Technology-based Teaching and Learning in STEM Education

TOPICAL COLLECTIONS

Guest Editors

Carlos Bengoechea

University of Sevilla, Chemical Engineering

Carlos is an associate teacher in the Universidad de Sevilla, Spain, where he lectures about Chemical Engineering or Polymeric Materials. He has a wide experience in the development of applications (e.g., plastics, emulsions) that add value to by-products of the industry (e.g., soy protein, porcine plasma).

Estefanía Álvarez-Castillo

University of Sevilla, Chemical Engineering

Estefanía is a PhD student and lecturer in the Universidad de Sevilla, Spain, where she has the chance to collaborate in classes of Polymeric Materials or Chemistry. She is developing her scientific career in the development of green materials that add value to by-products of the industry (e.g., porcine plasma, keratin).

Manuel Félix

University of Sevilla, Chemical Engineering

Manuel is a post-doc researcher at the Universidad de Sevilla, Spain. He lectures about Unit Operations, Polymeric Materials as well as Chemistry in several BsC’s. As a researcher, he has a wide experience in the development of protein-based products with advanced applications (e.g., bioplastics, bioactive emulsions) that add value to by-products of the food processing industry (e.g., crayfish, egg albumen).

María Luisa López-Castejón

University of Sevilla, Chemical Engineering

María Luisa is a lecturer at the Universidad de Sevilla, Spain. She lectures about Chemical Engineering, as well as Chemistry in several BsC’s. She has a wide experience in the interfacial characterization of dispersed systems as well as in the development and characterization of eco-materials from by-products of the food processing industry (e.g., tragacanth gum, porcine pasma).

Collection Overview

Technology-based teaching and learning has transformed STEM education by providing innovative ways to engage learners, enhance understanding of complex concepts, and foster critical thinking and problem-solving skills. Digital tools, virtual laboratories, simulation platforms, and interactive learning environments have become increasingly integral to modern STEM curricula, supporting flexible, personalized, and scalable learning experiences.

Despite these advances, educators and researchers face persistent challenges, including ensuring equitable access to technology, maintaining student engagement in virtual or hybrid settings, integrating digital tools effectively into existing curricula, and rigorously evaluating the impact of technology on learning outcomes. Furthermore, there is limited evidence on best practices for blending traditional pedagogies with emerging technological interventions across diverse STEM disciplines and educational contexts.

This Collection aims to bring together research articles, case studies, reviews, and methodological insights that explore the multifaceted role of technology in STEM education. The collection seeks to highlight empirical studies on learning outcomes, various instructional strategies, curriculum design, and assessment approaches, while also presenting practical experiences from diverse educational settings.

The collection will serve as a valuable resource for educators, researchers, curriculum developers, and policymakers, offering evidence-based insights, replicable strategies, and critical evaluations of emerging digital approaches. By synthesizing current knowledge and showcasing practical applications, this Collection will advance understanding of effective technology integration in STEM education, inform future research directions, and contribute to improved teaching and learning outcomes across diverse educational contexts.