Intelligent agents, defined as systems or programs capable of autonomous execution and decision-making without direct human intervention (Kijima, 1996), have evolved significantly with the advancement of artificial intelligence (AI). The emergence of generative artificial intelligence has not only boosted the capacities of individual intelligent agent (Koraishi, 2023; Hu et al., 2024), but also promoted the evolution of multi-agent networks or ecosystems. These multi-agent settings represent a collective of autonomous entities that collaborate within a shared environment, opening up diverse applications across multiple domains, including education.

The potential of multiple intelligent agents in education goes beyond simply enhancing individual learning experiences; they represent a profound shift in how education can be delivered, optimized, and understood. In multiple intelligent agent settings, educational environments can be significantly optimized and re-imaged. At the individual level, these agents can deliver highly personalized learning experiences by continuously analyzing real-time data, monitoring student progress, and dynamically adjusting instructional strategies. Acting as personalized tutors, assistants, and learning partners (Kim & Baylor, 2016), multiple intelligent agents can significantly reduce achievement gaps and elevate overall educational outcomes by providing targeted support that evolves with the learner (Chiquet et al., 2023; Martha & Santoso, 2019; Tegos & Demetriadis, 2017).

Recent advancements of multiple intelligent agents, especially those utilizing large language models (LLMs), have demonstrated their potential in areas requiring sophisticated decision-making and real-time adaptation. For instance, multiple intelligent agents based on LLMs can assume specific roles such as companions, assistants, or mentors to facilitate learning interactions (Nguyen, 2023). They can also dynamically adjust curricula, optimize resource allocation (such as teacher time and learning materials), and then teach these materials in the most appropriate form and pace according to the students' backgrounds and learning capabilities. As multiple intelligent agents become more sophisticated, they are transforming learning methods and processes, significantly influencing human cognition. They facilitate personalized learning paths, adapt to real-time data, and create engaging, interactive educational experiences. These multiple intelligent agents can identify at-risk students, detect emotional states, and recommend appropriate learning activities, thereby enhancing the overall learning experience and outcomes.

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Guest Editors:

Xiaoqing Gu (corresponding guest editor) 

Department of Educational information technology, East China Normal University

Xiangen Hu

Chair Professor of Learning Sciences and Technologies, Hong Kong Polytechnic University

Dragan Gasevic

Faculty of Information Technology, Monash University

In today’s rapidly evolving educational landscape, emerging learning technologies are paving the way for a new realm of research. These advancements are particularly significant in the context of global challenges such as human rights violations, inequality, and poverty, which hinder peace and sustainability. Recognizing these issues, UNESCO emphasizes the importance of global citizenship education as a means to mitigate these problems (UNESCO GCED, 2023). It is essential for learners of all ages to engage actively in creating societies that are peaceful, tolerant, inclusive, secure, and sustainable. UNESCO’s Global Citizenship Education framework (UNESCO Global Citizenship Education, 2023) outlines three key educational goals:

• Cognitive: Developing knowledge and critical thinking skills to navigate the complexities of the world.

• Socio-emotional: Cultivating values, attitudes, and social skills that foster emotional, psychosocial, and physical development, enabling respectful and peaceful coexistence.

• Behavioral: Encouraging conduct, practical application, and active engagement in societal issues.

The Sustainable Development Goals (UN Sustainable Development Goals, 2023) underscore the aim to equip all learners with knowledge and skills for sustainable development, including education in sustainable living, human rights, gender equality, peace, non-violence, global citizenship, and cultural diversity’s role in sustainability. Technology’s role in promoting global citizenship is increasingly recognized as crucial. In this vision of future education, global, national, and international collaboration is vital. 

In our interconnected and technologically advanced society, personal and professional growth is largely influenced by information technology, which sets the standards for knowledge creation. Lifelong learning enhancement, incorporating the values of global citizenship, and the transmission of universal values are key factors.

