About this Research Topic
Students from the marginalized segments of society (such as differently-abled persons, LGTBQI2-S, women and girls, low-income and social status, ethnicity, religious or indigenous minorities) already faced systematic inequity, whilst a sudden shift in learning approaches from face-to-face to online learning during the COVID-19 pandemic proved further devastating for their mental health. Extreme social isolation, stress, anxiety, and depression in online environments impeded concentration, social relations, memory, and cognitive functions. Therefore, e-tutors witnessed and reported absentee, withdrawal, high dropout rate, distracted behavior, emotional disturbance, repetitive failures, aggression, and several other psychological problems among marginalized learners. Extensive use of digital technologies and blended learning environments have become a new norm in the post-pandemic era. Therefore, research is needed to adapt the online learning environment to support learners’ mental health and well-being.
E-inclusion is meant to provide equitable educational opportunities to diverse learners in online and blended learning environments. This Research Topic aims to add innovative knowledge to the adoption, designing, development, and adaptation of the emerging learning technologies, incorporating Social Media Networks; Mobile Technologies; Artificial Intelligence (AI); Augmented Reality (AR); 3D Printing; and Virtual Robotics Technologies (VR) to support the psychological well-being of the marginalized learners. We welcome systematic literature reviews, and experimental and empirical studies to understand the challenges (i.e., inequalities, inclusiveness, massification, human resources, behavioral and accessibility issues) in the way of emerging learning technologies adoption and its influence on the psychological well-being of the marginalized learners at all educational levels. Research topics are not limited but are as follows:
• E-learning inequalities and marginalized student’s mental health;
• Acceptance of emerging learning technologies to support the mental health of marginalized learners;
• Adaptation of emerging learning technologies for e-inclusion;
• Effect of e-inclusion on the mental health of marginalized learners;
• E-inclusion, marginalized learner’s mental health, and learning outcomes.
E-inclusion is meant to provide equitable educational opportunities to diverse learners in online and blended learning environments. This Research Topic aims to add innovative knowledge to the adoption, designing, development, and adaptation of the emerging learning technologies, incorporating Social Media Networks; Mobile Technologies; Artificial Intelligence (AI); Augmented Reality (AR); 3D Printing; and Virtual Robotics Technologies (VR) to support the psychological well-being of the marginalized learners. We welcome systematic literature reviews, and experimental and empirical studies to understand the challenges (i.e., inequalities, inclusiveness, massification, human resources, behavioral and accessibility issues) in the way of emerging learning technologies adoption and its influence on the psychological well-being of the marginalized learners at all educational levels. Research topics are not limited but are as follows:
• E-learning inequalities and marginalized student’s mental health;
• Acceptance of emerging learning technologies to support the mental health of marginalized learners;
• Adaptation of emerging learning technologies for e-inclusion;
• Effect of e-inclusion on the mental health of marginalized learners;
• E-inclusion, marginalized learner’s mental health, and learning outcomes.
Keywords: emerging learning technologies, mental health, psychological well-being, creativity, design thinking, e-inclusion, marginalized learners, professional development, VR technologies, technology adoption
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
