To support the journal’s continued growth and uphold its standards of scholarly excellence, Educational Technology & Society (ET&S) is seeking to appoint additional Associate Editors (AEs). We welcome expressions of interest from researchers across diverse regions who are committed to advancing scholarship and practice in educational technology.

Prospective AEs should have prior experience reviewing for ET&S and/or other peer-reviewed journals in the field, together with a strong publication record in educational technology, the learning sciences, or related disciplines. Desired areas of expertise include (but are not limited to) artificial intelligence in education, XR/VR/AR, learning analytics, computer-supported collaborative learning (CSCL), game-based learning, technology-enhanced assessment, or STEM robotics. A strong background in research methodology will be considered an advantage.

The role of an Associate Editor typically involves the following duties

• Overseeing approximately 30-40 manuscripts per year, which may or may not align with your own specialist interests.

• Identifying qualified reviewers, setting review deadlines, and following up when deadlines are reached.

• Evaluating reviews and drafting decision rationales.

• Communicating with authors and Editors-in-Chief and addressing queries that arise during the review process.

To submit an express of interest (EOI), please prepare

1. A brief CV (less than five pages) highlighting publications, editorial/review service, and methodological expertise.

2. A one-page cover letter outlining:

• Your disciplinary and methodological expertise

• Your publication record and areas of topical focus (Please include Web of Science Researcher ID, ORCID ID or Google Scholar).

• Your experience with peer review and any editorial roles (e.g., AE, guest editor)

Submission and timeline

Please email your EOI to the Editors-in-Chief, Prof. Silvia Wen-Yu Lee (NTNU) at swylee.ets@gmail.com no later than 31th October 2025. In the subject line, please write: “ET&S Associate Editor EOI – [Your Name]”.

Please Note:

• Educational Technology & Society is a fully open-access journal and does not charge publication fees or article processing charges (APCs).

• Any message requesting payment in exchange for acceptance or publication is fraudulent.

• The ET&S editorial office will never request payment from authors, reviewers, or readers.

• Official communications are sent only through the ET&S editorial system or verified addresses listed on our website.

What You Should Do:

• Do not respond to suspicious emails and never send money.

• Report fraudulent messages immediately to the ET&S Editorial Office at ets.submit@gmail.com.

• Always confirm editorial correspondence through the official ET&S website: http://www.j-ets.net.

Robots are increasingly used as interactive educational tools across various learning environments, from K-12 classrooms to professional training contexts. Unlike conventional educational technologies, robots often interact through a combination of embodiment, gestures, and sensory inputs, aligning closely with theories of embodied cognition and multi-modal learning. This special issue aims to focus on research that explores how robotics, through their presence and multi-sensory engagement capabilities, transform teaching and learning processes. By examining the use of physical and virtual robots in educational settings from an embodied cognition and multi-modal perspective, this special issue will provide a fresh and insightful discussion on robotics-facilitated education. Drawing on comprehensive insights into the emerging field of robotics-facilitated education, the special issue will assemble a diverse range of studies that address both theoretical and practical aspects of robotics in teaching and learning. It is hoped that this special issue will be a valuable resource for understanding the opportunities and challenges involved in leveraging robotics to foster positive learning/teaching experiences across various settings and contexts. 

This special issue aims to compile a collection of high-quality research articles and comprehensive review papers that explore robotics-facilitated teaching and learning across schools, universities, and professional training environments. Contributions should address both physical and virtual robotics used for instructional purposes, providing insights into their development, applications, theoretical foundations, and impacts on learning outcomes. The issue will serve as a foundational reference for researchers, educators, technologists, and policy-makers interested in the role of robotics in education.

Possible topics of interest may include, but are not limited to:

(1) Innovative Applications of Robotics in Education

        Case studies highlight the effective uses of robotics in various disciplines and age groups.

Comparative studies examining physical versus virtual robotics in teaching settings.

Robotics as tools for inclusive education, particularly for learners with special needs.

Explore the dynamics of human-robotic interaction (HRI), particularly in educational contexts, to deepen student engagement and    

        facilitate meaningful learning experiences.

Systematically evaluate the effectiveness of robotics in education, assessing impacts on learning outcomes, engagement, and teaching  

        efficacy to ensure the educational value and practical feasibility of robotic technologies.

(2) Pedagogical paradigms for Robotics-facilitated/mediated Learning

New and adapted pedagogical approaches to integrate robotics as instructional aids.

Conceptualizations of the role of robotics in collaborative and individualized learning settings.

Socio-cultural implications of using robotics as educational tools.

(3) Assessment and Evaluation of Robotics-Based Learning Outcomes

Empirical studies on the impact of robotics on student engagement, learning outcomes, and skill acquisition.

Evaluation methodologies specific to robotics-facilitated instruction.

Longitudinal studies tracking the sustained influence of robotics in learning environments.

Click here for more information

Guest Editors:

Yun-Fang Tu (corresponding guest editor) 

Department of Data Science, Soochow University, Taipei, Taiwan

Grace Yue Qi 

School of Humanities, Media and Creative Communication, Massey University, New Zealand

Educational Technology & Society (ET&S) welcomes special issue proposals on specific themes or topics that address the usage of technology for pedagogical purposes, particularly those reflecting current research trends through in-depth research. 

For more information, please visit the Special Issue Proposals page.

The ET&S Editorial Office