CFP: Blended Learning in Mathematics Education: Fostering 21st-Century Competencies and Assessment Innovation
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Mathematics Education Researchers (MER) community
Apr 7, 2026, 2:57:33 AMApr 7
to Mathematics Education Researchers (MER) community
The growing integration of blended learning in mathematics education is transforming traditional instructional practices and reshaping how students develop essential 21st-century competencies such as critical thinking, creativity, problem-solving, collaboration, and digital literacy. By combining face-to-face and online modalities, blended learning environments offer flexible, interactive, and personalised pathways that can enrich mathematical understanding. However, leveraging these opportunities effectively requires thoughtful instructional design, purposeful selection of digital tools, and robust assessment strategies that capture deeper learning and competency development.
Despite increasing global interest, significant gaps remain in understanding how mathematics educators design, implement, and assess blended learning approaches that genuinely foster 21st-century skills. Challenges include aligning technology with curriculum goals, ensuring pedagogical coherence, supporting teacher readiness, and developing assessment models capable of measuring higher-order competencies in hybrid settings. Addressing these issues is vital for both research advancement and classroom practice.
This Research Topic aims to investigate how blended learning environments can be strategically designed and evaluated to enhance 21st-century competencies in mathematics education. Key guiding questions include:
• How do teachers integrate digital tools to promote higher-order mathematical thinking and inquiry?
• Which innovative pedagogies and learning designs effectively support student engagement and autonomy in blended mathematics learning?
• What assessment approaches best capture competency-based learning outcomes in hybrid or technology-enhanced settings?
• How can blended learning contribute to equity, accessibility, and inclusion in mathematics education?
We welcome empirically grounded, theoretically informed, and practice-oriented contributions that help bridge the gap between technology integration, pedagogy, and assessment innovation. Submissions may come from all educational levels and can include empirical research, conceptual or theoretical analyses, case studies, design-based research, systematic reviews, or methodological innovations.
Contributions should emphasise pedagogical design, assessment practices, and the development of 21st-century competencies within blended or hybrid mathematics learning contexts. Manuscripts should be 5,000–7,000 words, follow APA 7th edition formatting, and include an abstract of no more than 250 words. All submissions will undergo rigorous peer review to ensure academic quality and relevance.
This collection seeks to provide educators, researchers, and policymakers with evidence-based insights, frameworks, and models to support the re-envisioning of mathematics education for the digital age.
Manuscript Submission Deadline 21 June 2026
Despite increasing global interest, significant gaps remain in understanding how mathematics educators design, implement, and assess blended learning approaches that genuinely foster 21st-century skills. Challenges include aligning technology with curriculum goals, ensuring pedagogical coherence, supporting teacher readiness, and developing assessment models capable of measuring higher-order competencies in hybrid settings. Addressing these issues is vital for both research advancement and classroom practice.
This Research Topic aims to investigate how blended learning environments can be strategically designed and evaluated to enhance 21st-century competencies in mathematics education. Key guiding questions include:
• How do teachers integrate digital tools to promote higher-order mathematical thinking and inquiry?
• Which innovative pedagogies and learning designs effectively support student engagement and autonomy in blended mathematics learning?
• What assessment approaches best capture competency-based learning outcomes in hybrid or technology-enhanced settings?
• How can blended learning contribute to equity, accessibility, and inclusion in mathematics education?
We welcome empirically grounded, theoretically informed, and practice-oriented contributions that help bridge the gap between technology integration, pedagogy, and assessment innovation. Submissions may come from all educational levels and can include empirical research, conceptual or theoretical analyses, case studies, design-based research, systematic reviews, or methodological innovations.
Contributions should emphasise pedagogical design, assessment practices, and the development of 21st-century competencies within blended or hybrid mathematics learning contexts. Manuscripts should be 5,000–7,000 words, follow APA 7th edition formatting, and include an abstract of no more than 250 words. All submissions will undergo rigorous peer review to ensure academic quality and relevance.
This collection seeks to provide educators, researchers, and policymakers with evidence-based insights, frameworks, and models to support the re-envisioning of mathematics education for the digital age.
Manuscript Submission Deadline 21 June 2026
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