Brief Description:

This Special Session focuses on the transformation of mathematics and science education in the era of digital intelligence. Aligning with emerging trends such as artificial intelligence and educational digital transformation, it aims to systematically explore pathways for the deep integration of computer technologies with mathematics education, science education, and interdisciplinary STEM education. Grounded in authentic teaching and learning contexts across both K–12 and higher education, the session addresses key themes including the concrete representation of mathematical learning, inquiry-oriented innovation in science education, and collaborative interdisciplinary teaching and learning, thereby identifying new forms and paradigms of technology-enhanced mathematics and science education.
Particular emphasis is placed on the application of AI-enabled virtual manipulatives, data-driven instruction, and learning analytics. These approaches are expected to respond to persistent challenges such as the abstract nature of disciplinary knowledge, insufficient hands-on learning opportunities, and limited traceability and feedback throughout the learning process. By doing so, the session seeks to foster a new ecosystem of mathematics and science education that is technology-empowered and literacy-oriented, providing both theoretical foundations and practical solutions to support science–education integration and the cultivation of innovative talent.
The Special Session covers five core subtopics and balances theoretical inquiry with practical exploration. It not only examines strategies for aligning technology with mathematics and science teaching, but also highlights innovations in interdisciplinary instructional design, the development of teachers’ digital competence, and viable pathways for educational internationalization. Scholars worldwide are warmly invited to share cutting-edge research and practices on topics such as AI-enhanced mathematics and science education, interdisciplinary project design, and international curriculum collaboration.

 

Session Organizer​

Assoc. Prof. Jijian Lu, Hangzhou Normal University, China
 

The topics of interest include, but are not limited to:

▪ Mathematics Education and Educational Technology
▪ Science Education and Educational Technology
▪ Interdisciplinary STEM Education and Educational Technology
▪ Teacher Education in Mathematics and Science and Educational Technology
▪ Internationalization of Mathematics and Science Education and Educational Technology

 

Submission Method

Submit your Full Paper (no less than 4 pages with two colums) or your paper abstract-without publication (200-400 words) via Online Submission System, then choose Special Session 9 (Mathematics and Science Education and Educational Technology)
Template Download

 

Introduction of Session Organizer

 

Assoc. Prof. Jijian Lu
Hangzhou Normal University, China

Bio: Jijian Lu (Male), a native of Taizhou, Zhejiang, is an Associate Professor at the Jing Hengyi School of Education, Hangzhou Normal University. He serves as a Master’s supervisor and a co-supervisor for PhD students. His research focuses on the interdisciplinary integration of mathematics and science curriculum & instruction with educational technology. He has led or undertaken research funded by the National Social Science Fund of China, a sub-project of the General Program of the National Natural Science Foundation of China, a sub-project of the Ministry of Education’s pilot initiative on “Artificial Intelligence Empowering the Development of the Teacher Workforce,” as well as projects supported by the Zhejiang Provincial Philosophy and Social Science Fund. In close collaboration with students and front-line teachers, he has published more than 70 papers as first or corresponding author in SSCI, CSSCI, and Peking University Core journals. He has also authored three books or textbooks as first author and holds two authorized patents.
To date, his research has received over 500 citations, with an h-index of 13. Among his publications, six papers have been reprinted in full by outlets such as the Renmin University of China Reprints, China Education News Network, China Educational Informatization, and Zhejiang Education Informatization Network, and two papers have been recognized as ESI Highly Cited Papers. Several policy advisory reports have received provincial-level endorsements, and his work has been awarded, among others, the Second Prize in the Digital Education and Teaching Reform Case Competition organized by the Zhejiang Higher Education Association. His teaching and entrepreneurship practice cases have been recognized as a Zhejiang Provincial First-Class Undergraduate Course, a Zhejiang Provincial Excellent Graduate Teaching Case, and the Bronze Award in the Micro-Entrepreneurship Action Program organized by China Youth Daily. In addition, he has supported students and front-line teachers in achieving notable outcomes: over ten students have won the National Scholarship and the First Prize in Provincial Teaching Skills Competitions; multiple teachers have been promoted to senior professional titles; and partner primary and secondary schools have received the National Second Prize and the Provincial Special Prize in educational achievement awards.