerging technologies and educational innovation have played an important role for sustainable development.
The intended scope includes:
• Open education studies with contributions from emerging technologies and educational innovation;
• Collaborative, open and multidisciplinary practices in open education;
• New distance education models and educational innovation;
• Digital transformation with emerging technologies;
• Education 4.0 for connected and digital environments;
• Digital learning environments with technological ecosystems.
Some topics of practice and research are the following (not exclusive):
• Digital trends in education (virtual reality, augmented reality, data analytics, blockchain, simulation, virtual labs, remote, robotics, artificial intelligence);
• Emerging technologies and open education ;
• Challenges of open education to contribute to society;
• Open education practices and research with an interdisciplinary, multidisciplinary and transdisciplinary perspective;
• Open access studies (education, science, technology, media) with mixed methods ;
• Trends in open education and social media for open knowledge;
• Analytical research on building open science for society;
• Digital competencies with active learning strategies;
• Internet coverage to support quality distance programs;
• Transformation with artificial intelligence, automation and nanotechnologies;
• Education 4.0 and digital environments;
• Flexible and digital learning environments;
• Educational entrepreneurship in digital transformation;
• Digital impact research (multidisciplinary, interdisciplinary and transdisciplinary);
• Digital practices of innovation, education and open science ;
• National, regional and international cooperation for digital transformation;
• Partnerships for social appropriation of knowledge with digital environments;
• Digital programs for physical and emotional wellbeing for students and teachers;
• New telecommuting practices (teleworking, vacation work, academic meetings, connected projects);
• Emerging physical, internet and technological infrastructures ;
• Digitization of various sectors (academic, social, business);
• Digital innovation for educational environments;
• Micro-credentials and alternative credentials;
• Linking digital projects (University-Business-Government-Society);
• The future of work with digital transformation (skills, jobs, expectations).
In times of change and crisis, new needs suddenly emerge for unexpected reasons, such as the COVID-19 pandemic (and its variants), educational processes are faced with both unforeseen challenges and emerging areas of opportunity. In such situations, educational innovation can lead to the generation of new products (technology, instruments, devices, prototypes), services (care, assistance, dependency, benefits) or solutions (transformation, models, systems, methods). Changing needs may involve the integration of a novelty into an existing reality, the modification of a product or the improvement of educational operations, services or logistics. In the field of educational innovation, the delimitation and reduction of the scope of innovation requires the identification of problematic situations, the analysis of their contexts and the critical evaluation of the changes that contribute to the improvement of education.
In this framework, society as a whole requires new options for its well-being, where education, especially open education, offers new opportunities for sustainable development. In 2015, UNESCO identified sustainable development goals for social well-being and, in 2019, it has defined new recommendations for open education, calling on member states to promote actions for the construction of open and inclusive knowledge societies and the achievement of the United Nations' sustainable development goals. In this framework, it is important to attract practices and research that can contribute practical and scientific knowledge in support of the cutting edge of society, with studies of social media in the framework of open education and its implications for the sustainable development of society.
Within the framework of changes, crises and challenges, opportunities for education, science, media and technology are emerging. Open education converges in design and practical applications with a visionary, operational and legal openness to improve opportunities for all and to contribute to the sustainable development of society. The aim of this Research Topic is to invite the sharing of practices of open education and educational innovation from socio-cultural, political, psychological, historical, economic, legal and political perspectives, where emerging technologies and educational innovation have played an important role for sustainable development.
The intended scope includes:
• Open education studies with contributions from emerging technologies and educational innovation;
• Collaborative, open and multidisciplinary practices in open education;
• New distance education models and educational innovation;
• Digital transformation with emerging technologies;
• Education 4.0 for connected and digital environments;
• Digital learning environments with technological ecosystems.
Some topics of practice and research are the following (not exclusive):
• Digital trends in education (virtual reality, augmented reality, data analytics, blockchain, simulation, virtual labs, remote, robotics, artificial intelligence);
• Emerging technologies and open education ;
• Challenges of open education to contribute to society;
• Open education practices and research with an interdisciplinary, multidisciplinary and transdisciplinary perspective;
• Open access studies (education, science, technology, media) with mixed methods ;
• Trends in open education and social media for open knowledge;
• Analytical research on building open science for society;
• Digital competencies with active learning strategies;
• Internet coverage to support quality distance programs;
• Transformation with artificial intelligence, automation and nanotechnologies;
• Education 4.0 and digital environments;
• Flexible and digital learning environments;
• Educational entrepreneurship in digital transformation;
• Digital impact research (multidisciplinary, interdisciplinary and transdisciplinary);
• Digital practices of innovation, education and open science ;
• National, regional and international cooperation for digital transformation;
• Partnerships for social appropriation of knowledge with digital environments;
• Digital programs for physical and emotional wellbeing for students and teachers;
• New telecommuting practices (teleworking, vacation work, academic meetings, connected projects);
• Emerging physical, internet and technological infrastructures ;
• Digitization of various sectors (academic, social, business);
• Digital innovation for educational environments;
• Micro-credentials and alternative credentials;
• Linking digital projects (University-Business-Government-Society);
• The future of work with digital transformation (skills, jobs, expectations).
