The rapid pace of technological development demands new forms of literacy that extend well beyond traditional reading and writing. Engineering and technological literacy, reading literacy, and competencies related to educational robotics have emerged as interconnected pillars of modern education. Despite growing research in each of these areas separately, there remains a lack of cross-disciplinary dialogue that could strengthen both theory and practice. This Research Topic addresses that gap by bringing together contributions that explore how multiple literacies interact and reinforce one another in formal and informal learning environments. Rooted in established frameworks including New Literacies, 21st Century Skills, and STEM literacy models, the collection reflects the understanding that preparing learners for a complex, technology-driven world requires an integrated, holistic approach to literacy education across all levels of schooling.
This Research Topic aims to consolidate and advance knowledge at the intersection of engineering and technological literacy, reading literacy, and educational robotics within STEM education. Its primary goal is to create a cohesive, high-quality collection of research that bridges communities which have historically operated in parallel rather than in collaboration.
Specifically, the collection seeks to:
(1) identify and examine theoretical frameworks that unify multiple forms of literacy in educational contexts;
(2) highlight evidence-based pedagogical approaches that integrate engineering thinking, language development, and robotics in K–12 and higher education;
(3) explore how assessment practices can be adapted to capture interdisciplinary literacy competencies;
(4) provide practitioners and policymakers with actionable insights derived from classroom research and case studies.
By fostering interdisciplinary dialogue, this Research Topic aspires to contribute to the development of more integrated, future-oriented curricula and to inspire new directions for research in STEM education.
We welcome original research articles, systematic reviews, and conceptual papers that address one or more of the following areas: engineering and technological literacy education; reading and language literacy in STEM learning environments; the use of robots (including social and humanoid robots) as pedagogical tools; interdisciplinary curriculum and instructional design; and assessment of 21st century literacy competencies.
Contributions from across educational levels, primary, secondary, and tertiary, are encouraged, as are studies from diverse geographical and cultural contexts. Manuscripts addressing cross-disciplinary connections between two or more of the topic’s core themes are particularly welcome.
