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24 January 2025
International Day of Education—AI and Education: Human Agency in an Automated World, 24 January 2025

Education is a fundamental right and a powerful driver of equity, justice, and sustainable development. It opens pathways to opportunity, fosters critical thinking, and empowers individuals to make meaningful contributions to society.

On International Day of Education, we reflect on the transformative power of education in addressing some of the world’s most pressing challenges. This day serves as a call to action for accessible, inclusive education for all, regardless of age, gender, and background. As we pursue global progress, it is essential to tackle the systemic barriers that prevent millions from accessing quality education—such as poverty, discrimination, and a lack of technological infrastructure. By prioritizing inclusive and innovative educational systems, we can nurture engaged, resilient, and informed communities capable of confronting urgent global issues like climate change, social inequality, and environmental sustainability.

In celebration of this day, we invite you to explore a curation of insightful articles, journals, and Special Issues across various fields, including education sciences, social sciences, and sustainability. By sharing these findings, we hope to inspire transformative educational policies, advocate for more inclusive practices, and contribute to a more sustainable and compassionate global society.

“Reading Comprehension in Older Adults—Effects of Age, Educational Level, and Reading Habits”
by Bernardo Riffo, Carlos Rojas, Andrea Helo, Mónica Véliz, Paula Urzúa, Gloria Gutierrez and Ernesto Guerra
J. Intell. 2025, 13(1), 4; https://doi.org/10.3390/jintelligence13010004

“Generative AI in Education: Assessing Usability, Ethical Implications, and Communication Effectiveness”
by Maria Matsiola, Georgios Lappas and Anastasia Yannacopoulou
Societies 2024, 14(12), 267; https://doi.org/10.3390/soc14120267

“Metacognition About Collaborative Learning: Students’ Beliefs Are Inconsistent with Their Learning Preferences”
by Yunfeng Wei, Nicholas C. Soderstrom, Michelle L. Meade and Brandon G. Scott
Behav. Sci. 2024, 14(11), 1104; https://doi.org/10.3390/bs14111104

“Education for Sustainable Development: What Matters?”
by Rocsana Bucea-Manea-Țoniș, Dan Gheorghe Păun, Oliva M. D. Martins, Artur J. Santos and Laura Urdeș
Sustainability 2024, 16(21), 9493; https://doi.org/10.3390/su16219493

““SHIELDing” Our Educators: Comprehensive Coping Strategies for Teacher Occupational Well-Being”
by Joy C. Nwoko, Emma Anderson, Oyelola A. Adegboye, Aduli E. O. Malau-Aduli and Bunmi S. Malau-Aduli
Behav. Sci. 2024, 14(10), 918; https://doi.org/10.3390/bs14100918

“Extended Reality Educational System with Virtual Teacher Interaction for Enhanced Learning”
by Fotis Liarokapis, Vaclav Milata and Filip Skola
Multimodal Technol. Interact. 2024, 8(9), 83; https://doi.org/10.3390/mti8090083

“Exploring Social Skills in Students of Diverse Cultural Identities in Primary Education”
by María Tomé-Fernández, Eva María Aranda-Vega and José Manuel Ortiz-Marcos
Societies 2024, 14(9), 158; https://doi.org/10.3390/soc14090158

“Metacognitive Management of Attention in Online Learning”
by Matthew Jensen Hays, Scott Richard Kustes and Elizabeth Ligon Bjork
J. Intell. 2024, 12(4), 46; https://doi.org/10.3390/jintelligence12040046

“Interactive Learning with iPads and Augmented Reality: A Sustainability-Oriented Approach to Teaching Plastics Chemistry”
by Sabrina Syskowski, Chantal Lathwesen, Nikolai Maurer, Antje Siol, Ingo Eilks and Johannes Huwer
Sustainability 2024, 16(8), 3342; https://doi.org/10.3390/su16083342

“Inclusive Teaching in Higher Education: Challenges of Diversity in Learning Situations from the Lecturer Perspective”
by Rannveig Beito Svendby
Social Sciences 2024, 13(3), 140; https://doi.org/10.3390/socsci13030140

“Examining the Efficacy of ChatGPT in Marking Short-Answer Assessments in an Undergraduate Medical Program”
by Leo Morjaria, Levi Burns, Keyna Bracken, Anthony J. Levinson, Quang N. Ngo, Mark Lee and Matthew Sibbald
Int. Med. Educ. 2024, 3(1), 32-43; https://doi.org/10.3390/ime3010004

“Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance”
by Elisabete Linhares and Pedro Reis
Sustainability 2023, 15(21), 15411; https://doi.org/10.3390/su152115411

“Sustainability Education Across the Lifespan”	“Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning”

Topics: “Generative Artificial Intelligence in Higher Education”	“Agency in Teaching and Learning with Digital Technology: Opportunities and Challenges”