Frontiers in Education

The Educational Psychology section is dedicated to the publication of research focused on how concepts and tools developed in psychology can be used to improve education. In particular, the reference is to educational psychology and its attention to the specificity of learning processes and teaching processes. However, an interdisciplinary approach is welcome, especially when considering other branches of psychology such as school psychology, developmental psychology, social psychology, clinical psychology, work psychology, as well as fields related to psychology such as sociology, pedagogy, anthropology, computer science, and the like. Led by Prof. M. Beatrice Ligorio of the University of Bari, the Educational Psychology section welcomes contributions that focus on the role psychology can play in enhancing education at any level, from kindergarten to university and professional training, considering students, teachers, and any other agent involved in educational contexts. Any approach is welcome, although it is recommended to address the complexity of education by combining psychological and socio-cultural dimensions and promoting inclusive educational practices. Topics considered in the scope of the section include: • Illustration of learning and teaching strategies and methods • Cognitive aspects of learning • Burnout and coping strategies • Development of students' and teachers' identities • Agency at school • Intersubjectivity • Social interaction • Dialogue in the classroom • Cultural dimensions of learning • Classroom management • School-family relationship • Relationship between school and socio-cultural contexts • Emotions and well-being • The role of social interaction • Innovation in education • Introduction of new technologies • Artificial intelligence and robotics in education • Augmented reality and the Internet of Things • STEM and STEAM • Lifelong learning • Metacognition and self-regulated learning • Collaborative learning and peer tutoring • Role-playing • Experiential learning • Creativity • Problem-based learning • Gender equity • Inclusive education and support for students with special educational needs • Critical perspectives on the use of artificial intelligence in education • Social cognition at school In particular, the section welcomes contributions that support and promote the understanding of Sustainable Development Goal 4: Quality Education, addressing challenges such as inequality in access to education, educational poverty, lack of qualified teachers, the digital divide and underfunding of education systems in low-income countries, as well as the implementation of inclusive and equitable learning environments for all. Special attention is also encouraged toward the growing use of artificial intelligence in education, fostering critical reflections on its ethical implications, pedagogical value, and potential impact on the roles of teachers and learners. The Psychology in Education section does not consider contributions that focus primarily on research where learning and teaching are not considered and where the educational context is not clearly defined. This multidisciplinary section is at the forefront of disseminating and communicating cutting-edge scientific knowledge and impactful results aimed at improving psychological knowledge at the service of education.