Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high-quality research, which extends theory and practice. The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.

We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper). Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and particularly on the implications for learning and teaching. Computers as a delivery platform only is insufficient. Detailed information on implementation architecture should NOT be included in the paper, but may be provided via URLs.

We welcome systematic review papers and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. See PRISMA guidelines for further advice.

Authors should take care to refer to and abide by the author guidelines. Papers that do not address the criteria outlined in the author guidelines will be returned without review.

Authors are also welcome to submit to the journal's open access companion titles, Computers & Education Open or Computers & Education: Artificial Intelligence.

Special Issue on Where pedagogy and latest digital technologies meet: New frontiers in language teaching and learning
截稿日期: 2025-12-31

Guest editors:

Prof. Di Zou, The Hong Kong Polytechnic University, daisy.zou@polyu.edu.hk
Prof. Guangwei Hu,The Hong Kong Polytechnic University, guangwei.hu@polyu.edu.hk 
Prof. Shaofeng Li,The Hong Kong Polytechnic University,  shaofeng.li@polyu.edu.hk

Special issue information:

The rapid development of digital technologies—from immersive environments to AI-powered systems—is reshaping language education, offering unprecedented opportunities for interactive, personalized, and engaging learning. However, integrating these tools effectively into pedagogy demands rigorous investigation of their theoretical foundations, instructional strategies, and assessment practices. This special issue invites contributions that address the intersection of pedagogical innovation and technological advancement in language teaching and learning. By bridging research and practice, this collection aims to illuminate best practices, address implementation challenges, and foster effective integration of technology in diverse language learning contexts.

This special issue will focus on the following themes:

· Pedagogical design for technology-enhanced reading instruction
· AI-enhanced speaking instruction: feedback and automated assessment
· AI-powered writing support and assessment
· Task-Based Language Teaching in digital contexts
· Personalized learning of language skills through intelligent tutoring systems
· Methodological innovations for research in technology-enhanced language learning
· Teacher training and professional development for AI-enhanced language teaching
· Design and impact of immersive and gamified language learning environments

Submission Instructions

Please submit a structured abstract of approximately 400 words directly to the guest editors (daisy.zou@polyu.edu.hk, guangwei.hu@polyu.edu.hk, shaofeng.li@polyu.edu.hk), organized under the following headings:

    Background
    Objectives
    Methods
    Results and Conclusions.

Manuscript submission information:

This Special Issue follows the below timeline:

Abstract submission deadline: 01 August, 2025
Notice for abstract acceptance: 01 September, 2025
Full paper submission deadline: 31 December, 2025