Dear Colleagues,

The study of intelligence is one of the most prolific areas of psychology. Both from a theoretical and applied point of view, intelligence is a field in which relevant and significant contributions have been made but, at the same time, important theoretical controversies still persist. However, certain authors uphold the possibility of creating a dialectical synthesis that makes it possible for different theories to coexist and be integrated from both the theoretical and applied perspectives.

The application of intelligence theories to education in general and to the instructional context of the classroom in particular has been, more or less, the explicit goal of those same intelligence theories as well as that of education theorists. In certain cases, broad fields of research have been developed to examine the relations between different intellectual aptitudes and teaching methods, such as the ATI studies; in other cases, instructional implications have been derived from intelligence theories that do not expressly deal with the relationship between intelligence and education. At any rate, whether explicitly or implicitly, directly, or indirectly, educational and instructional implications can be derived from each theory of intelligence.

The main purpose of this Special Issue is to analyze how current notions and aspects of intelligence can be applied to the education of students in the classroom, to the teaching/learning process, and in the improvement of academic achievement at all educative levels.

For this Special Issue, manuscripts that include research employing theories of intelligence belonging to any research approach are welcome, including but not limited to the psychometric perspective, the information processing perspective; the theory of multiple intelligences, the triarchic theory of intelligence, emotional intelligence, and intelligence in context.

This Special Issue encourages submissions that address current issues raised by the research on intelligence(s) and teaching/learning process, both from the theoretical and methodological point of view, and that may generate new insights in this field. The Guest Editors of this Special Issue welcome submissions that address, but are not limited to, the following issues:

• Measurement of intelligence(s) in academic context
• Intelligence(s) and variables related to the teaching/learning process and/or academic achievement (theoretical and research models: structural models, reciprocal effects, longitudinal models, mediation / moderation / instrumental variables, multilevel models, etc.)
• Multicultural studies on intelligence(s) and the teaching/leaning process and/or academic achievement
• Artificial intelligence and education
• Synthesis studies, i.e., meta-analyses of intelligence(s) and the teaching/leaning process and/or academic achievement

Prof. Dr. Raquel Gilar-Corbi
Prof. Dr. Juan Luis Castejón Costa
Guest Editors

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• intelligence(s)
• intelligence theories
• teaching variables
• learning variables
• academic achievement
• higher education
• primary education
• secondary education
• artificial intelligence
• adaptative education
• dynamic assessment