Call for submissions for the special issue “Education and digital resilience: opportunities, challenges, and equity”
Emerging Trends in Education
Call for Submissions for Issue 17
July-December 2026
Education and Digital Resilience: Opportunities, Challenges, and Equity
Approach
Six years into the COVID-19 pandemic, which accelerated the digital transformation of education, it is now time to reflect on how to consolidate this change towards a more resilient and sustainable education system. With the benefit of hindsight, we can now understand the aftermath and structural changes in the educational context, which are generating a new set of opportunities and challenges and highlighting the issue of equity, or lack thereof.
Addressing digital resilience allows us to tackle a variety of issues: new forms of hybrid teaching and learning, digital skills, access gaps, mental health, educational well-being, public policies, technological innovation, emerging pedagogies, etc.
All of this allows for a critical approach: not just technology as a salvation, but how to use it to promote equity, inclusion, and educational quality.
Based on the above, this monograph aims to analyze the post-pandemic impact on education and how it has made use of digital resilience, addressing the opportunities that still exist at various educational levels, as well as reflecting on the prevailing challenges and equity, exploring best practices incorporated into hybrid systems, diagnosing the educational well-being of the main educational actors, find new proposals in public policies generated by pandemic experiences, all of this to contribute to reflection and analysis of its use in the university context.
Thematic areas:
- Post-pandemic hybrid and blended learning models: experiences and lessons learned.
This thematic area analyzes findings on LMS platforms (Moodle, Classroom, Canvas, etc.), multimedia resources, collaboration tools (Padlet, Miro, etc.), and how they interact with face-to-face classrooms.
- Impact of digitization on educational equity: access, connectivity, devices.
This refers to how access to devices, connectivity, and the incorporation of digital technologies influence whether or not students have the same learning opportunities.
- Mental health, well-being, and resilience of teachers and students in digital contexts.
Teacher resilience is the ability of these social actors to adapt to constant change, adversities inherent to the role, technological demands, among others.
- Emerging digital skills for teachers in the 21st century.
This thematic line aims to explore the skills or set of knowledge, abilities, and attitudes that enable teachers to navigate technological demands with confidence.
- Artificial intelligence, learning analytics, and educational personalization: opportunities and ethical dilemmas.
Privacy and data management, algorithmic biases, technological hypervigilance, transparency, and misuse of AI in teaching and learning are some of the topics proposed by this line of research.
- Policies and institutional leadership for digital transformation in education.
This thematic area refers to the regulations, actions, and decisions adopted by governments, institutions, and educational governing bodies to promote effective change toward the use of technology in education.
Subject leaders:
Dr. Carlos Hervás-Gómez, full-time professor at the University of Seville, Spain, attached to the Faculty of Education Sciences, in the Department of Didactics and Educational Organization
Dr. María Dolores Díaz-Noguera, full-time professor at the University of Seville (Spain), attached to the Faculty of Education Sciences, in the Department of Didactics and Educational Organization
Dr. Gladys de los Ángeles Romero Aguirre, part-time professor at the Juárez Autonomous University of Tabasco, attached to the Academic Division of Health Sciences in the Bachelor's Degree Program in Psychology.
Important dates:
Call for submissions opens: December 1, 2025
Call for submissions closes: March 15, 2026
Publication: July-December 2026