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Guest Editors:

Rustam Shadiev (corresponding guest editor)

College of Education, Zhejiang University, China

Fahriye Altınay (corresponding guest editor)

Societal Research and Development Center, Near East University, Turkish Republic of Northern Cyprus

Zehra Altinay

Societal Research and Development Center, Near East University, Turkish Republic of Northern Cyprus

Gheorghita Ghinea

Department of Computer Science, Brunel University, UK

Ankhtuya Ochirbat

Computer Science Department, Maharishi International University, USA

Cumulative research in STEM education consistently underscores its efficacy in elevating students’ knowledge proficiency and fostering higher-order thinking skills, such as creativity and problem-solving. Positioning education within the context of robotics in STEM has proven to be innovative and merit-worthy. Robotics stands out as a compelling facet in STEM education due to its interdisciplinary nature, spanning from mathematics to engineering design (Čehovin Zajc et al., 2023; Zhong et al., 2022). The adoption of robotics in STEM education is actively promoted as an innovative and methodological approach to learning (Chen et al., 2017; Shang et al., 2023). This educational approach focuses on imparting knowledge about the design, construction, programming, and operation of sophisticated robots, often incorporating aspects of artificial intelligence and machine learning (Bers et al., 2014). Intelligent robotics education within STEM equips students with competencies aligned with the increasing demand in industries adopting automation and robotics technologies (Atman Uslu et al., 2022). Beyond technical skills, it fosters computational thinking, critical thinking, problem-solving, and creativity, preparing students for the challenges and opportunities in rapidly evolving fields like robotics, automation, AI, and engineering (Anwar et al., 2021).

Specifically, the inclusion of robotics in STEM education yields substantial benefits for skills development and the associated learning process. Engaging and playful robotics-enabled STEM activities stimulate thinking and reasoning, enhancing students’ engagement in STEM subjects, and refining their problem-solving skills (Madariaga, et al., 2022). Early exposure to technology-oriented STEM curricula is shown to mitigate gender-based stereotypes regarding STEM careers and reduce barriers to entry into technical domains (Kalogiannidou et al., 2021).

Furthermore, the emphasis on interdisciplinary competence is crucial in addressing the evolving needs of the workforce. Intelligent robotics inherently integrates principles from various STEM domains, making it an ideal tool for breaking down traditional disciplinary silos. As such, this special issue aims to bring together insights, research findings, and practical strategies contributing to the ongoing dialogue on the role of intelligent robotics in shaping the future of STEM education. 

This special issue endeavors to explore the dynamic intersection of Intelligent Robotics and STEM Education, emphasizing Pedagogical Innovation, stimulating Higher-Order Thinking skills, and cultivating Interdisciplinary Competence. The scope encompasses a diverse range of topics, encouraging submissions that exploring innovative pedagogical approaches leveraging robotics technology to engage students effectively. Contributions are also welcomed in the realm of developing Higher-Order Thinking skills through robotics-based activities, as well as exploring the integration of robotics to promote interdisciplinary competence across STEM disciplines. 

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Guest Editors:

Daner Sun (corresponding guest editor)

Assistant Professor, The Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, China

Therese Keane

Professor, School of Education, La Trobe University, Australia

John Chi-Kin Lee

Chair Professor, The Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong SAR, China

Online multi-user virtual environments (MUVEs) have been in use since the late 1970s. They have been referred to as MUDs (Multi-User Dungeons), MOOs (MUD, object-oriented), and MMORPGs (Massively-Multiplayer Online Role-Playing Games) (Dickey, 2003; Tüzün, 2006). These environments have recently been called immersive virtual worlds. Technologies such as virtual reality (VR), augmented reality, mixed reality, and blockchain continue to change 3D MUVEs. It is currently well understood that 3D MUVEs are becoming more feasible every day with faster Internet connection and devices with high processing capacity. 3D MUVEs now offer a more “immersive” experience using VR headsets. Several tech companies have now created their own metaverses. However, it is the pedagogical use of new technologies in the context of learning environments that is central to their success. If pedagogical approaches are not included in the design of 3D MUVEs, these environments will turn into ephemeral “Virtual Ghost Towns.” In this context, not only the tool used in these environments but also the pedagogical approaches implemented with the tool come to the fore (Doğan & Tüzün, 2022). All in all, in spite of the fact that there are some educational commentaries heralding a promising outlook pertaining to them (e.g., Hwang, 2023; Tlili et al., 2022), the academic community needs a greater focus on pedagogical approaches utilizing 3D MUVEs.

