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Education and Information Technologies (EAIT) is the official journal of the Technical Committee on Education (TC3) of the International Federation for Information Processing (IFIP). It covers the complex relationships between information and communication technologies and education, from the micro of specific applications or instances of use in classrooms to macro concerns of national policies and major projects; from classes of five year olds to adults in tertiary institutions; from teachers and administrators, to researchers and designers; from institutions to open, distance and lifelong learning. The journal’s breadth of coverage allows EAIT to examine fundamental issues at all levels, discuss specific instances and cases, draw inference and probe theory. This journal is embedded in the research and practice of professionals. To begin this issue Jie He (Baoji Vocational & Technical College, China) offers a paper entitled: Research and practice of flipped classroom teaching mode based on guidance case. This paper investigates a group of students as subjects for a flipped classroom experiment using an experimental and a control class. The research results showed that before the experiment both students from each class lacked interest in English learning, did not prepare lessons before class and did not perform autonomous learning. After the experiment, however, it was found that the scores of the experimental class were significantly higher than the control class. This suggests that the flipped classroom teaching mode can effectively stimulate students’ interest in learning English, develop their autonomous and cooperative learning abilities and enhance their English learning proficiency. Preservice teachers’ views about the twenty-first century skills: A qualitative survey study in Turkey and Sweden comes from Ferit Karakoyun (Dicle University, Diyarbakır, Turkey) and Ola J. Lindberg (Umea University, Sweden). Their study aimed to investigate the views of preservice teachers from Turkey and Sweden about twenty-first century skills. The findings indicate that within the context of daily life, the preservice teachers from both countries associated twenty-first century skills mostly with technology, digital citizenship, communication, and information literacy. Within the context of education, a majority of the preservice teachers from Turkey associated Education and Information Technologies https://doi.org/10.1007/s10639-020-10251-y