There is a growing interest in the field of digital technologies in education and learning, and this special section aims to discuss recent academic research on all dimensions of emergent and universal technologies and information systems used to promote digital learning processes. It will provide a global forum for the investigation and reporting of diverse issues that affect the learning processes: human– computer interaction, intelligent systems, information systems innovations in learning and its impacts in people, organizations and society. It will also address all aspects of technological developments on educational issues toward ensuring universal access. Digital learning is a complex phenomenon linked with many different interpretations in the existing literature. In order to create a consensus, we will need to base this on a common definition. Kyndt et al. [1] describe digital learning as an unplanned and implicit process with unpredictable results. This learning process has a self-evident character and takes place in the daily working situation [2]. It is seen as the development of the individual through interaction with others [3]. Digital learning often happens spontaneously and unconsciously without any a priori stated objectives in terms of learning outcomes [1]. In this context, it is possible to argue that digital learning technologies are powerful, transformative tools which are improving on our knowledge and capacity to learn with more flexibility. They help to promote innovative pedagogical practices [4] and also support professionals and students on knowledge construction, becoming a tool that helps to access information, communicate information and collaborate with others [5]. According to [6], on the one hand, teachers can use technology to plan and prepare classes and collaborate with other teachers. On the other hand, students use technology to potentiate their knowledge, to study and to conduct research projects, analyses data, solve problems. Cheon et al. [7] held that mobile learning can also play a significant role in education. These authors identified several potential benefits of mobile learning including cost savings, ubiquitous communications, study aids and location-based services. Bocconi et al. [8] argue that the students’ use of digital learning resources is related to the teachers’ digital competences. Wastiau et al. [3] have also indicated that students have the highest frequency of digital learning technology use when taught by teachers who possess appropriate digital skills, who use the internet, including social media [9]. In this context, this special section aims to include scientific issues related to new technologies and information systems contributing to learning and new knowledge creation for universal access in the following topics:
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