In recent years, educational robotics is gaining ground in the educational policy of more and more places around the world in both formal and non-formal education programs. Also, the usefulness of educational robotics in special education for the treatment of deficits of students with Learning Disabilities, Attention Deficit Hyperactivity Disorder and Autism, especially at the level of student inclusion, is strongly supported. In the present work, the findings of a pilot educational research in a general education school are presented with the participation of students with special educational needs.

The use of Information and Communication Technologies (ICT) is ubiqui-tous. Technologies like video games have become very popular not only with the young generation but also with older people. The video game indus-try has seen rapid growth over recent years, as has the interest in the influ-ence of video game experience on people’s daily life. The study focuses on a novel approach to training Visual Working Memory (VWM) through the use of video games and examines research evidence concerning whether video games can serve as a vehicle for promoting the development of cogni-tive skills and especially memory and attention.

This study explores the use of digital simulations in STEM education, addressing the gap in systematic reviews synthesizing recent advancements and their implications for teaching and learning by focusing on their impact on learning outcomes and student engagement across general and special education settings. The review includes 31 peer-reviewed empirical studies published in the last five years, sourced from ERIC, Scopus, and Web of Science, and adheres to the PRISMA methodology to ensure transparency and rigor. The findings reveal that interactive simulations are the most widely used type of digital tool, accounting for 25 of the 31 studies, followed by game-based simulations and virtual labs. Quasi-experimental designs dominate the research landscape, often employing pre- and post-tests to evaluate intervention effectiveness. While inquiry-based learning emerges as the most frequently implemented instructional strategy, hybrid and simulation-based approaches also feature prominently. Despite the evident benefits of digital simulations in enhancing conceptual understanding, engagement, and problem-solving skills, research gaps remain, particularly regarding their application in primary and special education contexts. This review underscores the need for diverse research methodologies and broader population studies to maximize the potential of digital simulations in STEM education.

— STEM is an educational approach to the integration of science, mathematics, engineering and technology which are taught as nunnery through real life-inspired activities. In this paper we present the latest trends in web-based and online STEM education. Βy exploiting connectivity, increasing the means that can be shared online and developing cooperation between people from dis-tance, new educational paradigms are immerging. We chose to present applica-tions from 2013 onwards in order to highlight the latest trends in STEM online education and have categorize them according the technologies used in their im-plementation.

This paper explores the significant role of 3D printing and digital applications in enhancing science, technology, engineering, and mathematics (STEM) education in both general and special schools. With the advent of the Fourth Industrial Revolution, the integration of these technologies into educational systems has become increasingly critical. This study reviews various study works that demonstrate how 3D printing technology enriches learning by fostering critical thinking and problem-solving skills and offering a more interactive and engaging educational experience. Special attention is given to its impact in special education, where it facilitates inclusive learning and aids in creating tailored educational tools. A case study from a vocational high school in Greece is presented, showcasing the successful implementation of a 3D printing and educational robotics club. This club highlights the practicality and effectiveness of 3D printing in enhancing student engagement and learning outcomes. The paper concludes by emphasizing the transformative potential of 3D printing in preparing students for future challenges and advocating for its wider adoption in STEM education.

This systematic review investigates the use of mind maps in STEM education, focusing on their application, effectiveness, and contextual factors. The main objectives were to examine whether mind maps are used as learning or assessment tools, the research designs employed, the type of interaction (individual vs. collaborative), and the format (digital vs. paper-based). Studies were identified through systematic searches in ERIC, Scopus, and Web of Science, including peer-reviewed journal articles published between 2019 and 2024. The inclusion criteria required empirical research studies using mind maps in STEM contexts with measurable outcomes related to learning or engagement. Studies without empirical data or not focused on STEM education were excluded. Fifty studies met the inclusion criteria. Most employed quasi-experimental designs (n = 29), including 22 with pre–post-test measurements. The mind maps were mainly used as learning tools (n = 40), in individual settings (n = 24), with student-generated (n = 36) and digital formats (n = 21) being most common. The reported outcomes included improved academic performance, conceptual understanding, critical thinking, and motivation and reduced cognitive load. The limitations included inconsistent reporting of the map types and theoretical underpinnings. The findings suggest that mind maps are effective tools for enhancing learning and engagement in STEM education and warrant broader pedagogical integration.