Recently, the educational community has witnessed a massive exodus to distance education in the aftermath of the COVID-19 pandemic. This rapid shift was characterized by the use of direct instruction and synchronous communication platforms, typically Zoom, notwithstanding their well-known limitations. Even so, dipping their toes in the water and seeing that it is not that cold, they do not seem to revert to full face-to-face learning. Blended learning lies ahead. There is a great deal of literature attesting to 3D MUVEs’ potential for fostering learning. These environments provide educational opportunities for solving authentic problems that have historically been inaccessible due to space, time, and cost barriers (Marešová & Ecler, 2022; Tlili et al., 2022). Further, they allow for collaboration without limits of physical space (Gresalfi et al., 2009). Their pedagogical affordances such as enhanced learner engagement, motivation, and positive attitudes together with their openness to explore, design, and manipulate 3D objects provide learners with more realistic and authentic learning environments (Doğan et al., 2018). They enable setting ambient conditions that could otherwise be dangerous such as emergency scenarios made safe in a virtual world (Meredith et al., 2012). Surprisingly, despite all these affordances, only a small fraction of educators have turned to 3D environments for distance education.

3D learning environments are not simply for 3D role-playing games and do not constitute all encompassing learning environments to suit all learner needs for all circumstances. Therefore, the design process of these learning environments requires inclusion of both instructional and 3D design elements that complement each other. As 3D MUVEs are cut out for “learning by designing,” allowing participants to experience and create new environments, they do not get on well with mere lecturing, which makes users inactive. This inactivity seriously dampens the flow experience (Doğan et al., 2022). In addition, user-unfriendly interfaces also affect students' behaviors towards these environments. For example, efficient navigation is also a design problem in 3D MUVEs because users’ field of view cannot encompass the entire environment. This is a usability problem that causes disorientation (Tüzün & Doğan, 2009). Further, practitioners might encounter inconsistencies between intended and implemented educational purposes as they try to implement educational innovations in real-life contexts and achieve curricular objectives. These undesirable variations that occur in real-life contexts pose a threat to the fidelity of innovation (Thomas et al., 2009). This is why flexible adaptive designs (or design-based attempts) are so crucial for innovations to survive local variations. These environments have a social dimension that encourages interpersonal interaction. Some concerns also accompany the social dimension of 3D MUVEs. This becomes even more apparent as the age of the group decreases. One of the increasing concerns among parents as well as teachers is the privacy and appropriateness of these environments for minors (Meyers et al., 2010). In conclusion, the design-intensive, complex, and student-oriented nature of 3D environments makes preparations difficult and time-consuming endeavors (Çınar et al., 2022), which seems to account for the reason why educators opted out of 3D-MUVEs in the Emergency Distance Education process.

This issue solicits rigorous quantitative, qualitative, and mixed research studies related to the use of 3D environments for distance and/or mixed purposes. This special issue welcomes original empirical research articles, critical viewpoints, theoretical perspectives, systematic literature reviews, and meta-analyses. Studies that are purely descriptive and drawing on self-report scales are not satisfactory unless they make a significant contribution to the field.

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Guest Editors:

Dr. Dilek DOĞAN

Ankara University, Ankara, Turkey

Dr. Ömer DEMİR (Corresponding Guest Editor)

Hakkari University, Hakkari, Turkey

Dr. Murat ÇINAR

Turkish Ministry of National Education, Adana, Turkey

Dr. Hakan TÜZÜN

Department of Computer Education and Instructional Technology, Hacettepe University, Ankara, Turkey

Dr. Michael K. THOMAS

University of Illinois at Chicago, Chicago, IL, USA

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