Special Issue: Innovations in Dental Education, <i>International Endodontic Journal</i>

Dental education has changed considerably in recent years, principally due to the evolving needs of a new generation of digitally aware students as well as the current revolution of educational resources and technologies available. The education system is continuously adapting to reflect rapid developments and evolving towards a student-centred education. For example, a culture of collaboration, higher interaction and bespoke learning environments, in which dental students take responsibility for their own learning, has helped learners to acquire technical expertise while developing critical judgement and communication abilities (Alizadeh et al. 2024). This more humanistic approach creates life-long learners and healthy contributors to the profession and the community. New models of dental education intend to promote faculty professional growth by encouraging the integration of innovation and technology (Sharab et al. 2023). Moreover, this paradigm fosters educational research to improve the quality of teaching methodologies and assessment strategies, curriculum development and quality assurance of dental programs. As a result, this special issue aims to be an inspirational resource to reflect excellence and innovation in education by providing scientifically sound guidance and best practice for a deeper understanding of teaching and learning. Initially a modest target of 7–10 articles was set for the Special Issue; however, the response to the call for submissions exceeded all expectations, with an exceptional array of contributions and 29 manuscripts finally being accepted for publication. The guest editors would like to warmly thank all authors who submitted their work, the reviewers who generously contributed their time and expertise, and the International Endodontic Journal for supporting this initiative. The accepted contributions included in this Special Issue span a broad range of themes central to modern endodontic education, particularly digital transformation, simulation, artificial intelligence, student well-being, assessment and novel pedagogical strategies. Together, they illustrate a community committed not only to adopting new tools but to rigorously evaluating their impact on learning. AI and Digital Tools in Education emerged as one of the most vibrant areas of innovation. This issue includes studies on the educational performance of chatbots such as ChatGPT-4 and ChatGPT-4o, AI-driven virtual patient platforms for diagnostic training, conceptual analyses of AI chatbots in endodontics, development of novel AI-based integrity systems for image traceability or the prediction of pulp exposures. Some of the contributions expand on immersive simulation, including virtual reality (VR) versus haptic training comparisons, immersive VR–haptic crossover designs for access cavity training, high-fidelity 3D jaw models, reusable and patient-specific 3D-printed models, as well as the use of transparent teeth or macro-models for teaching. A number of manuscripts focus on clinical and preclinical performance, including comparisons of training platforms, development/validation of OSATS tools and systematic reviews on undergraduate root canal treatment performance and diagnostic training. Pedagogical strategies and innovative learning approaches are also represented in the Special Issue with the hope of inspiring educators to pursue new educational models to gain the attention of new generations of learners. Likewise, from stress and anxiety to musculoskeletal risks, students' well-being is also a relevant topic addressed with the issue. Hence, the Special Issue aligns strongly with the initial aims outlined in the call, particularly in the domains of innovative technologies, AI, learner assessment and learning environment. However, several areas originally emphasised in the call were under-represented or absent, offering meaningful opportunities for future scholarship: curriculum and program development, faculty development, ethics in dental education, stakeholder-driven quality assurance, as well as broader dimensions of the learning environment. For this reason, as guest editors, we invite educators, researchers and institutions to continue exploring, questioning and innovating. The future of endodontic education will be defined not only by new technologies, but by our collective commitment to using them thoughtfully, ethically and creatively for the benefit of students, patients and society. We hope that this collection serves not only as a snapshot of current innovation but as an inspiration for continued inquiry, collaboration and leadership in dental education. All authors equally contributed to the conceptualization and writing of the editorial. The authors declare no conflicts of interest. The authors have nothing to report.