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Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms.

Research & information: general --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19

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• Reference Manager
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Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms.

Research & information: general --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19 --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19

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This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering K-12 educational sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.

Philosophy --- teaching profession --- COVID-19 school closure --- online learning --- K–12 education --- public education --- distance education --- rural education --- educational technology --- learning barriers obstacles --- quality --- distance learning --- COVID-19 pandemic --- questionnaire --- professors and students --- emergency remote teaching --- COVID-19 --- special education --- teachers --- elementary school --- pedagogy --- sport science --- transdisciplinary --- childhood learning --- technologies --- relationship --- civil education approach --- education --- emergency --- low-resource settings --- engagement --- student perception --- survey --- Moore framework --- mathematics education --- online teaching --- parent attitudes --- primary education --- productive struggle --- remote learning --- teacher attitudes --- teaching and learning in emergencies --- science teachers --- qualitative research --- higher education --- evaluation --- parental involvement --- home-school relationships --- Twitter --- social media --- coronavirus disease --- EFL learners --- student course engagement questionnaire --- Madrasti --- platform --- stakeholders --- Facebook --- content analysis --- educational change --- school --- adaptation --- complex systems --- academic self-perceptions --- workload --- technical support --- course satisfaction --- digital technology --- home-learning --- Thirdspace --- primary teachers --- Scotland --- COVID-19 lockdown --- instructor readiness --- e-learning readiness --- pandemic --- e-learning --- students’ e-learning preparedness --- e-learning competency --- Rasch analysis --- web-based learning --- flipped classroom --- architecture-engineering and construction (AEC) --- blended learning --- lifelong learning --- meaningful learning --- COVID-19 instructional response --- instructional planning --- preservice teachers --- STEM integration --- in-service teachers --- undergraduate research --- flexible teaching --- COVID-19 lockdown education --- structure in education --- online education --- secondary education --- teacher knowledge --- mathematics --- online teaching materials --- distanced learning --- technology-mediated learning --- technology-mediated teaching --- engineering education --- entrepreneurship education --- face-to-face learning --- perceptions --- children’s learning --- accounting education --- internship --- n/a --- K-12 education --- students' e-learning preparedness --- children's learning