Technology-enhanced learning (TEL) is a research field occupied with how teaching and human learning can be supported through the help of digital tools for increased efficiency, effectiveness, learnability, and pedagogical values by applying verified learning theories supported by analyses of the data generated by the students’ activities. Research in TEL is closely related to a social mandate that is becoming eminent in education nowadays: digitalizing education in an accessible, ethical and sustainable way. Most literature on TEL has focused on technological aspects, pedagogical approaches, ethical considerations or accessibility concerns in isolation, often within different research communities. Also, with generative AI's broad and unpredictable impact, these gaps could widen further. This commentary paper aims to bridge these gaps by offering an integrated perspective addressing all three aspects—technology, pedagogy, and accessibility—while examining intersections and implications from multiple viewpoints. From a historical perspective, various educational technologies have facilitated the scaling of different pedagogies and contributed to students' understanding by enhancing personalized learning, expanding visualization possibilities, and improving access to learning materials. While television and radio enabled remote learning, technological advancements in recent decades have significantly increased accessibility, such as radio and TV learning programs, to the emergence of e-learning platforms, adaptive learning systems, and artificial intelligence-driven educational tools. However, it is essential to acknowledge that, despite these advancements, technology-supported educational tools often remain more accessible to learners from developed countries or those with a high socio-economic background who can afford the costs and possess the necessary skills for effective use of these tools.

Due to the Covid-19 pandemic, education in many countries transferred abruptly online. Students, teachers, and parents - who were also working from home - had to adjust to the new reality. To understand this new reality and the experiences of the students, teachers, and parents about online education we conducted a qualitative study using interviews and contextual inquiry. The data collected were thematically analyzed and discussed based on the different perspectives. The article presents a conceptual mapping of the online education experience of students, teachers, and parents in Greece and proposes a conceptual design framework as well as a set of guiding questions to support the design process for a better user experience of cross-cultural online educational platforms in similar contexts.

Online learning platforms are used on a daily basis by a variety of stakeholders. Students, educators, administration officers, IT departments, learning experience designers but also design and development teams are engaged with online learning platforms for a different scope and need, through a different space and individual perspective. Studies show that the effectiveness of the platforms is questioned from a pedagogical and a user experience point of view. Is it possible that the educational background of the user experience designer involved in the design process affects the effectiveness of the platform as well as the user and learning experience?