This Collection explores how emerging technologies such as virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) can contribute to sustainable learning and development from a psychological perspective. We welcome research that addresses cognitive, emotional, motivational, and behavioral processes involved in technology-enhanced learning environments. Studies may examine psychological mechanisms underlying learner engagement, digital fatigue, eco-anxiety, self-regulated learning, or the development of 21st-century competencies. In particular, we encourage submissions that investigate how these technologies support inclusive, accessible, and culturally adaptive education aligned with the United Nations Sustainable Development Goals (SDGs). Interdisciplinary and cross-cultural approaches are especially welcome.

Scope of Submissions:

Technology-enhanced Learning and Psychological Engagement

• Effects of immersive VR/AR environments on attention, motivation, and emotion regulation.

• AI-supported scaffolding and its influence on self-regulated learning and cognitive load.

• Learner profiles and personalized learning from a psychological assessment viewpoint.

Cultural and Environmental Psychology in Education

• Psychological responses to eco-friendly technologies in digital learning.

• Cross-cultural studies on attitudes toward digital learning innovations.

• Impact of green design on psychological well-being in learning environments.

Developmental and Vocational Psychology

• Role of digital tools in fostering growth mindset and psychological resilience in vocational education.

• Psychological factors influencing technology acceptance in youth and adult learners.

• Technology and career adaptability: psychological determinants of innovation readiness.

Innovation, Identity, and Digital Behavior

• The role of identity, self-efficacy, and digital agency in entrepreneurial learning.

• Online collaborative behavior and social cognition in maker education.

• Psychological dimensions of digital learning equity and inclusion.

Keywords: Technology-enhanced learning, Motivation and emotion, Self-regulated learning, Cultural psychology, Sustainable education, Digital equity, VR/AR in education, Innovation psychology, SDG-related educational psychology.

This Collection supports and amplifies research related to SDG 4, SDG 9, SDG 10, and SDG 13.

Previous research has highlighted the importance of improving the quality of life and well-being of those directly involved in addressing bullying and cyberbullying. However, further theoretical frameworks are needed to advance the study of emotions, strengths, forgiveness, resilience, and related topics.

Furthermore, research is needed to further our understanding of the role of emotional factors in the prevention and intervention of bullying and cyberbullying. Additionally, studies focused on developing and validating assessment tools to identify the roles involved, taking into account the diversity of students at all educational levels, remain essential.

Undoubtedly, studies focused on understanding the roles of families and teachers are of particular importance in order to establish the necessary foundations for implementing educational programs that contribute to achieving the Sustainable Development Goals (SDGs 3, 4, 5, and 16). This monograph is open to receiving research studies through systematic reviews, meta-analyses, empirical studies, intervention proposals, etc.

Keywords: bullying, cyberbullying, coexistence, emotions, wellbeing, quality of life, quality education, health.

This Collection supports and amplifies research related to SDG 3, SDG 4, SDG 5, and SDG 16.