Special Issue: Higher Education – Teaching and Assessing Thinking Skills with (or without) Educational Technologies

Since the turn of the millennium, the importance of integrating thinking skills into higher education pedagogy has been increasingly advocated by economic organizations, educational councils, and accreditation bodies alike. The importance of thinking skills has increased in recent years as the result of growing scientific multidisciplinary, market dynamism, social transformation, and global interconnectedness. While many successful efforts have been made towards the worthy end of integrating thinking skills into higher education pedagogy, effective, measurable and sustainable teaching of thinking skills is still a faraway goal for the majority of higher education institutes. Integrating thinking skills into higher education pedagogy requires suitable models, methods, and tools for both instruction and assessment. In a post-COVID world, teaching in general and the fostering of thinking skills in particular depends more than ever on advanced technologies for active learning. This special issue is dedicated to those examples of instruction, assessment, and technologies which can help higher education institutions to achieve successful integration of thinking skills.


Papers in relevant areas are invited:
•    Pedagogical models, methods or tools used by teachers[1] in higher education
•    Assessment in higher education: 
•    assessment of learning—summative,
•    assessment for learning—formative,
•    self-assessment,
•    peer-assessment
•    Developing, adapting, or evaluating advanced technologies for active learning
•    Literature reviews and meta-analyses focusing on teaching, learning and assessing in higher education
•    Integration of thinking skills and metacognition into higher education
•    Professional development for teachers and/or mentors in higher education
•    Implementing educational technology, MOOCs, and online assessment in higher education.
Guest Editors
•    Prof. Yehudit Judy Dori


Faculty of Education in Science and Technology, Technion, Israel Institute of Technology and Samuel Neaman Institute for National Policy
E-mail: yjdori@ed.technion.ac.il
Website: https://judydori.technion.ac.il/
 
•    Dr. Rea Lavi
School of Engineering, Massachusetts Institute of Technology
E-mail: realavi@mit.edu
Website: https://www.linkedin.com/in/realavi/


Deadline:
Full manuscript submission: July 1, 2022
Full manuscript feedback: October 1, 2022
Revision: December 1, 2022
Uploading all the special issue: February 1, 2023
Papers accepted earlier will be uploaded as they are accepted (online first).


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[1]the terms ‘teacher’ and ‘instructor’ are used herein synonymously