Aging is highly correlated with a decline in cognitive abilities. Information and communication technologies are nowadays increasingly used for knowledge acquisition, education, cognitive development, etc. Older adults should be prepared to adopt these technologies and take advantage of their capabilities. The purpose of this study was to analyze the cognitive profile of older adults in order to identify the ways that they learn, as well as to analyze older adults’ attitudes, to aid in the development of an e-learning platform adapted to their needs. The sample of the study consisted of 103 older adults, aged 55+, from Greece. According to their responses, older adults seemed to prefer e-learning modules that presented the educational content step-by-step and contained practice questions and examples. In addition, respondents had positive attitudes toward the existence of assessment tests for after the completion of each module. Finally, the utilization of explanatory videos and special graphics in the modules was imperative, according to older adults’ preferences.

Inclusive education is now firmly established as the main educational policy for children with special educational needs and disabilities, which emerges as the mean of creating an inclusive society in which equal opportunities are provided. However, there are concerns expressed on the effect of such a change in the educational system and on how possible it is to make this a reality. The concerns and objections of educators toward inclusion are mainly based on the diversity of learning disabilities, the learning outcomes that could be generated by applying this practice, and the lack of confidence of teachers to teach in an inclusive environment. In this study, we examine teachers’ attitudes toward inclusive education, while at the same time, we analyze current inclusive policies and practices in the Greek educational system. Results revealed that teachers have generally positive attitudes toward inclusion. However, they indicated some issues and barriers to the implementation of inclusion. We consider that policy-makers in Greece should target educator training and increase funding for education.

Cognitive and metacognitive skills are recognized and studied since antiquity. From the theory of Aristotle, according to which knowledge is product of the human mind and Platonic gnosiology and the theory of true knowledge, to the modern cognitive science, the question of how people acquire knowledge, has occupied a multitude of scientists. In this article we present a cognitive-based approach to the process of acquiring knowledge, we analyze the dominant theories of knowledge, theories of intelligence, as well as learning theories, and thus we propose an eight-layer pyramid of knowledge. We also analyze the cognitive processes and metacognitive skills required to get an individual to the highest layer of the knowledge pyramid.

Deaf individuals present differences compared to their hearing peers in terms of their learning profile. In addition, deaf adults seem to still be socially excluded nowadays, given that the transition from school to work is more difficult for people with hearing loss. This study aims to analyze the cognitive characteristics of deaf adults, as well as the way they learn better, for the development of an innovative and user-friendly e-learning platform, which will be adapted to the educational needs of the target group. Fifty-three deaf or hard-of-hearing adults participated in the field research for the needs of this study. According to the results, participants prefer e-learning modules with continuity in terms of the content, which offer comprehension questions during the sessions, as well as practice exercises after their completion. Furthermore, participants had positive attitudes towards the use of special graphics and explanatory videos.

Given the increasing demand of skilled workers in the Information and Communication Technology (ICT) sector during the upcoming years in the European labour market, as well as the digital gap of Greece to the European average, as a result of the ongoing economic crisis, led us to search for innovative ways of dealing with the current situation, following the scientific perspective. Inclusion of an increasing proportion of the Greek population in the ICT sector could result in a reversal of the uncomfortable situation in Greece. The purpose of this study is to investigate the impact of ICT on women’s employability and entrepreneurship, as well as on career prospects in managerial positions in Greece, in order to map the existing situation, identify needs, and suggest training routes. Data from 1035 women were collected, via questionnaires and interviews, regarding ICT skills’ benefits on female employability and entrepreneurship. As revealed by the findings, although women believe that ICT skills are among the most crucial factors of success in the 21st century, however, they state that they feel underrepresented in the digital era.

The potential of digital games to enhance learning in various areas of child development has attracted increasing interest in children’s emotional well-being and social–emotional difficulties. The present serious game named “The Park of Emotions” was based on the nine-level pyramid model of emotional intelligence, had conceptual relevance to the questions of a new emotional intelligence scale, and served as an intervention tool. The aim was to experimentally evaluate to what extent the serious game “The Park of Emotions” improved children’s emotional intelligence through the improvised scale measuring the emotional intelligence of children aged 9–12. The study was conducted on a group of 436 children aged 9–10 years, 4th grade. To assess the impact of the program, an analysis of variance (ANOVA) was conducted on the experimental group and the control group at the pre-test stage, as well as an analysis of covariance (ANCOVA post-test). The results for the post-intervention ANCOVA confirmed the existence of significant differences between the groups, as participants in the experimental group had significantly higher scores compared to participants in the control group on the total score and individual subscales. Furthermore, ANCOVA results confirmed that the intervention had a similar positive effect for both sexes. Consequently, this study experimentally validates an effective intervention tool, highlighting the importance of implementing digital games aimed at improving emotional intelligence and emotional skills throughout childhood and preadolescence. “The Park of Emotions” could be considered a useful serious game that affects personal, emotional, and social factors.