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 Educational Technology, Wenzhou University, China

Grace Yue Qi 

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

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.

Click here for more information

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.

Click here for more information

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

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